Backwards Design Lesson Plan Template (Page 2 of 3) in pdf

Accommodations

• Students who require more time for the paragraph writing can take the assignment home

• Students may dictate their responses if necessary or use word-processing computer program

• Students who are uncomfortable sharing ideas in whole group discussions may write down talking points in

their journals for the teacher to read and respond to, or share these ideas with the teacher in conference

Stage 3: Learning experience and instruction

Motivational Hook (5 MINS):

Show two short YouTube clips of Hugo Chavez – one of him calling Fox News people “stupid” and one of him being

called a “moron” by the people at Fox News. Will need to be cut for time purposes – include the highlights. Include the

name-calling which students will be able to relate to and enjoy hearing from adults.

Open (12 MINS):

Discuss the two clips with the whole class; ask them what they think of Chavez and why, and what they think of Fox

News and why. Find Venezuela on map. Tell class very brief details of Chavez and Venezuela (ex: Chavez is Venezuela's

elected leader; Venezuela has many very poor people and some rich. Chavez's style of government claims to want to

make life better for the poor. Some inside and outside his country consider Chavez a dictator).

Ask if the understandings of Chavez and Fox News changed depending on which clip was seen; do they give the viewer

different messages?

Emphasize differing points of view.

Mention that even in tv shows where opinions aren't as easy to discover, points of view are used like camera lenses to

determine what the viewer will see and how they will see it (at least, how it will be presented).

On board, create list of different minority groups

Body (45 MINS):

Ask class to get into small groups (4-5) to talk about their favourite tv shows.

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Each group lists 2 shows and 3 characters from each show. If minority characters are present (talking point in

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itself), describe how they are the same or different from other characters. Describe what role they play. Are

they laughed at? (Ex: 'Fez' in That 70's Show, Uter in the Simpsons). Are they completely Westernized? Is their

culture/disability a point of interest? Overall, are their minority characteristics treated as subject matter, and if

so, how?

Encourage groups to compare and contrast what minorities (and possibly majorities) are presented across the

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shows, and how they are represented. (15 minutes)

Return to large group to share findings. The top 2 points from each group will be presented. Discuss similarities

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and differences among character types/minority groups. Perhaps shows present minority characters equitably.

If so, note that this is still a particular point of view, but one that is well informed – at least, from their teacher's

viewpoint. Discuss what messages these portrayal send audiences. (15 minutes)

Ask individuals to write paragraphs explaining what messages are delivered by popular shows, and what impacts

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they think a depiction of a minority character on their favourite show could have on viewers. Personal reaction,

how someone of that minority group might feel, how others might then treat people of that minority group.

Stress that impacts can be positive and negative. (Can be taken home to complete.) (15 minutes)

Backwards Design Lesson Plan Template Page 2