Summary
In this lesson, students will discuss conflicts, cliques, and stereotypes and what can cause each of them to arise. Through the lens of five nonfiction articles inspired by the cliques in the film "The Breakfast Club," students will form real-world connections to the stereotypes at their own schools and how perceived differences can lead to conflicts. This lesson can stand on its own or be used to supplement a literary unit. While this lesson is currently aligned only to 9th-grade standards, it would be appropriate to teach in grades 9 through 12, adjusting standards as needed.
Essential Question(s)
How do conflicts arise?
Snapshot
Engage
Students reflect on various stereotypes inspired by "The Breakfast Club" in a quick-write activity.
Explore
Students watch a movie trailer for "The Breakfast Club" and make real-world connections between the trailer and their quick-write.
Explain
Reflecting on a discussion of conflict, cliques, and stereotypes, students read one of five nonfiction articles about high school cliques.
Extend
While reading a chosen nonfiction article, students annotate for theme and author's purpose.
Evaluate
Students write a personal response that connects to the article annotations and real-world, individual connections.
Materials
Lesson Slides (attached)
Chillicothe Gazette articles (attached)
Annotating materials (highlighters, sticky notes)
Technology to play video clip
Engage
Have slide 2 from the attached Lesson Slides displayed as students walk into the classroom. The terms a brain, an athlete, a basket case, a princess, and a criminal will likely catch students' attention.
In their composition notebooks or on a piece of paper, ask students to follow the Quick-Write activity instructions on the board. In this activity, students will use the Quick-Write strategy to reflect on these five "labels."
Student instructions: What thoughts come to mind regarding their commonalities? What do these labels have to do with you? Your school? Write at least 5-7 sentences about what words come to mind and why.
Explore
Play the trailer for "The Breakfast Club" on slide 3.
After watching the trailer of "The Breakfast Club," ask students to reflect on how their original quick-write was similar to or different from the themes in the video clip. Students should write an additional few sentences about how their original thoughts about the phrases "a brain, an athlete, a basket case, a princess, and a criminal" relate to the clip.
Display slide 4 with these quick-write instructions. Which of the featured labels from the film do students see themselves or their friends fitting with the most? Why do they identify with that label? They should continue with their quick-write and explain their thinking.
After enough time has passed for students to complete their writing, allow them to share their responses. Did students write about cliques? What about stereotypes? How many students included these terms, and what was the context?
Ask students about their understanding of the terms "cliques" and "stereotypes" and ask them to provide examples. Can they make the connection that cliques are frequently based on stereotypes? Display slide 5 to talk about what stereotypes mean.
After reviewing the definition of what a stereotype is, what connections can students make to their lives? To literature being read in class? To current events? Ask students what happens when we stereotype, or place labels on, people? Students will likely respond that labeling groups can lead to conflicts as unfair assumptions are made about individuals based on stereotypes. Display slide 6.
After introducing a discussion about conflict, make similar connections to those made above. What personal, literary, or current event connections to conflicts and stereotypes can students make?
Ask students the essential question, "How do conflicts arise?"
Explain
Students have spent much of this lesson thus far making connections between the stereotypes presented from "The Breakfast Club" and their personal, literary, and/or current events knowledge and experiences. For further application, they will choose one of five nonfiction articles about high school students who have been associated with one of the following stereotypes: a brain, an athlete, a princess, a basket case, or a criminal.
Have several copies prepared of each of these articles and allow students to choose which one they would like to read. Display slide 8.
As students read, they should annotate by using the Categorical Highlighting strategy. Suggest that students highlight for the following:
Key ideas
Quality reactions including real-world, personal, or literary connections
Unknown words to define
Students can use sticky notes, highlighters, pens, and pencils to make their notes while also using the article's margins.
Extend
After students have read and annotated their chosen article with Categorical Highlighting, they will compose a response with four parts that demonstrates their thinking about their connection to the stereotype featured in their reading.
On a separate sheet of paper, students will compose (handwritten or typed) a response that details the intended audience, the author's purpose, a summary of the article, and a personal response. Display slide 9 with instructions.
For the intended audience, students should explain in a few sentences who the article was written for and how they know using text evidence.
For the author's purpose, students should explain in a few sentences what the writer's intention was and how they know using text evidence.
For the summary, students should write a full paragraph (5-7 sentences) giving an overview of the key points of the article gathered during Categorical Highlighting. This summary should give a cohesive summary with a natural flow rather than read simply as a list of main points. How does the summary relate to the essential question, "How do conflicts arise?"
For the personal response, students should write a full paragraph (5-7 sentences) that details their personal experiences, connections, and opinions related to the content of their article.
These four responses should be attached to their annotated article to be turned in.
Evaluate
After students have read, annotated, and responded to their individual articles, have them get in groups with members who represent at least three different stereotypes from the articles and Jigsaw their responses. In their groups they should share their similar findings and responses, and then share with the whole group to find similarities and differences about feelings about stereotypes, personally and within their school.
As a final prompt, or one that can be applied to a current unit of study, display slide 10 and ask students to respond to the following points:
Resources
Ison, J. (2009, May 11). Family, grades big part of the athlete's life. Chillicothe Gazette.
Ison, J. (2009, May 14). Sending the wrong message. Chillicothe Gazette.
Ison, J. (2009, May 12). Shy, outgoing - a little bit of both. Chillicothe Gazette.
Ison, J. (2009, May 15). Teen says there's more than one side to her. Chillicothe Gazette.
Ison, J. (2009, May 13). The 'brain's' dream job is on ice. Chillicothe Gazette.
JamesDeanRebel. (2007, July 19). 80's Trailers - "The Breakfast Club" (1985) [Video]. YouTube. https://www.youtube.com/watch?v=dkX8J-FKndE
K20 Center. (n.d.). Categorical Highlighting. Strategies. https://learn.k20center.ou.edu/strategy/192
K20 Center. (n.d.). Jigsaw. Strategies. https://learn.k20center.ou.edu/strategy/179
K20 Center. (n.d.). Quick-Write. Strategies. https://learn.k20center.ou.edu/strategy/1127