Elementary Education Program

Department of Teacher Education & Learning Sciences

Design Document for Lesson Plan

Name: Josie Thompson & Becky Dyke

Grade Level: 2
Concept/Topic: community building and acceptance of diversity
Length of Lesson (in minutes): 30 minutes

Learning Objectives: What are your learning objectives? (What new understandings will the
students have as a result of this lesson? Make sure learning objectives are measurable.)
 Students will be able to explain how each individual’s cultural and personal differences
work together to make a more positive, inclusive community.

Under which standards from North Carolina Standard Course of Study (NC-SCOS) do these
learning objectives fall?
 2.C&G.2.2 Explain why it is important for citizens to participate in their community.
 2.C.1.1 Explain how artistic expressions of diverse cultures contribute to the community
(stories, art, music, food, etc.).
 2.C.1.3 Exemplify respect and appropriate social skills needed for working with diverse
groups

Key Tasks/Activities: What are the key activities or tasks that you plan to use? What is your
rationale for why you have selected these particular tasks/activities to meet your learning
objectives?
 We will read “All Are Welcome” by Alexandra Penfold. This book tells the story of a
group of students as they go through their day at school. It explores the differences of
students such as what they wear like patkas, hijabs, and yarmulkes. Regardless of their
differences, the students gather together to celebrate the Lunar New Year while
appreciating each other’s traditions. This story reinforces that students are welcome in
their school no matter what and have a safe place there. We chose this book because it
connects to the standards of the exploring how people express their diverse cultures and
how we should respect diverse groups. It also emphasizes that all students are welcome in
school, which we want to be sure our students know.
 Puzzle Piece Activity: Each student will receive a blank puzzle piece. Students will be
instructed to illustrate their puzzle piece based on their culture, beliefs, interests, hobbies,
talents, etc. When students are finished illustrating, we will link all of the puzzle pieces
together and attach them to form one big piece. We will have each student share one
thing that they put on their piece and why they chose it. This will allow other students to
learn about their peers and what makes them unique. We will then explain how each one
of the pieces forms together to complete the puzzle. We will reinforce how this is
representative of our classroom as a community and how our class would not be complete
without each student and their diverse qualities.

Anticipating Students’ Responses: How do you anticipate that students will respond to your
planned activities/tasks? This does not mean their response affectively, but instead their
response academically (e.g., What prior knowledge or conceptions might they bring? How do
 Elementary Education Program
Department of Teacher Education & Learning Sciences

you think they will approach or solve the task(s)?). When necessary, please insert images of your
handwritten anticipated approaches/strategies. Be specific - use your anticipated responses to
help you plan your questions in the lesson plan.
 We anticipate students being excited and enthusiastic about the opportunity to be creative
and color, as well as show off one thing about themselves. We will need to be sure each
student has enough time to share but be careful of students who may overshare or take up
too much time.
 We anticipate students having some background knowledge of community. At the
beginning of the year, students made community expectations as a class and have learned
about some cultural differences through their IB program.
 We anticipate some students being unfamiliar with different cultural systems and beliefs
such as a hijab that is mentioned in the book.
 We will help students who are confused or do not understand some cultural aspects by
giving them context from our background knowledge, context from the book that we
read, or can use other classroom materials. We can also use some students in class who
may be able to answer cultural questions based on their own experiences and beliefs.

Responding to Students’ Responses: Describe how you will provide scaffolding for students
who are stuck, and describe how you will extend the thinking of students who have a firm grasp
on the target content/objectives.
 We do not expect there to be much pushback or misunderstanding of the objectives.
 For the kids who may be stuck on the ideas, we will continue to enforce that differences
do not divide us.
 Because we are talking about touchy subjects like religion, we will keep in mind the
political climate of the time. We will be aware that some students may hear or see things
from their parents that do not necessarily reflect the objectives of this lesson.

Development of Practices among Students: Which disciplinary practices does your lesson aim
to develop? (e.g., “construct viable arguments and critique the reasoning of others”, “develop
and use models”) How do the task(s) develop the target practice(s)?
 Our lesson will develop the practice of listening while others are speaking/not talking
when someone else is talking. We will do this through patiently taking turns sharing with
the class our one favorite thing on our puzzle piece.
 We will enforce good sharing practices when the students are using coloring materials.
 We will enforce the community expectations already put in place by the class at the
beginning of the school year.

Assessment: Describe your assessment plan for the targeted learning objective(s). What specific
data/information will you use, and how will that data/information tell you that the students
have/have not met the objective?
 Students will be able to explain that each classmates’ individual differences and
preferences is vital to the classroom community through a series of activities. Through
our read aloud of, “All are Welcome Here”, students will see a group of diverse students
working together towards a common goal. Following, students will complete a learning
exercise in which they will design their unique puzzle piece based on their own cultural
and personal interests. We will ask the students to share their favorite attribute on their
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Department of Teacher Education & Learning Sciences

puzzle piece in small groups and whole group. We will then tape the entire puzzle
together and reinforce that the puzzle is only complete once all puzzle pieces have been
added. The teacher will then explain that with a piece or person missing, our classroom
puzzle would not be complete. Students will then answer the following prompts in their
EL journal. “What is one interesting thing you learned about a classmate that is different
from you?” and “Why is diversity important in a community?”

Vocabulary/Language Function: Define vocabulary that students will need to know in order to
access the content and goals of your lesson. Be precise and careful with your language. Please
attend to three types of vocabulary:
● Patka: a man's head covering consisting of a small piece of cloth wrapped around the
head, worn especially by Sikh boys or young men.
● Hijab: a head covering worn in public by some Muslim women.
● Yarmulka: a skullcap worn in public by Orthodox Jewish men or during prayer by other
Jewish men.
● Community: a feeling of fellowship with others, as a result of sharing common attitudes,
interests, and goals.
● Diversity: understanding that each individual is unique and recognizing our individual
differences. These can be along the dimensions of race, ethnicity, gender, sexual
orientation, socio-economic status, age, physical abilities, religious beliefs, political
beliefs, or other ideologies.
● Inclusivity: the achievement of a work environment in which all individuals are treated
fairly and respectfully, have equal access to opportunities and resources, and can
contribute fully to the organization's success
Sources:
 http://www.talentintelligence.com/blog/bid/377611/inclusion-and-the-benefits-of-
diversity-in-the-workplace
 https://gladstone.uoregon.edu/~asuomca/diversityinit/definition.html
 https://dictionary.com

Classroom Management Plan: Explain how you will motivate students to engage in the lesson,
how you will set and enforce expectations, and how you will ensure that transitions are smooth
and efficient.
 Instructions will be given to the whole class simultaneously. We will be sure they are
engaged in instruction before passing out any materials.
 Example puzzle pieces will be presented by Miss Josie and Miss Becky.
 Community expectations will be followed throughout the lesson.
 We will be the ones to assemble the group’s pieces into one big piece with tape.
 Students will be motivated to engage in the lesson because they will be able to share a
little about themselves (which kids love!) and their culture, meanwhile learning about
their friends in a fun and welcoming environment.