Concordia University Chicago College of Education

Teacher Candidate: Isaac Taylor Subject: Central Focus: (Content of the lesson) Grade Level(s):

Lesson Plan Design 2014 adapted for EDUC1070

Date: April 23, 2014 Course for which the Lesson is developed: Classroom Teacher: Mr. Isaac Time allotted: 2, 80 minute classes

Standard(s)/Benchmark(s) to be met in the Lesson: (ILS, Common Core, or Professional Learning Standards) Each standard should correspond to one or more objective.

Learning Objective(s): What are the students expected to know and/or do in the lesson? Write out each specific objective to be met by students in the lesson.

2B.4b. Demonstrate respect for individuals from different social and cultural groups.

Students will know what diversity, gender, race, ethnicity, respect, and stereotyping are. They will know the negative ramifications of stereotyping and why it is that they should avoid stereotyping. Students will know how to show respect for people that differ from them, and will know the differences as well as similarities between themselves and others.

Assessment (Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.) Diagnostic (Pre-): (Formal or Informal) Students will take a vocabulary quiz where they match words to the definitions. Formative: (Formal or Informal) We will review vocabulary, and I will take that time to learn what the students know. Questions and discussion will ensue after we read the book together. I will be observing the students as they interview eachother, and later on write their parts to the class book. Reflective: (Formal or Informal) Class discussions as we read through the book and dealt e the story to different aspects of gender, race, and ethicity. Class discussion on what is stereotyping, and what are the negative ramifications of stereotyping. Summative: (Formal or Informal) The same quiz that was used as a pre assessment will be used again, but this time for grading. Academic Language Explain how the Academic Language is scaffolded in the Lesson using Sensory, Graphic and/or Interactive supports.

List the Academic Language used in the Lesson. Include vocabulary, process terms, and syntax language.

Describe the Evidence that Students know and use

Academic Language appropriately:

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

Gender Ethnicity Race Respect Stereotyping Diversity

The students will discuss the negative ramifications of stereotyping. The students will interview each other and create a class book to show the different aspects of gender, race, and ethicity within their own families, and will compare the similarities and differences amongst eachother. In working together and communicating with eachother they themselves will be developing positive relationships with peers of different race, ethicity, or gender.

This will be evident throughout the teachers observation of the classroom during different activities such as the interviewing,, discussions, and book creations. Also, the assessment at the end of the lesson will help me to learn of what the students learned.

Procedures: List in sequence the actions taken by teacher and students throughout the lesson. A. Engage Students: (Diagnostic/Pre-Assessment must be included here.)

Students will take a vocabulary quiz where they match words to the definitions. This quiz however, only focuses on the knowledge if vocabulary. Other assessments will be used later on to ensure that students know the different aspects of the academic language and that they know not only of their definitions, but also of their use purpose and importance.
B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment stated for students to understand):

Today you will learn what diversity, gender, race, ethnicity, respect, and stereotyping are. We will discuss the negative effects of stereotyping and why we should avoid stereotyping. We willlearn to show respect for people that are different from us, and will know the differences and similarities between yourselves and others.
C. Instructional Sequence: (include technology this is a technology class)

Day 1 1. Students will take pre assessment in the class prior to this one. 2. Teacher will introduce the lesson, and the book that the class will be reading together 3. Teacher will teach vocabulary from the pre assessment. 4. Teacher and students will discuss their different experiences and connections to the vocabulary words 5. Students will write down the words and definitions in their journals 6. Teacher will sit at the Table with students with the book. Each student will read through multiple pages. As the students are reading the teacher will be asking questions to help the students relate to the story and better understand the aspects of race, gender, ethnicity, and diversity in the book. 8. After reading the teacher will use a short power point to review the definitions of respect, race, gender, and ethnicity. Also, stereotyping will now be introduced and students will learn of and discuss what stereotyping is
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

9. Students will write down stereotype in their journals and include the definition along side the word. Day 2 1. Teacher will review all of the vocabulary that the students wrote into their journals. 2. Teacher will introduce the next assignment which is for the students to split into pairs and interview each other based on the questions I provide for them. 3. Students will interview eachother about their families and the gender, racial, ehnical, and diversial aspects of eachothers families. 4. Teacher will walk around and help students if need be, but will also take this time to observe the students and their interactions with one another, and seeing if they know what is being talked about. 5.after the interviews, I will introduce the app "Book Creator" and will then introduce the next part of their assignment which is to, as a class use the app to create a book similar to the one we had read the previous class. The book will be out fas a reference, and the students will also need to point out the similarities and differences amongst their families as apart of the book. We will all be discussing their book together and I will help students when need be.

D. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?)

Throughout most of the class the teacher will either be working directly with the students, or observing them as they work.
Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?)

Students are working together on most things, either in groups as we read and discuss the lesson together, or in pairs as they're interviewing eachother, or as they're working together to create the class book.

E. Closure: Explain how the purpose of the Lesson is clearly restated by students (Objectives and Assessment include your summative

The students will again take the quiz that involves matching words and definition to show that they know the waning of the academic language.
assessment here) Lesson Plan Details Instructional Materials: "My Family, Your Family" Written and Illustrated by the Kindergarten Children of Westfield School in Sacremento, California "Recognizing Group Similarities & Differences" Power Point, created by Isaac Taylor
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

"Book Creator" iPad App, created by Red Humper Studio

Lesson Plan Design 2014 adapted for EDUC1070

Use of Technology: "Recognizing Group Similarities & Differences" Power Point, created by Isaac Taylor "Book Creator" iPad App, created by Red Humper Studio Safety in the Physical Environment: Students will no not to run in class, and will be respectful of others. Teachers will keep close eye on all students, and will watch out for behavior

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.