Name: Mr.

Gales Program: SMED Course: EDU 223

CIA

Lesson Topic/Title: Identity and the American Dream

Lesson Date: 11/25/17 Lesson Length: 5 Grade/Age: 11-12

days

Learning Objectives (Targets):

Students will understand that identity surpasses societal obligations (ie. Men are tough, women belong at
home).
Students will know or learn about the Civil Rights movement, and its impact on society.
Students will be able to express their knowledge on the purpose of the movement, and the parties involved
(women, persons of color, persons with disabilities).

Standards: Standards Alignment &

Justification:
Common Core State Standards
Content Area: English Students will be learning how to
Grade Level: Grades 11-12 analyze She's Not There by Jennifer
Domain: Reading -Literature Finney Boylan. By studying the
Cluster: Key Ideas and Details themes and central ideas, the novel
Standard: 2- Determine two or more themes or central ideas of a text and will aid students in discovering,
analyze their development over the course of the text, including how they and developing their own identities
interact and build on one another to produce a complex account; provide an (socioeconomic, ethnic, etc. ).
objective summary of the text.

Assessment: Assessment (Data & Student

❏Formative: Persuasion chart- Students will use this handout to narrate Feedback):
discussion with their teammates. This form will serve as a reference during ❏Formative: Persuasion chart
debate and topic discussion. will allow students to format their
❏Peer: Students will receive a peer assessment of their drafted website or ideas, and debate respectfully.
social media project. They will use a checklist for conveying their topic Since this class is built on
clearly and addressing the target audience appropriately (using correct community and opinion, I want this
surnames, polite tone, supportive evidence). exercise to reflect the learning
objectives. This activity will present
❏Teacher: Teacher will act in the position of the target audience and use a different perspectives of how
rubric to provide feedback concerning items issued on the checklist. different individuals view civil
rights in our society.
❏Summative: ❏Peer: Students will reflect and
provide feedback for their peer’s
Total points for this lesson: (200 points) social justice projects. The checklist
will display my expectations for
IMovie or Flipgrid: Display 3 ways you would like to be treated in society. their projects, as well as how it
This can be through skit work or animation. Each group member must relates to our theme of identity.
participate in the creation of the video. Each way of being treated must have
❏Teacher: Using the rubric and
a brief explanation for why your group has chosen it. Graphic like posters,
and title cards are encouraged. Make use of your time outside and inside check list for this project, I will
class for acting or filming. Videos should be posted on the Google Classroom analyze their work and make
stream before class on the day it is due. (50 points) suggestions for how they can
expand their outreach. This will
Weebly: Make a website based on a topic you feel strongly about. Then help to make sure students are
publicize on social media or to a person of power. You will be working with receiving individualized
an online website creator to convey your message to the masses. You will be instruction.
explaining your topic to your peers, and inviting a person of power to check ❏Summative: From these two
out your website. Since this will be a posted and published work, a
products, I will learn more about
requirement is that you are proofreading and continuously revising your
how my student view our
work. Make sure your website is pleasing to the eye and inviting for
civilization, and how they can be
different audiences. Use what you have learned in Student conferences to
ambassadors for social change. The
drive your content knowledge and creation. (150 points)
information gathered will
contribute to their student
portfolios, and their content
knowledge. Students who earn low
point values (70% or below) will
have the opportunity to revise their
work. By completing these
products students will become
comfortable with their classmates,
and continue to analyze their
identities.

Integration of Other Content Areas: (If appropriate) History- Students will learn about the civil
rights movement and the different activists who strived to make a difference in their communities.
These activists could be anywhere from racial/ ethnic backgrounds to a person with disabilities.

Instructional Strategies to Differentiate Whole Class Instruction:

Graphic Organizer:
Persuasion chart: Students will use this handout to narrate discussion with their teammates. The handout will
serve as a reference during debate and topic discussion. I would like to see students taking notes and adding to
this sheet while discussion is happening.

Cooperative Learning:
One Stray- Once group discussion has ended, the teacher will select a student from each group (4 students per
group) to rotate to a new grouping. Students will use their persuasion chart, and provide their original groups
perspective to their new group. After a few minutes, the teacher will select a new person to rotate to a new
group. This exercise will repeat until there is one person for each topic (4 total) per table.

Student Conferences- By having student conferences, students will be able to ask questions like "Will they
have graphics?" "Will they use different fonts?". Students will benefit from receiving feedback, and possibly alter
their original ideas to better fit their target audience.

