Bintu & Nichole Lesson Plan

Date: September 23rd, 2024

Age/Grade: 7 and 8 years old, 2nd Grade

Title: Celebrating Diversity with Just Like Me

_____________________________________________________________________________________________

Connection to Children, Families & Community

• The central focus of the lesson is for students to be able to understand, and make text to self, text to text, and text to world connections using literacy. As well to help students identify the issues of diversity and acceptance of oneself while reading Just Like Me by Vanessa Brantley.
• This lesson will help children use critical thinking and personal connections with books to create literacy development. SWBAT uses their prior knowledge, and connections to relate and build on their connections as we are reading and exploring the book.
• The prior knowledge students will have that will strengthen their learning during this lesson plan is their ability to notice and identify themselves. The book is able to differentiate and explore student development, their community, and their interests. Students will be able to explain their own connections while making text to self, text to text and text to world. Also, SWBAT needs some background information and knowledge of basic emotions and experiences that the characters in the story depict in order to enhance their knowledge of the text.
• The personal and cultural assets children possess that will strengthen their learning in this lesson is their own individuality such as background, family history, language, andexperience. The book “Just Like Me” will allow students to see their own uniqueness and ability while exploring different ways to enhance and make connections.
• The lesson will extend and connect to the student’s family and community experiences by allowing children to identify their own family life, and connections. Children will be able to relate and build off their family connections in a sense of personal experiences.

_____________________________________________________________________________________________

Modifications & Support

 Engagement

a.) We will modify this lesson by: 1) Breaking down vocabulary words for students who are not able to understand context clues 2) Creating anchor and interactive charts to ensure students have a reference to rely back on in case of any confusion throughout the lesson 3) Using turn and talks with the students so they are able to hear from their own peers instead of the teacher talking and breaking down the entire lesson 4) Using literacy centers to help develop the sense of making connections in different group and literacy settings

Technology Integration

a.)  Technology that will be used in this specific lesson would be another source for students to read and interact with the book through Youtube with pauses in between to create discussion and thinking processes.

Learning Environment

a.) The physical environment will be decorated and utilized in a sense for students to understand the theme of the unit. Since students will be making connections, pictures of their families, and their communities will be posted around the classroom. Books in different languages, and cultural aspects will also be posted around the classroom as a visual and reference so they are able to understand we are making connections with different materials. There will also be a “Word Wall” posted in the classroom at eye level to help students as a reference.

Materials

a.) -Anchor/ Interactive Chart – “Just Like Me” by Vanessa Brantley-Newton, – “Making Connections” bulletin board filled with photos -Literacy Centers -Making Connections portfolio

Language/Literacy

• “Community”, “In my own world”, “Warrior”, “Culture”, “Race”, “Flaws”, “Explorer”, “I am”, “Unique” – Diversity, Acceptance, Similarities, Differences, Relationships
• SWBAT explains their connections using full sentences. “I can connect to the [text to text, text to self, text to world] because…” “I can make connections by…” Group discussions and writing will be used to promote language and literacy skills.

Learning Standards/Objectives & Assessments

Learning Standards Associated with this lesson (at least 3 standards)

•  2R9: Make connections between self and text (texts and other people/ world). (RI&RL)

Goals/objective for this specific lesson:

• Students will understand with prior knowledge their interests, likes, and self, and use those to analyze and make connections to text, self, and the world. They will be able to use the book and activities as a reference and to help build on their knowledge and vocabulary. In accordance with Bloom’s Taxonomy, the intended learning outcome is for students to synthesize and relate their experiences to the text.
• Students will be able to make connections using literacy text and existing knowledge and apply it to themselves, and the world by the end of the unit. Students will be able to use their new vocabulary to explain what they have learned and mastered as we continue to build in other units.

Assessments:

• Informal: As we have classroom discussions, we will observe group discussions, to see and hear if students are able to grasp the concepts being introduced to them, as well as one-on-one correspondence to see if students are able to understand the learning objective without the appearance of their peers.
• Formal Assessment Statement: Using F&P’s, and different passage texts, we will be able to see if students are able to make connections using their own inferences and their own ability to explain using vocabulary.

