CultrualLp1

Lesson Plan #1
**Date:** March 19, 2009


 * Housekeeping Stuff:** Introduction of teachers to students


 * Student/Classroom Description:** 8th grade, 4 girls and 1 boy. 2 African-American, 2 white. No known exceptionalities. 12:30-1:30 p.m.


**Why is this lesson important? **  · This lesson is important because it will assist students in attaining the prior knowledge that is needed in order to become a more critical reader. (**Example**: If a student is reading a book that takes place in the 1920s, knowing events that occurred around that time frame will explain why certain actions are taking place in the story and help students make connections). · This unit will benefit the student long term because it will present the student with a strategy that they will be able to employ way beyond their middle school years (**Strategy**: Gathering information on the topic even before reading the book will help with prior knowledge or incorrect information students may already have). · Before the lesson/unit, students were taught what life was like during the 1900s and some of the major events that occurred? What will be taught after the lesson/unit? ** · After the lesson students will be taught how the United States has evolved or has not evolved since the 1900s and ways in which to compare and contrast the differences. __ **Materials & Equipment:**__
 * How will this unit benefit the student long-term? **
 * What was taught prior to lesson/unit? **
 * 
 * Construction paper for Jeopardy board
 * Post-its
 * Paper and pencils for writing prompt
 * Prizes for winner of Jeopardy
 * Index cards with questions for jeopardy game
 * 2 copies of Book in a Day charts for Miss Daniels' group
 * A blank sheet of paper to make a map on
 * 2 copies of a blank concept ladder worksheet
 * A copy of the writing prompt for each student
 * Copies of the following books:
 * //Bad Boy: A Memoir// by Walter Dean Myers
 * //W.E.B. Du Bois// by Tonya Bolden
 * //A. Philip Randolph and the African-American Labor Movement// by Calvin Craig Miller
 * //Martin Luther King,Jr.: A Dream of Hope// by Alice Fleming
 * //I am Scout: The Biography of Harper Lee// by Charles J. Sheilds

__**Lesson Objectives:**__  __**Illinois Learning Standards:**__ <span style="color: rgb(0, 0, 255);"><span style="color: rgb(0, 0, 0);"> > <span style="color: rgb(0, 0, 0);"> <span style="color: rgb(0, 0, 0);"><span style="color: rgb(0, 0, 0);"> =Lesson Content=
 * 1) Students will write a paragraph comparing and constrasting two decades.
 * 2) Students will utilize previous knowledge in order to orally answer questions on varying decades while playing the game jeopardy.
 * 3) <span style="color: rgb(0, 0, 0);">Student will increase metacognition skills in social settings, thus being cognizant of how cultural and social aspects play a role in decision making.
 * 4) <span style="color: rgb(0, 0, 0);"> Students will utilize previous knowledge and new information learned during the lesson to determine questions they have about their book.
 * 1) <span style="color: rgb(0, 0, 0);">//Illinois Learning Standard 1.B.3b:// Identify text structure and create a visual representation to use while reading.
 * 2) <span style="color: rgb(0, 0, 0);">//Illinois Learning Standard 3.A.3:// Write compositions that contain complete sentences and effective paragraphs using English conventions.
 * 3) <span style="color: rgb(0, 0, 0);">//Illinois Learning Standard 2.B.3a//: Compare and contrast common literary themes across various societies and eras.
 * 4) <span style="color: rgb(0, 0, 0);">//Illinois Learning Standard 1.C.3a:// Use information to form, explain and support questions and predictions.

__Set Induction:__
After general introductions, the teachers will begin their lessons with a game of Jeopardy. There are four categories (1900sA, 1900sB, 1910s, and 1990s) with five questions in each category. As a group, the students will play the Jeopardy game, to test their pre-knowledge of the three time periods and historical figures their group is studying during the unit. Following traditional Jeopardy rules, the winner will be awarded a prize.

