BMED Lesson Plan Template 1 Candidate’s Name: Sylvia Hailes, Sara Awan, Alejandra Hill Date: 04-20-10

Subject Area: Language Arts Grade Level: 3rd Grade

Cooperating Teacher: Classroom makeup: attach classroom profile

University Supervisor: Estimated overall teaching time: 60-70 minutes

Overview Lesson Plan Title: Tolerance of Differences

Content Purpose: The purpose of this lesson is to have students realize that acceptance of others does not always have to stem from similarities, but rather having differences can allow for unique individuality. Additionally it will allow students to have a learning experience about acceptance and celebration of anything different from themselves.

Multicultural/Social Justice Purpose and/or Social/Affective Purpose, including what model of Multicultural Education this lesson attempts to meet (Sleeter and Grant; James Banks; etc.): The lesson attempts to meet the Sleeter and Grant model of Human Relations. Students will discover differences and similarities between themselves and other classmates. They will realize that although physically they are different, they share many similarities and differences that essentially define personality and individuality in each person.

Key Concepts: Students will be able to accept and welcome a difference, especially if in contrast to themselves.

Relevancy to students’ lives, needs and interests: The lesson is relevant to students’ lives and needs because the lesson discusses tolerance of differences through culture and diversity. Since my classroom is diverse, it is essential for students to know how to respect each other’s differences and acknowledge similarities.

Cohesiveness/Continuity: We will continue to visit the issue throughout the remainder of the year.

Vocabulary: tolerance/ acceptance, differences, similarities.

Integration with Other Content Areas: Social Studies and Visual and Performing Arts.

Supplementary Materials (include a description of how these materials reflect content, input, and or the values that supports/reinforces your MCE/Social Justice Purpose; also include integration of technology and resources): Whoever You Are by Mem Fox Peer Survey Art supplies to create paper quilt. (Markers, paper, glue, large construction paper)

Standards (Content and/or ELA/ELD): 1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level. 2.0 Speaking Applications (Genres and Their Characteristics) Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined

1Revised Fall 2009 Note: Maintain a copy of your completed lesson plan (with your reflection) in a binder throughout the semester. in Listening and Speaking Standard 1.0.

List Objectives in this column: Describe formative Describe summative Assessment Tool (number all objectives 1 through x, Assessment and Criteria Assessment and Criteria (attach a sample) ending with Critical Thinking Objectives): Content Objective/s Students will interview one Peer Survey and BTEOTL SWBAT identify 3 another and identify Rubric (see similarities and 3 differences similarities and differences. attached) between one another by completing a peer interview.

BTEOTL SWBAT create a quilt Students will demonstrate See rubric. by drawing one similarity and one their ability to acknowledge difference after completing the similarities and differences peer survey. by selecting one and creating a picture to place on a paper quilt. Language Objective/s (include After completing the Peer See rubric. mode and objective: Survey, students will present Productive Language their findings to the class. BTEOTL SWBAT report 2 similarities and 1 difference between one another by orally presenting during whole class activity. Multicultural/Social Justice Students discuss how the TPS (see rubric) Objective/s: message from the book and BTEOTL SWBAT distinguish from the activity can help how you can utilize the story’s them make a difference in message in your classroom and their school. Students will playground by orally identifying 1 discuss in a TPS. way you can make a difference during a Think-Pair-Share.

Critical Thinking Objective/s: Students discuss how the TPS (see rubric) BTEOTL SWBAT distinguish message from the book and how you can utilize the story’s from the activity can help message in your classroom and them make a difference in playground by orally identifying 1 their school. Students will way you can make a difference. discuss in a TPS.

Rationale for emphasis on certain objective/s: I plan to emphasize the MCE and Critical Thinking Objective as it will motivate students to make changes in their school community.

