Step 1: Who is Yu?
Play the first 40 seconds of Clip 1. Pause before the voiceover begins and ask students what they think they know about the woman on screen.

• What sort of person do they imagine her to be?
• What do you think her job is?
• What's their evidence?
• What sorts of clues are important to them as they draw conclusions?
• Is this someone they'd take the time to get to know if she showed up in the cafeteria?

Step 2: Who is Yu, Really?
Explain that they are viewing a clip from the film, Still Tomorrow, and the woman on screen is Yu Xiuhua, a poet from rural China who became famous when a post of one of her poems went viral.

Play the rest of the clip. Give students a brief chance to share thoughts about the poetry and imagery on screen. Then steer the discussion back to their first impressions:

• Did anyone guess that the woman was a famous poet?
• What role did stereotypes play in shaping their guesses about who she was?
• Where do stereotypes about people with disabilities come from?

Step 3: Linking Labels to Discrimination
Invite students to listen to some brief thoughts from Yu Xiuhua about stereotypes. Play Clip 2. Ask students for their thoughts. Yu says that labels lead to discrimination. Ask students to explain how this happens.

Step 4: The Assignment
Introduce blog posts as strategy that can help decrease the negative impacts of stereotypes. Ask students to imagine that they write an advice site for parents or for employers (they can choose their target audience). Their assignment is to write a post that includes: the most important things to know about people with cerebral palsy and common misconceptions around the disabled community.

To help them think about the topic, play one more clip featuring Yu. This one describes the circumstance of Yu's marriage. Play Clips 3a & 3b without pausing in between. After both clips, pause to invite student reaction.

Step 5: Online Searching
To help students start the research process, do an initial online search together as class. Consider using a site like Duck Duck Go, which doesn't track results and allows users to turn off adds - this will expose students to the world of searching beyond Google.

In pairs or small groups, ask students to choose which site they would go to first and why. Reconvene and have every group share their choice and reasoning.

Fill in gaps as needed. Why did they assume particular sites would be credible? Note that cerebralpalsy.org is an attorney's site. Ask why that might be the case? Does the fact that it is hosted by an attorney mean that the information on it isn't factual? Compare it to a site like mayoclinic.com. Which has more credibility on medical information? Were they misled by the .org versus .com suffixes? Once they are on the site, what are they looking at to assess credibility? If you don't already have a reference, you could refer them for guidance to: https://www.projectlooksharp.org/?action=webresources_websites

Remind them of their assignment, including who their target audience is. Collect their final blog-style posts as an assessment.

[Optional] Step 6: Processing Through Poetry
Revisit Clip 1 and ask students to listen to Yu's poetry and how it describes her surroundings. Then play Clip 4, during which Yu talks about why poetry is meaningful for her. Invite students to share their reactions to Yu's comments. Ask students to write their own poems, either describing their surroundings or expressing the emotions they experienced during this lesson.