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Robyn Moyer

Jenni Truchan
Literacy for Change Unit Project
Feature Lesson Plan
The Danger of a Single Story

Rationale:
In the first learning experience of our Stereotype Unit, titled The Danger of a Single
Story, we want our students to develop an understanding of how a single story can affect human
beings. With this being the first lesson within our unit, the students are entering the lesson with
solely their background knowledge on stereotypes. In order for the unit to be beneficial and
powerful to the students, it must be implemented in a time of the school year where the safe
classroom community is fully formed, recognized, practiced and appreciated. We believe this
lesson provides a necessary element of understanding and developing student personal identity.
The discoveries our students will make about their own identities is extremely exciting for us
because we believe middle school is the true age when students identities flourish and it is
fulfilling to be the teacher that helped them reach that new understanding. It is also our goal for
our students to understand how a single story can not only be destructive to him/her, but also to
others.

Goals/Objectives:

Students will be able to recall and understand the definition of a stereotype and a single
story.

Students will be are able to reflect upon others and their own experiences.

Students will be able to distinguish between how others perceive them and who they
believe themselves to be.

Students will be able to incorporate narrative techniques learned previously in a personal


narrative and write about a time of stereotyping.

Standards:

E06.C.1.2.1: Introduce a topic for the intended audience; organize ideas, concepts, and
information using strategies such as definition, classification, compare/contrast, and
cause/effect to support the writers purpose.

E06.C.1.3.2: Use narrative techniques, such as dialogue, pacing, and description, to


develop experiences, events, and/or characters.

E06.B-C.3.1.1: Trace and evaluate the argument and specific claims in a text,
distinguishing claims that are supported by reasons and evidence from claims that are not
(e.g., fact/opinion, bias).

Opening/Framing:
To frame this lesson, we will begin by showing the three pre-selected clips of
Chimamanda Adichies TED talk video on how single stories affected her life. The clip times
include 4:13 - 5:37, 8:43 - 9:37, and 13:46 - 14:08. Once the clips are completed, we will have
the students take out their decorated personal journals in which they will write a quick reflection
on what a single story and a stereotype is, how single stories can affect a person and the roles
that stereotypes and single stories play. If the students are having trouble thinking of what to
write, they may turn to their closest peers to discuss the video and the effects of single stories.
After the students write their reflections, will we discuss as a class what they wrote down,
discussed with their peers and what they think a stereotype or single story consists of. As stated
above, the students are entering this lesson with solely their background knowledge and schema
of stereotypes and single stories. However, this video will purposefully begin this lesson with the
exposure of these two words.

Procedures:
Before the Reading Experience:
1. The students will have just come out of a discussion pertaining to the TED talks video
clips and their personal journal responses.
2. As a wrap-up of the discussion, we will ask a few questions.
a. From what the entire class has stated, can someone offer a single, formal
definition of a single story? And a definition of a stereotype?

i. Make sure to write these on the board.


b. Would anyone like to add to these two definitions or change anything we wrote
down?
i. Make any additions and/or changes to the definitions written on the board.
c. What is one big example of a single story seen in Chimamandas speech?
i. Make sure that if the students did not state that Chimamandas main single
story is being a stereotypical African, that it is stated by you.
d. How do you believe a single story comes about? In other words, how does it
become a single story?
i. Make sure the students see that a single story comes about by being a story
that is told over and over again until it is believed and used by many.
e. Are single stories hurtful? Why might they be hurtful?
During the Reading Experience:
3. We will transition the class to our two paper identity assignment.
a. We will now take this idea of a single story and apply it to our own identities.
b. There are two parts to an identity. The first part is what others see and believe
anothers identity is, including single stories. For example, like we discussed, part
of Chimamandas identity was being an African. Because of this, her roommate
believed she would not know how to use a stove and would listen to African
music.
c. Now think to yourself, what are components of your identity that others see and
who others believe you are.
4. We will pass out one piece of blank printer paper to each student, as well as, ourselves.
a. Please express on this paper how you think others perceive you. Your expression
can be in words, sentences, drawings, or however you want to put your thoughts
on the paper. Remember you are in our community and can feel comfortable
expressing yourself.

