Lesson Plan Template

Based off of: Activity #5: Types of discrimination – using the fact sheets
SUBJECT/Grade: 9 Suggested Time: 75 Minutes

COURSE/Type/Code: HIF10

LESSON TITLE: Identifying Types of Discrimination

LESSON Description: As a large group students will have time write down what they know about the
different types of discrimination on large chart paper. This will give the teacher an
idea of how much students know about each type of discrimination and how much
time should be allotted for the next activity. Every student will be given a fact sheet
that explaines a different type of discrimination. They will then join exploration
groups where they can read their fact sheet together and have discussions. They
will then answer 4 questions given to the by the teacher. Students can then return
to their home groups and further share what they learned in their exploration
groups. Students will conclude by completing a group Google Slides. Every student
gets 1 slide, and they will cocreate a class dictionary with everyone’s understanding
of the type of discrimination they focussed on.

Planning Information:
Curriculum Connections
Overall Expectation(s):
• A2. Investigating: create research plans, and locate and select information relevant to their chosen topics, using
appropriate research and inquiry methods;
• B2. Relating to Others: demonstrate an understanding of various types of relationships and of skills and strategie
for developing and maintaining healthy relationships;
• D1. Personal Responsibilities: demonstrate an understanding of their responsibilities related to their personal
well-being and that of their family, and of how they can maintain their health and well-being;
Specific Expectation(s):
• A3.2 record and organize information and key ideas using various formats (e.g., notes, graphic organizers,
summaries, audio/visual/digital records)
• A4.4 demonstrate an understanding of the general research process by reflecting on and evaluating their own
research, inquiry, and communication skills
• B2.3 identify resources and strategies that can be used to help develop healthy relationships and resolve conflict
in a variety of human interactions (e.g., assertiveness training, anti-bullying programs, strategies for developing
empathy)
• D1.2 explain the importance of taking personal responsibility for maintaining their health and well-being (e.g.,
how taking personal responsibility contributes to skills development, independence, self-confidence)
Learning Goal(s) or Enduring Understandings:
• I will be able to describe various forms of discrimination and how they relate to the family structure
• I will be able to describe the effects of discrimination on an individual or groups mental health
• I can critically analyze a situation and offer various solutions to combat discrimination
Essential Questions:
• What are the key words you need to understand when discussing this type of discrimination?
• Can you give examples from real-life situations to show this type of discrimination?
• What effect could/would this type of discrimination have on someone?
 • How do you think this kind of treatment would make someone feel?

Prior Knowledge Required (the knowledge/concepts and skills students must possess to be successful in this lesson)
Students do not need any content specific prior knowledge as this is an exploratory introduction lesson. Students
will require research skills, critical thinking skills, and knowledge of mental health to make connections to the
new learnt material.

Differentiated Instruction Details

(how you will differentiate your lesson) Provide details.
Knowledge of Students
Differentiation based on student:
 Readiness  Interests  Learner Profile:
 Styles  Intelligences  Other (e.g., environment,
gender, culture)

Differentiated Instruction Response

 Learning materials (content)  Ways of learning (process)  Ways of demonstrating learning (product) 
Learning environment

Resources Agenda (to be listed in class, in student language)

• Chart paper
• Fact sheets 1. Introduction and class activity- ask students questions
• Chromebooks about if they’ve ever heard the word “discrimination”
and what it means to them
2. Students break out into home groups and then
exploratory groups for group activity
3. Students return to home groups for closing discussion
And consolidation activity
Minds On (Hook) Establishing Connections
a positive learning environment Connecting to prior L: Literacy
learning and/or experiences AfL, AoL: Assessment
Setting the context for learning for/of Learning

Whole Class or Groups of ?  Name of Activity and/or Strategy AfL: Strategy/Assessment

Description: Tool

• As students walk in there will be chart paper taped up on different areas of the
classroom with the different types of discrimination on them
• Students will have time to rotate to the different terms and write what they
already know or what they think it means
• The chart paper will then be analyzed together as a class so common themes and
a general definition can be formed (this definition may or may not be correct)
• This activity shows the teacher what students already know and what common
misconceptions students hold about the different types of discrimination

Action
Introducing new learning or extending/reinforcing prior learning
Providing opportunities for practice and application of learning (guided > independent)
Whole Class or Groups of ?  Name of Activity(ies) and/or Strategy(ies) AfL: Strategy/Assessment Tool

Description:
• Informal
• Students will arrive to class and sit in their home groups. Next each student in a diagnostic
assessment
group will be given a different fact sheet. Each fact sheet corresponds with one
of the different types of discrimination.
• Students will then break into exploration groups where they can analyze their
fact sheets together via reading together, or individually reading and then
discussing.
• All students will be given the following prompts to answer in their exploration
groups.

1. What are the key words you need to understand when discussing this type of
discrimination?
2. Can you give examples from real-life situations to show this type of
discrimination?
3. What effect could/would this type of discrimination have on someone?
4. How do you think this kind of treatment would make someone feel?

• Once finished discussing with their groups and writing down the answers to
the different prompts students will return to their home groups where they
can then share what they learned about the different types of discrimination.
Consolidation and Connection
Helping students demonstrate what they have learned
Providing opportunities for consolidation and reflection
Whole Class or Groups of ?  Name of Activity and/or Strategy AfL or AoL:
Strategy/Assessment Tool
Description:

• Using Chromebooks students will cocreate a class dictionary. Every student

• Informal
will be added to the same slide deck and given 1 slide where they can define assessment
their type of discrimination using pictures, words, and link videos.
• This will then be shared with the whole class to review together so that all
students have an understanding of the different types of discrimination but
also have a resource to refer back to.

Extension/PREP/Homework AfL or AoL:

(activities completed outside of class to reinforce/extend learning or prepare for next class) Strategy/Assessment Tool

• To ensure that students read their peers slides they will be tasked with writing
comments under the “speakers notes” section on at least 5 peers slides. They
can either share a critical reflection or compare and contrast it to the type of
discrimination they focussed on.

Accommodations/Special Needs:
(this may have been identified above in DI section) How you will accommodate for learners with IEPs, ELLs, etc.

• Students will also be provided digital versions of all reading material to sue reading assistive technology
or enlarge text if needed
• Students can work individually or with a partner (if needed)
• Sensory accommodations and additional time

Teacher Reflection on Lesson: (to be completed after teaching, you do not need to fill this out for this assignment,
just an FYI for reflective practice)
Aspects that worked: Changes for next time: