DiversityMatters

Author:KeshyaLocksley
Datecreated:06/06/20168:38PMCDTDatemodified:06/09/20164:09PMCDT

Date
Subject

LanguageArts(English)

Topic

Diversity

Grade/Level

Grade8

TheBigIdea(s)orEssential
Question(s)

Whatmakesyouunique?
family
race/ethnicity

MulticulturalGoals(checkone
ormore)

StateofIdahoand/orcommon
corestandardsaddressed

Developingculturalconsciousness
Increasinginterculturalcompetence
Combattingracism,prejudice,anddiscrimination
Developingawarenessofthestateoftheplanetandawarenessofglobaldynamics
Developingsocialactionskills

USACommonCoreStateStandards(June2010)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grade8students:
ContentArea:EnglishLanguageArts
Strand:ReadingStandardsforInformationalText
Domain:KeyIdeasandDetails
Standard:
2.Determineacentralideaofatextandanalyzeitsdevelopmentoverthecourseofthetext,includingits
relationshiptosupportingideasprovideanobjectivesummaryofthetext.
Standard:
3.Analyzehowatextmakesconnectionsamonganddistinctionsbetweenindividuals,ideas,orevents(e.g.,
throughcomparisons,analogies,orcategories).
Domain:CraftandStructure
Standard:
5.Analyzeindetailthestructureofaspecificparagraphinatext,includingtheroleofparticularsentencesin
developingandrefiningakeyconcept.
Standard:
6.Determineanauthorspointofvieworpurposeinatextandanalyzehowtheauthoracknowledgesand
respondstoconflictingevidenceorviewpoints.
Strand:WritingStandards
Domain:TextTypesandPurposes
Standard:
2.Writeinformative/explanatorytextstoexamineatopicandconveyideas,concepts,andinformation
throughtheselection,organization,andanalysisofrelevantcontent.
a.Introduceatopicclearly,previewingwhatistofolloworganizeideas,concepts,andinformationinto
broadercategoriesincludeformatting(e.g.,headings),graphics(e.g.,charts,tables),andmultimediawhen
usefultoaidingcomprehension.
b.Developthetopicwithrelevant,wellchosenfacts,definitions,concretedetails,quotations,orother
informationandexamples.
c.Useappropriateandvariedtransitionstocreatecohesionandclarifytherelationshipsamongideasand
concepts.
d.Usepreciselanguageanddomainspecificvocabularytoinformaboutorexplainthetopic.
e.Establishandmaintainaformalstyle.
f.Provideaconcludingstatementorsectionthatfollowsfromandsupportstheinformationorexplanation
presented.
Domain:ProductionandDistributionofWriting
Standard:
4.Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriateto
task,purpose,andaudience.(Gradespecificexpectationsforwritingtypesaredefinedinstandards13
above.)
Standard:
5.Withsomeguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededby
planning,revising,editing,rewriting,ortryinganewapproach,focusingonhowwellpurposeandaudience
havebeenaddressed.(EditingforconventionsshoulddemonstratecommandofLanguagestandards13up
toandincludinggrade8onpage52.)
Strand:SpeakingandListeningStandards
Domain:ComprehensionandCollaboration
Standard:
2.Analyzethepurposeofinformationpresentedindiversemediaandformats(e.g.,visually,quantitatively,
orally)andevaluatethemotives(e.g.,social,commercial,political)behinditspresentation.
Indicator:
1.a.Cometodiscussionsprepared,havingreadorresearchedmaterialunderstudyexplicitlydrawonthat
preparationbyreferringtoevidenceonthetopic,text,orissuetoprobeandreflectonideasunder

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discussion.
Strand:LanguageStandards
Domain:ConventionsofStandardEnglish
Indicator:
2.a.Usepunctuation(comma,ellipsis,dash)toindicateapauseorbreak.
Indicator:
2.c.Spellcorrectly
Domain:KnowledgeofLanguage
Indicator:
a.Useverbsintheactiveandpassivevoiceandintheconditionalandsubjunctivemoodtoachieve
particulareffects(e.g.,emphasizingtheactorortheactionexpressinguncertaintyordescribingastate
contrarytofact).
Domain:VocabularyAcquisitionandUse
Standard:
6.Acquireanduseaccuratelygradeappropriategeneralacademicanddomainspecificwordsandphrases
gathervocabularyknowledgewhenconsideringawordorphraseimportanttocomprehensionorexpression.
Indicator:
4.c.Consultgeneralandspecializedreferencematerials(e.g.,dictionaries,glossaries,thesauruses),both
printanddigital,tofindthepronunciationofawordordetermineorclarifyitsprecisemeaningoritspartof
speech.
Indicator:
4.d.Verifythepreliminarydeterminationofthemeaningofawordorphrase(e.g.,bycheckingtheinferred
meaningincontextorinadictionary).

Objectives

L.W.B.A.T.writeaninformationalpieceabout,"Whatmakesyou,you?!"in23pages.
L.W.B.A.T.compareandcontrastdifferenttypesofnormsbyhavinggroupdiscussions.
L.W.B.A.T.asseshowtheywouldfeeliftheywerein"someoneelse'sshoes",intheirjournals.

