Caleb Ricks

Detailed 1 Day Lesson Plan

ITL 528

National University
Learners/Focus Students: Interests/Strengths/Assets:
Focus Student 1 ● Excelles on individual
homework assignments
● Respectful
● Family values
● Family relationships
● Motorcycles and fixing
automobile
● Visual and kinesthetic
learner
Focus Student 2 ● Intelligent, gifted
● Close relationship with
paraprofessional
● Excels in math
● Wants to make more friends
Focus Student 3 ● Wants to be a hairstylist
● Artistic, likes to draw
● Wants to be a hairstylist for
actors
● Strong leader in group work
Needs:
ELPAC Level 3 of 4 (upper
expanding/lower bridging). FS1
is also on an IEP plan due to
hearing loss. FS1 will benefit
most from cooperative learning
on collaborative groups that
encourage this student to
participate, collaborate,
communicate, and associate with
his peers. Needs visuals
included in scaffolded notes.
FS2 is on an IEP for cerebral
palsy. Due to this student’s eye
tracking device, a Chromebook
will be given to this student so
that he may complete the
assignment via tracking device.
Student benefits from
collaborative group work with
peers and strives to establish
peer relationships. Student will
need access to journal via
computer. He benefits from
visual representation and
expression.
FS3 has a mother whose occupation
does not allow her to be home at
night. FS3 has also experienced
mental health trauma. She benefits
from completing assignments after
school and often asks for help when
she does. FS3 benefits from
collaborative assignments as well as
creative and visual assignments.
FS3 has mentioned that her
behavior in class stems from her
mother’s occupation and her
father’s absence. She sees the
school counselor and benefits from
staying after school to complete
assignments.
 Lesson Overview

Content Standards Unit Standard:

CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.

Lesson Standard:
CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g.,
how the language evokes a sense of time and place; how it sets a formal
or informal tone).

Essential Question(s) Unit: ​What societal factors influence our identity and what kinds of
experiences shape our moral compasses?

Lesson:​ How are stereotypes created and how do they affect the ways
we see others?

Content Learning Objective After analyzing the effects of stereotype in “A Rainbow Creation” by
Lori Duron and “I Feel Most Colored When…” by artist Glenn Ligon in
collaborative discussion groups, students will be able to define
stereotype and explain the various ways in which stereotype can be used
as a tool to negatively influence one’s identity by completing
short-answer reflection questions.

ELD Standards Grades 9-10, ELD Standard B: Interpretive, 6a. Reading/Viewing

Closely (Expanding)

Explain ideas, phenomena, processes, and relationships within and

across texts (e.g., compare/contrast, cause/effect, themes,
evidence-based argument) based on close reading of a variety of grade-
appropriate texts, presented in various print and multimedia formats,
using increasingly detailed sentences, and an increasing variety of
general academic and domain- specific words.

ELD Objective/Goals After engaging in small group discussions, students will be able to make
connections between their own experiences with stereotypes and those
represented in the texts using background knowledge and exchanging
with others through oral collaborative discussion in the appropriate
register.

Academic Language Students will understand the meanings of the following words as they
relate to the context of identity, social expectations, stereotypes, and
 morality: gender, expectation, deprive, assumption, normal,
gender-neutral, gender norms, tradition, masculinity, femininity, and
fluidity.

Placement in Unit and Students’
Prior Knowledge
This is the second lesson on the unit of identity and morality as themes
in literature. In this unit, students will reflect upon the prevalent
thematic elements of the text: the relationship between the individual
and society and how this relationship determines one’s identity. As a
character-driven text, this unit will ultimately prepare students to
analyze how the theme of ​To Kill a Mockingbird ​develops as the
characters’ beliefs and morals come into conflict with those of the
society they inhabit. Prior to this lesson, students demonstrated
understanding of basic ideas/themes of identity, society, justice,
individual growth, democracy, and morality, as measured by the
pre-assessment. This lesson discusses how social stereotypes are
prevalent in our society and have great influence upon our identities.
After, students will analyze how society shapes our moral compasses.

Assessment(s): Informal Assessment: I will assess students’ previous knowledge

(informal pre-assessment) through monitoring students’ answers during
class discussion regarding the quote. I will monitor groups’ discussions
and answers through circling the room and taking notes on a clipboard
(ongoing formative assessment). Groups’ answers during their casual
group presentations will act as an informal summative assessment in
which students display their understanding through presentation the
answers to their group’s question.

Additional Resources Vocabulary lists, word banks, and scaffolded notes for ELL and IEP
students). Projector and SmartBoard will be used in the front of the
room. Students will be provided with the handouts, and their Reflection
Journals will be on their persons daily.

Lesson Sequence

Instructional Strategies Learning Activities How does your lesson use

UDL principles?

Anticipatory (5 min) students will UDL: ​Provides multiple ​Representation:

Set/Launch: respond to quote by Tannen
in their journals while I
stamp the journal entries
from the previous day. This
response will act as a
means of engagement and
representation for students
when answering questions.
Students will work in
groups (collaborative) and
This lesson provides multiple
means of representation
through lecture (visual,
auditory), handouts (visual),
and discussion (oratory,
Purpose/ warm-up to prepare students
Learning Goals: to engage in brief class
discussion.
(5 min) During class
discussion, write down
“flash words” on the board
and facilitate discussion that
addresses quote’s main idea:
Humans organize others into
groups in order to ease the
way we understand them. I
will explain that
stereotyping does just this,
but that this form of
organization has negative
consequences on identity,
especially those in “out”
groups. I will explain that
stereotyping determines our
identities for us.
can present their questions
as an oral presentation
(auditory), Google slide
through Google Classroom
(visual), Google Poster
(visual), or dialogue
(kinesthetic and auditory)
ELL:​ Practice of key
vocabulary will enhance
students’ engagement with
the text and students’
overall English language
literacy and fluency.
Collaboration in literature
groups allows ELL
students to practice
speaking, close reading,
literary analysis, and learn
through peer-to-peer
teaching.
IEP: ​Like the other
activities, connection
questions are highly
adaptable to a student’s
IEP. Collaboration in
groups may be beneficial
to students with behavioral
IEPs as other students will
help keep their peers on
task. Also, because there
are multiple means of
engagement and
representation, it can fit
any IEP.
English
Speakers--Proficient:
Connection questions will
require students to defend
an argument with textual
evidence gained through
auditory). All of the handouts
may be accessed via
Chromebook which provides
even more forms of
representation, such as
text-to-speech.
Engagement:
This lesson presents multiple
forms of engagement as
students engage through visual,
auditory, oratory, and
kinesthetic means. The texts
used in this lesson are lively
and timely, engaging students
in topics currently addressed in
media and politics. This lesson
engages students as they
express their own opinions,
personal experiences, and
cultural expressions.
Expression:
Students will be able to express
their knowledge and learning
through various means: class
and group discussion (oratory
and auditory), journal prompts
(visual, textual), and group
presentations (oratory,
auditory, kinesthetic). Class
discussion and group work
allows students to collaborate
directly with their peers.
 close reading and literary
analysis.

Instruction/Input/ -(​2 min) Transition as I

Modeling/ display group questions on
Explore: projector and as students
transition into groups. I will
also pass out handouts of
text.
-​(20 min) In collaborative
groups, I will have students
read Lori Duron’s “A
Rainbow Creation” and
examine Glen Ligon’s “I
Feel Most Colored
When…” Students will
collaborate in groups to
answer connection question
in their individual journals.
These questions will
address certain quotes in the
text (close reading) as well
as main ideas (theme,
purpose, summary, etc.)

(10 min): Groups will

informally present the
answers to their
group-assigned questions in
class discussion.

Closure/ (7 min) Students will be This activity helps students

Summarize: asked to record the answer
to the day’s essential
question in their individual
Reflection Journals. Then,
in an open class discussion,
students will share their
answers to the essential
question.
place the themes/concepts of
prejudice, stereotyping, and
identity into real-world
context and to see how
stereotyping occurs. These
themes are essential in
understanding character
motive in ​To Kill a
Mockingbird.