Lesson Timing Description [include a specific description of what Special considerations (include Outline the Teacher (T) and Students (Ss) will do] grouping, adaptations for ELs and students with special needs, how vocabulary, concepts and skills will be introduced, emphasized, and reviewed, etc.) Introduction 10 T will have students come to the carpet. minutes T will go over classroom behavior and three personal standards. 1. Making good decisions 2. Showing Respect 3. Solving Problems

T will go over class objective: T will write lesson’s objective in “We will learn and discuss friendship through kid-friendly language, by doing tolerances of differences and similarities”. so the lesson has meaning for students. T with a quite hand, Can anyone tell me what difference means? By writing students’ responses to Ss responds may vary the vocabulary terms on board, T with a quite hand, Can anyone tell me what students can not only make a similarities means? connection to written and oral Ss responds may vary speech, but they also have can reference the terms as the lesson T will go over vocabulary continues. 1.Difference 2. Similarities 3. Tolerance/Acceptance

T will read the title of the book to students Whoever You Are by Mem Fox T will have students look at the front of the book When students are encouraged and predict what the book might be about. (TPS) to make predictions about the Ss will make prediction text, they are also encouraged to verify their predictions as they T will read the book and stop for comprehension read the selection. questions throughout the book.

Discussion/Questions on tolerance, difference, and similarities TPS 1. What is your favorite part of the book? Having students share their 2. What was the message? responses with one another 3. How can you use the message in this book allows all students to verbalize in the class or on the playground and share.

T will group students into groups of 2, and give Students will be placed in very instructions on the Peer Interview survey. diverse pairs. Teacher will select students who typically do not socialize to work together. 1 Transitional Time minute

Practice/ Application Once students have group themselves according to T instruction, T will pass out Peer Interview Survey. 10 minutes Ss will interview each other on the question provided on the survey. Questions 1. Who I interviewed: 2. How old are you? 3. How many brothers and sisters do you have? 4. What is your favorite food? 5. Do you have any pets? 6. What is your favorite color? 7. What is your favorite sport or hobby? 8. What is your favorite movie or television show? 9. What is your favorite subject in school? 10. What do you want to be when you grow up? 11. Who do you live with?

15 T will instruct students that they will be sharing minutes out 2 similarities and 2 differences. T will go over behavior with students. To make sure that you are showing respect, be polite and giving the students the attention they deserve.

After each group has shared out at least 2 similarities and 2 differences.

5 minutes Discussion: T will point out that although we look different we have many things in common. Have students input on what they learned about their partner that they didn’t know before. Express that it is ok to be different because that’s what makes use unique and special. T should ask how the message could help us live in a better world “tolerance”. Is it okay to be different? The world would be boring if everyone wore the same clothes or looks the same. 2 Teacher should model how to minutes T will instruct student that the groups will be complete a drawing. This will making a quilt. Each student in the group will be give clear expectations for all given two pieces of paper. On one piece of paper students and it will provide one student will draw one similarity that the group additional support for EL shared, and on the other piece of paper one student students. will draw one difference. 15 T should have an example of finish product. minutes T will go around to groups to make sure that the finish product is done correctly. And that all names are on the back of the drawings

T will collect the drawing for the quilt. T will put together the quilt.

Review 5 minutes T will review the message in the book. Discuss that it ok to different and to have similarities. What was the message in the book? How will you use this message on the playground? Teacher can also write student responses on large paper so as If have time ask students what part of activity did the school year continues they like the best. students can refer back to their responses.

Extensions: The issue will be visited throughout the remainder of the school year. T could also start a word wall that expresses friendship, or tolerance.

My Reflection (This section should be completed soon after teaching the lesson, either handwritten or typed. Maintain a copy in a binder.)

1. What worked in the lesson? What did not? For whom? Why? (Consider teaching and student learning with respect to both content and academic language development in the language(s) of instruction such as vocabulary, features of text types, etc.)

2. Choose one of the following prompts to respond to: (a) If you were to teach this lesson over again, what would you do differently? or (b) If you were to teach a lesson following this one, how does your reflection above inform what you would plan to do?

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