How Do You Feel About Reading Literature Containing Old Stereotypes

Objectives

Activities volition help students:

• Think, talk and write near stereotypes—gender, race, class—in literature
• Empathise the concept of "implicit" messages in literature
• Work collaboratively to build a deeper understanding of the books they are reading
• Write disquisitional responses expressing their assay and views well-nigh the issues they discover in their reading
• Engage in social action projects to combat the social problems that come up as they read
• Relate what they learn about critical reading of books to disquisitional reading of other texts, including digital texts, too

Essential Questions

• What is a stereotype?
• What stereotypes are present in the books we read? How do these books reinforce or suspension downwardly stereotypes?
• How can reading critically aid us become better readers and people?
• How can we as readers challenge stereotypes common in literature?
• How is reading books critically like to or different from reading other types of media?

Materials

• Book club books
• Reading notebooks
• Sticky notes
• Chart paper
• Handout: Examining Stereotypes In Books

Vocabulary

dispel [ dih-spel ] (verb) to put an end to something

perpetuate [ per-pech-oo-notwithstanding ] (verb) to make something last or keep for a very long fourth dimension; reinforce

stereotype [ ster-ee-uh-tahyp ] (substantive) an overly simple picture or opinion of a person, group or affair

Overview

This lesson is intended to help guide children who are already working in such groups to answer to literature with an eye toward social justice. Reading critically does non necessarily involve reading texts dealing explicitly with particular social issues; rather, it means reading with a lens of agreement and responding to the social issues inherent in any text. This lesson works well as function of a unit of measurement on book clubs, only can be modified for use in a more general context. The activities can exist used during the schoolhouse year or to support a summer reading program.

Procedure

1. Every bit a class, talk over the word "stereotype." Talk about what this word ways to you, and brainstorm any examples.(Note: A good manner to give examples is to explain that stereotypes are statements about groups of people that brainstorm "All…" such as, "All girls like pink," "All Asians are expert at math," and so on. It is important to emphasize to students that articulating stereotypes aloud as a way of talking about them is non the same as like-minded with them.)
2. (Annotation: If you want to further explore the concept of stereotypes, carve up the course into two groups. Each grouping should take a big piece of chart paper with a big box drawn on it. One group'southward chart says "boy box," and the other says "girl box.") Take 5 to x minutes to write in each box everything that yous retrieve is stereotypically connected with either girls or boys. For instance, in the "male child box" you might write, "likes sports." Then take another 2 minutes, and on the exterior of the box on the chart paper, write a few things that make boys or girls feel "outside the box." For instance, outside of the boy box you lot might write, "likes to play with dolls." Come up together as a class to discuss what yous think makes boys and girls experience within or outside of the box. How does this connect to your earlier discussion and understanding of what a stereotype is?
3. Begin a list of topics (race, ethnicity, course, gender or sexual orientation) that are common areas for stereotypes. Create a chart for each category, with the heading at the meridian. Create a separate chart for "other stereotypes."
4. Discuss what information technology means for a book, writer or character to perpetuate (reinforce) or dispel (stop) a stereotype.(Annotation: Talk about the thought that authors often do this implicitly, by sending subtleletters by the way of character, plot or other story elements. Come with some examples from read-alouds your class has done in the past.)
5. Gather with your volume society, and talk nigh stereotypes that your story is either perpetuating or challenging. Write each example on a sticky note.
6. Place your sticky notes on the appropriate charts. For example, if y'all feel your author reinforces gender stereotypes, and you take a specific instance on a sticky note, place your note on the chart labeled "gender."
7. Every bit a whole class, wait at the charts you lot have come upward with. Hash out what this activeness has taught you about stereotypes in literature. What is your opinion about the implicit messages authors sometimes transport in their books?
8. In your reading notebook, write a alphabetic character to your volume's author expressing your opinion near the stereotypes perpetuated or challenged in the book.

Extension Activity

1. Reading and thinking critically don't end when the school day does. As you read over the weekend (or summer), continue to think almost stereotypes in literature. Employ the Handout, Examining Stereotypes in Books, to assistance guide your thinking. Yous may want to keep track of your answers to these questions in a special journal or notebook. If you lot can, discuss these questions with your family and friends.
2. In gild for your voice to be heard y'all need to take action, and writing to the author is an excellent beginning. Individually or with a partner, write a letter to one of the authors whose book you think perpetuates a stereotype or effectively dispels a stereotype. Your letter should be well written, be friendly and effectively back up your perspective. Research your author on the Internet to discover out the best style to contact them, including whatsoever background data y'all learn to assist make your letter more relevant. Ship the author your alphabetic character, and share any responses with your friends and family.
3. Spend some time reading a blog or another website you regularly savor. Make notes about how the blog or website perpetuates or fights stereotypes. Reading this kind of media is both like to and different from reading books, just it is important to think critically. Post any comments or thoughts y'all have to the website, and share any responses you get with your classmates.
4. Create a piece of visual artwork representing the stereotypes or social justice problems that take come upwardly in your reading. Make certain your artwork expresses your own point of view on the effect. You may desire to write a verse form or reflection argument to keep with your artwork. Share with family unit and friends.

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Source: https://www.learningforjustice.org/classroom-resources/lessons/examining-stereotypes-in-books

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