Social Justice Lesson Plan

Overview
This lesson will introduce students to the concept of awareness for the differently abled, and
encourage them to treat those who are different from them with kindness and respect.

Background Information

Teacher Candidate: Nora Sabia, Lizzy Herda, Brieanna Olsen Date: November 29, 2017
Cooperating Teacher: Annalise Kiblen Grade: K
School District: Pullman School: Sunnyside Elem.
University Supervisor:
Unit/Subject: Social Justice
Instructional Plan Title/Focus: Well Paint the Octopus Red/Awareness for the Differently
Abled

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: This lesson serves as an introduction to awareness for the
differently abled, and the notion that people can be different for reasons they cannot control.
Students will listen to a book about a child with Down Syndrome and complete activities that
challenge them to think about ways they can be respectful and kind to those who are different
from them. This will help students begin developing empathy and understanding of issues of
social justice.

This will be a stand alone lesson, not part of a larger unit. In their regular social studies
lessons, student will have previously begun learning about classroom citizenship and being a
kind friend.

b. State/National Learning Standards:

CCSS.ELA-LITERACY.W.K.2: U se a combination of drawing, dictating, and writing to
compose informative/explanatory texts in which they name what they are writing about
and supply some information about the topic.

CCSS.ELA-LITERACY.CCRA.W.2: Write informative/explanatory texts to examine and

convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.

CCSS.MATH.CONTENT.K.CC.B.4: Understand the relationship between numbers and

quantities; connect counting to cardinality.
 GLE 1.1.1 U
nderstands the key ideals of justice and fairness within the context of the
classroom community.

c. Content Objectives (to be copied in Assessment Chart below) and alignment to State
Learning Standards:

1. SWBAT participate in a group discussion about treating people who are differently abled
respectfully.
Aligned standard: G LE 1.1.1 U
nderstands the key ideals of justice and fairness within the
context of the classroom community.

2. SWBAT count to 8 legs to create their octopus.

Aligned standard: C CSS.MATH.CONTENT.K.CC.B.4: Understand the relationship between
numbers and quantities; connect counting to cardinality.

d. Language Objectives:
1. SWBAT write 1-2 sentences about respecting people who are different from them.
Aligned standard:

e. Previous Learning Experiences: Students will previously have participated in social

studies lessons from the Second Step curriculum regarding classroom citizenship and being a
kind friend. Student will also have previously completed writing pages, and have practice with
counting and cardinality.

f. Planning for Student Learning Needs:

ELL students: Participation during whole-class discussion will be voluntary, so if students do
not feel comfortable they do not need to speak. ELLs will receive individual
scaffolding/reteaching as necessary from the teacher during station work times.
Higher proficiency: Higher proficiency students will be challenged to write more while at the
writing station and to count for themselves and answer questions while at the math station.
Struggling students: Participation during whole-class discussion will be voluntary, so if
students do not feel comfortable they do not need to speak. Students who struggle with the
content will receive individual scaffolding/reteaching as necessary from the teacher during
station work times.
Students with IEPs/504s: All students with IEPs will receive accommodations in accordance
with their IEP or 504 plan.

g. Assessment Strategies
 Content/Language Objectives
Content Objective: SWBAT count
to 8 legs to create their octopus.
Language Objective:SWBAT
write 1-2 sentences about
respecting people who are different
from them.
h. Student Voice:
K-12 students will be able
to:
Assessment Strategies
Informal: Student were asked to add 8 legs
to their octopus body during this lesson.
Teacher can easily see what students know
how to count to 8 and were able to attach
the legs to the body. This can easily be
evaluated by the teacher observing the
students attaching the legs or when looking
at the final product as students turn in their
work.
Formal: Students were given a worksheet
that had a section for an illustration as well
as a few lines to show how they will respect
others differences. This required students
to reflect on the lesson that they just learned
and apply their own knowledge to how they
plan on respecting their friends differences.
This was a formal assignment where
students were working individually writing
their sentences and drawing a picture to
add detail to their writing. The teacher can
easily review these when the lesson is over
to see if students understood how to respect
ones differences.
Student-based evidence to Description of how
be collected (things students will reflect on
produced by students: their learning.
journals, exit slips,
self-assessments, work
samples, projects, papers,
etc.)
1. Explain student learning
targets and what is required
to meet them (including why
they are important to learn).
2. Monitor their own
learning progress toward
the learning targets using
the tools provided
(checklists, rubrics, etc.).
Student work sample The worksheets that
(worksheet) we used within the
lesson truly reflect what
students learned from
the lesson and how
they plan to apply what
they learned in real life
situations during
school. Students were
required to write a few
sentences how they
will respect others
differences. This was
important for students
to learn the concept of
acceptance and
respect so that they
continue to make
school a safe and
inviting place where
everyone feels
welcomed. This is also
a key concept to social
skills that needs to be
taught at young age.If
students were unable
to write sentences we
just asked them to
draw a picture to
explain their thinking
rather than requiring
them to write out
sentences.
Exit Slip The exit slip used in
the classroom to allow
students to go to
recess was their
creation of the octopus.
By having them create
 an octopus it showed
they understood the
math concept to the
lesson and are familiar
with their numbers.
This is important for
students to learn
because they work with
numbers for the rest of
their lives. This exit slip
also brought in a bit of
science as well
focusing on the fact
that octopus have 8
legs (tentacles), and
two eyes. If student are
not able to count the
legs by themselves the
teacher will go over
and assist student
counting.

