Diversity-The Value of Differences
Unit Overview
DAY #1-Read Aloud
Objectives Using the book as a
resource students will
be able to give
examples from the text
about segregation
through inferences
By completing our
grand conversation
students will be able to
comprehend the history
of segregation
Through our activity
students will be able to
identify what
segregation looked like
Given this new
information all students
will be able to apply this
idea in their everyday
lives
Standards 4.RN.2.3
4.RL.2.1
Materials The Other Side Book
List of differences
Computer
PowerPoint with
information about
segregation to help aide
discussion
Manageme Lesson will be an
nt hour
Students will start at
desk and come to
front carpet for read
aloud and then
moving around the
room for game and
back to desk for
closure
Implement Class DoJo
for positive and
negative
Give verbal warnings
for noise level, as
well as whole class
responses (clap
patterns, class class-
yes yes)
Anticipator Talk about a time I felt
y Set separated or excluded from
others and how it made me
feel-moving from Florida
Purpose Today we are going to talk
about segregation and learn
how to pull text out of the story
that talks about segregation.
Although segregation often
correlated with race, it has
expanded beyond that and we
are going to discuss the history
of segregation to help us to
prevent it in the future.
DAY #2-Social Studies
Dynamic
Working in groups
students will be able to
identify the government
officials who work in
their assigned branch of
government
By completing their
learning center students
will be able to give a
three-minute
presentation explaining
the function and
responsibility of their
assigned branch of
government
Given a description
students will be able to
identify which branch of
government the
description describes
NCSS: Strand 6-Power,
Authority, and Governance
IAS: Strand 2-Civics and
Government 4.2.3
3 tree branches
Yarn
Construction paper
Scissors
Markers and colored
pencils
Computer
Projector
Whiteboard and marker
Lesson will be an hour
Students will start at
their desk
Group 1-Kidney
table
Group 2- back
carpet by
bookcase
Group 3-side by
the computers
Implement Class DoJo
for positive and
negative
1st time-verbal
warning
2nd time- go over to
that station and
encourage student
I need your help. I have a
question. Who are the people
who work at our school? What
are their job titles? What are
some of their responsibilities?
While they give names and jobs,
I will write their responses on the
white board. After having a list of
5-7 jobs Our school is kind of
like our government. Just like in
the government all of the
different jobs in the school work
together to make the school
successful. Each person has a
specific job and it takes
everyone to make each day run
smoothly.
Today we are going to find out
more about each branch of our
government. It is important for
us to know how are state
government works so we can be
effective and active citizens.
Name: Kati Young
DAY #3-Social Studies
Direct
Given an income and
fixed expenses
students will create a
monthly budget and
use it to determine
how much money can
be saved each month
NCSS: Strand 7-Production,
Distribution and
Consumption
IAS: 4.4.10
Class set of calculators
Assigned jobs
Monthly budget sheet
Savings plan sheet
Computer
Projector
Lesson will be 45
minutes
Students will remain
at their desk
Implement Class DoJo
for positive and
negative
1st time-verbal
warning
2nd time- ask student
to move seats to a
less distracting space
I will start by talking about
tickets I want to buy but the
tickets are not in my budget.
I really want to buy tickets
to see Taylor Swift but they
cost $75 and I only made
$300 this month and I have
rent to pay which is $225.
These tickets arent in my
budget but maybe I could
save up and afford a ticket.
What do you think a budget
is used for?
Today we are going to learn
about a budget and a
savings plan. It is important
for us to know how to create
both of these because it
helps us learn to save our
money and think of how we
should spend our money.
DAY #4-Writing Lesson
Given the writing
prompt students will
be able to brainstorm
ideas as a class
Given the Hamburger
Writing sheet students
will be able to fill it out
to map out their paper
After completing their
Hamburger Writing
sheet students will
work to create a five-
paragraph paper
4.W.4
Hamburger writing sheet
Document Camera
White Board
Dry Erase Markers
Projector
Internet Access
Lesson will be 45 minutes-
students will return to
working on writing
throughout the week
Students will remain at
their desk
Implement Class DoJo for
positive and negative
1st time-verbal warning
2nd time- go sit with the
student to help get them
focused
Watch video about diversity-2
minutes
https://www.youtube.com/watch?
v=hfO82z29hWg
Today we are going to begin the first
step in the writing process, writing
about the value of diversity. When
we write, it is important to not rush
our writing to get it done, but to
spend time on it and come back to it
and revise our writing to make it
better.
 Diversity-The Value of Differences
Lesson INPUT:
Presentati Read The Other Side
on Call on students to
share examples they
heard in the book
PowerPoint
OUTPUT:
Separation game
Students discuss
what it felt like to be
excluded
Take home
assignment
Closure or Thought provoking grand
Conclusion conversation about what
that must have been like
and examples of exclusion
still today
Formative Students will be able to
Assessmen demonstrate they can draw
t inferences from the text
without it explicitly saying it
through our discussion once
we finish the book of what
examples they found
Through discussion students
will show me they
understand what
segregation is by thinking of
current ways segregation is
still present
Students emotions and
discussion about the
activity will show me they
understand what it
segregation felt like to an
extent
Adaptation Remediation: I have
s explained expectations for
activity and students know if
they cannot handle it we will
cut the activity short
ELL: N/A
Enrich: Call on students
during response time to get
their deeper understanding
included. As well talked to
these students to help assist
other when figuring out
some of the separate
options for game
Ex Needs: Have support of
class, specifically
enrichment learners to help
struggle is present, given
additional time for responses
Summative Students will think of areas of
Assessmen exclusion in their own lives
t and work towards changing
(as it-they will come to class
the next day prepared to
needed)
share
Ask students for their now new
definition of segregation
Write down ways the book
demonstrates ways of
segregation and then
another list of inclusion and
then how to apply this
INPUT:
Explain/Model stations
Question students
during stations to
promote critical
thinking
Review Game
OUTPUT: OUTPUT:
Students work on
branches
Students present their
branch
Students will turn to
their table partners
and share an
interesting fact about
a peers presentation
from a different
branch
Students will then
share
I will then pass out an
exit ticket
While students are
working in their groups I
will be walking around
asking questions and
guiding their learning
I will check to see if
they are following the
checklist
Assess their branch
presentations to check
to make sure the
information from the
checklist is shared
Remediation: I have created
groups ahead of time. I will
be walking around to make
sure everyone is participating
and keeping an eye on
students whom I know
struggle to stay on-task
ELL: N/A
Enrich: Placed these
students with students whom
may need a little more
assistance since they love to
help others
Ex Needs: Placed Kenya in
group with Mary to assist in
reading articles, and have
articles at a lower reading
level. Implement behavior
chart for on-task behavior.
N/A N/A
Name: Kati Young
INPUT: INPUT:
Defining vocabulary Diversity video and
Solving my budget brainstorming
problem Model hamburger
Started budget planning sheet
together Approve/Deny planning
sheet
OUTPUT:
Solve salary Students create
Students completed hamburger planning sheet
budgets alone and Begin rough drafts of
turned them in paper
Ask thought Have a few students share
their writing and make sure
provoking
it is in line with my
questions about expectations
why some students Discuss what can be done for
had more money everyone to receive an A and
focus on areas I know my
left over compared
students struggle with in the
to the students who
writing process
ran out of money
Discuss realities of
this
But that all jobs are
important and have
a place
Through helping me Students hamburger
solve my budget planning sheets
Observations from walking
issue of buying
around and assisting
tickets I can examine
students facial and
body language to
ensure they are
gaining the concepts
While students are
working on their
budgets and savings
plans I will be walking
around to make sure
they are filling in
their charts and
understanding the
content
Remediation: I have Remediation: Created a holistic
planned for certain students rubric from examining students
to have certain jobs previous writing samples
ELL: N/A ELL: N/A
Enrich: Given students jobs Enrich: Students have the ability
with harder numbers to work to develop their writing to the
with when planning their highest potential.
budget Ex Needs: Partner Kenya with
Ex Needs: Give one-step Mary to help write down her
directions and leave them on ideas on the planning sheet. Talk
the board to refer back to. one-on-one with Kenya of what I
Implement behavior chart expect and give her an adapted
for on-task behavior checklist made specifically for
her. Implement behavior chart
for on-task behavior
I will collect students work
thus far and read over it to
make sure they are on the
right track and leave
comments
The next day they will have a
little more time to work and
then we will peer edit and I
will do final edits before
students write their final
paper
Diversity-The Value of Differences Name: Kati Young
information into the class