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Lesson Plan Title: Discussing Racism in Canada

Subject: English Grade: 30B Topic: Problem of racism
Essential Question: What are ways you can become a more open, responsible and accepting citizen in
your society and world?
Materials: Handouts (article), White board/chalk board and markers/chalk, Extra paper for the exit

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
They need to be able to make connections between the world issues and Canada. They need to understand that
Canada has a history involved in major world issues like racism and is not completely innocent in these matters.

Broad Areas of Learning:

Engaged Citizens- This lesson will help to create engaged citizens by raising the student’s awareness of the issue
of racism and showing them that it is very alive in Canadian society today. The lesson will encourage them to
find ways to change to the stereotypes that exist in Canada.

Cross-Curricular Competencies:
Developing Thinking- This lesson will help to develop the students thinking by asking them to build on their
knowledge of racism in Canada today and verbally respond to it during the class discussion or written when they
do the exit slip at the end of the class period.

Developing Literacy- This lesson will help to build the students literacy by having them to use their reading skills
to understand the article handed out to them and using their listening and speaking literacies during the class
discussion. I’ve also included a bit of written literacies with the exit slip that they will do at the end.

CR B 30. 4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate
informational (including position papers, magazine and newspaper articles, and electronic communications) and
literary (including drama, novels, poetry, short stories, essays, biographies, and autobiographies) texts from
various international, including indigenous, cultures and analyze the philosophical, ethical, and social influences
that have shaped information, issues, characters, plots, and themes.

PGP Goals:
2. 1 knowledge of Canadian history, especially in reference to Saskatchewan and Western Canada

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
The formative assessment will happen during the discussion. If I see that the students do not fully comprehend
what I would like them to I will redirect the conversation in a way that will give them a better understanding.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
The summative assessment will be the exit slips that the students do at the end of the lesson (not for grades).
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

I will begin by asking the students what recent incidents/ current events they can recall that made the news and
that show Canada as a racist country. I will write their responses on the board as they give them (5 mins)

Main Procedures/Strategies:
After this I will have the students read the Huffington Post article, “The 10 Most Racist Incidents of 2014:
Canadian Edition” (web access through:
canada_b_6401578.html). After they have read through the article I will ask them to have a class discussion
focusing on questions like: What historically racist practice is reflected in the “Subban’s Sochi Snub?” Where did
the practice originate what keeps it alive in the popular consciousness today? Do you think stereotypes feed the
types of responses to racist bullying described in the article? If so, what are these stereotypes? How do you
think persons in positions of authority should respond to occurrences such as those described in Westport,
Newfoundland and Georgina, Ontario? The main point is to get them to start thinking about the problem as a
Canadian one and have them consider ways of change that might exist. (50 mins)

The article is a fairly short so it should not take them very long to read it nor should it be a challenge for any of
the students as the wording is very simple.

Closing of lesson:
They will fill out an exit slip that asks them: 1) Which event from the article surprised you the most them the
most and why? 2) Had you ever heard of any of these events happening in Canada before today? If so, from
where? If not, why do think these events aren’t talked about more often? 3) What is one thing you think you can
do to change racism in your community today? (5 mins)

Personal Reflection:

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)
Nicole Clampitt
ECUR 325
Jay Wilson and Angela Arneson
Lesson Plan Explanation

This lesson plan is culturally responsive because it deals with the problem of racism in Canada

and asks the students to think about the impacts and implications that racism has on Canadian society.

The article the students will be is written by an African Canadian who talks about current Canadian

events that demonstrate racism in the country and how it affects African Canadians across the country.

This provides a diverse cultural perspective as and ways of knowing of the students will hear about the

issue from a source that has a personal understanding of it.

I think that my lesson does allow for my instruction to be informed by my formative assessment

of the students as my formative assessment will be done during the discussion portion of the class and

this will give me plenty of opportunities to assess what they are learning based on their comments and

adjust as I guide them in conversation. I think this lesson plan has a clear goal set and it will be very

easy to see whether or not the students understood the topic after reading the exit slips that will be

handed in at the end of the class. I believe that this lesson plan is very easy to follow and that I sub

would have not problems understanding and successfully executing it with little problems.

This lesson does allow me to learn from my student’s culture especially during the discussion

portion. They will be given a safe space to speak up about how racism affects their life and encouraged

to share with the class, their experiences. This lesson also allows students with different needs to

succeed because students who are not very good writers will have the chance to speak their thoughts and

students who prefer to not speak up will be given a chance to write out some of their thoughts on the exit

slips. The students will be given the opportunity to improve all four of their literacies through reading

the article, speaking their thoughts, listening to the others in the class as they speak, and writing their

exit slips.