__Content & Activities:__
1. Mrs. Mayhood Transition: Transition from Jeopardy game and writing prompt: "We gathered background information on the time periods of our biographers and now we are going to split into individual groups to talk specifically about your person." I will tell the students that we are done playing jeopardy. Now that they have learned some interesting facts about each time period/decade we are going to apply what you have learned in a writing prompt. I will pass out the writing prompt to each student in our group. After I have passed out the writing prompt I will ask the students to take out a pencil to write with. Then I will read the writing prompt to them. Given what you have just learned, pick two decades and compare and contrast them in a paragraph. After I have read the prompt, I will tell the students that we want proper sentence structure and paragraph form. One paragraph is required to respond. I will then tell the students that they will have 6 minutes to complete this activity. When the students are done, I will collect the papers from them. I will then instruct the students that we are ready to move on to the next portion of our lesson. (6 minutes)

2. Miss Daniels: <span style="color: rgb(240, 5, 5); font-family: 'Comic Sans MS',cursive;"> I will have students read the first 2 pages of their books to get a glimpse of what the themes, important names and places will be in the book. Next, the students will fill out a Book in a Day/Explore Chart. There are 6 boxes: EX,P,L,O,R,E. I will read the question that corresponds with the box. After I read the first question, the students will have 2 minutes to fill in answers for box one. I will continue this process until all 6 boxes are filled in. When students are finished, I will ask if the students have any thoughts about their book or what they look forward to finding out. If there is still time, I would like both my students to use the strategy of List-Group-Label to come up with 10 words relating to Civil/Labor Rights. Once each student has come up with 10 words, they will work together to put all their words in categories. To record this information, the students can create a web with the categories and words.

3. Transition Mrs. Mayhood: After the students are done with the writing prompt, I will pull my student aside and tell her we are going to work individually on a pre-reading strategy. I will tell her that since we are reading an autobiography on Walter Dean Myers, I want to see what she already knows about him. I will give her a piece of paper and tell her she is going to complete a web related to Walter Dean Myers. I will first ask her if she knows what a web is. If my student doesn't know, I will explain it to her. I will tell her that a web is where you put a specific topic, in this case Walter Dean Myers in the middle. Then you draw a circle around the main concept and begin to branch out around it. I will give my student an example. I will say that we know Walter Dean Myers is a man, so we could draw a line from his name and right the word man. I will tell my student to complete her map following the format I showed her in the example. I will tell the student that she will have 3 minutes to complete this web. When my students is done with her web, I will go over it with her. If my student has nothing to put on the web, which means she has no previous knowledge of the concept, I will tell her that's okay because I have brought some information with me that we can use to finish the web together. I will then pull out the short biography I have of Walter Dean Myers. I will ask the student to read it to me. When she is done reading, I will ask her to fill out the web. Once she is done with the web we will go over it, and then right down possibilities of things that aren't on the web but could go on there after we have read a portion of the book. My student and I will do this until the other groups are done with their individualized work. (5-7 minutes)

We will transition from the Jeopardy game and take maybe 20 minutes to discuss the various topics, in which to prepare my student for her homework assignment. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> How might cultural expectations influence the individual? ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> How might societal expectations influence the individual? ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> In what ways is an individualistic person different from a collectivistic person?
 * 4. ** Mrs. Coleman Transition:

// __Before Reading__ __Statement__ __After Reading__: // Agree Disagree As you get older, fighting becomes a poor method when it comes for sticking up for yourself & love ones A D Agree Disagree Self-expression is more important than societal views A D Agree Disagree It can be benefical being friends with someone whose your total opposite A D Agree Disagree It makes you feel better to disregard something bad that has happened A D Agree Disagree Going against cultural expections makes life more difficult A D
 * Next,** I will give an **Anticipation activity** to Tanya that relates to our book**//, I am Scout//** to aid her in becoming a critical reader and hopefully make some connections. (5 minutes)
 * __Example__**: Anticipation activity

**Third,** I will give my student (Tanya) an assignment that contains questions about events that occurred in the first 5 chapters of our book and go through each question with her to ensure she understands the questions, and I will also assign the first five chapters of the book. (5mins)

1. <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Where does Nelle’s inspiration come from when she writes to Kill a Mockingbird? 2. <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> In the beginning chapters was A.C.Lee’s family based on a collectivistic or individualistic values? What are some clues that lead to your answer? 3. <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Why is Nelle considered an outcast by her sorority sisters? 4. <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> What is Truman’s opinion of his best friend, Nelle’s mother? Where does he get this opinion?

