Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Tori Steib

Position Teacher

School/District Morrow High School/Clayton County Public Schools

E-mail tgree139@students.kennesaw.edu

Phone 678-519-7170

Grade Level(s) 9th-11th

Content Area Legal Environment of Business: Discrimination in the Workplace

Timeline April 12, 2021-April 22, 2021

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.

Content Standards
BMA-LEB-2 Compare and contrast the relationship between ethics and law for a business.
2.3 Differentiate among crimes, torts, contracts, and specific statutory/regulatory schemes such as
bankruptcy, intellectual property, consumer protection, environmental, and employment and labor
law.

NETS-S
3. Technology Productivity Tools
Students:
a. use technology tools to enhance learning, increase productivity, and promote creativity.
b. use productivity tools to collaborate in constructing technology-enhanced models, preparing
publications, and producing other creative works.

4. Technology Communications Tools

Students:
a. use telecommunications to collaborate, publish, and interact with peers, experts, and other
audiences.
b. use a variety of media and formats to communicate information and ideas effectively to multiple
audiences.

5. Technology Research Tools

Students:
a. use technology to locate, evaluate, and collect information from a variety of sources.
b. use technology tools to process data and report results.
c. evaluate and select new information resources and technological innovations based on the
NETS*S appropriateness to specific tasks.
Standards:

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Overview (a short summary of the lesson or unit including assignment or expected or possible products)

Overview:
Students will be able to differentiate legal versus illegal discrimination in the workplace.

Objectives:
 Recognize the difference between legal and illegal employment discrimination.
 List at least three statutes governing employment discrimination.

Assignments/Products:
 FlipGrid-Students will create a short video summary of the Civil Rights Act of 1964.
 Popplet-Students will create a flow chart depicting forms of legal and illegal discrimination in the workplace
and how to report alleged discrimination.
 ThingLink-Create an interactive presentation of Civil Rights image(s).
 Presentation- Students will create a presentation that will address legal and illegal forms of employment
discrimination, employer and employee defenses, and actual cases and their outcomes. The presentation will
also include laws that protect employees from illegal employment discrimination. In addition, students will be
provided a rubric to assess their progress and assignment expectations. Finally, students will choose their tools
to create the presentation; Google Slides, Google Sites, Adobe Spark, Canva, VoiceThread, Prezi, Pear Deck,
etc.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple "yes" or "no" and should have many acceptable answers.

 Why must we discriminate to find the best person for the job based on individual abilities?
 What are the prohibited grounds for discrimination in employment?
 Why do you think it is fair for employers to treat more favorably employees who are dependable, skilled,
and hardworking?
 What is the difference between legal and illegal employment discrimination?
 What are the different forms of sexual harassment?
 How do you prove a case based on disparate?
 How do you prove a case based on disparate impact?

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Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you determine
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

 Students will be administered pre-and post-assessments.

 Students will create a presentation that will address legal and illegal forms of employment discrimination,
employer and employee defenses, and actual cases and their outcomes. The presentation will also include
laws that protect employees from illegal employment discrimination. Students will be provided a Visual
Presentation Rubric to assess their progress and assignment expectations. Finally, students will choose their
tools to create the presentation; Google Slides, Google Sites, Adobe Spark, Canva, VoiceThread, Prezi, Pear
Deck, etc.
 Students will differentiate between legal and illegal employment discrimination, how to prove illegal
discrimination, and how to report it.
 Quizlet will be used to reinforce vocabulary words because it has diverse methods of practicing. Students will
be able to see images related to vocabulary and change the English definitions to a different language.
 Students will have access to Google Translate.
 Formative Assessment-Students will be presented with workplace scenarios and use their critical thinking
skills and knowledge to determine if workplace discrimination occurred. In addition, students will use the
Google Classroom 'Question' feature.
 Summative Assessment-End of unit assessment consists of true or false, fill in the blank, multiple-choice,
and scenarios/situations. Google Forms will be used to administer the assessment.
https://forms.gle/MLbFy2kfq8qKr3vb7

Resources (How does technology support student learning? What digital tools and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc.—help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

 Technology will provide students with multiple options to complete assignments, engage students, allow
students to personalize their experience, gain a deeper understanding of the content, and assist with
language barriers.
 The Internet will be used to research laws that govern discrimination in the workplace.
 FlipGrid-Short video summary of the Civil Rights Act of 1964.
 Popplet-Flow chart depicting forms of legal and illegal discrimination in the workplace.
 ThingLink-Create an interactive Civil Rights image(s).
 Google Classroom-Students will access directions and links for assignments. Students will also upload
assignments to Google Classroom.
 Google Forms-Unit Assessment
 Google Question-Formative Assessments

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Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)

 This is students' initial exposure to this content. Students will be administered pre-and post-assessments.
 Students need a basic understanding of discrimination, for example, gender, race, and pay inequalities.
This lesson is essential because students, if not already, will enter the workforce and need the knowledge
to identify disparities and injustices.
 Basic Computer Skills
 FlipGrid, Popplet, and ThingLink tutorials
 Google Form Pre-Assessment
 Students may find it challenging to separate their personal feelings concerning discrimination and what the
law states. In addition, students may have a difficult time grasping the legal terms associated with this
lesson. I do not anticipate students experiencing difficulties with technology or Internet searches.

