Megan Mallon

Julia Mackel
Matt Johnston
SED 344 Lesson Plan Draft
Standard(s) CCSS.ELA-LITERACY.RL.11-12.7
Analyze multiple interpretations of a story, evaluating how each
version interprets the source text.
JU.9-12.12 I can recognize, describe and distinguish unfairness
and injustice at different levels of society

ESSENTIAL What can we gain from considering the critical race lens in our
QUESTION(S) reading?

Lesson Structure Time Accordion options

● The lesson focus is critical lenses, specifically the for extending the
critical race lens. lesson or for
meeting specific
students’ needs

Objectives/Goals
· We will be able to apply the critical race lens to
different texts
· We will be able to understand the significance of
considering critical lenses.

Connection to Prior Learning

Since you all have been working with critical lenses this
year, we are going to continue that work by looking at a
text that you are most likely familiar with, through a
variety of lenses, and then we will each do the same with
our choice reading books.

Anticipatory Set
Students will be invited to participate in a class-wide
Jeopardy game that is all about critical lenses related to
what they are learning. This is a short activity to get all
the students' minds rolling. This will be done using the
instructional technology of Microsoft PowerPoint.

Rationale
Understanding these critical lenses will not only help us
in our reading, but it can be applied to everyday life and
 Megan Mallon
Julia Mackel
Matt Johnston
allow us to see situations and issues through different
points of view that we may not be able to experience
personally. To give an example of this, I will discuss my
choice reading, The Hate U Give and explain what I gain
from reading it through the race lens and apply it to my
life (how it helps me to better understand the novel
because I cannot relate to the main characters situation on
the basis of race). Then, each student will introduce their
choice reading and we will discuss lenses that they can
read it through depending on what they can/cannot relate
to within the book.

Modeling
I will model my use of the “Critical Race” lens from their
bookmark by reading through a passage in my choice
reading, The Hate U Give, and answering the questions
on their bookmarks by using a graphic organizer.
· In what ways does racial injustice exist?
· What concepts does this reinforce?
· How can we counter this?
The passage I will use is from page 170, and it discusses
the cycle of racialized poverty and violence that stands in
the way of black communities and has for many
generations.

Guided Practice
As a group, we will use an advertisement to fill out the
graphic organizer together. We will discuss how the
advertisement addresses the questions: “in what ways do
racial injustices exist?” And “what concepts/stereotypes
does this reinforce?”. We will then discuss ways in which
we can counter the message that is being delivered by the
ad.

Invitation to Independent Practice

Now that I have applied the critical race lens to my own
choice reading, and we have all worked on applying it
together, I want you each to apply it to your own choice
reading using the graphic organizer. You can choose a
 Megan Mallon
Julia Mackel
Matt Johnston
section, chapter or passage within your book and I want
you to consider the questions that are on your bookmarks
to guide you as you fill out the graphic organizer.

Independent Practice/Conferencing
I will be conferencing with students in order to provide
one-on-one feedback to guide them in their work.

Wrap-Up/Formative Assessment
As we wrap up, I will summarize the key points of the
lesson and how we met the objectives and then pass out
sticky notes to each student and have them write a brief
reflection stating what they gained from the lesson and
how they can apply their knowledge of the critical race
lens to the real world/how that might benefit them.

Accommodations/Modifications:
● Teacher will be wearing an FM system to
accommodate Frederick’s hearing impairment
● Printed materials and notes will be provided to
students who need them.
● Make sure the classroom is set up in a way that
puts Frederick at the front of the room as he is
hearing impaired, this will allow him to be able to
see the teachers face and read lips if needed. This
also allows him to turn around and see all of his
classmates when they are speaking.
● Allow students to work in small groups for
independent practice. Provide assistive
technology (FM system) for Fredericks group to
utilize to ensure that he is able to hear his group
mates. Set groups up in a circle formation so that
Frederick is able to see all of his groupmates- this
will make sure he is aware of who is speaking and
when.
● Allow for extra time in or after class for those
who need it.
● During the anticipatory set, hand out class notes
and printed material of what is going to be
happening in the lesson.