week+2

Please, review the power point:



Read the following assignment, and upload your work in the following table: Please notice that this assignment includes two parts - the lesson plan need to be submitted in the table, and the reflection part need to be submitted in by using the discussion tap under week 2. The submission of the reflection upon the lesson plan will be due Friday 12:00pm.


 * Name of the student || assignment 2 ||
 * Jon Budihas || **Social Class Stereotypes Lesson Plan (9-12 Grade Sociology)**

The big picture of this lesson is fairly simple. It is designed to make students think about how and why people are categorized into terms of social class. In order to participate in this lesson, students need very little prior knowledge. As a teacher, you only need to make sure that your students are familiar with the three basic class categories; that is, upper, middle, and working. They do not need to be able to identify what kinds of people belong to each group. They only need to be familiar with the terms and have a general understanding of what they mean.
 * Big Picture / Rationale**

At the completion of this lesson, the students should be able to do several things. First, they should be able to identify the three major classes. Next, they should be able to identify which group that they believe they themselves belong to. And finally and most importantly they should be able to develop their own opinion as to what they believe a “social class” is and why they believe they exist. This assignment will be discussion/activity based, with very little lecture time.
 * Outcomes / Objectives**

For the opening activity, or the “hook” I will have a warm-up sheet ready for each student as they come into the classroom. The students will then view a short video clip as a class. This video clip would be composed of some well known public figure (i.e. President Obama) misusing or abusing some type of classist stereotype. I will not inform the students ahead of time that this is a stereotype, but rather let them view the clip with an open mind. Once the clip is completed, the students will be asked to write down whatever type of stereotype that they might have been able to identify within the clip on the warm up sheet. This is used simply to get them thinking about the issue.
 * Opening Activity**

Once the warm-up is completed, the class will begin with me asking the students as a group, which class that they belong to. I will take only volunteers who are comfortable with sharing this information. Then, once a student identifies which group he or she believes that they belong to, I will ask them to identify the characteristics that they believe make up that group (i.e. where they live, parents jobs, etc.) When this information is shared, I will then write it on the board. If all groups are not represented when the students are done sharing, I will take it upon myself to converse with and question them on what they believe is missing; or what could be added.
 * Activities**

This question/example section really takes the form of another activity, with some questions thrown in. I will divide the class up into three groups randomly. Each group will be designated a class distinction (upper, middle, working.) The groups will then have about 10 minutes to identify on a piece of paper what they think their particular class looks like. For example, how do they dress? Where to they spend their leisure time? Where do they live? Etc. I would most likely provide prompts to help the students get started. Once each group is finished, I will write what they came up with on the board. Once that is completed, we will compare the initial suggestions made as a class to the new answers which were developed in smaller groups. This then leads us into the class discussion which we will focus on the remainder of the hour. The discussion must stay focused on how we identify these groups and what, if any overlaps look like. It is my opinion that in the field of sociology, it is very important to spend time discussing important topics like this as a whole.
 * Examples / Questions**

The nice thing about this lesson is that it will not take much preparation. Therefore, there is no need to review the previous class. The warm-up segment should take about ten minutes (five for the clip and five for the response.) The initial questioning period should take about another ten. This leaves about thirty minutes for us to break up into our groups. After ten minutes of group discussion, we will have twenty to come back together as a class and discuss the topic as a whole. It is important to know your class when doing an activity like this in order to identify who is most important to be kept on task. But ideally, the time constraints should keep everyone relatively focused and hopefully the discussion portion will engage them.
 * Management**

This lesson is not necessary to change for many special needs students (i.e. those with reading or writing disabilities.) However, for ESL students, this could be rather difficult. My first option would be to simply try to get some kind of input from them, even in the smallest form. Short of that, I suppose that I may have to simply rely on an assigned aid to help them. Having a student with a fear of speaking could also be a problem. My initial effort would be to sit with their small group for a bit and encourage them to share their opinions. If that did not work, I would have to be somewhat understanding, as you cannot please everyone with every lesson.
 * Adaptations**

Materials for this activity are limited. I would need 1. a warm-up sheet for each student 2. A smart board or TV to play the clip. 3. A white board to write the students suggestions and input on. 4. Spare pencils and paper for the students to use within the group activity period.
 * Materials / Supplies**

For this lesson, there could be several assignments. First, I am periodically checking for understanding within the small group and large group discussion. Additionally, the warm up serves as a bit of a “check for understanding.”
 * Assessments**

Finally, at the end of the day, I will assign a short essay. This will only be two to three paragraphs and will simply ask “what did you take away from today’s lesson. Can you identify characteristics of all three classes and identify which one you belong to? Give evidence.” ||
 * Closing Activity**
 * Kailey Crowe || **Sociological Theory Lesson Plan (9-12 Grade Sociology)**

Sociology was born out of social upheaval and a move towards modernity. Sociologists draw on conceptions of both the enlightenment and the counter enlightenment to make observations about society both the past and today. First, I want the students to understand that sociology is the study of society, and how humans interact with each other in that society and why. I want the students to have a firm grasp on what the parts of Durkheim’s theory are. I want the students to be able to find differences between the different theorists that we learn about. I want them to be able to compare and contrast different theorists and theories, and then be able to pick out examples of those theories taking place in every day life. This lesson combines the Sociology standards in benchmarks one and two. Review activity about what we went over yesterday. Arrange the students into small groups of 3 to 4, give each group a white board. I ask a series of questions, and the first group to write down the right answer and hold the board up gets a point. This activity would take about fifteen minutes in the beginning of class. My activities will display differentiated instruction. Each of the activities uses a different form of teaching. This hour will include a lecture, group work, and class discussion. (1) I will start with a power point detailing the points of Emile Durkheim, including the functionality of crime, and social currents. (2) After the lecture, I will ask the students, again in their groups, to think of an example how social currents influence group behavior that they have seen. These examples will help connect Durkheim’s theories to the students’ lives. (3) Class discussion- how does Marx’s view of inequality that we discussed yesterday compare with Durkheim’s view of inequality? Some of the questions I would ask throughout the course of the lesson. For the opening activity I would ask: What are the five components of modernity? Who wrote the Communist Manifesto? What social institution is the basis for stratification, according to Marx? Which groups, according to Karl Marx, are in conflict? Who coined the term sociology? Name an example of a superstructure. During the rest of the lesson I will ask various questions such as: What is the difference between enlightenment and counter-enlightenment ideology? What is the difference between Marx’s view of inequality and Durkheim’s view of inequality? The opening activity will take approximately ten minutes, with organizing students into groups and distributing materials, and completing the questions. I estimate that the lecture will take about twenty-five minutes, allowing for students to ask questions along the way. The next group activity should take about five to ten minutes. Students will discuss what they know according to the lecture, and then give an example in their own observations. The class discussion should be about ten to fifteen minutes. I think that the group activities that ask the students to reflect on their own personal experiences will engage the students, and create an atmosphere of cooperation in the classroom. When completing group work, I will prearrange the groups so that students with special needs are spread among each group, so that they can each receive help from their groups. I will also provide a complete printed copy of my lecture so that students with special needs do not need to take notes, and they can concentrate on the lecture instead of simply scrambling to write down notes. I will use the computer for PowerPoint slides in the lecture section of class. I will need several small white boards and dry erase markers for the review activity. The first informal check built into my lesson is in the opening activity. I ask review questions in the form of a game to check what my students have learned from the previous lesson. The next informal check comes when I ask the students to give an example of social currents from their own experiences. If the example that they give works for the concept, I will know that the students have understood the concept. Class discussion could also be considered an informal check. I ask the students to compare what they learned yesterday to what they learned today. This requires that they grasp the material from both today and yesterday.
 * //Big Picture/Rationale//**
 * //Outcomes/Objectives//**
 * //Opening Activity//**
 * //Activities//**
 * //Examples / Questions//**
 * //Management//**
 * //Adaptations//**
 * //Materials / Supplies//**
 * //Assessments//**

Give a brief synopsis of the key points that we learned today. Remind students about upcoming quiz over the material learned during the past week. ||
 * //Closing Activity//**
 * David Boling || **Breaking social norms Lesson Plan (9-12 Grade Sociology)**

The big picture for this lesson plan is for students to learn what social norms are and how they affect us in everyday interactions in society. Students will need to basic vocabulary and concepts of social norms in order to partake in the activity that is planned for the class. This will fit into the social studies standards, especially when it comes to helping create effective citizens in society. This will show how important norms are in society and consequences if certain norms that are broken can affect an individual. This will help build on a larger unit about culture in society for the sociology class also leading into a future unit of socialization.
 * Big Picture / Rationale**

For the outcomes/objectives of this activity I want students to be able to see minor affects of breaking social norms, so that they can possibly imagine what would happen if more serious social norms are broken. I also want students to realize how conforming and violating social norms fits into the socialization process in society.
 * Outcomes / Objectives**

For the opening activity, I will start class for the most part how I would start a typical class day. Possibly start with a bell activity, reviewing what we talked about the day before, or what we would be doing for the day. The one large part that is going to make this opening activity is going to be how I myself act while doing one of the three ways to start the class. For example, I would have my back to the class while giving instructions to the class, talk at a quiet or very loud volume, wearing attire opposite of what the weather is or something very outdated compared to the classes age. I would act like this is nothing but normal or an everyday task for me. I am expecting many disruptions and possibly unwanted attention. After I realize that the class is no longer being productive or cannot pay attention to me, I would go back to how I usually teach my class and I would then ask them questions on what I was doing? Why was it so strange? Why were they not used to it? What would happen if I did that every day? Would there be consequences if I did that every day? I would then be able to go into my lesson of culture and social norms in society.
 * Opening Activity**

For activities in class I think that a PowerPoint or prezi presentation on norms would be a good way to talk about and inform them on lesson. Depending on the class as a whole, I will stay away or break norms throughout the presentation. I think that this is important because some classes could be distracted from me breaking these norms and I would be afraid that they would not learn from the presentation. But throughout the presentation I would talk about social norms, how and why they form, what could happen when you break norms, how norms affect our daily lives, where and when in society are certain norms strictly view/sanctioned. Then if time persisted, I would want students to get into small groups, where I would pass out two or three situations for them to read about. These situations would be social norms that are being broken, varying from smaller norms that I performed in the beginning of class, to breaking of larger norms. I feel like this whole class will be able to connect to students everyday lives because we are talking about culture and social norms, this is something that is a part of our everyday lives.
 * Activities**

While the students are reading over the situations that I gave them I would have them answering questions like what norm was being broken? Why this is a violation of social norms? How this norm socially controls society? Hypothesize what reactions would come from the breaking of this norm? Describe how you would feel if you violated these norms and got those reactions?
 * Examples / Questions**

I expect that the longest parts of the class will be the opening activity and the presentation. This is mostly because of how I will be conducting myself. So I would expect maybe 8-12 minute start for class. The presentation I would like to go around 20 minutes because the information given to the students is the very key to how the students partake in their ending activity. I would like the students to take about 15-18 minutes to do the final activity in class dealing with the situations I give them and answering the questions. Then with the remaining time left of class go over what they talked about in groups. I would like to extend the lesson to beginning of the class the next day, to get more in depth with their worksheets. I would ask them for their worksheets and by looking at answers possibly determine how much farther I would want to extend the lesson. I would students to be more excited towards the beginning of class and hopefully become more focused as I went back to my usual teaching methods. I would also consider on the situations that I made for the students, not only having them school appropriate but nothing too outrageous that students would get caught up on one and not be able to focus on the others.
 * Management**

I think that adaptations for this particular lessons would have to be minimal for students with special needs, I think that the presentation that I give in class will be easy to follow because I would make sure that all students could easily relate to the information I am giving them using a lot of everyday examples. For an ESL student is where there could be some difficulty, especially if having students where I am giving social norms as examples that they are not familiar with. Hopefully, there would be some sort of resource assistant in my classroom to assist me with this.
 * Adaptations**

For materials I would be using an intro level sociology book. I would need worksheets for groups to work on. Also, either a television or projector would be ideal for giving my presentation.
 * Materials / Supplies**

For my assessments, I would use the reactions from the questions I ask from the opening activity. For a deeper assessment of the lesson I would use the worksheet that I gave groups to work on and discussion from the group work. I would also like to have an exit slip on what the students thought about social norms for a more individual assessment of students.
 * Assessments**