Materialsand/ortechnology

ChildrensBooks
JacobsNewDress
WhenKathyisKeith
LargeFears(Transgender)
Red:ACrayonsStory(Identity)
YourBodyisAwesome(Bodyimage)
MixedMe(MixedFamilies)
RosieRevereEngineer
WhatILikeAboutMe
ADaywithJay(cerebralpalsy)
SpecialShoes
***Studentswillbeabletochoosewhichbookstheywanttoread
Worksheets
ThingsIlikeaboutme
Theallaboutmegazette
Computer
Informationalpieceabout,"Whatmakesyou,you!"
Journals

Activities/Procedures(IncludeAnticipatedTimeForEach)
Introduction/Activator

*whatmakesmeunique(5minutes)
sports
family
culture

*whatmakesmeunique(5minutes)(daythree)
size
name

Classactivities(what
you/studentswilldo)

Day1
Aftermyintroduction,Iwillhavestudentsfilloutthisworksheet,"Theallaboutmegazette"forthefirst1520
minutes,tohavethemidentifywhattheyfeelmakesthemdifferent.
Theremainderofclass(20minutes)IwillintroducestudentstoafewofthebooksIhavelistedandhaveanentire
groupdiscussionabouthowthosebooksaredifferent/sametotheirownlives.
Iwillbeusingthe10+2method(readthebookfortenminutesthenhavethediscussionfortwominutes)
Day2

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Journalingforthefirst(10minutes)"Howwouldyoufeelifyouwereinoneofthecharactersshoes?"
Readfourmorebooksandhavestudentsinsmallgroupsdiscussthedifferenttypesofnormsthathavebeen
introducedfromthebooks(jigsaw)(40minutes)
***havethefourgroupscometoanagreementofwhichbookstheywanttoreadanddiscuss
Day3
Havestudentsstarttheclassperiodoffwiththisworksheet,"ThingsIlikeaboutme",soIassessifthestudentssee
themselvesinadifferentlightafterreadingthesebooks(15minutes)
Next,theclasstimewillconsistoffinishingthebooksandhavean"opentalk"aboutthebooksthatwerepresentedin
class(2030minutes)
Howdidthebooksmakeyoufeel?
Doyouknowanyonethatislikethesecharacters?
Canyouidentifyyourselfwithoneofthesecharacters?
Howwouldyoufeelifyoucouldntbe"you"becauseitwaslabeledas"bad?"
Intoducethe"Informationaltext"(23pages)thattheywillbeworkingoninclassfortomorrowandpossiblythenext
dayforthefirst20miuntes
Day4
Workoninformationaltext(allofclass)
"Whatmakesyou,you?"
23pages
atleastthreedifferentreasonsandwhytheymakeyou,you
doublespaced
*reminder*possiblehomeworkifnotcompleted/extratimeforstudentsthatdonthaveacomputerathome/other
studentscanreadtheirownbooksquietlyforthenextday
Day5
"STICKYNOTEACTIVITY"(35minutes)
giveeachstudent10stickynotes
havestudentswrite10uniquethingsaboutthemselves
havestudents"post"themonthewhiteboard
*onmondaystudentswillbeabletoseeallsixperiodsuniqueidentificationsasone
(20minutes)finishuppapers
*reminder*workonpaperovertheweekendifyouhavenotcompletedthetext
Day6
journaling"Howdoesitmakeyoufeelseeingyourpeersuniqueidentitiespostedontheboardasone?"(1015
minutes)
"sharingtime"havingstudentssharetherepaperswiththeclass(remainderofclass)

Classactivities(whyyouwill
dothem)

Day1
Aftermyintroductioniwillhavestudentsfilloutthisworksheet,"Theallaboutmegazette"forthefirst1520
minutes,tohavethemidentifywhattheyfeelmakesthemdifferent.
Theremainderofclass(20minutes)Iwillintroducestudentstoafewofthebooksihavelistedandhaveanentire
groupdiscussionabouthowthosebooksaredifferent/sametotheirownlives.
Day2
Journalingforthefirst(10minutes)"howwouldyoufeelifyouwereinoneofthecharactersshoes"sothat
studentscanreflectthedifferentlivesofothers
Readafourmorebooksandhavestudentsinsmallgroupsdiscussthedifferenttypesofnormsthathavebeen
introducedfromthebooks(40minutes)
Day3
Havestudentsstarttheclassperiodoffwiththisworksheet,"ThingsIlikeaboutme",sotheycansee/identifyif
theyseethemselvesinadifferentlightafterreadingthesebooks(15minutes)
Nextofclasstime,finishbooksandhavean"opentalk"aboutthebooksthatwerepresentedinclass(2030
minutes)
Intoducethe"Informationaltext"(23pages)thattheywillbeworkingoninclassfortomorrowandpossiblythe
nextdayforthefirst20miuntes
Day4
Workoninformationaltext(allofclass)
*reminder*possiblehomeworkifnotcompleted/extratimeforstudentsthatdonthaveacomputerathome/other
studentscanreadtheirownbooksquietlyforthenextday
Day5

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(20minutes)finishuppapers
(2030minutes)"sharingtime"tohavestudentsrelateorseehowdifferenttheyarewiththeirpeersbuttoalso
showthattheymaybedifferentbutbeingdifferentiswhatmakesusspecial

Closure/reminders

Openandsafeenvironment
Thinkbeforeyousayacomment/question
Nowronganswers
***studentswillnotofhadreviewonintroductorystructure,sentenceform,transitions,topicsentences,supporting
detail
Iwillusethispiecetocompareandcontrasttheirwritingpiecesattheendoftheyearorhavethemrewritethesame
prompttoseeifthewritinghasimprovedornot

Assessment

Aninformationalpiece23pages"whatmakesyou,you?"

Accommodations/differentiation

IEP/504
workoneononewithstudents
Groupthesestudentstogetheror
Groupthesestudentswiththegiftedsotheycouldgetadifferentperspective
additionalinformation/guidelinesfortheinformationaltext
Gifted
havethemusecriticalthinking,wheningroups"raisethebar"
Thesestudentscouldisolatedwithothergiftedstudents
*havingallstudentsparticipateingroupdiscussions

Reflection/Evaluation

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