Lesson Plan Thomas Reddall

Topic area: Stage of Learner: year 10 Syllabus Pages:

Date: Location Booked: Lesson Number: 10 /

Time: 60 minutes Total Number of students Printing/preparation

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment

questions, challenges and evaluates

cultural assumptions in texts and their
effects on meaning EN5-8D

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
Time Teaching and learning actions Organisation Centred
T/S
5 Do Now: What is a Stereo type? Teacher:
Have a discussion on this, and then introduce a closed
passage activity which offers a concrete definition of a Student:
stereotype.
Resources:
- Indicate to the class that the stereotypes
10 represented in this lesson can be harmful and will Teacher:
be analysed in context, the continuation of any
discriminatory discussion will not be tolerated. Student:

Resources:

15 Teacher:

Student:

Resources:

20 Brain storm stereotypes. Teacher:

Address: Student:
Resurces:

25 Teacher:

Student:

Have the students form groups again and ask them to list Resources:
30 the apparent stereotypes being represented in the three Teacher:
commercials being seen.
Student:
Washing detergent ad
Resources:
KFC Cricket ad

Mercedes Ad
35 For the final activity, have the groups pick one commercial Teacher:
and create a new script for it which eliminates the use of
stereotypes. Student:

Resources:
40 Teacher:

Student:

Resources:
45 Teacher:

Student:

Resources:
50 Teacher:

Student:

Resources:
 1. What are the consequences of stereotypes?
2. Why do advertisers Rely on Stereotypes?
3. Why is it important to challenge stereotypes?

1. What stereotypes do these ads resonate with?

2. What is the impact of stereotyping on:
(a) The group represented?
(b) Society overall?

Gender Role
The role or behaviour learned by a person as appropriate to their gender, determined by
the prevailing cultural norms.
Stereotypes refer to a widely held but inaccurate and
over simplified image used to categorise a particular
group of people. Stereotypes are the means through
which specific attributes, values, beliefs or
characteristics become associated with specific groups.
People are often stereotypes as a consequence of race,
gender, culture, sexuality, class and so forth.

Stereotypes refer to a widely held but ___________ and over

simplified image used to categorise a particular group of
people. Stereotypes are the means through which specific
__________, values, beliefs or characteristics become
associated with specific groups. People are often stereotypes
as a consequence of race,_________,_________, ________,
class and so forth.