MI's:

Verbal: Students will discuss in open-forum about their experiences in the One Stray activity and share what
their perspective is.

Logic: Students will use critical thinking skills to relate the Flipgirid activity to our reading of She's not there.

Visual: Students will see different signs posted around the classroom providing assistance to visual learner.
These signs can be adapted to show general symbols and images for an easier understanding.

Kinesthestic: By obeying posted signs, students will have to perform tasks like "walk around your chair 5 times
before sitting" or "Hop only on one leg when talking".

Intrapersonal: Students will work outside of class to design their websites, and finalize their ideas following
student conferences.

Interpersonal: Students will participate in student conferences to discuss their website projects. This
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 discussion will provide different perspective to be shared between students, and increase general knowledge of
the topic being explored.

Modifications / Accommodations / Extensions for Individual Students with Identified Needs:

Special Education/
504 Plan: Students with disabilities are encouraged to come to me with any questions or concerns about
lessons or assignments. To promote inclusion in my classroom, my lesson plans are designed with all students in
mind. Students who have an IEP will receive extra help with projects and can be given extensions, if needed. I
would like to provide the opportunity for special educators to co-teach every day of this lesson. For what I have
planned in this lesson, Ian would really enjoy the kinesthetic activities. We will be doing large amounts of group
work during the day, and one of the products for this lesson is group based. Within the lesson, I will have breaks
for students to refocus themselves, and allow Ian to move around. My hope is that the peer work will allow Ian
to stay involved and willing to participate in conversation. For outside of class work, I will provide Ian with the
next lesson plan via email with notes attached. When giving instructions in class, I will use assistive technology,
like an FM system, to help Ian hear the directions for projects or group based learning. When presenting or
working on the Weebly assignment, I will give Ian the option to pre-record his project and link it online.

Gifted Student: For the Weebly and social media assignments will use the script for this project, and mail
their project in the form of a letter. Students will not need to rewrite, they just need to properly address their
letter. This letter will be sent to 3 persons of power for review and, hopefully, create a dialogue.

Absent Student: If you are absent from class, please reach out to a classmate to receive notes from the
missed class session. Some resources may be available online, however, it is still good to receive a peer's
understanding. Use the syllabus to keep up with readings and homework which is due for the class period.
Homework or projects that were due on the day of absence will be due to the following class session. Handouts
distributed during class will be available in the classwork folder located in the slot by the door. If you plan to be
absent in advance, reach out for a conference to receive the work in advance. I am available during my office
hours for assistance, if needed.

Technology Integration: (if appropriate)

 iMovie and Flipgrid will be working at the modification level because students are adding voice over
commentary and visuals to interest viewers. They will also submit their projects to the Google Classroom for
peer feedback, and for student portfolios.

 Weebly and social media will be working at the modification level because students will be transferring their
arguments to a social platform for others to access it, and promote the student's beliefs and argument of their
topic.

ISTE Standard

Standard 2: Digital Citizen- Students recognize the rights, responsibilities and opportunities of living, learning
and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

Indicator 2(b)- Students engage in positive, safe, legal and ethical behavior when using technology, including
social interactions online or when using networked devices.

Materials and Resources for Lesson Plan Development

Hook: http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdf
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 Signs for the
classroom: https://docs.google.com/a/maine.edu/document/d/1Y1Lhhs3sTwf19ejvLzYJ4wAfZ6u7vFxDQvatQu
CqNHE/edit?usp=sharing

Student conferences and One Stray:

https://edu221resources.wikispaces.com/file/view/cooperative_learning_strategies.pdf/426402320/cooperati
ve_learning_strategies.pdf

iMovie rubric:

Steffon L3 imovie project.xlsx

 Details
 Download
 10 KB

Weebly/Social media project rubric:

Steffon L3 Weebly rubric.xlsx

 Details
 Download
 10 KB

Weebly/Social media project checklist: http://pblchecklist.4teachers.org/view.php?id=436339

Civil right movement article: http://www.history.com/topics/black-history/civil-rights-movement

Activist quotes: https://www.goodreads.com/quotes/tag/civil-rights-movement

Teaching & Learning Sequence:

Class Arrangement: Tables will be divided into four separate groups. Each table must seat for students and be
easily accessible for me to reach students. All tables will be facing the front of the room, and my desk will be in
the front by the white board. This configuration will allow for students to see me at all times, and show openness
for approaching my independently.

Day 1:

Objectives:
Students will understand that identity surpasses societal obligations (ie. Men are tough, women belong at
home).
Students will know or learn about the Civil Rights movement, and its impact on society.
Students will be able to express their knowledge on the purpose of the movement, and the parties involved
(women, persons of color, persons with disabilities).

