Lesson Plan
Date: December 2, 2024
Age/Grade: 7 and 8 years old, 2nd Grade
Title: Exploring Identity and Belonging with The Day You Begin
Connection to Children, Families & Community
a.) The focus of this lesson is to help students understand and express their own identities while making connections to the themes of belonging and diversity presented in The Day You Begin: Lesson Plan.
b.) This lesson connects to students’ expressed interests in sharing personal stories, fostering a sense of community and mutual understanding.
c.) Students will need to have prior knowledge of personal experiences, which will enhance their engagement with the text.
d.) Students’ personal and cultural assets, such as their diverse backgrounds and family traditions, will enrich discussions and reflections during the lesson.
e.) This lesson will connect to children’s family/community experiences by encouraging students to share stories about their families and cultures, helping them relate the book’s messages to their own lives.
Modifications & Support
Student Engagement
a.) To address specific learning needs, I will incorporate interactive elements such as group discussions, movement activities, and think-pair-share strategies to ensure all students are actively engaged in reaching the learning goals.
Technology Integration
a.) I will use an interactive read-aloud video of The Day You Begin to provide visual support for students as they follow along with the story.
Learning Environment
a.) The physical environment will be arranged in a circle, with posters reflecting themes of belonging displayed around the classroom.
Materials
- The Day You Begin by Jacqueline Woodson
- Interactive read-aloud video
- Chart paper and markers
- Vocabulary flashcards
Language/Literacy
a.) Key vocabulary will include:
- Belonging
- Unique
- Different
- Identity
b.) To support language/literacy development, I will use visual aids for vocabulary words, provide context during the read-aloud, and encourage students to use the words in their discussions.
Learning Standards/Objectives & Assessments
2R9: Make connections between self and text (texts and other people/world).
Goals/Objective for this specific lesson:
a.) Students will be able to share experiences that relate to the text, analyzing from Bloom’s Taxonomy.
b.) Students will be able to articulate how their personal experiences relate to the themes of identity and belonging in The Day You Begin.
Assessments:
Informal: During the read-aloud, I will ask questions to be able to understand students’ understanding and encourage them to share their feelings about the story.
Formal: Students will complete a written reflection where they relate a personal experience to a theme from the book.
Facilitating Student Engagement & Learning
Beginning: I will introduce the book by discussing the themes of identity and belonging, asking students if they have ever felt out of place. I will ask them questions like, “What makes you unique?”
Middle: As I read The Day You Begin, I will pause to ask questions such as, “How do you think the character feels right now?” and “Can you relate to this part of the story?” This will encourage students to share their thoughts.
End: After finishing the book, I will facilitate a reflective discussion where students can share their own experiences related to the themes. Then, they will write a short reflection about a time they felt different, using the vocabulary discussed during the lesson.
Lesson Rationale
By choosing The Day You Begin by Jacqueline Woodson for this lesson, I wanted to focus on students’ experiences of different cultural backgrounds. This not only provides character identification but also provides the context on how to talk about personal stories and differences of culture. As a result, the students identified themselves with the action of this book and felt much closer to it.
The approaches I selected for this lesson, particularly group discussions and read-aloud, are based on how my students learn. In the lessons preceding this one, I observed that students appreciated opportunities to share their life experiences and engage in group tasks. Hence, I deliberately chose these methods to improve their comprehensiveness and foster perceptions of togetherness in a class.
Subsequent research studies should focus on identifying how various multicultural texts may enhance students’ learning of identity and belongingness even more. This is crucial because it may enable teachers to find literature that speaks on the experiences of several unique students so they can feel valued and seen.