b. To help you think about what to write for this section, I will leave questions on
the board in which you may choose to answer.
i. These questions include How do others see you? How do others define
you? What are stereotypes people use when defining you? What is on the
outside for people to see and interpret?
c. I will also complete this same assignment, but on the board. This way you may
see examples that may help guide you.
d. After the teachers complete their first page on the board, they will walk around
and see if there are any recurring themes on the students pages.
5. After the students complete the first page, expressing how others see them, we will
distribute another piece of blank printer paper to each student. On this paper they will
express how they view themselves.
a. Before we mentioned that there are two components to an identity. The first
being what others see, which you have just written about. The second component
of an identity is how one perceives his or herself and believes is his or her true
identity.
b. On this piece of paper, express how you see yourself. Again do this in anyway
you feel comfortable whether it be words or drawings. When you have expressed
yourself please raise your hand.
c. Here are some questions to help you think of what could be put on this sheet.
i. These questions will be written on the board: Who is the real you? Who
are you on the inside? What is something people dont know by looking at
you?
d. Once again, I will also complete this page for you to look at for guidance and
examples.
e. On completion of the second page on the board, the teachers will look for students
who are raising their hands and will tape each students first page on top of his/her
second page. We will also place four or five sticky notes on each students desk
once we tape his or her papers together.
6. Once everyone has his or her two papers taped together, we will inform the students of
the next steps, which will be a gallery walk.

a. Now that everyone has finished forming their two part identities, we will have a
gallery walk in which we will all walk around the room and read one anothers
papers.
b. Before we begin, if you are uncomfortable with something you have written and
do not want others reading it, please place a sticky note over that area. Out of
common courtesy within our safe environment, we will not remove one anothers
sticky notes.
c. Please also take your leftover sticky notes and a pencil with you on the gallery
walk. You will write only compliments and positive comments on these notes
about what you see and place the note on the persons desk.
d. As you read others papers, please keep in mind similarities and differences
amongst others identities and your own identity.
e. Now, lets quietly get up from our seats and silently read one another's pieces as
we walk around the room.
7. After a maximum of ten minutes or when each student has seen the majority of
everyones papers, we will have each student return to his or her desk.
a. Thank you for being very quiet and kind, please return to your seats.
b. What were some similarities and differences you noticed between your
classmates from walking around the room? What are some similarities and
differences you see between the two identities of some of your classmates?
c. What are some similarities and differences between your own two identities?
d. Have you gained a deeper meaning of single stories? Do you feel that you know
and can respect those within our classroom even more?
e. How does this experience relate to single stories? How does it relate to
stereotypes?
f. Do you have a deeper understanding of your own identity? Why do you think it
is helpful distinguishing between what others see and what you see in yourself?
After the Reading Experience:

8. We will ask students, upon returning to their seats, to read the sticky notes that were left
on their desks by classmates. We will ask discussion questions that lead our students to
their next assignment of a personal narrative.
a. Look at your two page pieces. Is there a clear stereotype represented? Think of a
time in which you were stereotyped or misjudged by someone else. This may be
represented in your two page assignment or it may not be.
b. Would anyone like to share a moment in which you were stereotyped or
misjudged?
9. The last activity of the lesson will be to write a personal narrative.
a. In the remaining class time, map out, jot down a list or outline a single time in
which you were stereotyped or misjudged.
b. You may grab a graphic organizer located in the front of the classroom. It is
meant to help you form a story with chronological events.
c. Once you have formed a storyline with successive events, you will begin to write
a 1-3 paged personal narrative.
d. The purpose of this assignment is for you to explore the emotions that are
involved with stereotypes and single stories. Understanding the feeling of
personally being misjudged or stereotyped helps you to see how others may feel if
you are to misjudge or use a stereotype on them.
e. In your personal narrative, we want you to use emotion, dialogue, and other
literary devices we have studied this year. Please write in first person. This
narrative is for you, your portfolio, me, and for anyone you would like to share it
with, in or out of our classroom
10. We will hand out a check-list in which the students personal narratives will be graded on.
a. Use this check-list to guide your writing and to make sure you are including
everything you will need. The first rough draft will be due by the end of the
week.

