Unit Plan/Lesson Plan Template

Name: ________Taameir Drew______________________

Site: _______________

Week(s)
Activity Category
(STEM, Literacy, Arts,
Leadership, Recreation)

Boys Club

Objective for the unit/lesson

What will kids know or
understand by the end of this
unit/lesson?

Students will know or understand...

Activities / Procedure
Describe the activities
students will do in order to
achieve the objective.

During this lesson, the students will...

If this is a unit plan, complete

the fields on the back for each
separate lesson as well.

Deepen understanding about implicit bias and stereotypes by

relating personal experiences to shared systemic concerns
Build peer social support and seek out other support
systems that can contribute to academic success and emotional wellbeing
Strengthen dialogue and agency around productively dealing with
tough choices, hardship and stereotypes

Outcome
What question(s) will students
be able to answer at the end
of this unit/lesson?
- or How will students demonstrate
their understanding?
- or What product will students
create as a result of their
understanding?

Students will have demonstrated their knowledge or understanding

by (ex: answering, creating, writing, building)
Being able to play an entire game of soccer by implementing the skills
gained throughout the unit.

Lesson 1

Objective: Students will know or understand...

How hold thoughtful and meaningful conversations based off the video
Activities/Procedure: During this lesson, the students will...

Watch video and hold discussion based of the following questions:

1. Idris and Seun both began their educational experiences at Dalton, an
predominantly white school. In one scene, Seun talks about being one of the
very few black students at the school and what it is like to be seen as a
stereotypical black kid. People treated me different, he explains. Do you relate
to that experience? Please explain.
2. What kinds of things did Idris and Seun each do to deal with their feelings of
being treated differently from others? Have you ever felt like people treated you
differently from other people and if so, what did you do about it?
3. Idris and Seun were under many social pressures, some of which mad eSeun
feel like he wasnt smart enough. Do you ever feel that way? If so, what kinds of
pressures are you under that lead you to feel inadequate? What strategies do
you use to address these feelings in a productive?
4. In one scene, Idris worries it will be embarrassing to play on the junior varsity
basketball team after playing on the varsity team. It is especially hard for him
because he thinks basketball is one of the only things hes good at. Why do you
think he feels this way? When he says he is expected to be good at sports, who
do you think expects it?
5. Idris reflects on how long it sometimes takes for him and his friends to catch a
cab. How does Idris make sense of the experience? Have you ever had a hard
time figuring out if a difficult experience you had was because of your race or if it
was something else? Please explain.
6. Seun talks about the valuable lessons he learned from his karate instructor. Do
you have any mentors or someone in your life whom you look up to? Who is it
and what valuable advice have you learned from him/her? Please explain.
7. In one scene, Seuns younger brother dies in an accident. After that he starts to
slip at school and in general. What kind of support did Seun receive that helped
him get through this difficult time? Have you ever lost someone close to you?
How did you work through that experience? Who or where did you turn to for
support?
8. Idris describes kids at Dalton who in theory had everything. But he says he
values his family more because they dont simply throw money at him. Why do
you think this is important to him? Please explain.
9. Idris and Seun both have younger siblings. Seun explains that, for him, he feels
he has a responsibility as an older brother. What do you think he means? Do
you feel like you have a responsibility to your family? To your community? Why or
why not? Please explain.
10. Looking back on his high school journey, Seun says he had a tough time. But
sometimes, he continues, he was the one who made it tough for himself. What
do you think he means? In what ways is your school experience tough for
reasons you cant control and in what ways is it tough for reasons that you can

11.

12.

13.

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15.

control? Please explain.

Idris and Seun have been through a lot, but we see each of them coming into
themselves as they navigate different challenges. What experiences have helped
you to come to understand yourself better? What have you learned through the
process? In one scene, Seun says that when people believe in you, it makes you
think you can succeed too. Who seems to believe in Seun? What or who in your
life helps you to feel like you can succeed? How do they do it?
In one scene, Seun says that when people believe in you, it makes you think you
can succeed too. Who seems to believe in Seun? What or who in your life helps
you to feel like you can succeed? How do they do it?
Idris and Seuns parents seem to be hard on them sometimes. In one scene,
Idris dad says hes not being aggressive enough on the basketball court. What
do you think his dads afraid of? Do you have adults in your life who are hard on
you? If so, what do you think their reasons are for putting pressure on you?
At the end of the video, Seun shares his feelings on the importance of selecting
real friends. What do you think he means by real friends? How can you tell if
someone is a real friend to you or not? Please explain.
Why does Idris feel good about going to Occidental College, even though it
wasnt his first choice? What life lessons did he learn from the experience? Do
you think that Idris has matured by the end of the video? If so, in what ways and
based on what experiences? What skills or life lessons do you think you are
carrying into adulthood? What experiences are they based on? Please explain.

Outcome: Students will have demonstrated their knowledge or understanding by (ex:

answering, creating, writing, building)

Deepen understanding about implicit bias and stereotypes by relating personal

experiences to shared systemic concerns
Build peer social support and seek out other support systems that can contribute to
academic success and emotional well-being
Strengthen dialogue and agency around productively dealing with tough choices,
hardship and stereotypes