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Question 
FOR THIS LESSON PLAN YOU ARE GOING TO CHOOSE A BOOK TO USE THAT I HAVE NOT READ. YOU’RE GOING TO REVIEW MY INQUIRY STUDY QUESTION AND THEN YOU ARE GOING TO READ INQUIRY STUDY PART 1 & 2 THAT I ADDED TO THIS ORDER BEFORE COMPLETEING THIS ASSIGNMENT. I ALSO UPLOADED MY FIRST LESSON PLAN TO USE AS AN EXAMPLE EXCEPT THIS IS AN IDIVIDUAL LESSON PLAN NOT A PARTNER LESSON PLAN LIKE THE EXAMPLE IM UPLOADING IT SO YOU CAN SEE EXACTLY HOW TO DO THIS INDIVIDUAL LESSON PLAN USING A BOOK I NEVER USED BEFORE. THE AGE GROUP I WORK WITH IS SECOND GRADE. THE BLANK LESSON PLAN TEMPLATE IS UPLOADED TO THE ORDER.
The lesson plan should use a read aloud by a different author that you have not used in previous assignments.
The lesson plan should include the strategies you found worked best from your Inquiry Study. Therefore, you should do this assignment once you have completed and reflected upon your two observations. Use the checklist below as a guide to create your lesson plan; you will be evaluated using this same checklist. You should use the following template for your lesson plan:
Lesson Plan
|
CHOICE OF BOOK |
CRITERIA | YES
(1 point) |
SOMEWHAT
(.5 points) |
NO
(0 points) |
| Did you choose a book for a read aloud that has tier 2/3 vocabulary words, can be used to target higher level cognitive skills, and is conducive to discussion? | ||||
|
CONNECTION TO STUDENTS, FAMILIES, & COMMUNITIES |
Did you explain how you are connecting the lesson to students’ interests (b), prior knowledge (c), cultural knowledge (d), and family practices (e). Remember these should be interests, knowledge, and family practices that the students already have. |
|||
|
MODIFICATIONS & SUPPORT |
Student Engagement: In this section, do you describe the strategy/strategies you will use to support students? (These should be the strategies that you determined worked during your inquiry study and they should be tweaked according to how you found they worked best.) | |||
| Technology Integration, Learning Environment, Materials: (Technology Integration)Did you explain how technology will be used during the lesson and how it will support students in achieving the lesson objectives? Be specific. (Learning Environment) Did you explain how you will tailor the learning environment to the particular topic or purpose of the lesson? Did you describe the place where students will be listening to the read aloud? (Materials)Did you include a comprehensive list of the materials that will be used for the lesson? |
||||
| Language/Literacy: (a) Did you provide child-friendly definitions for at least four tier 2/3 words in the read aloud book and explain why the words are important for an understanding of the book? (b) Did you describe how you will explain each word to students and support students in developing an understanding of the words. | ||||
| LEARNING STANDARDS,
OBJECTIVES & ASSESSMENT |
Learning Standards: Are the learning standards you chose consistent with the grade for which the lesson is for and subject matter? | |||
| Goals/Objective for the Lesson: Did you use one of the learning standards you chose above to create the goal for the lesson? Did you identify a cognitive skill from Bloom’s Taxonomy that the goal of the lesson will target? Is the objective pertinent to a literacy read aloud lesson? | ||||
| Assessment: (Informal) Did you provide examples of at least three questions that you will use to informally assess students’ literal understanding during the read aloud? (Formal) Did you identify the criteria by which the students will be formally evaluated? Does it pertain to the lesson objective? Did you include the formal assessment instrument (rubric or checklist) in the lesson plan and is it adequate for your formal assessment criteria? | ||||
| FACILITATING STUDENT ENGAGEMENT & ASSESSMENT | Did you describe everything you would say at the beginning, middle, and end of the lesson plan? Is it sufficient and pertinent to the lesson objective? Did you aptly describe how you would use the strategies (from your inquiry study) in the beginning, middle, and/or end of the lesson plan? | |||
| Did you include at least 3 interactive (open-ended) questions you would ask students during the read aloud using the following format for each question: identify the question you would ask and put the question in the appropriate part of the lesson (beginning, middle, or end)? | ||||
| LESSON RATIONALE
(Use a narrative format for this section) |
Did you sufficiently explain why you chose the book you chose for your read aloud and why it was a good book with which to use the strategies from your inquiry study? | |||
| Did you sufficiently explain how the way you chose to use the strategies from your inquiry study was informed by how you determined (in your first and second observations) that students learned best? |
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