Signs and Guidelines activity (20 Mins)

Open-Forum Discussion (20 mins)
iMovie project and handout (30 mins)
Group conversations (10 mins)
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Assignment: Outline for iMovie

Sign and Guidelines activity (20 mins)- On the day before this lesson, I will notify students that will be doing a
simulation activity. I want my students to feel the impact of the exercise, but they should not hold feeling or grudges
about the outcome of the activity. I will hang different signs around the classroom. I will be dressed as Officer
Gales. When students arrive, they will have strict instructions to obey the signage in the classroom. Signs such as
"If you stand, do so on one foot" or "No walking, only skipping", will be posted where students can easily view
them. I will act as a police officer, and if a student violates these rules they will receive a check on the board. No
actual class points will be lost because this is an example of a strict society making impressions on its
inhabitants. Not all signs will be posted around the room. Some will be hidden under the student’s chairs; and
once students have been seated, I will instruct them to retrieve their signs. These new signs will contain roles.
One for the upper class and one for the low class. As a lesson of superiority, the upper-class student will create a
new law for just the lower-class student to obey. I will use this scenario to continue discussion about civil rights
and inequality. After this exercise, students will discuss how it felt to undergo this activity and how it effects
treatment in our society.

Open-Forum Discussion (20 mins)- Open-forum discussion will be established for students to give their
thoughts and opinions about the literature. This is not a debate session, so students are encouraged to limit
arguing. Disagreement is acceptable, but should not spiral out of control. We will talk about how Boylan is
dealing her transformation to women, and how her new reality is reshaping her identity. I want students to use
this experience to reflect on their own belief and understandings of sexual identity. Students don't have to share
if they are uncomfortable giving personal examples. However, students must participate in the discussion if they
would like to complete the reading assignment. Following the 20-minute discussion, I will collect quotes and see
what students thought about the content in this section. I will act as timekeeper to make sure we are not talking
for too long.

iMovie project and handout (30 mins)- Students will be provided a rubric and overview handout for their
iMovie/Flipgrid assignment. I will explain how this assignment will allow students to work on articulating their
understanding of our society and how it affects the individuals who live in it. Students will need to use what they
have earned about technology and iMovie to create an entertaining video. As a group, students should be
working together, and dividing the workload evenly. In terms of identity work, it is relating what they have
learned about society and its impact on how we see ourselves or the people in our lives. Questions will be taken
throughout the explanation to provide clarification on my expectations for this project. The point value of this
project is not large; however, students should be working as a team. Students will be choosing what civil right
they want to explore; they can also choose an issue they have noticed.

Group Conversations (10 mins)- Students will divide into their groups, and begin drafting how they would like
to present their project. I will give them the rest of class to talk and exchange contact information. I will
encourage student to work outside of class because we will only have time to work on it in class. I will be
checking in on every group to make sure they are on topic, and have a plan for the future of this assignment.

Assignment: Students should have their script outlined and their film storyboarded. If they have completed this
section before the end of class, they should begin filming outside of the class period.

Day 2:

Objectives:
Students will know or learn about the Civil Rights movement, and its impact on society.
Students will be able to express their knowledge on the purpose of the movement, and the parties involved
(women, persons of color, persons with disabilities).

Hook (40 mins)

Civil rights movement (30 mins)
Activist quotes (10 mins)

Assignment: iMovie edits

Hook (40 mins)- Students will be placed in four separate teams (women, persons with disabilities, healthy and
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male white majority, and persons of color) and put in different corners of the room. The teacher will give a
persuasion chart handout to each group which discusses their role in the debate. Students will have 15 minutes
to fill out a persuasion chart for why their team's goal is more important to achieve as a team. Once the time is
up, the teacher will use One Stray to change up the teams by adding a student from another team into their
discussions. Students will use their persuasion chart, and provide their original groups perspective to their new
group. The student who is joining a new team will present their original team's perspective of the debate. The
teacher will continue rotating groups there is one student from each four teams in a new group (No longer than
25 minutes). Following the activity, students will have an opportunity to discuss their experiences in open-
forum.

Civil Rights Movement (30 mins)- I will use the content notes for this section to share information about the
civil rights movement. Students will discuss how discriminative communities dealt with how society viewed
their heritage. We will analyze the article and look at the different opinions of Martin Luther King and Malcolm
X, when participating in violent or non-violent protesting. I will use my personal experience as a person of color
to give an example of how stereotypes create a false bias of my identity. I am willing to share a personal story
from my childhood, or my mother's experiences as a student of color attending a newly integrated school
system. This re-telling will, hopefully, show students how large groups can impact minorities. I want to answer
the question "If we are in the minority, how can we present our identities for others to hear/notice us?".

Activist quotes (10 mins)- For the last ten minutes of class, we will be participating in an exit ticket. Students
will be using a Kahoot to correctly match the quotations presented on the screen. Students will use their
computers or cell phones to complete this exercise. After each question, I will read the quote out load, and name
the correct activist with what right they were representing. These activists will be gathered from the LGBT+
community, disabled community, etc. Students will be able to internalize this information and apply it to what
they are creating in their iMovie project.

Assignment: iMovie Edits- Since students have been encouraged to work on this project outside of the class
period, students should have completed the filming process. For this assignment, students will be making edits
to their presentation or filming any last-minute shots. If they need any help with editing or need more time for
filming, I am willing to adapt the schedule to allow for time. However, if groups are struggling, they should reach
out to me in advanced.

Day 3:

Objectives:
Students will understand that identity surpasses societal obligations (ie. Men are tough, women belong at
home).
Students will be able to express their knowledge on the purpose of the movement, and the parties involved
(women, persons of color, persons with disabilities).

Check-in (10 mins)

iMovie workshop (20 mins)
iMovie Presentations (30 mins)
Break (5 mins)
Weebly and social media project and handout (15 mins)

Assignment: Brainstorm and Draft paragraph(s)

Check-in (10 mins)- I will have students talk with their groups about how the project is coming along. I will
float around the room, and listen to these conversations. Students will have the opportunity to talk with me
about any struggles with iMovie. This would be another great time for them to voice concerns about what is
expected, and what they should be learning. By providing time for clarity and conversation, I am hoping to learn
more about how my students are internalizing the topic. With the amount of in-depth discussion and personal
introspection, I would like to keep an open dialogue about problems my students are having. I want the first ten
minutes to be a time when they can center themselves, and begin focusing on their content knowledge. At the
end of this discussion, I will figure out if students need more time to work on their videos.

iMovie Workshops (20 mins)- Within this twenty minute section, students will be focusing on their project
and comparing in to the product rubric. I will emphasize the importance of peer feedback, and working as a
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group for the success of the team. Regardless of if students need this time or not, I wanted to build this into the
agenda to make sure there is time for conferences, and catching mistakes. If more time is needed, we will use
time from the presentation time. No more than ten minutes will be allotted for extra time.

iMovie Presentation (30 mins)- Students will use their group projects to present the 3 ways of how they
would like to be treated in society. Ideally, there will be a (short) Q and A session after each presentation for
discussion and clarification. I will be taking notes during the presentation to remember participation, and
quality of information. However, the rubric will be used for in-depth scoring. I want to be able to watch each
video separately, and make sure students have compared their product to the rubric. Since this is a group
project, each student will get a group grade and an individual grade. This will be based on in class participation
and collaboration role (cinematographer, director, actor). I think this will be fair for all students and display the
importance of working as a team.

Reflections (5 mins)- I will give students a five-minute break to allow for energy to be released, and for
students to stretch and walk around the role. I will use this time to write down additional notes, and converse
with students to see how they think the project went. I would like some feedback for improving the filming
process from my students. During this break, I want students to write a brief paragraph about the group work
they just completed. What worked? What didn’t work? How could this activity change for future classes?

Weebly and social media project and Handout (15 mins)- Students will be provided a rubric, checklist, and
overview handout for their Weebly/ social media assignment. I will explain how this assignment will allow
students to work on articulating their understanding of our society and how it affects the individuals who live in
it. Students will need to use what they have earned about technology and social media to create an inviting
forum for positive discussion. Students will have to draw an audience for a topic they feel very strongly about. In
terms of identity work, it is relating what they have learned about society and its impact on how we see
ourselves or the people in our lives. Questions will be taken throughout the explanation to provide clarification
on my expectations for this project. The point value of this project is larger than the previous project. Since there
is in- class time for students to work on this product, I'm hoping they will take advantage of this resource.

Assignment: While outside of the class period, students should use this time to brainstorm an issue they feel
very strongly about. This issue must have a strong argument for why they think this way. An example would be
"Discrimination in the lunch room is based on socioeconomic class, and race. We should promote equality
through posters". This would be a successful topic because it addresses an issue related to identity, and suggests
a solution. The rest of my site or post would discuss how I would continue to use my solution for school-wide
improvements.