Assessment:

We will use multiple forms of assessment to evaluate if our students met the goals and
objectives of the lesson. When the students are discussing the TED talk video and single story
experiences, we, the teachers, will take anecdotal notes as to remember points of discussion that
stood out, may be addressed again, and/or were not talked about fully. Next to each note, we will
write the name of the student or students that mentioned these to give them credit for what they
offered to the class. These discussions will also show us if the students met our first goal of
understanding and defining stereotype and single story. When they return to their seats and start
to converse about their two page identities, we will assess their understanding of our third goal;
being able to distinguish between how others perceive them and who they believe themselves to
be.
The gallery walk, to view the two page identities, will be another form of assessment for
our students. We will walk around with the students leaving positive sticky notes and taking
notes of similarities and differences between identities. These notes will be used to create and/or
further discussion. It is important to have these notes because it allows us to stay on our toes and
keep ideas flowing. The gallery walk also aids the students meet the second and third goals.
They, the students, are able to reflect upon their own experiences when creating the two page
identity and afterward examine it and see the difference between how others perceive them and
how they see themselves. This assignment gives us an opportunity to learn more about our
students that we may not have known before this activity.
Our most traditional form of assessment is our rubric for the students personal narrative.
We will use this rubric to create a fair way to grade every narrative. The evaluation of their
narratives will include using first person, literary devices, and consisting of one to three pages.
Their narrative assignment aligns with our second and fourth objective goals of reflecting upon
their own experiences and incorporating narrative techniques into a time of stereotyping.
The last form of assessment will be exit cards, which will also be the closing of this one
day lesson. These exit cards will allow us to see how every student is making sense of the
concepts of the lesson, including stereotypes, single stories, identity, and/or the pain of
stereotypes.

Differentiation:
We understand, because of personal learning experiences and through an educator's point
of view, that our lessons must include differentiation for multiple types of learners. We will use a
variety of visuals to help aid visual learners during our lesson. These aids include Chimamanda
Adichies TED talk video, important definitions or themes from discussions written on the board,
and illustrations seen in the student two page identity assignment. To apply our lesson to

kinesthetic and hands on learners, we incorporated an opportunity for the students to get out of
their seats and walk around, during the gallery walk. The partner and class discussions will help
our auditory learners. We also, both choosing to express ourselves through art, included the
opportunity for our students to draw when completing the two page identities. We believe that it
is sometimes an easier outlet for students to express themselves through drawing rather than
writing.
Our lesson was created while keeping in mind that we want to be culturally diverse in our
classroom. We will accomplish this by addressing many stereotypes. We will not put focus on
only stereotypes regarding race, but also positive, negative, and gender stereotypes. We also
incorporate a culturally diverse atmosphere by including every student in our lesson. Each
student will have a chance to participate through the two page identities, gallery walk,
discussions, and gots/needs cards. We included several forms of participation because we
understand that not all students like to or feel comfortable speaking in front of the whole class.
The identities and gallery walk provide chances for students who are reluctant to participate to
voice their opinions.

Closure and Next Steps:


To conclude and wrap up this lesson, we will have the students complete exit cards. We
will distribute an index card to every student while they pack up their things and put away their
personal narrative components. On the index cards, the students will write one thing that they
learned from the lesson, one thing that they learned about themselves from taking part in the
lesson, and something they would like to know more about pertaining to stereotypes or single
stories. When they finish their cards, they will drop them into the decorated exit card box on the
teacher desk and leave the classroom. After two weeks worth of periods writing their personal
narratives and engaging in revision processes, which will include peer edits, small instruction on
observed areas of necessary improvement, and short teacher-to-student conferences, the students
will transition to our next learning experience involving Bronx Masquerade and poetry. We will
transition them by discussing our exploration of how we as individuals experience stereotypes
and progress to understanding them through another person's point of view.

Materials:

Chimamanda Adichies TED talk


o

https://www.youtube.com/watch?v=D9Ihs241zeg

Laptop

Projector

Student Personal Journals

Blank Printer paper

Pens, pencils, and coloring utensils

Tape

Sticky notes (4-5 per student)

Index cards

Narrative checklist
Written in first person
Includes emotion
Includes dialogue
Events in chronological order
1-3 pages

Sequence Graphic Organizer


o

http://exchangedownloads.smarttech.com/public/content/d7/d7e83665-3896-4bfba73a-08c1c36850f2/flow.pdf

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