Unit Title Accepting and Understanding Differences
Lesson Topic Diversity Project
Type of Lesson Developmental
National Content Standard NCTE standard(s): Students develop an understanding of and respect for diversity in language use, patters, and dialects across cultures, ethnic groups, geographic regions, and social roles. MD Core Learning Goal(s): The student will demonstrate the ability to respond to a text by employing personal experiences and critical analysis.
Judges Prior Knowledge(How do you know students are ready to learn the content in this lesson?) Students have been learning about diversity all the way up to this point.
Lesson Objective(s): Objective 1 – Students will be able to hold and participate in class discussion about the chapters read in the novel in order to express their views and hear the views of their classmates on the novel. Objective 2 – Students will be able to work on their diversity project in order to express their views on the novel and diversity as a whole.
Assessment(s): Assessment for Objective 1 – (Describe assessment) All students will be asked to participate and bring a question, idea, or comment to the discussion. Those who did not read the assigned chapters will be fairly obvious, and will be dually noted in my notebook. Is this a formative or summative assessment? Formative Would you characterize this assessment as a traditional or performance assessment? Performance Why did you select this assessment strategy to measure student learning? I think a discussion is great for students to freely express their feelings of the novel. This is a great way for me to see who volunteers information, which just needs to be asked, and who is avoiding eye-contact because they did not do the assigned reading. Assessment for Objective 2 – (Describe assessment) Students will be graded on their knowledge of diversity and culture and the novel thus far. Is this a formative or summative assessment? Summative Would you characterize this assessment as a traditional or performance assessment? Traditional Why did you select this assessment strategy to measure student learning? Students are able to create something artistically rather than take a test. This is a creative way to assess what students have learned so far.
Materials Needed for Lesson Novel Annie on my Mind Pen Paper Art supplies including: construction paper, markers, crayons, colored pencils, glue, glitter, etc.
Lesson Development
Teacher Drill/Warm-up/Motivational Activity – From what you have learned so far, what does the word “diversity” mean to you? Transition – “Now that we have discussed our views and definitions of diversity we will discuss the diversity we have seen so far in the novel.” Activity 1 - Students will take part in a class-wide discussion about the chapters they have read in the novel so far. I will be taking note of which students look or respond as if they have not done the reading. Key Questions: Who in the novel is currently or has gone through some type of struggle? What are some major differences between some of the main characters? What parts of the characters culture might cause a class or an argument? Transition- “Now that we have discussed the diversity within the novel, we will use this to make our own diversity projects.” Activity 2 – Students will be able to be creative in whatever way they see fit in order to make some type of visual representation of diversity in the novel and what diversity means to them. Transition: “While we are not done yet, who would like to share what they have so far for their diversity project?” Activity 3: Students are able to show their initial representations of diversity and explain a little bit about their concept. Summary/Closure/Revisit Objective: As we come to a close, you will be able to complete you diversity projects for homework, and we will continue our pursuit to further understand diversity next week.” Safety Valve: We will further discuss situations of diversity that may arise in every day life.
Students Students will write and discuss Ex: “To me, Diversity is when someone is different because of their culture or where they come from.” “Diversity is when a group if people are all different because of how they dress, or talk, or what kind of group they identify with.” Students discuss Students work on their projects Students show and tell Students listen
Differentiation: (Describe what you did in this lesson to differentiate learning and to accommodate all learners) Students with needs will be able to work with their peers as well as the teacher while they complete their projects.
Reflection– Assume that after you have taught this lesson and assessed student learning you find that students did not meet the objective(s). How would you plan future instruction on this lesson’s content and skills to ensure student mastery and application? I would like to be able to have students work on this project for the entire period so they do not have to take it home.
9th class; Standard; inclusive; racially diverse; 28 students; 17 girls & 11 boys; 5 IEP’s
Accepting and Understanding Differences
Diversity Project
NCTE standard(s):
Students develop an understanding of and respect for diversity in language use, patters, and dialects across cultures, ethnic groups, geographic regions, and social roles.
MD Core Learning Goal(s):
The student will demonstrate the ability to respond to a text by employing personal experiences and critical analysis.
Students have been learning about diversity all the way up to this point.
Objective 1 – Students will be able to hold and participate in class discussion about the chapters read in the novel in order to express their views and hear the views of their classmates on the novel.
Objective 2 – Students will be able to work on their diversity project in order to express their views on the novel and diversity as a whole.
Assessment for Objective 1 – (Describe assessment)
All students will be asked to participate and bring a question, idea, or comment to the discussion. Those who did not read the assigned chapters will be fairly obvious, and will be dually noted in my notebook.
Is this a formative or summative assessment?
Formative
Would you characterize this assessment as a traditional or performance assessment?
Performance
Why did you select this assessment strategy to measure student learning?
I think a discussion is great for students to freely express their feelings of the novel. This is a great way for me to see who volunteers information, which just needs to be asked, and who is avoiding eye-contact because they did not do the assigned reading.
Assessment for Objective 2 – (Describe assessment)
Students will be graded on their knowledge of diversity and culture and the novel thus far.
Is this a formative or summative assessment?
Summative
Would you characterize this assessment as a traditional or performance assessment?
Traditional
Why did you select this assessment strategy to measure student learning?
Students are able to create something artistically rather than take a test. This is a creative way to assess what students have learned so far.
Novel Annie on my Mind
Pen
Paper
Art supplies including: construction paper, markers, crayons, colored pencils, glue, glitter, etc.
Lesson Development
Drill/Warm-up/Motivational Activity – From what you have learned so far, what does the word “diversity” mean to you?
Transition – “Now that we have discussed our views and definitions of diversity we will discuss the diversity we have seen so far in the novel.”
Activity 1 - Students will take part in a class-wide discussion about the chapters they have read in the novel so far. I will be taking note of which students look or respond as if they have not done the reading.
Key Questions:
Who in the novel is currently or has gone through some type of struggle?
What are some major differences between some of the main characters?
What parts of the characters culture might cause a class or an argument?
Transition- “Now that we have discussed the diversity within the novel, we will use this to make our own diversity projects.”
Activity 2 – Students will be able to be creative in whatever way they see fit in order to make some type of visual representation of diversity in the novel and what diversity means to them.
Transition: “While we are not done yet, who would like to share what they have so far for their diversity project?”
Activity 3: Students are able to show their initial representations of diversity and explain a little bit about their concept.
Summary/Closure/Revisit Objective: As we come to a close, you will be able to complete you diversity projects for homework, and we will continue our pursuit to further understand diversity next week.”
Safety Valve: We will further discuss situations of diversity that may arise in every day life.
Students will write and discuss
Ex: “To me, Diversity is when someone is different because of their culture or where they come from.”
“Diversity is when a group if people are all different because of how they dress, or talk, or what kind of group they identify with.”
Students discuss
Students work on their projects
Students show and tell
Students listen
5 minutes
7 minutes
15 minutes
15 minutes
3 minutes
Students with needs will be able to work with their peers as well as the teacher while they complete their projects.
Reflection– Assume that after you have taught this lesson and assessed student learning you find that students did not meet the objective(s). How would you plan future instruction on this lesson’s content and skills to ensure student mastery and application?
I would like to be able to have students work on this project for the entire period so they do not have to take it home.