Reading for Social Justice: Primary Grades

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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

1. 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?
2. 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.)
3. 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.)
4. As a class, discuss the stereotypes you talked about with your group.
5. 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)

1. 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.
2. 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.