Don’t Call Me…

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Objective: Students will learn that an assumption about something or someone, is a sterotype.

Don’t Call Me…

  • 3

  • 4

  • 5

Objective: Students will learn that an assumption about something or someone, is a sterotype.

Activity:

Activity #1:

Begin the activity, with the protocol, Corners.

List some typical known things about dogs. If the students think it is right, they stand in the first two corners or if they think it’s wrong, in the other two corners.

Items that you may state could be, “all dogs like to play fetch”, “all dogs like to take walks” and/or “all dogs hate cats”  

Complete this a few times. Then, call students back and discuss why students didn't all go to same corners, all the time.

Discuss with students, whether they really know if the dogs feel this way.

Lead students to the conclusion that they are really not sure about all these statements.  

Tell students, this is an assumption or a stereotype. Tell students, to think about an assumption about all cats.  

When they are ready to share, they should stand up.  

Have students share their assumption, using the protocol, Musical Shares.  

Activity #2:

Read the book, "Quit Calling Me a Monster" by Jory John. 

Have students think about what assumptions may be made, about monsters (all of them may be mean, they are scary). 

Keep a list, as you use the protocol, Shout Out, to collect the students' answers.   

Activity #3:

Have students think about assumptions that are made about young people.

Use the protocol, Three Step Interview, to gather answers to the question, “What are assumptions, people make about students?”

After the protocol, use a random name generator, to have groups share out what they learned. 

As a group, think about what someone could say, to a person, who is making assumptions about someone else. Record several possible responses on chart paper and post them in the classroom.

Common Core Standards:

  • 3.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 3.SL.1.b ( Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). )

  • 3.SL.1.c ( Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. )

  • 3.SL.1.d ( Explain their own ideas and understanding in light of the discussion. )

  • 4.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 4.SL.1.b ( Follow agreed-upon rules for discussions and carry out assigned roles. )

  • 4.SL.1.c ( Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. )

  • 4.SL.1.d ( Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. )

  • 5.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 5.SL.1.b ( Follow agreed-upon rules for discussions and carry out assigned roles. )

  • 5.SL.1.c ( Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. )

  • 5.SL.1.d ( Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. )