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Caleb Ricks

Detailed 1 Day Lesson Plan

ITL 528

National University
Learners/Focus Students: Interests/Strengths/Assets: Needs:

Focus Student 1 ● Excelles on individual ELPAC Level 3 of 4 (upper

homework assignments expanding/lower bridging). FS1
● Respectful is also on an IEP plan due to
● Family values hearing loss. FS1 will benefit
● Family relationships most from cooperative learning
● Motorcycles and fixing on collaborative groups that
automobile encourage this student to
● Visual and kinesthetic participate, collaborate,
learner communicate, and associate with
his peers. Needs visuals
included in scaffolded notes.

Focus Student 2 ● Intelligent, gifted FS2 is on an IEP for cerebral

● Close relationship with palsy. Due to this student’s eye
paraprofessional tracking device, a Chromebook
● Excels in math will be given to this student so
● Wants to make more friends that he may complete the
assignment via tracking device.
Student benefits from
collaborative group work with
peers and strives to establish
peer relationships. Student will
need access to journal via
computer. He benefits from
visual representation and

Focus Student 3 ● Wants to be a hairstylist FS3 has a mother whose occupation

● Artistic, likes to draw does not allow her to be home at
● Wants to be a hairstylist for night. FS3 has also experienced
mental health trauma. She benefits
from completing assignments after
● Strong leader in group work school and often asks for help when
she does. FS3 benefits from
collaborative assignments as well as
creative and visual assignments.
FS3 has mentioned that her
behavior in class stems from her
mother’s occupation and her
father’s absence. She sees the
school counselor and benefits from
staying after school to complete
Lesson Overview

Content Standards Unit Standard:

Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.

Lesson Standard:
Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g.,
how the language evokes a sense of time and place; how it sets a formal
or informal tone).

Essential Question(s) Unit: ​What societal factors influence our identity and what kinds of
experiences shape our moral compasses?

Lesson:​ How are stereotypes created and how do they affect the ways
we see others?

Content Learning Objective After analyzing the effects of stereotype in “A Rainbow Creation” by
Lori Duron and “I Feel Most Colored When…” by artist Glenn Ligon in
collaborative discussion groups, students will be able to define
stereotype and explain the various ways in which stereotype can be used
as a tool to negatively influence one’s identity by completing
short-answer reflection questions.

ELD Standards Grades 9-10, ELD Standard B: Interpretive, 6a. Reading/Viewing

Closely (Expanding)

Explain ideas, phenomena, processes, and relationships within and

across texts (e.g., compare/contrast, cause/effect, themes,
evidence-based argument) based on close reading of a variety of grade-
appropriate texts, presented in various print and multimedia formats,
using increasingly detailed sentences, and an increasing variety of
general academic and domain- specific words.

ELD Objective/Goals After engaging in small group discussions, students will be able to make
connections between their own experiences with stereotypes and those
represented in the texts using background knowledge and exchanging
with others through oral collaborative discussion in the appropriate

Academic Language Students will understand the meanings of the following words as they
relate to the context of identity, social expectations, stereotypes, and
morality: gender, expectation, deprive, assumption, normal,
gender-neutral, gender norms, tradition, masculinity, femininity, and

Placement in Unit and Students’ This is the second lesson on the unit of identity and morality as themes
Prior Knowledge in literature. In this unit, students will reflect upon the prevalent
thematic elements of the text: the relationship between the individual
and society and how this relationship determines one’s identity. As a
character-driven text, this unit will ultimately prepare students to
analyze how the theme of ​To Kill a Mockingbird ​develops as the
characters’ beliefs and morals come into conflict with those of the
society they inhabit. Prior to this lesson, students demonstrated
understanding of basic ideas/themes of identity, society, justice,
individual growth, democracy, and morality, as measured by the
pre-assessment. This lesson discusses how social stereotypes are
prevalent in our society and have great influence upon our identities.
After, students will analyze how society shapes our moral compasses.

