XENOPHOBIA LESSON

LESSON PLAN DATE: Feb 2nd,2017 SCHOOL: ----------

#1 Revised TIME:75 min CLASS: Grade 11 Enriched
English
DURATION: 5-6 periods
CYCLE: Secondary, Cycle II
OBJECTIVES To describe the terms: Xenophobia, Other, and immigration
Deconstruct text to identify Xenophobia causes/effects of Xenophobia in
Karina G personal narrative (short story).
To identify instances of Xenophobia in contemporary media (film and
print media).

END OF UNIT To be a critical interpreter of Xenophobia in our contemporary society

GOAL To challenge common assumptions/ stereotypes of the other
To perceive the difference and correlation between Xenophobia and
Racism
To respect and acknowledge multiculturalism
To develop/establish pertinent solutions to the problem of Xenophobia
and Racism

GROUP SIZE During group work students will work in groups of 2-3

MATERIALS Short story

Worksheet
White board

PROFESSIONAL COMPETENCIES:
To act as a professional inheritor, critic and interpreter of knowledge or culture when
teaching students. (Competency 1)
To evaluate student progress in learning the subject content and mastering the related
competencies. (Competency 5)
To plan, organize and supervise a class in such a way as to promote students' learning and
social development. (Competency 6)

ELA COMPETENCIES:
1. Uses language to talk/communicate and to learn
2. Reads and listens to written, spoken and media texts

CROSS CURRICULAR COMPETENCIES:

Exercises critical judgment (Competency 3)
Cooperates with others (Competency 8)
Communicates appropriately (Competency 9)
LEARNING R---- High School is a multicultural institution; there are students from various
CONTEXT nationalities that attend. Riverdale also prides itself in their international baccalaureate
program and China exchange. The school culture is inclusive and has a no- tolerance
policy for any expression of discrimination. The classroom that this lesson is targeted
for has a positive classroom climate. However, there is a sense of segregationall the
Blacks, Hispanics, Whites, Muslims, Sikhs, etc. would cling together in their
respective groups and engage in their culturally specific interests. Some of the
interests include: music, dance, art, sports, fashion etc. This lesson aspires to break
down social divides that currently exist and promote unity a unity that will foster a
continual respective climate and culture of school and classroom alike, but more
importantly a mindset of inclusion their prospective future (the students will be
graduating this year).

ACADEMIC 1. Xenophobia
LANGUAGE 2. Immigration
3. Bigotry
DEMANDS
4. Other

TEXTS Short story:

1. http://www.teenink.com/hot_topics/pride_prejudice/article/14797/Xenophobia/
YouTube clips:
1. https://www.youtube.com/watch?v=UhzC5aJf8W0
2. https://www.youtube.com/watch?v=keQIQlBgSKw

TIME: LESSON PLAN

10 mins Routine: attendance, D.E.A.R(Drop everything and read)

20 min Introduction:
1. Think/Pair/Share Icebreaker Question (groups of 2-3):
If you had to move to a completely new country, would you be afraid and what would you be
afraid of? If you would not be afraid, please indicate why not (give at least three reasons).
2. Discussion of answers (list response on the board)
3. Introduce the words xenophobia, other, bigotry and immigration their
definitions (write words in bold on the board). Students must take note of the word
and the definition given.

35 min Development:
1. Distribute the short story Xenophobia by Karina G and the accompanying
worksheet.
http://www.teenink.com/hot_topics/pride_prejudice/article/14797/Xenophobia/
2. Read the piece together as a class
3. After reading ask the students if they would like to share how they feel about the
story.
 4. The teacher will model how to read Xenophobia in the short story by going through
the worksheet questions that will also spark discussion.
5. Watch short YouTube videos
https://www.youtube.com/watch?v=UhzC5aJf8W0
https://www.youtube.com/watch?v=keQIQlBgSKw
6. Walk the Line activity
7. Recap of the lesson.
8. End class

Assessment:
1. Formal Assessment:
Take note of insightful questions/response concerning the topic during group
discussions
Assess whether students utilize the term Xenophobia during nuanced discourse
Pay attention to body language
To evaluate ELA Competency 2, take note of student engagement in text while
collaboratively reading

2. Summative Assessment:
Worksheet and blog answers must reflect an insightful comprehension of
xenophobia. Answers should demonstrate meaningful thought.

