Nichole & Bintu Lesson Plan

Date: September 23rd, 2024

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

Title: Celebrating Diversity with Just Like Me

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Connection to Children, Families & Community

• The lesson’s central focus is for students to understand and make text-to-self, text-to-text, and text-to-world connections using literacy. As well as to help students identify the issues of diversity and acceptance of oneself while reading Just Like Me by Vanessa Brantley:Nichole & Bintu Lesson Plan.
• 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 read and explore 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 can differentiate and explore student development, their community, and their interests. Students can explain their 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 story’s characters depict to enhance their understanding of the text.
• Children’s personal and cultural assets that will strengthen their learning in this lesson are their individuality, such as background, family history, language, and experience. The book “Just Like Me” will allow students to see their 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 family life and connections. Children will be able to relate and build off their family connections in a sense of personal experiences.

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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 and 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 can hear from their peers instead of the teacher talking and breaking down the entire lesson 4) Using literacy centres to help develop the sense of making connections in different group and literacy settings

Technology Integration

a.)  Technology 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 utilised so students can understand the unit’s theme. Since students will be making connections, pictures of their families and 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.

Hence, they will understand that 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 world”, “Warrior”, “Culture”, “Race”, “Flaws”, “Explorer”, “I am”, “Unique” Diversity, Acceptance, 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.

Additional Information for Vocabulary Words

Word 1: Diversity

1. Importance: Students should understand the word diversity because it is the core theme of the book Just Like Me. Understanding the differences among individuals enables them to realize that differences add value to a community.
2. Child-Friendly Definition: Diversity means that there should be a lot of different types of people in a group so that everyone has something to share.

Word 2: Acceptance

1. Importance: Acceptance words are important because they motivate students to accept others’ differences and promote an inclusive sense. The book is vital in understanding the lessons on self-worth and community.
2. Child-Friendly Definition: Being okay with someone being different from you is acceptance.

Word 3: Unique

1. Importance: With the meaning of the word unique, we need to understand what such a word means regarding the story “Just Like Me.” It also gives students the opportunity to appreciate the unique features everybody has and to reinforce the theme of self-acceptance.
2. Child-Friendly Definition: Unique means no one else is exactly like you because you’re one of a kind.

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 their interests, likes, and self with prior knowledge and use those to analyze and connect to text, self, and the world. They can use the book and activities as a reference and 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 can 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 can grasp the concepts being introduced to them, as well as one-on-one correspondence to see if students can 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 can make connections using their own inferences and their ability to explain using vocabulary.

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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 keep in mind as we read the book.

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

End: Students should write a reflection on a personal experience related to the book. Encourage several students to write or speak about how they feel about the topic in class.

Open-Ended Questions

Question 1: “What does the character mean when she says, ‘I’m a canvas, waiting to be painted with the colours 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 analyse 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 poems that celebrate each girl’s uniqueness.

Rationale: This question allows students to synthesise 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 various story elements to form a cohesive interpretation.

Extension Activity: “Diversity Collage”

Activity Title: “My Unique Identity Collage”

Activity Description: After reading “Just Like Me,” each student will make a personal collage sketching their diversity and identity by exploring what they like and how their unique interests link to issues of diversity and acceptance.

Steps to Explain and Model the Activity:

1. Introduction: I will tell the students they will make collages about who they are and take the time to discuss what identity means and why it is necessary to celebrate what makes us different.
2. Demonstration: Show students examples of collages and explain what different materials and images might represent as aspects of someone’s identity. Use a sample collage to help students understand how colours, textures, and symbols are used.
3. Materials: I will give the students magazines, coloured paper, markers, scissors, and glue. I will help them think about their interests, family, culture, and experiences as they make their collages.
4. Creation: Allow students to cut out images and words that mean something to them. Then, arrange them and glue them to a larger piece of paper to make their collage.

Learning Objectives: Students will relate to the lesson objective by reflecting on their identities as they relate to the broader topics of diversity and acceptance.

Assessment Questions:

1. What images or words did you choose for your collage, and what do they represent about you?
2. How does your collage relate to the ideas we spoke of in “Just Like Me”?
3. How does your collage show diversity in our classroom?

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General Assessment & Reflection

• This lesson helps students properly discuss diversity and personal experiences related to the text. 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.

1. Informal Assessment

Question 1: What is one thing you learned about the character in the book during our reading?

Question 2: Can you name two traits the girls in the book have?

Question 3: How do the girls in the story feel about their differences? Can you give an example?

2. Formal Assessment

Assessment Instrument: Checklist

Criteria	Yes	No
Can the student identify key characters from the story?
Can the student describe one connection they made to the text?
Can the student explain the importance of diversity as presented in the book?

ORDER A PLAGIARISM-FREE PAPER HERE

We’ll write everything from scratch

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MY PARTNER LESSON PLAN IS ATTACHED TO THIS ORDER PLEASE REVIEW MY LESSON PLAN FIRST. THEN READ THE INSTURCTIONS MY PROFESSOR PROVIDED BELOW AND YOU’RE GOING TO ADD THIS INFORMATION UNDER THE “ASSESMENTS SECTION” OF THE PARTNER LESSON PLAN IN AN ELECTRIC BLUE FONT.

ASYNCHRONOUS WORK I:

Assessments for Partner Lesson Plan

IMPORTANT: Each student should do this work individually.

(1) DEVELOP INFORMAL ASSESSMENT QUESTIONS: Create three informal assessment questions that you could ask while reading the book you used for your partner lesson plan aloud to check to see if children are understanding what you are reading. Since you are just checking for understanding of the story, the questions should be literal comprehension questions.

They should focus on important aspects of the book. In other words, when developing these questions, you should ask yourself what information from the book would be really important for children to understand given your lesson objective?

(2) CREATE A FORMAL ASSESSMENT INSTRUMENT:

Create an assessment instrument (either a rubric or a checklist) that will serve to formally assess the extent to which children would be able to achieve the lesson objectives if the lesson were taught.

(a) First, use what we learned in class to decide whether a rubric or checklist would be better to evaluate the specific objectives of your lesson plan.

(b) Make sure to include the formal assessment criteria (what you want to see that the children are able to do or understand) in the assessment instrument.  The criteria should be consistent with the lesson objective and it should be specific enough for  the lesson activities. Please Note: If the professor asked you to revise your lesson objective, the formal assessment criteria should be consistent with the revised lesson objective.

(3) INCLUDE BOTH FORMS OF ASSESSMENT IN THE PARTNER LESSON PLAN:

Insert both the informal assessment questions and the formal assessment instrument in the partner lesson plan in an electric blue font under “Assessments” in the section entitled “Learning Standards/Objectives & Assessments.”  There will be a bullet point for Informal Assessment and a bullet point for Formal Assessment; include each form of assessment next to the appropriate bullet point.