Lesson Plan 6 Instructor: Nicholas Guerrero Topic: Diversity/ Working through Differences Subject: 10th grade English Check

box if part of a larger unit: Where does the lesson fit in: Begin X Middle X End Duration of Lesson: 50 min Grade: 10th Grade Other adult involved in instruction: (Check appropriate) Paraeducator ____ co-teacher_______ volunteer _____
Lesson Objective/s: SWABT: Demonstrate an acceptance for those who come from different backgrounds and different beiefs Formulate a thesis followed by supporting details explaining why aid is still offered to those who possess prevalent differences State Standard/s: -Speaking and Listening Standard 1. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. -Reading Standard 5. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. ELD Standard/s Formative Assessment/s: Students will journal write responding to the questions presented. Gauging for understanding and quality of the work Summative Assessment/s: Upon dissecting the prevalent topics, students will be asked to work in groups of four and apply knowledge to the question at hand. After gathering their thoughts, all students will be responsible for making their claims in their assignment which will allow for the instructor to see if the students have mastered the assignment.

Understanding Your Learners through contextual details (ELLs & ELD levels, IEP/IDP, 504, GATE, Gender, Ethnicity)

In a snapshot narrative paragraph, describe the context of the instructional group. Describe major areas such as cultural, family structures, ELL levels. SES, etc.? What are the most important details that may inform your instruction and support your learners?

The class is 60% Mexican and 40% White in a suburban area that has a notorious gang culture surrounding it. The students range from lower class to upper-middle class. There are fights involving gang rivalry often, and there is some tension between social classes, which is mostly divided by race. Two students in the class require IEPs. Micha is symptomatic of PTSD and he may be opposed to discussing physical violence or hearing about certain aspects of the Vietnam war. He works with the guidance counselor on a daily basis on his difficulties in concentrating and conduct in the classroom. Lizzie has problems decoding text and reads at a 5th grade level, but her speaking/listening skills are at grade level.
IEP Goals Directions: List students goals as they apply to this lesson. Large Group/Whole Class Instruction Select 2-4 students for instructional focus. Small Group / Individualized Instruction (< 5 students)

Student(s)
Micha

IEP Goal/Objective (standards based)

Lizzie

Micha will have the option of working alone seein as he does not get along with others and tends to bully his classmates. If Micha is feeling up to participating, then he will be allowed to work with his peers. Otherwise, he will work independently and submit his work as so. Allow for the student to work with another student if she feels the need to draw back on the chapter and re-read any passages to refresh her mind on the subject at hand.

LESSON PLAN & PROCEDURES

Lesson Elements
Lesson Introduction (connect & build background knowledge) Lesson Body Direct Instruction Identify Formative Assessment as it occurs in the lesson Time What are the students doing? What is other adult doing? Check for Understanding Materials

Attendance: Take roll and submit the attendance sheet electronically Housekeeping: Students will be informed of the days activities.

2 min 3 min

Waiting patiently

Refresh the students memory with what was read for HW. Have students summarize the material by asking discussion questions which relate to the chapter. Begin to introduce diversity into the lesson

10 min

Engaging the discussion questions/ Contributing to the discussion

Have students respond to the following journal question: Have you ever been put into a situation where you ad to work or collaborate with those who were different in the sense of ethnicity, socioeconomic background, beliefs, etc.? Explain the situation and the procedures you all took in order to complete the task? If the task was not completed, explain why.

10 min

Students will work independently and answer the following question in their journals Students will be required to

Scale the room asking questions about their situation

Collect Journals Guided Practice

Form the class into groups of four Have predetermined groups using prior knowledge about the

23 min

I will sit in on each group for 5

students. Group students who are quite different from one another, whether it be socioeconomically, ethnically, athletically, based on sex, or based on interests Assign a variation of the following question to each group: In the chapter read for HW, Why do the monks at the pagoda aid the Americans in the novel despite them being the enemy in a sense? Come up with a clear and concise thesis as well as supporting details explaining your reasoning.
2 min

collaborate with one another and answer the following question

minutes to ensure everyone is contributing to the assignment. If students are inattentive, I will make sure they contribute

Lesson Closing

Wrap up Collect assignments