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Date/Time To Be Implemented: March, 23rd, 1:45 PM Students: 2nd Grade at Andrew Jackson Anticipated Time: 45-50 Minutes Goals and Objectives

This lesson plan introduces 2nd grade students to the concept of personal identity and cultural diversity. The teacher will have students look at pictures showing different aspects of diversity. After discussing what they notice, the teacher will read a book aloud about cultural diversity. Students will then write initial thoughts on their understanding of diversity and identity. Throughout the lesson, the teacher will assess students' engagement, thoughts on diversity, and consideration of different views to plan future lessons. Accommodations are provided for students who may find the new concepts too easy or challenging.

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51 views

Date/Time To Be Implemented: March, 23rd, 1:45 PM Students: 2nd Grade at Andrew Jackson Anticipated Time: 45-50 Minutes Goals and Objectives

This lesson plan introduces 2nd grade students to the concept of personal identity and cultural diversity. The teacher will have students look at pictures showing different aspects of diversity. After discussing what they notice, the teacher will read a book aloud about cultural diversity. Students will then write initial thoughts on their understanding of diversity and identity. Throughout the lesson, the teacher will assess students' engagement, thoughts on diversity, and consideration of different views to plan future lessons. Accommodations are provided for students who may find the new concepts too easy or challenging.

Uploaded by

api-270516233
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson 1 - What is Personal Identity?

Date/Time to be Implemented: March, 23rd, 1:45 pm


Students: 2nd Grade at Andrew Jackson
Anticipated Time: 45-50 minutes
Goals and Objectives:
Content Objective:
SWBAT understand the importance of cultural heritage to our lives IOT begin
creating their own stance on their personal identity.
Language Objective:
SWBAT understand what it means to have personal identity,
Standards:
Common Core Literacy Standards:
CCSS.ELA-LITERACY.SL.2.1

Participate in collaborative conversations with diverse partners about grade


2 topics and texts with peers and adults in small and larger groups.
National Council for the Social Studies Standards
Thematic Standards 1: Culture and Cultural Diversity

Social studies teachers should possess the knowledge, capabilities, and


dispositions to organize and provide instruction at the appropriate school
level for the study of culture and cultural diversity.
Materials and Preparation:
All the Colors of the Earth by Sheila Hamanaka
Classroom Arrangement and Management:
Arrangement:
Students will be at their desks for everything that is whole-group, and
then will be walking around the room for the majority of the explore. We
have done this multiple times thus far, so students are familiar with
appropriate etiquette when they are walking around the room during lessons;
however, I will elicit from students before we do this what is appropriate as a
review.
Management:
We have clap once if you can hear me, clap twice if you can hear me
and put your hands on your head, put your hands on your shoulder

routines in place, and I will use this if students begin to get too loud or
distracted. I will also remind students before we start about how we walk
around the classroom for activities, eliciting from them what they should and
should not do.
Plan:
Launch:
What is diversity? (15 minutes)
In the beginning, students will walk around the room, looking at
the different pictures of diversity and taking notes if they choose.
The diversity images will be on chart paper, and
students will be asked to write (or draw) on the paper to share
what they are thinking. This will be kept up for the students for
reference throughout the unit.
After they have all had a chance to look at each picture, students
will come back to their seats and share what they noticed with
classmates around them.
Students will then share out loud what they discussed with their
classmates.
I will push students to think about diversity, and will
see if anyone can come up with the word on their own.
In order to give students an opportunity to voice
concerns, I will allow them to share any lingering thoughts before
we move on.
Work and Explore:
Interactive Read-Aloud (20 minutes)
I will read All the Colors of the Earth aloud to the students,
pausing to ask CCQs and probing questions throughout.
Following the read-aloud, students will be given an opportunity to
write down their initial thoughts about their thoughts and feelings so
far.
Interested students will be given the opportunity to
share these responses.
Closure (10 minutes):
We will come back together as a whole group and talk about
what we learned.
I will explain to the students that we are going to talk a lot about
culture and personal identity in the coming weeks, and that we will
learn about ourselves as well as each other.

Assessment of Goals and Objectives:


Summative Assessment:
Because this lesson is seen as an introduction to the unit, there will not be a
summative assessment piece. Rather, there will be formative assessment
throughout aimed at understanding students thoughts and beliefs on this
topic, so that the future lessons can really be aimed at what they want and
need.
Formative Assessment:
Teacher Observations and Quick Writes
Did students:
write about diversity in their responses?
engage in the read-aloud?
make thoughtful contributions about diversity?
consider different views?

Anticipating Student Response:


This is a new topic to many students, so they may react slowly in the
beginning. It might be uncomfortable territory and it might be difficult for
students to do their Quick Write at first. I will have sentence prompts
available, if it seems that students need support.
Accommodations:
For students who find the lesson too easy:
The students have previously not done much abstract thinking in this
way, so I do not expect many students to find it too easy. I will be prepared,
however, with more open-ended focus questions to prompt students with, if
it they say that they do not have any more to write. Moreover, students who
finish looking at the chart papers throughout the room earlier will be offered
the opportunity, while waiting at their seats, to consult other artifacts I bring
in, and consider how they support them in thinking about diversity.
For students who find the lesson too challenging:
Because the material in this lesson is very new for many of the
students, it will likely be difficult for the students at first. Throughout the
lesson, many scaffolds have been put in place to support student
understanding. For the beginning, some of the depictions of diversity will be
in picture form, so that they are accessible for all students. I will also have

sentence starters planned for the Quick Write, so that my language learners
can be focused on articulating their ideas, rather than being too concerned
with the writing aspect.

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