Extra Note:

For homework, students must find a text (media or print) that highlights
Xenophobia, share it on the class blog, and write a 100-word reflection.
 XENOPHOBIA LESSON
Racial Discrimination
LESSON DATE: Feb 2nd,2017 SCHOOL: Riverdale High
PLAN#2 School
TIME:75 min
CLASS: Grade 11
DURATION: 5-6 periods
Enriched English
CYCLE: Secondary, Cycle
II
OBJECTI To demonstrate an acquired knowledge of the terms: Stereotypes, Prejudice and
VES Discrimination in class conversation.
To be self-aware of discrimination in contemporary world through various media
(newsprint and film).
To identify how discrimination is reflected in racial-profiling through the personal
perception of others.

END OF To be a critical interpreter of Xenophobia in our contemporary society

UNIT To challenge common assumptions/ stereotypes of the other
GOAL To perceive the difference and correlation between Xenophobia and Racism
To perceive how discrimination affects personal perception of others
To respect and acknowledge multiculturalism
To develop/establish pertinent solutions to the problem of Xenophobia and Racism

GROUP During group work students will work in groups of 2-3

SIZE
MATERIA News articles
LS Worksheet
White board
Projector/ AV equipment

PROFESSIONAL COMPETENCIES:
To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching
students. (Competency 1)
To evaluate student progress in learning the subject content and mastering the related
competencies. (Competency 5)
To plan, organize and supervise a class in such a way as to promote students' learning and
social development. (Competency 6)

ELA COMPETENCIES:
3. Uses language to talk/communicate and to learn
4. Reads and listens to written, spoken and media texts
CROSS CURRICULAR COMPETENCIES:
Exercises critical judgment (Competency 3)
Cooperates with others (Competency 8)
Communicates appropriately (Competency 9)

LEARNING Riverdale Highs School is a multicultural institution; there are students from various
CONTEXT nationalities that attend. Riverdale also prides itself in their international baccalaureate
program and China exchange. The school culture is inclusive and has a no- tolerance
policy for any expression of discrimination. The classroom that this lesson is targeted
for has a positive classroom climate. However, there is a sense of segregationall the
Blacks, Hispanics, Whites, Muslims, Sikhs, etc. would cling together in their
respective groups and engage in their culturally specific interests. Some of the
interests include: music, dance, art, sports, fashion etc. This lesson aspires to break
down social divides that currently exist and promote unity a unity that will foster a
continual respective climate and culture of school and classroom alike, but more
importantly a mindset of inclusion their prospective future (the students will be
graduating this year).

ACADEMIC 1.Stereotype
LANGUAGE 2. Discrimination
DEMANDS
3.Judge
4. Other

TEXTS News article:

http://www.cbc.ca/news/canada/toronto/does-racial-profiling-exist-at-the-canada-u-s-
border-1.2843758 (Article 1)
http://montreal.ctvnews.ca/south-shore-man-says-police-continue-to-unfairly-target-
him-1.2631629 (Article 2)

YouTube clips:
https://www.nytimes.com/video/opinion/100000001601732/the-scars-
of-stop-and-frisk.html
https://www.youtube.com/watch?v=9Kg4DTssWTQ&t=2s&index=3&list=P
LPFSkeCsqvcq_h8_lVkY2hCow6R7rm49W

TIME: LESSON PLAN

10 mins Routine: attendance, D.E.A.R(Drop everything and read)
20 min Introduction:
1. Introduce topic of racial discrimination with new vocabulary words: discrimination,
racial profiling, and stereotypes. Write definitions on the board and students must
copy them into their notebooks.
2. Think/Pair/Share Icebreaker Question (groups of 2-3):
Do you think racial discrimination exist in our present-day society? Explain.
4. Discussion of answers (list response on the board), (teacher should guide discussion
as to maintain a safe space for discourse).

35 min Development:
9. Separate students in groups of 2-3. Distribute to one half of class article 1 and the
other half article 2.
10. Students should read the article quietly. After reading, they should critically engage
with the text with the help of guiding questions. (See appendix A)
11. After reading ask representatives from group 1 (those with article 1) to summarize the
article and provide feedback on how they feel about the article. The teacher should
guide the response by asking critical questions that fuel personal reflection.
12. Watch https://www.nytimes.com/video/opinion/100000001601732/the-scars-of-
stop-and-frisk.html
13. Gather student opinion on the short documentary which will lead you into the
second article. Repeat step 8 for second group.

