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Bintu & Nichole Lesson Plan

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

_____________________________________________________________________________________________

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

Learning Standards/Objectives & Assessments

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

Goals/objective for this specific lesson:

Assessments:

___________________________________________________________________________________

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.

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General Assessment & Reflection

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Question 


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

_____________________________________________________________________________________________

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

Learning Standards/Objectives & Assessments

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

Goals/objective for this specific lesson:

Assessments:

___________________________________________________________________________________

Bintu & Nichole Lesson Plan

Bintu & Nichole Lesson Plan

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

 

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