___________________________________________________________________________________

Facilitating Student Engagement & Learning

(Descriptions of processes should be clear and detailed enough for ANYONE to follow along)

Beginning: I will explain the book and its concept, talk about diversity and acceptance of oneself, and then ask questions that will prompt students and help them draw from past experiences. I will also ask “why” and “how” critical thinking questions for students to help in mind as we read the book.

Middle: I read “Just Like Me” aloud using the YouTube link. Lead a class discussion that would make the students explain how they are related to the text. Help them think through characters’ reactions to certain occurrences in the story.

End: Students should write a reflection of a personal experience that relates to the book. Encourage several students to write or speak how they feel about the topic at hand in a class.

Open-Ended Questions

Question 1: “What does the character mean when she says, ‘I’m a canvas, waiting to be painted with the colors of life’? How can we relate this to our own experiences when discovering new things about ourselves?”

Where to Stop: This question should be asked right after reading the poem “I Am a Canvas,” where the character describes herself as a blank canvas ready to be filled with experiences.

Rationale: This question encourages students to analyze metaphors and connect them to personal growth and self-discovery. It helps students reflect on their own identities and how they perceive themselves. The question aligns with the Analysis level of Bloom’s Taxonomy because it involves breaking down the metaphor and connecting it to personal experiences.

Question 2: “The girl in the ‘Warrior’ poem sees herself as strong and fearless. Can you think of a time when you had to be brave like a warrior? What did you learn from that experience?”

Where to Stop: This question should be posed after reading the “Warrior” poem, where the character uses strong imagery to express her inner strength and bravery.

Rationale: This question fosters text-to-self connections and encourages students to recall and articulate their own experiences of bravery and courage. It targets the Application level of Bloom’s Taxonomy, as it requires students to apply their personal experiences to the emotions and actions of the character in the story.

Question 3: “Why do you think the author chose to include so many different types of girls with unique traits and backgrounds in the book? How does it make the story more meaningful?”

Where to Stop: This question should be asked toward the end of the read-aloud session after reading through the various poems that celebrate each girl’s uniqueness.

Rationale: This question allows students to synthesize the diverse characteristics of the characters and reflect on how diversity enriches stories. It helps students see the value of different backgrounds and perspectives. The question is aligned with the Synthesis level of Bloom’s Taxonomy, as it requires combining different elements of the story to form a cohesive interpretation.

___________________________________________________________________________________

General Assessment & Reflection

• This lesson helps students discuss diversity and personal experiences related to the text properly. The read-aloud uses multimedia to capture interest, and the reflective writing gives the student a voice to demonstrate learning. I will consider how effectively the students express their ideas and relate them to evaluate the achievement of learning objectives.
  

  ---

ORDER A PLAGIARISM-FREE PAPER HERE

We’ll write everything from scratch

---

Date: September 23rd, 2024

Age/Grade: 7 and 8 years old, 2nd Grade

Title: Celebrating Diversity with Just Like Me

_____________________________________________________________________________________________

Connection to Children, Families & Community

• The central focus of the lesson is for students to be able to understand, and make text to self, text to text, and text to world connections using literacy. As well to help students identify the issues of diversity and acceptance of oneself while reading Just Like Me by Vanessa Brantley.
• This lesson will help children use critical thinking and personal connections with books to create literacy development. SWBAT uses their prior knowledge, and connections to relate and build on their connections as we are reading and exploring the book.
• The prior knowledge students will have that will strengthen their learning during this lesson plan is their ability to notice and identify themselves. The book is able to differentiate and explore student development, their community, and their interests. Students will be able to explain their own connections while making text to self, text to text and text to world. Also, SWBAT needs some background information and knowledge of basic emotions and experiences that the characters in the story depict in order to enhance their knowledge of the text.
• The personal and cultural assets children possess that will strengthen their learning in this lesson is their own individuality such as background, family history, language, andexperience. The book “Just Like Me” will allow students to see their own uniqueness and ability while exploring different ways to enhance and make connections.
• The lesson will extend and connect to the student’s family and community experiences by allowing children to identify their own family life, and connections. Children will be able to relate and build off their family connections in a sense of personal experiences.

