Period: 2B, 3B, 1A, 2A

Teacher: Kendall Roper

Date: 11-15-2017

Instructional outcome:
Lead students into stereotyping an unknown owner of a random shoe based on their
preconceived biases and experiences and have them come to the realization that it is easy to
stereotype and bias as well as how often it happens even when we know it’s bad.

Background:
We have read chapters 1-7 of To Kill a Mockingbird at this point and are taking a break from
reading to reflect / analyze the stereotyping and bias that is occurring and by the characters. To
do this, I will force the students to prejudge an unknown person based on the appearance of a
shoe. Before we began reading the book, we did a 4-corner philosophical chair debate about
different statements regarding different aspects and issues found in the novel. We had some
passionate debaters who felt very strongly about many of the issues. The statements “I never
judge a person based on their appearance” and “we should always to understand and tolerate
those who are different than us” both had meaningful discussions come from the activity and we
are going to build on that today. We also did a mini-review of the Great Depression era and laws
of the time to give the students a historically contextual understanding of the language and
events happening in the story.

Prior knowledge:
Students come into today’s lesson with the understanding that times were tough for Americans
in the 1930s, especially farmers in the southeast where our novel is set. We have engaged in
discussions about Scout being treated differently for being a girl as well as how she speaks and
treats people based on how she was raised with her father and Jem as well as the events she’s
witnessed growing up so far.

Accommodations:
With today’s activity being less intense and more interactive there isn’t a long list of
accommodations needed. However, I have incorporated some blanket accommodations that will
be helpful to those with IEPs as well as the general student.
1. I have the clear instructions / topic at hand / quotes made on slides on the board in large
font.
2. I am having students discuss and fill out the “worksheet” in groups so they can generate
and share ideas collaboratively, but aren’t required to come to the same answer.
3. I am using countdown timers to help students who struggle with pacing.
4. I am having the students move from table to table instead of passing shoes to allow for
those who need to move more to do so.
5. I will be walking around the room during activities to individually check on certain
students to determine if they are understanding the material and assist more if needed.
6. We are taking a brain break after the first 20 minutes as both a purposeful distraction for
activity as well as a needed break from academics.
 7. I will accept this “worksheet” late from anyone who needs more time and from a few who
may need it shortened, I will accept 3 shoes analyzed rather than 6.
8. For those who need earbuds to work, I will allow it during rotation portion.

Specific students that these accommodations are geared toward:

[Retracted for privacy]

Assessments:
Students will be informally assessed formatively today. Teacher will gauge understanding
through one-on-one, small group, and whole class discussions. This will later be assessed as
the novel progresses and their understanding and ability to identify and analyze
stereotyping/bias with the characters and how it relates to the overall unit concept of theme.

Sequence of Events:
1. Happy birthday / Attendance / Review / Class rundown (5-8 min)
a. Praise “A” classes for being so good with sub; donuts next class
2. Stereotype shoe activity (moved desks into station tables)
a. Intro Quote from TKAM Ch 3 (10-15+ min)
i. "First of all," he said, "if you can learn a simple trick, Scout, you'll get
along a lot better with all kinds of folks. You never really understand a
person until you consider things from his point of view […] until you climb
into his skin and walk around in it." (2 min)
1. As we discussed previously, this was during the time of the Great
Depression and the history / status of America during that era was
much different than it is today, but in other ways it hasn’t changed
much.
ii. Discuss its meaning and why it was said (2-3 min)
1. Atticus tells Scout this after she whines about Miss
Caroline/school. It applies to more than just that. Scout learns
about stereotypes and has a bit of bias she’s learned.
(Northerners)
iii. Discuss / define stereotyping & bias (10-15 min ish)
1. Where is this evident at MHS?
b. BREAK: Scavenger hunt (find the shoes hidden around the room; 9-12 total)
i. Have them put shoes on front table (3 min)
1. This is done to distract them from the mindset of stereotyping and
bias is terrible and I won’t do it so when the shoe activity happens
they are less likely to be cautious of being so judgmental about a
person based on their shoes.
c. Group together based on your own shoe similarities in 4s (3 min)
i. Everyone has a part to setup slide
ii. Brief discussion of sheet (you’ll only do six shoes)
d. Rotation activity (36+ min)
e. Share and discuss (10-15)
f. Debrief how did they stereotype (10-15 min)
i. Let’s see how Scout learns about stereotyping and bias as we continue
reading next week.