Management Describe the classroom management strategies you will use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
troubleshoot them? Please note: Trouble-shooting should occur before implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

 Twenty-eight students attend class via Zoom.

 Students will work during Zoom sessions with the option to work asynchronously after school and on weekends.
 Students will work on all assignments/assessments individually via Zoom.
 Students will access assignments/assessments via Google Classroom.
 All students have Chromebooks, the Internet, and/or Hotspots.
 If there is an Internet connection issue, computers will be shut down and restarted and/or router rebooted.
 The teacher will demonstrate where to find assignments/assessments in Google Classroom; receive verbal/chat
confirmation from students.

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Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Bloom's Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate and others? How
will you facilitate the collaboration?

 Classroom Discussions-stimulate critical thinking and prior knowledge

 Active Learning-students will engage in diverse activities to demonstrate learning
 Technology-promote creativity, communication tool
 Questioning-prepare students for lesson, engage and involve students in learning
 Discussion Post-students will respond to legal scenarios and reply/comment to at least two other classmates via
Google Classroom.
 Non-Linguistic/Graphics-images to represent the content
 Vocabulary-help student understand the content, increase reading comprehension
 Note-Taking-information recall
 Students will create a presentation that will address legal and illegal forms of employment discrimination,
employer and employee defenses, and actual cases and their outcomes. The presentation will also include laws
that protect employees from illegal employment discrimination. Students will be provided a rubric to assess their
progress and assignment expectations.
 Students will choose their tools to create the presentation; Google Slides, Google Sites, Adobe Spark, Canva,
VoiceThread, Prezi, Pear Deck, etc.
 Quizlet will be used to reinforce vocabulary words because it has diverse methods of practicing. Students will be
able to see images related to vocabulary and change the English definitions to a different language.
 Students will have access to Google Translate.

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Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

 Students will create a presentation that will address legal and illegal forms of employment discrimination,
employer and employee defenses, and actual cases and their outcomes. The presentation will also include laws
that protect employees from illegal employment discrimination. Students will be provided a rubric to assess their
progress and assignment expectations.
 Students will choose their tools to create the presentation; Google Slides, Google Sites, Adobe Spark, Canva,
VoiceThread, Prezi, Pear Deck, etc.
 Students will differentiate between legal and illegal employment discrimination, how to prove illegal
discrimination, and how to report it.
 Quizlet will be used to reinforce vocabulary words because it has diverse methods of practicing. Students will be
able to see images related to vocabulary and change the English definitions to a different language.
o Flashcards: present vocabulary word and images but hides text definition.
o Spell: says the vocabulary word, displays an image, and provides definition.
o Match: students match the word with definitions.
o Gravity: a game-like feature where; vocabulary words are represented as an asteroid. Students have to
type the definition before the asteroid crashes into the planet.
 Students will have access to Google Translate.
Extension Activity:
 Gifted students will write an essay on the impact of the Civil Rights Act of 1964 on Discrimination in the
Workplace.
Content:
 YouTube Videos
 Frayer Model
 Google Slide Presentation
Process:
 Electronic Notebook
 Graphic Organizer

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)

Students were tasked with writing a 4-6 sentence paragraph about the lesson using Google Docs. Students
thoroughly enjoyed the lesson and surprised by what is deemed as workplace discrimination and sexual
harassment. Students expressed that they feel more empowered as citizens of the United States and employees
because they now know more about employment laws and how to protect themselves in the workplace. Students
enjoyed debating over the legal scenarios presented to them, and many were surprised by the legal outcomes, for
example, not hiring someone because of their age. However, the person is highly qualified for the position. As I
predicted, students struggled with legal terms, especially the difference between disparate treatment and disparate
impact. I played videos to help dispel any confusion, https://www.youtube.com/watch?v=bE1M3qZw1Y8,
https://www.youtube.com/watch?v=xXwYfcAdxAo, and https://www.youtube.com/watch?v=b8QwNBNfvXQ.
Overall, the lesson went well, it was informative, students used different forms of technology resources, and
learned a wealth of information. I would not change anything about this lesson.

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Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
I enjoyed this lesson because I learned new terms and more about discrimination in the workplace. I would
advise others to provide students with multiple resources to learn the vocabulary because these terms are
unique and legal terms can be intimidating, even for adults.

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