- Think, talk and write about stereotypes in
literature
- Understand the concept of hidden messages
in literature
- Work collaboratively to build a deeper
understanding of the books they are reading
- Write or draw critical responses
expressing their analysis and views about the issues they discover in their
reading
- See themselves as active readers capable
of developing relationships with authors with regard to social issues in text
Objectives
Activities will help students:
- Think, talk and write about stereotypes in
literature
- Understand the concept of hidden messages
in literature
- Work collaboratively to build a deeper
understanding of the books they are reading
- Write or draw critical responses
expressing their analysis and views about the issues they discover in their
reading
- See themselves as active readers capable
of developing relationships with authors with regard to social issues in text
Essential Questions
- What is a stereotype?
- What stereotypes are present in the books
we read? How do these books reinforce or break down stereotypes?
- How can reading critically help us become
better readers and people?
- How can we as readers challenge
stereotypes common in literature?
Materials
- Picture
book read-aloud of teacher’s choice or independent reading books if
children are reading independently
- Sticky
notes
- Chart
paper
Glossary
dispel [dih-spel]
(verb) to put an
end to something
perpetuate [per-pech-oo-yet]
(verb) to make something last or continue for a very long time;
reinforce
stereotype [ster-ee-uh-tahyp]
(noun) an
overly simple picture or opinion of a person, group or thing
Activities
- As
a class, talk about the word “stereotype.” (Note:
A good way to explain stereotypes is to say that it’s the idea that ALL of the
people in a certain group are a certain way. For instance, “All girls like
pink.”) Then, make lists of
stereotypes you have heard about boys and girls. Remember, saying that you know
of a stereotype does not mean you actually believe the stereotype is true. Talk
about where you have heard these stereotypes. Have you seen them in movies?
Heard them in music, or noticed them from other things, like toys?
- Listen
to the story from a picture book. (Note: Read
aloud a story with gender stereotypes, for example, the Olivia series by Ian
Falconer or the Berenstain Bears
books by Jan and Stan Berenstain.)
- Pair
up with your book partners or book groups. Talk about what stereotypes about
boys or girls you see or don’t see in the book that was read. Refer back to the
chart you made as a class. (Note: Have
the students write the stereotypes they recognize on sticky notes, or you may
want to circulate and jot down the stereotypes children are noticing.)
- As
a class, discuss the stereotypes you talked about with your group.
- In
your reading notebook, write a letter or draw a picture for the author of the
book, showing your opinion about the stereotypes the book either continues to
support or attempts to end.
Extension
Activities (optional)
- Go on-line to see if the author you wrote
to has a website. Post your comments to their website, then share any responses
you get with your classmates.
- Look for stereotypes about boys or girls
in other books or on blogs and websites you use frequently. Talk about them
with your class. Once you think you are getting good at finding hidden messages
authors send about how boys and girls are, look for other kinds of stereotypes
in the books you read. What hidden messages do you see about people from
various racial groups? Rich or poor people? Body sizes of people? People of
different religions? Keep a chart or a notebook in your class to keep track of
the stereotypes you find in books. Once you’ve been doing this for a while,
write your own class story or collection of stories that challenges some of the
stereotypes that bother you the most in the books you’ve read.
