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Below is the Lesson Plan Format that the English Department requires you to employ during
your Methods and Block Courses in English and during your Block Experience and Student
Teaching. You may be asked to modify this format for your Education Courses. But, ALL your
Lessons for Block courses and Student Teaching should follow this format and complete it
comprehensively. This procedure is in place for both original and borrowed lessons.

Your Name: Leah Biroscak

Title of Unit: Difference
Title of Lesson: What is Difference?
Grade Level(s): Grade 12
o Students will be able to identify how people differ from one another.
o Students will be able to define difference amongst people.
State Standards:
Standard - CC.1.4.11-12.P
Create a smooth progression of experiences or events using a variety of techniques to
sequence events so that they build on one another to create a coherent whole and
build toward a particular tone and outcome; provide a conclusion that follows from
and reflects on what is experienced, observed, or resolved over the course of the
Rationale: This lesson is important because it sets the tone for the rest of the unit.
Students will understand what difference is (or being different) and how it impacts
multiple people. This lesson serves student learning by generating lists and organizing
them into specific categories. Students will understand what makes someone different
and how they are perceived based on these differences.
Procedures: Below is an outline to follow you DO NOT have to include all the
questions you will ask or what you will say, but be specific and comprehensive about the
steps/procedures you will follow from beginning to end.
Lesson Beginning
Today we are going to be starting a new unit on difference or being
different. This is something that has been impacting people for years,
and still is to this day.
Ask the question: Has anyone ever felt left out or mistreated for being
different? How did this make you feel?
Today we are going to be going to start out with some definitions on
difference, and then we will be doing a short activity to see what you
Lesson Development
There are many different definitions on difference and many different
kinds of different (race, gender, sexuality, etc.). For this unit we are
primarily going to be focusing on difference in race.

When you think of the word different in terms of race, what are some
one word definitions that come to mind? (Write these on the board)
After the students generate a few one word definitions explain the
o Pass out sheets of plain paper.
o At the top of the paper the students will write one word
that explains how someone could be different (ex:
ethnicity, gender, sexuality, language, etc.)
o After they write one word the students will pass their
papers to the right. Each student is required to write 2
stereotypes that are generally associated with the word
at the top. They will have 20 seconds to do so.
o After each student writes their two responses, they are
to categorize the stereotypes in whatever way they
o Discuss the stereotypes listed and how they are depicted
in todays society.
o Collect at the end of the class.

Lesson Ending
Today we discussed different types of differences, their stereotypes,
and how these differences are depicted in society.
Tomorrow we will be going over the big assignment for this unit
where you will choose groups and books you want to read within your

Assessment: VERY IMPORTANT Assessments for this lesson would be discussion and
the paper from the pass-around activity. This measures what the students know already
and what else I can do in the Unit to get them to understand.
Materials Needed: Paper, pens/pencils, board, marker/chalk
References: n/a
Special Adaptations: For this class period, students will need to be arranged in a circle so
it is easier to pass papers. This is difficult for a lot of students to handle because they do
like change. I will assure them that this is a temporary arrangement for today only.
Anticipated Difficulties: Students may not answer questions, so prompting will need to
be done. Students may have a difficult time coming up with stereotypes; more
time/examples can be given.