3. Explain how to access Classroom Charts The students have

resources and additional number lines and
support when needed (and alphabet charts that
how/why those resources can help guide their
will help them). thoughts when
students need extra
help. Teacher can
assist student thinking
by using these charts
as a visual aid to assist
their counting abilities
as well as spelling.
This is important for
students to understand
the different tools
around the classroom
that can be used as
tools when they get
 stuck on concepts
within an assignment.

i. Grouping of Students for Instruction: Describe why, how, and where in the lesson
students will be divided into groups, if applicable (e.g., "why" could be to support language
learners, for reciprocal teaching, and/or to use jigsaw, and "how" might include random,
ability-based, interest, social purposes, etc.). Recognize that some lessons or parts of a
lesson may call for grouped work or individualized work or both.
Introduction: Students will be grouped together as whole group during this part of the
lesson when a story is shared and a discussion is created. This way all students can voice
their thoughts and hear others ideas as well to spark their creativity.
After the discussion is had and the story is read, students will be asked to go back to
their desks and work individually on the two different activities that are within this lesson. The
class will be split in half for the two activities but will be asked to do their own work. This way
the teacher can see which students are able to comprehend and apply the material that was
just taught in the lesson.
By dividing the class into two groups the teacher can help focus instruction towards
one activity and students can look around at other students to understand what they are
supposed to be doing. When having students working on the same activity at the same time it
also allows the teacher to use gradual release response if needed for the students who may
need extra guidance or help with the activity.

Section 2: Instruction and Engaging Students in Learning

a. Introduction: The teacher will ask students to think about things about themselves that
they cannot control, such as hair or eye color, and ask whether they should be treated
differently for those things and whether they are friends with people who have different hair or
eye colors.

b. Questions:
1. What does it mean to be differently able? (Comprehension)
2. What syndrome did Issac have in the book? (Knowledge)
 3. How many tentacles should your octopus have? (Knowledge)
4. If someone is differently abled, can they do the same things you can? (Application)
5. How should we treat people who are different from us? (Evaluation)

c. Learning Activities:
Learning Steps and Activities Supporting Theories/Principles
(Why are you doing what you are
doing?)

I DO/YOU WATCH Providing our own real-world examples

Now that we know what differences are, during whole group instruction
can anyone tell me what it means to be connects them to their own life or what
differently abled? Wait for students to they have seen before.
raise their hands with an answer and the
teacher will call on them individually. Leveled questions
Yes, those can be ways in which
someone is differently abled. I am now Students will have the opportunity to
going to tell you an example of someone think of their own real-life examples or
who may be differently abled. I have a experiences of what it may mean to
really good friend who is in a wheelchair. them to be differently able.
Just because he cannot walk, and I can,
does not mean that we cant be friends.
He can do other super cool things that I
am not as able to do, like being a really
good artist! We are all different, but we
can still all be friends. Another example
is that some kids can jump rope, but
other kids might not be able to jump
rope until later in their life. Do any of you
have friends who can do something that
you might not be able to do yet? Wait
for students to respond. Yes, me too.
But we can still all be nice to each other
and friends! Alright friends, now we are
going to read the story W ell Paint the
Octopus Red b y S tephanie
Stuve-Bodeen & Illustrated by Pam
Devito. Has anyone read this book
before? Wait for students to raise their
hand if they think they have read this
book before. It is an awesome book!
Okay, lets get reading.

I DO/YOU HELP Read aloud

We will then begin reading the book, Students will be able to listen to the
Well Paint the Octopus Red. This story, answering questions as the
morning my dad woke me up and told teacher stops with questions
me I had a new baby brother names throughout it.
Isaac. When my mom first told me I was
going to get a new brother or sister, I Re-teach and sharing ideas.
wasnt very happy. Ive had my mom
and dad to myself for almost six years Giving and receiving suggestions
and I like it that way. Quietly raise your from peers.
hand if you have a brother or sister?
Awesome, me too! T hen I had a talk Vygotsky, Importance of Language;
with my dad about all the things I could Bandura, Observational Learning-
do with my new brother. W e will Classroom discussion allows
continue reading the book aloud to the students to proudly share their
class. We will stop for a few brief knowledge, as well as learn from the
questions on the page when it talks knowledge of their peers and the
about when the baby was born. B ut this teacher.
morning, my dads eyes were red when
he woke me up. He said, Emma, there
is something you need to know about
the baby. Then he said that Isaac had
been born with something called Down
Syndrome. I guess I knew what that
meant. Isaac wont be able to play
kickball with me. My dad said that Isaac
might not walk as soon as other kids.
But, he would probably learn to kick the
ball. S o friends, just because Isaac
has Down Syndrome, does that mean
he wont be able to do things that other
kids do? Multiple students will respond
with their thoughts. Exactly, it just might
take Isaac a little longer to do things, but
thats okay! We will continue reading all
the way through the book. That was a
great book to show us that some people