Teaching Methods I will be using are: **//I Am Scout//**, our reading material, Discussion, and an Anticipation Activity. <span style="color: rgb(0, 0, 0);"> <span style="color: rgb(0, 0, 255);"><span style="color: rgb(0, 0, 0);">5. Miss Doty Transition : “Now we’re going to break off into our own group to work on our book for a little while. We’ll come back with the rest of the group at the end.”

I will ask my students if they know what “concept” means. If they do, I will proceed with the activity. If they do not, I will explain that a concept is a thought or idea. I will then pass out the concept ladder worksheet to the students. I will explain that, using the information they already know about W.E.B. DuBois and the 1900s and/or the information they learned from the Jeopardy game they will fill out the concept ladders. I will ask what the students think the concept of their book is? The students should answer W.E.B. Du Bois. If they do not, I will guide them toward the correct answer. This should take 4-5 minutes. Once the concept has been established, the students will work individually filling out the “rungs” with any questions they have on the material. The students will be give 4-5 minutes to fill in their “rungs.” I will then direct the students to look for the answers to their questions while they are reading the assigned chapters from their book.

Closure:
1. Mrs. Mayhood: I will tell my student to read pages 1-100 in our book for next time. 2. Miss Daniels: I will tell my student reading about Randolph to read Chapters 1-5 for next time. For student reading about King, I will need to quickly preview her book to determine where she should read to. 3.<span style="color: rgb(0, 0, 0);"> Miss Doty: I will tell my students their assignment for next session is to read Chapters 1-8 and look for the answers to the questions they asked on their concept ladder worksheets, marking them with post-it notes. The students will also be asked to mark anything (terms, people, events, etc.) they have questions about to discuss at the next session. 4.Mrs. Coleman:I will remind my student that she should read chapters 1-5 for next time and answer questions 1-4 that relate to the reading, as well as ask her to tell me what she liked and disliked about the first 5 chapters. 5. After all of the students have been told what to read I (Mrs. Mayhood) will then explain the reading strategy they will be using while they are reading. The strategy is called, Finding One Important Idea Rather Than Just One Main Idea. I will tell the students that the purpose of this strategy is to understand that there are often several main ideas in a text rather than just one. 6. I will then tell the students that while they are reading, they need to look for main ideas in their reading. Each time they find a main idea they need to put a sticky note by it. I will also tell the students that they need to find at least two main ideas during their reading. 7. I will then ask the students if they have post it notes. If the students don't have post it notes, we will distribute them. 8. All Group Members: After each student has post it notes, we will dismiss the students and tell them we will see them next time. (5 minutes)

Literacy Techniques Used:

 * <span style="color: rgb(0, 0, 255);"><span style="color: rgb(0, 0, 0);"> Miss Daniels: Book in a Day and List-Group-Label Writing
 * <span style="color: rgb(0, 0, 255);"><span style="color: rgb(0, 0, 0);"> Finding Important Information Rather Than Just One Main Idea
 * <span style="color: rgb(0, 0, 255);"><span style="color: rgb(0, 0, 0);"> Mrs. Mayhood: Concept Web
 * <span style="color: rgb(0, 0, 255);"><span style="color: rgb(0, 0, 0);"> <span style="color: rgb(0, 0, 0);">Miss Doty: Concept Ladder
 * <span style="color: rgb(0, 0, 255);"><span style="color: rgb(0, 0, 0);"><span style="color: rgb(0, 0, 0);"> Mrs. Coleman: Anticipation Activity