_____________________________________________________________________________________________

Modifications & Support

 Engagement

a.) We will modify this lesson by: 1) Breaking down vocabulary words for students who are not able to understand context clues 2) Creating anchor and interactive charts to ensure students have a reference to rely back on in case of any confusion throughout the lesson 3) Using turn and talks with the students so they are able to hear from their own peers instead of the teacher talking and breaking down the entire lesson 4) Using literacy centers to help develop the sense of making connections in different group and literacy settings

Technology Integration

a.)  Technology that will be used in this specific lesson would be another source for students to read and interact with the book through Youtube with pauses in between to create discussion and thinking processes.

Learning Environment

a.) The physical environment will be decorated and utilized in a sense for students to understand the theme of the unit. Since students will be making connections, pictures of their families, and their communities will be posted around the classroom. Books in different languages, and cultural aspects will also be posted around the classroom as a visual and reference so they are able to understand we are making connections with different materials. There will also be a “Word Wall” posted in the classroom at eye level to help students as a reference.

Materials

a.) -Anchor/ Interactive Chart – ”Just Like Me” by Vanessa Brantley-Newton, – “Making Connections” bulletin board filled with photos -Literacy Centers -Making Connections portfolio

Language/Literacy

• “Community”, “In my own world”, “Warrior”, “Culture”, “Race”, “Flaws”, “Explorer”, “I am”, “Unique” – Diversity, Acceptance, Similarities, Differences, Relationships
• SWBAT explains their connections using full sentences. “I can connect to the [text to text, text to self, text to world] because…” “I can make connections by…” Group discussions and writing will be used to promote language and literacy skills.

Learning Standards/Objectives & Assessments

Learning Standards Associated with this lesson (at least 3 standards)

•  2R9: Make connections between self and text (texts and other people/ world). (RI&RL)

Goals/objective for this specific lesson:

• Students will understand with prior knowledge their interests, likes, and self, and use those to analyze and make connections to text, self, and the world. They will be able to use the book and activities as a reference and to help build on their knowledge and vocabulary. In accordance with Bloom’s Taxonomy, the intended learning outcome is for students to synthesize and relate their experiences to the text.
• Students will be able to make connections using literacy text and existing knowledge and apply it to themselves, and the world by the end of the unit. Students will be able to use their new vocabulary to explain what they have learned and mastered as we continue to build in other units.

Assessments:

• Informal: As we have classroom discussions, we will observe group discussions, to see and hear if students are able to grasp the concepts being introduced to them, as well as one-on-one correspondence to see if students are able to understand the learning objective without the appearance of their peers.
• Formal Assessment Statement: Using F&P’s, and different passage texts, we will be able to see if students are able to make connections using their own inferences and their own ability to explain using vocabulary.

___________________________________________________________________________________

Facilitating Student Engagement & Learning

(Descriptions of processes should be clear and detailed enough for ANYONE to follow along) 

Beginning: I will explain the book and its concept, talk about diversity and acceptance of oneself, and then ask questions that will prompt students and help them draw from past experiences. I will also ask “why” and “how” critical thinking questions for students to help in mind as we read the book.

Middle: I read “Just Like Me” aloud using the YouTube link. Lead a class discussion that would make the students explain how they are related to the text. Help them think through characters’ reactions to certain occurrences in the story.

End: Students should write a reflection of a personal experience that relates to the book. Encourage several students to write or speak how they feel about the topic at hand in a class.

___________________________________________________________________________________

General Assessment & Reflection

• This lesson helps students discuss diversity and personal experiences related to the text properly. The read-aloud uses multimedia to capture interest, and the reflective writing gives the student a voice to demonstrate learning. I will consider how effectively the students express their ideas and relate them to evaluate the achievement of learning objectives.