10 min Closure/Activity:
Watch the video
1. https://www.youtube.com/watch?v=9Kg4DTssWTQ&t=2s&index=3&list=PLPF
SkeCsqvcq_h8_lVkY2hCow6R7rm49W

After the short video remind students of their blog post for homework. For the blog post,
students must respond to the question:
If you were a bystander in the store what would you do and why? Did you enjoy this
experiment? How do you feel about racial discrimination? (100 words response).

Assessment:
Formal Assessment:

Take note of insightful questions/response concerning the topic during group

discussions
Assess whether students utilize the term racial profiling, racism, stereotype,
discrimination etc. during nuanced discourse
Pay attention to body language
To evaluate ELA Competency 2, take note of student engagement in text while
reading.
Take note of insightful and critical responses.

Summative Assessment:
 Blog answers must reflect an insightful comprehension of racial discrimination.
Answers should demonstrate meaningful thought.

Extra Note:
1. For homework, students must respond to the question on the blog:
If you were a bystander in the store what would you do and why? Did you enjoy this
experiment? How do you feel about racial discrimination? (100 words response).
 XENOPHOBIA LESSON
Anti-Discrimination Avertissement Assignement
LESSON DATE: Feb 2nd,2017 SCHOOL: Riverdale High
PLAN#3 School
TIME:75 min
CLASS: Grade 11
DURATION: 5-6 periods
Enriched English
CYCLE: Secondary, Cycle
II
OBJECTI To demonstrate critical appropriation of the various forms of discrimination through
VES media production.
To acquire basic digital literacy in photo editing

END OF To be a critical interpreter of Xenophobia in our contemporary society

UNIT To challenge common assumptions/ stereotypes of the other
GOAL To perceive the difference and correlation between Xenophobia and Racism
To perceive how discrimination affects personal perception of others
To respect and acknowledge multiculturalism
To develop/establish pertinent solutions to the problem of Xenophobia and Racism

GROUP During group work students will work in groups of 2-3

SIZE
MATERIA Mentor text (ads)
LS Project assignment sheet
White board
Projector/ AV equipment

PROFESSIONAL COMPETENCIES:
To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching
students. (Competency 1)
To evaluate student progress in learning the subject content and mastering the related
competencies. (Competency 5)
To plan, organize and supervise a class in such a way as to promote students' learning and
social development. (Competency 6)

ELA COMPETENCIES:
5. Uses language to talk/communicate and to learn
6. Reads and listens to written, spoken and media texts
CROSS CURRICULAR COMPETENCIES:
Exercises critical judgment (Competency 3)
Cooperates with others (Competency 8)
Communicates appropriately (Competency 9)

LEARNING Riverdale Highs School is a multicultural institution; there are students from various
CONTEXT nationalities that attend. Riverdale also prides itself in their international baccalaureate
program and China exchange. The school culture is inclusive and has a no- tolerance
policy for any expression of discrimination. The classroom that this lesson is targeted
for has a positive classroom climate. However, there is a sense of segregationall the
Blacks, Hispanics, Whites, Muslims, Sikhs, etc. would cling together in their
respective groups and engage in their culturally specific interests. Some of the
interests include: music, dance, art, sports, fashion etc. This lesson aspires to break
down social divides that currently exist and promote unity a unity that will foster a
continual respective climate and culture of school and classroom alike, but more
importantly a mindset of inclusion their prospective future (the students will be
graduating this year).

ACADEMIC 1.Stereotype
LANGUAGE 2. Discrimination
DEMANDS
3.Judge
4. Other

TEXTS Mentor images:

See appendix C

YouTube tutorial:
https://www.youtube.com/watch?v=ekOH5ESLAPs

TIME: LESSON PLAN

10 mins Routine: attendance, D.E.A.R(Drop everything and read)

20 min 1. Introduction:
2. Recap on the previous lessons on Xenophobia, racial discrimination, language
discrimination, class discrimination, religious discrimination etc. As a class discuss
the main points learned.
3. Introduce the mini-project. Students must create an anti-discrimination ad that
highlights one of the issues we dealt with in class.
4. Hand out project details (see appendix B).
 5. Allow 5 minutes for students to get into groups of 2-3 for project

45 min 1. Development:
2. Via projector go over the assignment, concisely explaining what the assignment
entails.
3. Allow for questions.
4. Go to the computer lab.
5. Show mentor texts on screen.
6. With Photoshop teach basic skills on how to use platform. Show how to videos on
YouTube.
7. Allow students to work on their assignment for the remainder of the period.
8. Remind students that the assignment is due next week.

Assessment:
1. Formal Assessment:
Assess if students are engaged in utilizing various platform tools and are working
together on their assignment.

2. Summative Assessment:
Final project must demonstrate creativity and a clear utilization of terms and concepts
acquired in class.

Extra Note:
Remind the students that the assignment must be handed in next week.
 Is your Country my Country? Exploring Xenophobia

Exploring Xenophobia (short story handout questions)

1. Identify the instance(s) of Xenophobia in this short story.

2. What do you think are the reasons behind the xenophobic attack?
3. Do you agree with the reaction of the parents? Why or why not?
4. If you were the main character what would your reaction be? Explain.
5. Identify and elaborate on the reason(s) behind the narrators identity confusion.
6. Can you predict the outcome of the story if the narrator retaliated like she wanted?
7. How do you understand the term your country?
8. Are we all immigrants like the narrator states. Give your opinion and justify.

Walk the Line Exercise:

The purpose of this exercise is to get students moving while they also learn to defend a position. This activity is similar to
where are you . The student will stand in position and defend their point, then the onlooking students will have
opportunity to rebuttal.

1. Is it a good idea to ban immigrants from certain countries from coming into Canada?
2. Do you think that all immigrants can be adapted into Canadian society? If yes, what is the best solution? If no,
defend your position.
3. What makes us Canadian?
4. Does the color of your skin automatically label you as an immigrant in Canada?
5. Xenophobia is the fear of the other, what are the causes of fear that the other will bring to Canada? Is this
fear rational?

Appendix A guiding questions

Article 1

Do you think the border guards had any reason to hold these men?
How do you feel about the men being fingerprinted, photographed, cellphone confiscated, and questioned
for six hours mainly about the conflict in Syria? Are any of these measures overuse of power?
What do you think caused the Canadian men to be "suspicious"?
According to the article, the Canadian citizens were sent back to Canada because the border officers didn't
feel that their ties to Canada were strong enough; what makes ones tie to Canada strong?

Article 2:

What makes DeBellefeuilles claim of being racially profiled legitimate or not?

Do you think that stopping the man because he had a French name is a rational move by police? What if he
had an Asian, African, English etc. name; do you think his encounters with police would be less likely?
 In your opinion, what were the police suspicious of?
DeBellefeuille has been repeatedly stopped. What do you think he should do? What do you think the police
should do?
Appendix B
Anti-Discrimination Ad

After exploring the various kinds of discrimination in class, your job is to form a group of 2-3 and create and anti-
discrimination ad. Your work must show that you are clearly challenging a form of discrimination that was dealt with in
class. Marks will be awarded for visual creativity and appeal. You must include a slogan ex: Discrimination has no place
here or language that helps to deliver an impactful message. You will be using Photoshop for this assignment. Due date:
Monday, March 5th, 2017.

Rubric:

Clear challenge of discrimination /15

Use of language to accentuate message /10

Visually captivating ad /10

Clear written explanation of ad and how it will influence society. Language must be grammatically sound. /10

Total: 45points
Appendix C

https://www.google.ca/search?q=anti+ads&safe=active&biw=1366&bih=651&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiVn_e72Z_SAhUI_4MKHam
ZAXoQ_AUIBigB#imgrc=qSHGjbwIPzHtlM:

https://www.google.ca/search?q=anti+discrimination+ad&safe=active&hl=en&biw=1366&bih=651&site=webhp&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwjWgdqE2
5_SAhUozIMKHR7DAEUQsAQIGQ#imgrc=uRsLUqHN_r7sOM
https://www.google.ca/search?q=anti+discrimination+ad&safe=active&hl=en&biw=1366&bih=651&site=webhp&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwjWgdqE2
5_SAhUozIMKHR7DAEUQsAQIGQ#imgrc=zMzIWX7ouwLAfM: