Name: Selena Scott Grade: 2 Subject: ELA

Lesson Title: Diversity Lesson Date: March 1, 2021

Unit Level Goals:

“How can I show people I like them?”
“Are people all the same?”
“How am I the same as other people? How am I different?”
I can tell a story or recount experiences in coherent sentences
I can recall memories from experiences to answer questions
I can write, draw, or dictate a short narrative story
State Mandated Standard(s):
https://www.learningforjustice.org/learning-plan/diversity-545
2nd Grade Standards:
ELAGSE2W7: Recall information from experiences or gather information from provided sources to answer a question
ELAGSE2SL4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent
sentences
IEP Goals to be Addressed in Lesson
-Reading comprehension and written language goals
The student will be able to write a fully formed sentence with no punctuation errors.
Lesson Objectives: Assessment(s): Planned Feedback:
Students will be able to write fully formed Informal: Students will participate in a Will give verbal feedback while the students
sentences with no punctuation errors with discussion about the similarities and are discussing the image
80% accuracy across 10 samples differences between two people in an image Will give feedback on the students’ sentences
Students will be able to answer questions Will check for fully formed sentences and
about the similarities and differences between Formal: Students will create a self portrait of correct punctuation
two people in an image with 80% accuracy themselves and they will write a few Will moderate the discussions and make sure
across 10 samples sentences talking about a similarity and students are following the discussion rules
Students will be able to coherently describe difference between themselves and a peer
similarities and differences between
themselves and peers with 80% accuracy
across 10 samples
Key Communication Skills Required: Vocabulary to be Taught: Use of Vocabulary and/or Communication
Answering questions about the story Diversity Skill in the Lesson
Participating in the discussions Similar/Same Students will have an understanding of
Explain what “same” means
Explain what “different” means
Will express a basic understanding of the new
vocabulary
Instructional Resources & Materials:
Large paper for anchor chart
Two Friends picture
Crocodile and Ghost Bat Have a Hullabaloo:
An Australian Tale of Name-Calling story
printed version and audio version
Art supplies
PowerPoint
Planned Supports:
Difference/different diversity
Race Students will have an understanding of race,
Ability ability, and gender
Gender Students will be able to explain similarities
and differences between the two people in the
picture
Students will be able to explain similarities
and differences between themselves and their
peers
Students will use their new vocabulary words
to answers questions about the story
Use of Technology: Assistive Technologies:
The PowerPoint will display the agenda An audio version of the story will be played
The Two Friends picture will be displayed on for auditory learners and students with visual
the board impairments
An audio version of the story will be played A printed version of the story will be
distributed for visual learners and students
with auditory impairments, text can also be
made larger
Students can type their sentences on a
computer if needed
Students can create their portrait with
technology if needed
An audio version of the story will be played for auditory learners and students with visual
impairments
A printed version of the story will be distributed for visual learners and students with auditory
impairments
Students can use a computer to type their sentences if needed
The anchor chart will display the definitions of the new vocabulary words so students can refer
back to it if needed
A printed version of the picture can be distributed if needed
The text of the story can be made larger if needed
Students who need more support can have a sheet with the vocabulary words and their
definitions, as well as a sheet with guiding questions for the sentences they will be asked to
write comparing their portrait with a peer’s
Students can create their portrait with technology if needed
Differentiated Instruction Strategies:
Planned Collaboration with Others:
Management Considerations
Introduction to Lesson/Activate Thinking:
Body of Lesson/Step-by-Step
Procedures/Teaching Strategies
An audio version of the story will be played for auditory learners and students with visual
impairments
A printed version of the story will be distributed for visual learners and students with auditory
impairments
The students will create self portraits with art supplies and crafting materials; will benefit
kinesthetic learners
Can complete work on a computer if needed
Discussions for students who struggle with written language
The teachers will team teach while creating the anchor chart and while discussing the Two
Friends picture
The teachers will parallel teach while reading the story in groups
Both teachers will monitor while the students are creating their self portraits and will provide
support when needed
The teachers will both have to manage the class as a whole while team teaching
Each teacher will have a small group to manage while parallel teaching
Both teachers will walk around moitoring the students and offering support while they are
working individually
Hook: Anchor chart
The teacher will create an anchor chart for the vocabulary that will be used in the lesson:
-Diversity
-Similar/same
-Different
-Ability
-Race
-Gender
Connection to Background knowledge or Previous Learning:
Students will remember their discussion rules before speaking; these rules include raising their
hand, not speaking over others, taking turns, and being good and respectful listeners.
Introduce and Model New Knowledge: Two Friends picture
The teacher will show the picture of the two friends on the board. The teacher will ask the
students to use a new word from the anchor chart to describe how the two friends are the same
and different
Guided Practice: Crocodile and Ghost Bat Have a Hullabaloo: An Australian Tale of Name-
Calling
 https://www.learningforjustice.org/classroom-resources/texts/crocodile-and-ghost-bat-have-a-
hullabaloo-an-australian-tale-of
The students will break up into two groups, one teacher will work with each group. The
students will read/listen to the story. They will discuss how the animals’ intertactions with each
other could have been improved upon and how they could have been more accepting
-What went wrong at the gathering?
-What caused the arguments?
-Could they have been nicer to each other?
-Could they have been more accepting?
-What would you have done differently?

Independent Practice:
The students will create a self portrait of themselves using art supplies and whatever crafting
materials they choose. They will include things in their self portrait that they believe are
important to them. They will then write a few sentences after viewing their classmates’
portraits stating one similarity and one difference between themselves and a classmate
Lesson Closure: Review Standard/Summarize Learning:
Students will recap on their new vocabulary words from the anchor chart:
Diversity
-Similar/same
-Different
-Ability
-Race
-Gender

Connection to Tomorrow’s Lesson:

Tomorrow students will begin to write, draw, or dictate a short narrative about a time when
they met someone who was different from them
Notes: