Names: Rachel Putnam
Subject/Focus Area(s): Literacy
Learning Objective(s) or Learning Target(s)
This should support the central focus, overarching goal, big idea, or
essential question(s); should be measurable; should indicate what
students will be able to do at the end of the lesson (These can be
written as “I can” statements)
Personal Assets, Cultural, Assets, Community Assets (also referred
to as Funds of Knowledge) of class
 Cultural: How does this lesson connect to students’ lives
and experiences? How will you use students’ traditions,
languages and dialects, worldviews, literature, art, music,
dance, etc. to support learning?
 Community: How will you use students’ community
resources, such as local landmarks, community events
and practices, etc. to support learning?
Georgia Standard (s) of Excellence, WIDA Standard(s), etc.
Note standards that apply to the lesson.
Learning Objective(s) or Learning Target(s)
This should support the central focus, overarching goal, big idea, or
essential question(s); should be measurable; should indicate what
students will be able to do at the end of the lesson (These can be
written as “I can” statements)
Prior Academic Knowledge and Prerequisite Skills
What prior academic knowledge and/or prerequisite skills will this
lesson activate?
What prior academic knowledge and/or prerequisite skills will
students need for this lesson?
Materials/ Text(s) from Text Set
Key elements/quotes/questions/vocabulary other points from
text to highlight for focus and facilitation
Thornton ECE 7704 Summer 2019
Date: 7/11/2019
Grade Level: 5th Grade
 I can critically analyze depictions of Muslim and Arab people
in commercials and other ads.
 I can critically analyze consumer responses and media
coverage of Muslim and Arab people in commercials and
other ads.
 I can state my opinion and defend my opinion with reasons
and evidence in a multimodal presentation.
 Cultural: This lesson connects to students’ lives through the
use of advertisements and commercials. Commercials chosen
should be as current as possible, to increase the likelihood
that students have seen the commercials themselves.
 Community: This lesson will connect to the students’
knowledge of and experiences with community sporting
events. This background knowledge will be used to help
students connect to the discrimination on the basis of religion
experienced by Muslims in the United States.
ELAGSE5RI8. Explain how an author uses reasons and evidence to
support particular points in a text, identifying which reasons and
evidence supports which point(s).
ELAGSE5W1. Write opinion pieces on topics or texts, supporting a point
of view with reasons.
 I can critically analyze depictions of Muslim and Arab people
in commercials and other ads.
 I can critically analyze consumer responses and media
coverage of Muslim and Arab people in commercials and
other ads.
 I can state my opinion and defend my opinion with reasons
and evidence in a multimodal presentation.
 Encoding
 State an opinion
 Create an organizational structure in which ideas are grouped
logically to support opinion
Texts from Text Set:
Malaspina, A. (n.d.) SWOOSH! Montgomery, AL: Teaching Tolerance.
Singh, V. (2008). Mr. standup Singh [Image]. Retrieved from
http://www.sikhtoons.net/StandupSingh.html
Additional Materials:
GAP Back to School Ad
2013 Coca Cola Super Bowl Ad
2014 Coca Cola Super Bowl Ad
Discussion Questions (for each text):

Instructional Strategies and Learning Tasks:
(include activities and discussions that engage students to develop
and apply understandings related to the topic and specific learning
objective(s). Learning tasks may be scaffolded to connect to prior
knowledge and include formative assessments)
Lesson Closure
Thornton ECE 7704 Summer 2019
 How are Muslim people represented in this ad?
 Is the representation fair?
 How did consumers react to this ad?
 Is the reaction fair?
I Do:
 Read aloud SWOOSH!I
 Display ads on projector
 Read articles aloud after viewing each ad, paraphrasing
audience reaction to ads
We Do:
 Discuss representation of Muslim people in advertisements
with elbow partners and then share with the group
You Do:
 Develop religiously tolerant opinion on Muslims in
advertisements
 Utilize information from ads and class discussions to create a
multimodal presentation sharing religiously tolerant opinion
on representation of Muslims in advertisements
Students will share their multimodal presentations with the class.