I want to recap the group work with a quick discussion having students hand in their worksheets and to be prepared what we worked on in this lesson the following day. I think that this would be easy to recall especially with the activities that I had in this particular lesson. ||
 * Closing Activity**
 * Alexandria Sullens || **Gender and Gender Roles Lesson Plan (9-12 Grade Sociology)**

This lesson is to get students to understand that gender is a man made concept and that as a society we set norms that are acceptable or unacceptable for certain genders to take part it. The big idea is for students to understand the underlying consequences that come behind these roles we set. For students to understand the role they play in gender roles. I would also like to incorporate how the media plays in large role in setting examples for what is acceptable or unacceptable in our society. __Gender__: a set of characteristics distinguishing between male and female. __Gender roles__: refers to the set of social and behavioral norms that are considered to be socially appropriate for individuals of a specific sex in the context of a specific culture, which differ widely between cultures and over time.
 * Big Picture / Rationale**

At the end of this lesson, students should be able to clearly define what gender is. Students should also be able to identify the difference between sex and gender. Students should be able to identify different gender roles that we have in our society and other society’s. Students should also be able to give an opinion as to how they think gender roles affect our society and what they would to change it.
 * Outcomes / Objectives**

For the opening activity I will play a couple clips from a few Disney movies that depict gender roles. I would play a clip from Cinderella and Shrek. These movies both depict woman who are waiting to be swept off of their feet by a Prince who will take care of them for the rest of their lives. I would also play a clip from Daddy Day Care. This movie is the opposite, it depicts a man who decides to stay home and take care of the children. After viewing the clips, I would like the students to just write down their initial views of the clips, and what ideas about gender came to mind when watching the clip.
 * Opening Activity**

To begin the lesson, I will ask a few students to share their responses to what they thought about the three movie clips. Once students have responded, I will go over the definition of gender and gender roles to give the students an idea of what they are. I will ask students if they have any questions. After that, I will ask the students in groups of 3 or 4 to re write the scene in one of the movies that we watched, so that in some form gender roles are broken, but movie still has the same ending. If the students pick Daddy Day Care to re write I will ask them to tell why Daddy Care breaks gender roles. Once students are done, I will ask a few students to come up and share their new stories, and why they think they are better than the original.
 * Activities**

What gender roles do you think you actively participate in? Would you be embarrassed to participate in an activity that was not acceptable for your gender in our society? How do you think gender roles can affect different people? What effects can gender roles play in our society? What role do you think the media plays in perpetuating gender roles? What are some common gender roles? I anticipate that the opening activity will take approximately 20 minutes. The clips will be already in the televisions ready to be played. I would have compiled a DVD that plays in clips back to back. I will play 5 minutes of each movie and leave 5 minutes for students to write down their initial thoughts. The definition section will take about 5-7 minutes. The students will have 20 minutes to develop their own story. And the remaining 7 minutes will be left to for students to share their stories with the class. I anticipate that many students won’t have a lot of time to present so I will allow the first 15 minutes of the next class to be for presenting stories.
 * Examples / Questions**
 * Management**

For my adaptations, I will have the students work in groups of mixed ability. Everyone in each group will be able to bring something to the table, and there will also be room for students to help others.
 * Adaptations**

A television. DVD with the three movies already on it. Paper. Pencils. Creative minds.
 * Materials / Supplies**

The students will not have a formal assessment for this lesson. They will be assessed based on the questions that I ask them as they are working. I anticipate that this topic with generate lots of discussion and that will be my way of assessing the students understanding. I will make sure that I am able to talk to all of my students.
 * Assessments**

The closing activity will be the students presenting their work. While students are presenting, the other students will be asked to ask questions that probe the students thinking, and I will also questions about their stories. ||
 * Closing Activity**

The Urban Educators Cohort Program is hosting a special screening of the movie //Waiting for Superman//. This event is scheduled for Tuesday, March 29 at 6:00 p.m. in the Kiva of Erickson Hall. After the movie, there will be a time for discussion, which will include a panel of discussants who will respond to the movie and be available to help answer questions. I encourage you to come out and watch the movie and contribute to the discussion of the movie and of the important issues that it raises.