UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Maryssa Morgan PSMT Name: Mr. M

Lesson Plan Literacy Lesson Plan Topic: Read-Aloud:
Title: Diversity
Date: 11/02/21 Estimated Time: 25 min.
Grade Level: 1 Grade
st
School Site: Gray ES

1.State Standard(s):
 RL.1.1- Ask and answer questions about key details in a text.
 H1.1.4- Listen to stories that reflect the beliefs, customs, ceremonies, traditions, and social
practices of cultures, societies, religion, and ideas.

2. Teaching Model(s):
 Direct Instruction
 Whole Group
 Collaborative

3. Objective(s):
 SWBAT identify diversity around them.
 SWBAT state what it means to be unique.
 SWBAT state what diversity means.

4. Materials and Technology Resources:

 Book- ‘What Makes Us Unique? Our First Talk About Diversity’ by Dr. Jillian Roberts
 Whiteboard
 Marker

5. Instructional Procedures:
a. Motivation/Engagement:
 Teacher will ask the class, “What does it mean to be unique?”
 Students will respond, “It means to be different, special.”
 Teacher: “Yes, to be unique means to be one of its kind, unlike anything or anybody
else.”
 Teacher: “That also goes along with diversity or being diverse. What do you think
diversity means?”
  Students will answer accordingly.
 Teacher will ask the class what makes them unique.
 Students will respond with various answers such as: blue eyes, brown hair, short, tall,
plays basketball, plays soccer, likes to draw, etc.
 Teacher will write student’s responses on the whiteboard. (5min.)
b. Developmental Activities or Learning Experiences:
 Teacher will begin to read the book.
 Teacher will pause on certain pages to ask questions and have students think about
what was just read.
 Teacher will ask questions such as:
 What is different about each of these characters on this page?
 What are some differences you can see on the outside of a person?
 List some differences that would be hard to see about people.
 What are some things you do with your family?
 Are there other kinds of differences? What are they?
 What are ways that you and your family show love and care for each other? (10min.)
c. Closure:
 Teacher will ask students what they learned about diversity and uniqueness. How can
you embrace each other’s differences? (2min.)
d. Extension:
 Teacher will say: “As you go grocery shopping with your parents, or go to the park,
school, anywhere, look around you and observe all the different people. Look at
how they dress, talk, interact, etc. Take note on how diverse your community is.
 What else can be diverse? (Animals, Trees, etc.) (8min.)

6. Accommodations, Modifications and Differentiations for Diverse Learners:

 Visuals
 Read-Aloud

7. Assessment and Evaluation of Learning:

a. Formative: Ask questions throughout lesson to check for understanding.

8. Homework Assignment: No Homework necessary because lesson objectives were met during
class time.

9. Reflection: Will be completed after lesson is taught.

a. Strengths: The students were engaged with the topic and the book. They understood that
everyone is unique and come from different backgrounds. I was also much better with
management and keeping everyone on task.
 b. Concerns: Some students were talking while another was talking or while I was talking.
They kept asking questions that was not related to the topic.
c. Insights: I will make sure to let students know that if they have a question, make sure it
is about the lesson at hand, all other questions can wait until after the lesson.