DIRECT INSTRUCTION LESSON PLAN GUIDE AND TEMPLATE Name: Elizabeth Bennett Lesson #:1 Lesson Title: Similarities

and differences in Individuals Topic: Similarities and differences in Individuals K.C.1-Understand how individuals are similar and different. -K.C.1.1 Explain similarities in yourself and others -K.C.1.2 Explain the elements of culture (how people speak, how people dress, foods they eat, etc.). This lesson requires the students to think at the Evaluating stage in Blooms taxonomy. The students will make self-portraits and compare them to others in the class. Discussing their hair color, face shape, eye color, etc. This content is being taught to point out the similarities and differences within various individuals. Before the lesson is taught students must be able to acknowledge that there are cultural differences. They also must have some knowledge of their own culture. Difference, Similarities, Culture, etc. Content and Strategies Focus/Review (prepares students for the lesson) (2) Instructional Strategies Read a book that talks about the differences in In this section I individuals such as Two eyes, A Nose, and A Mouth. will use Show the differences throughout the book and also ask engagement and the class to discuss the differences between themselves reading as the and others in the classroom. main strategy Today we will be learning about the differences and similarities between yourself and others by the end of the lesson today you will be able to recognize the difference between you and your classmates. When discussing the book ask questions like What color eyes do you have? or What kind of hair do you have, curly or straight? Go over vocabulary and ask questions like What does it mean if something is similar to something else? and also ask what it means to be different. Explain what compare and contrast means and how to do it (since they will be doing a Venn diagram) Vocabulary to go over: Similarities, differences, Culture, customs, traditions. When the students make their self-portraits stress that they should reflect their own personal characteristics. Students will be split up into groups for different activities. Here they will discuss on their own about what theyve learned and also use this information to complete a self-portrait and then use a Venn diagram to compare and contrast their own portrait to another
Revised for spring, 2012

Grade Level/Subject: Social Studies NCES/CCSS Standard and Objective (1) Revised Blooms level of thinking/type of knowledge (1) Behavioral Objective (2) Objective Rationale (1) Prerequisite Knowledge and Skills (1) Key Terms and Vocabulary (1)

Objective as stated for students (helps students set their own goals for the lesson) (1) Teacher Input (provides the content to students in a teacher-directed manner) (3)

This Instructional strategy is explaining and engaging students.

Guided Practice (scaffolded practice with the content; helps students make sense of the content provided in Teacher Input) (3)

This Instructional strategy involves evaluation of

Independent Practice (application activities to help students use and demonstrate what they have learned) (2) Closure (provides a wrap-up for the lesson) (1) Evaluation (How will you assess students learning so that you can determine if they met the objective of the lesson?) (2)

Plans for Individual Differences (differentiations needed for students) (1) Materials used in the lesson; Resources used in developing the lesson (1) 21st Century Skills (must be in three lessons) Global Awareness (must be in two lessons)

Culturally Responsive Teaching (must be in three lessons) Overall alignment in the lesson (2): The main goal of this lesson is to explain the differences and similarities in yourself and others. By having the students discuss similarities amongst the class and also having to complete a self-portrait this will help their understanding of what makes them similar and different culturally and by physical characteristics. Add any instructional materials needed for the lesson here (worksheets, assessments, PowerPoints, slides from SmartBoard programs, etc.) (2) Materials that will be needed include worksheets and a few smartboard programs.

students. Students that finish early can do computer the students activities where they will make their own character on an interactive computer program. An assessment will be given either by giving the student a quiz or an activity sheet where they have to identify the difference between individuals. A smart board activity will be used during this step in order for it to be more interesting. In this step I would review key terms and also answer any questions the students may have. They will also be given an opportunity to share their self-portrait with the class. Formative: Some formative assessments that can be used during the lesson are computer games, group activities, discussions. Summative : Students can write about their self-portraits and explain what elements they found that were similar and different to other students in the classroom. I will need to be sensitive to the way some things are worded within lesson. Students with different learning levels can be grouped together and pulled for more individualized attention. For this lesson I will first need construction paper, markers, colored pencils, and etc. for the students to make their selfportraits. Other materials that will be needed include smart board activities, activity sheets, a book, and magazines or pictures that show different people and cultures. The students use 21st century skills when using the interactive computer program to make their own characters, or avatars. When comparing each students portrait and comparing individual characteristics global awareness is involved when explaining where these differences come from. Culturally Responsive Teaching is shown when reading the introduction story, smart board activities and activity sheets.

Revised for spring, 2012