Day 4:

Objectives:
Students will understand that identity surpasses societal obligations (ie. Men are tough, women belong at
home).
Students will be able to express their knowledge on the purpose of the movement, and the parties involved
(women, persons of color, persons with disabilities).

Check-in (5 mins)
Writer's workshop (40 mins)
Break (5mins)
Writer's workshop: Student conferences (30 mins)

Assignment: Finalize letter/or paragraphs

Check-in (5 mins)- I will have students talk with their classmates about how their drafting process has been
going. Students should be discussing their argument and solutions for the issue they have decided upon. I will
float around the room, and listen to these conversations. Students will have the opportunity to talk with me
about any issues they have encountered in the brainstorming process. By providing time for clarity and
conversation, I am hoping to learn more about how my students are internalizing the topic. With the amount of
in-depth discussion and personal introspection, I would like to keep an open dialogue about problems my
students are having. I want the first ten minutes to be a time when they can center themselves, and begin
focusing on their content knowledge.
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Break (5 mins)- This section will break up the writer's workshop sessions, and allow students a chance to re-
group. I will use this time to check in with my students and answer any lingering questions.

Writer's workshop and Student conferences (70 mins)- Students will be using this class period as a
workshopping time for their paragraphs. This process is focused on individual work, and students should not be
conversation with others. Unless they are asking for a peer review of their work. After the break, students will
be assigned to a peer for student conferences. Each student will read the other's work, and make reflective
comments on the paragraphs. If students have completed this process early, they should begin looking at
graphics for their Weebly or social media posting. This is a good opportunity for individual work, and working in
different locations. Before the break, I will allow students to write in the hallway or the Library.
By having student conferences, students will be able to ask questions like Will they have graphics? Will they use
different fonts? Students will benefit from receiving feedback, and possibly alter their original ideas to better fit
their target audience.

Assignment: At home, students will be finalizing their drafts and making sure they are ready for presenting. I
will encourage students to use the checklist and rubric for revising their work. From student conferences,
students should be using this feedback to motivate how they would like their audience to receive information.

Day 5:

Objectives: N/A

Project presentations (70 mins)

Post projects on the wiki (10 mins)

Assignment: Finish She's Not There

Project presentations (70 mins)- We will begin the class period with presentations. I will not force students
to go up, but each student must give a 5-10-minute presentation about their issue and how it is related to our
unit. I will be paying special attention to preparedness and the visual appeal of their product. During the
presentations, I will be taking brief notes and using the rubric for first glance feedback. When every student has
gone and I am able to view presentations separately, I will use the product checklist for providing detailed
feedback. With the increased point value and ample time for preparation, I'm planning to grade the products
fairly. If applicable, I will allow students to use podcast presentations or audio files for displaying their content.

Post projects on wiki (10 mins)- Students will have the last five minutes of class for posting their finalized
projects on the class wiki or Google classroom. They should like a URL to their page or include screen shots of
their submission. For general content knowledge, I would like their paragraphs submitted as Google documents
or Microsoft word files.

Assignment: Students will be finishing She's Not There for the next lesson. I would like to wrap up this text by
exploring my student’s personal connections, and how it impacts different individuals. The last section will
connect to our performance task which will be happening in our last lesson.
Content Knowledge Notes: (if applicable/instructor discretion)

Civil Rights movement: This powerful article gives a brief synopsis of how the civil rights movement
affect many people, and how activists strive for equality. There are many links and articles for further
exploration and many moments for students to expand their knowledge on their own. Though I may
not read the whole article out loud, I will try to summarize major points of this article and how it
relates to our discussions in class.

Post-Lesson Reflection: This lesson plan was one of my favorites, so far because it has allowed me to be
more creative. It was difficult figuring out how much time I should give my students without wasting time in the
process. I wanted to utilize writer's workshop again because I wanted to make sure students would have enough
time to ask peers questions about their work. I didn't find connecting to content knowledge difficult because
every activity within this lesson has roots in my learning objective (s). I wanted to continue sharing personal
experiences because it will display how real life is impacted by societal issues. I am interested to see how
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students will react to my stories of inequality. I am open to discussion about my experiences, but I don't want
this to take away from the class period. I have noticed my grading seems a little harsh, but I feel like my
expectations match up to the time I am giving my students to work on assignments. For my next lesson, I would
like to find a good conclusion to my unit. This means projects directed towards wrapping up what we have
studied.

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