Assessment(s): Informal Assessment: I will assess students’ previous knowledge

(informal pre-assessment) through monitoring students’ answers during
class discussion regarding the quote. I will monitor groups’ discussions
and answers through circling the room and taking notes on a clipboard
(ongoing formative assessment). Groups’ answers during their casual
group presentations will act as an informal summative assessment in
which students display their understanding through presentation the
answers to their group’s question.

Additional Resources Vocabulary lists, word banks, and scaffolded notes for ELL and IEP
students). Projector and SmartBoard will be used in the front of the
room. Students will be provided with the handouts, and their Reflection
Journals will be on their persons daily.

Lesson Sequence

Instructional Strategies Learning Activities How does your lesson use

UDL principles?

Anticipatory (5 min) students will UDL: ​Provides multiple ​Representation:

Set/Launch: respond to quote by Tannen means of engagement and This lesson provides multiple
in their journals while I representation for students means of representation
stamp the journal entries when answering questions. through lecture (visual,
from the previous day. This Students will work in auditory), handouts (visual),
response will act as a groups (collaborative) and and discussion (oratory,
Purpose/ warm-up to prepare students can present their questions auditory). All of the handouts
Learning Goals: to engage in brief class as an oral presentation may be accessed via
discussion. (auditory), Google slide Chromebook which provides
through Google Classroom even more forms of
(5 min) During class (visual), Google Poster representation, such as
discussion, write down (visual), or dialogue text-to-speech.
“flash words” on the board (kinesthetic and auditory)
and facilitate discussion that Engagement:
addresses quote’s main idea: ELL:​ Practice of key This lesson presents multiple
Humans organize others into vocabulary will enhance forms of engagement as
groups in order to ease the students’ engagement with students engage through visual,
way we understand them. I the text and students’ auditory, oratory, and
will explain that overall English language kinesthetic means. The texts
stereotyping does just this, literacy and fluency. used in this lesson are lively
but that this form of Collaboration in literature and timely, engaging students
organization has negative groups allows ELL in topics currently addressed in
consequences on identity, students to practice media and politics. This lesson
especially those in “out” speaking, close reading, engages students as they
groups. I will explain that literary analysis, and learn express their own opinions,
stereotyping determines our through peer-to-peer personal experiences, and
identities for us. teaching. cultural expressions.

IEP: ​Like the other

activities, connection
Students will be able to express
questions are highly
their knowledge and learning
adaptable to a student’s
through various means: class
IEP. Collaboration in
and group discussion (oratory
groups may be beneficial
and auditory), journal prompts
to students with behavioral
(visual, textual), and group
IEPs as other students will
presentations (oratory,
help keep their peers on
auditory, kinesthetic). Class
task. Also, because there
discussion and group work
are multiple means of
allows students to collaborate
engagement and
directly with their peers.
representation, it can fit
any IEP.

Connection questions will
require students to defend
an argument with textual
evidence gained through
close reading and literary

Instruction/Input/ -(​2 min) Transition as I

Modeling/ display group questions on
Explore: projector and as students
transition into groups. I will
also pass out handouts of
-​(20 min) In collaborative
groups, I will have students
read Lori Duron’s “A
Rainbow Creation” and
examine Glen Ligon’s “I
Feel Most Colored
When…” Students will
collaborate in groups to
answer connection question
in their individual journals.
These questions will
address certain quotes in the
text (close reading) as well
as main ideas (theme,
purpose, summary, etc.)

(10 min): Groups will

informally present the
answers to their
group-assigned questions in
class discussion.

Closure/ (7 min) Students will be This activity helps students

Summarize: asked to record the answer place the themes/concepts of
to the day’s essential prejudice, stereotyping, and
identity into real-world
question in their individual
context and to see how
Reflection Journals. Then,
stereotyping occurs. These
in an open class discussion, themes are essential in
students will share their understanding character
answers to the essential motive in ​To Kill a
question. Mockingbird.