Running Head: LESSON PLAN

Lesson Plan using Social Cognitive Theory Jessica Steele University of New England

Lesson Plan

Rationale This is an introductory unit to the overall theme for Grade 6: Yourself and the world around you. In this unit students will explore the concept of identity as related to their own personal belief as well as the impact of others beliefs about them. Students will respond to literature, poems and song lyrics as a method of self-discovery. Motivational Theory This lesson plan is framed around the social-cognitive theory (Anderman & Anderman, 2010, p. 5) in that students are engaged into the lesson through the use of the poem New Boy by Gareth Owen. As we are a small, private school where we only have transfer students all of the kids know what it feels like to be the new kid. From this, the discussion will build on their knowledge making them feel equipped and capable of answering the questions. When student are interested in or engaged by a topic they are more likely to complete the task to the best of their ability. It is the goal of this task to feature both comprehension/understanding of the idea of identity, as well as engage students opinions of identity and its effective realms in their lives (Anderman et al. 2010, p.11). Once students are broken into groups based on their choice of literature, song or poem that they connected with most, they are able to experience modeled behaviors in peers who they view as similar to themselves (Anderman & Anderman, 2010, p.5). Additionally, as students are grouped into cooperative working groups (Anderman et al. 2010, p.83; Slavin, 1987) they motivate one another as each students success is dependent on their classmates. Through working together in cooperative groups, on a topic that they chose because it engaged them emotionally, the students have the chance to build a connection with peers whom they previously may not have associated with socially (Madden & Slavin, 1983); This further engages the content and concept of the lesson on defining and understanding ones personal identity.

Lesson Plan

Lesson Title: The identity project Adapted from: www.thisishwhereineedtobe.com Identity Project Grade: 6th Subject: English Language Arts Objectives: Students will define identity and discuss how it can be shaped by values, morals, self-perceptions and others views of ourselves, both positively and negatively. Materials needed: Mimio board, projector, laptop, poem New Boy, internet access, whiteboard, identity chart Procedures: Lesson one: Introduction: Project the word identity on the mimio-board. Ask students to brainstorm its meanings. Model your selection of key words from their answers. Begin grouping the key words into categories, such as: Material things Interests People/family Community Character traits Personality Goals Ethnicity Religion Geography/location

Pose the following questions to students: Is identity about who you are on the outside?...or inside? Directed questions: 1. What identity do they expect for a teacher to have? 2. Do certain jobs require a specific identity? Wrap up the discussions by giving the students the following definition of identity: Identity is our sense of who we are. It is formed by a combination of many factors, including social ties such as our connections to a family, an ethnic group, a religion, a community, a school, or a nation. Our personal experiences also affect our identity. So do our values and beliefs. Closing thought: Explain that our identity plays an important part of the way we interact with others and the world. We should not let others tell us who we are.

Lesson Plan

Exit Slip: have students write three things, anonymously, that they feel express their identity on a notecard and submit it as they leave. Review the exit slips before the next lesson. Any that are unclear, discuss briefly to provide clarity at the start of lesson 2. Lesson two: Introduction: project the poem New Boy by Gareth Owen on the mimio-board. Read the poem aloud to students. Discuss each stanza of the poem, engaging students own thoughts, memories and feelings about being a new kid at Elsen. Break students into groups of four by numbering off, and then assign them to a computer station. Students should be directed to the class weebly site for the project: http://mrssteeleclass.weebly.com/identity-discovery-project.html First step of assessment (Group discussion): Once at the site, students will finish this lesson by re-reading the poem New Boy and creating a voicenote response to the question of how the poets opinion of himself has changed since his interaction with the new boy? Project/Assessment (Getting Started): Students will then, as a group, view 4 songs or poems posted to the site. Based on the song or poem they identify with most, students will be divided into new groups. Project: In their new groups, students will create a project that expresses their understanding of identity and how identity can be impacted by many different factors. The format for this project is open ended. Students are encouraged to use media platforms, such as: voicenote, Microsoft storyboard 3, imovie, powerpoint, photostory and prezi.

Lesson Plan

References Anderman, E. M., & Anderman, L. H. (2010). Classroom motivation. Upper Saddle River, New Jersey: Pearson Education, Inc.

Slavin, R. E., & Johns Hopkins Univ., B. s. (1983). Effects of Cooperative Learning on Mainstreamed Academically Handicapped Children. Final Report. Slavin, R. E. (1987). Cooperative Learning and the Cooperative School. Educational Leadership, 45(3), 7-13.