Standard 1 Diversity Lesson Plan
Standard 1 Diversity Lesson Plan
Standard 1 Diversity Lesson Plan
College of Education
Department of Professional Education
Lesson Plan Template
Lesson Plan Title: __Teaching Diversity by exploring the words different and similar
Date: ___9-25-14_____________________
Subject: _Language Arts___
Key Vocabulary:
Diversity
Similar
Different
Motivational Strategy/Anticipatory Set for Lesson:
(How will you hook student interest?)
Content:
1. Introduce activity- 2 minutes
2. Place students in small groups-1 minute
3. I write Diversity on white board have students write on a piece of paper what it
means working toward the following definition: Being different from each other - 4
minutes
4. Show the class the cover of It's Okay to Be Different. Ask students to predict
what the book will be about- 5 minutes
5. Read It's Okay to Be Different to the class- 5 minutes
6. Have group discussion- 10 minutes
Questions to ask:
1. Do you know anyone who is like the characters in this book?
2. What do you think of the illustrations?
3. Why do you think the author uses the colors he does?
4. Which, if any, of these characters is like you?
Integration of Technology:
http://www.readwritethink.org/files/resources/interactives/flipbook/
Homework or Home Connections:
Send home a book of students choice about diversity or same or different concepts to
read with family.
Transitions:
Introduce flipbook to class.
Allow students a few at a time to create a flipbook. (This depends on the number of
computers in the classroom.)
Closure:
After reading the book and completing the activity, ask students to share their thoughts
and ideas about what makes us all different and what makes us the same. Have
students list their responses on a piece of paper. This can be used later to make a
chart.
Culminating Activity:
Create a flipbook for the whole class using their ideas.
Student Learning Based on Data: (What does your data tell you about student
learning? In terms of what they have learned, what will you do next for the whole group
or individual students?)
Reflections/Self Evaluation:
a) Effectiveness of Lesson: (How effective was your lesson? What went well?
What did not go so well? Did you feel the students were engaged and
developing new learning? Where your teaching/learning strategies
appropriate? How did they encourage new learning? What parts of the
lesson did the students seem to really enjoy? What parts of the lesson need
improvement with regard to planning or delivery?)
b) Effectiveness of Teacher: (Describe your strengths and areas that need
improvement. Document your development as a teacher.)
c) Next Steps to Consider: (Do you need to re-teach any part of the lesson
and how will you teach it differently? Would you change any part of the
lesson? If so, how? What do you need to address in your next lesson?)
Central State University
College of Education
Checklist: Assessment
Assessment Instructions are Understandable to ALL Students
Assessment Adaptations are Made for Special Needs Students
Explains the Minimal Level of Acceptable Student Performance
in Measureable Terms
Not
Met (0 pts)
Partially
Met (1 pts)
Met (2 pts)
Not
Met (0 pts)
Partially
Met (1 pts)
Met (2 pts)
Not
Partially
Met (0 pts) Met (1 pts)
Met (2 pts)
80-75 points
74-67 points
66-57 points
55 points & below
A = 100% - 94%
B = 93% - 83%
C = 82% - 71%
D = unacceptable
________/80
Element 2
Element 2
Element 2
Indicator
Indicator
Distribution of
Objectives
Met (2pts)
Knowledge objectives represent
1/3 or less of stated objectives
OR a rationale defends use of
mainly knowledge-based
objectives.
Assessment
Criteria
No evidence
provided.
Measurable assessment
criteria is described in
measurable terms.
Comprehensive covers all
essential content & skills. Does
not assess irrelevant content &
skills.
Criteria Level- Specifies level of
successful attainment of learning
objectives.
Multiple
Learning
Strategies
Technology
Critical
Thinking
Student
Learning Based
on Data
Reflection/Self
Evaluation
Only 1 or 2
strategies are
incorporated
throughout the
lesson &/or the
strategies reflect
only the more
common/traditional
types/levels of
learning (e.g., relies
mostly on direct
instruction, visual,
verbal-linguistic,
paper-pencil).
Lesson does not
include procedures
for engaging
student in active
inquiry.
Instruction does
not include
technology or a
rationale why it is
inappropriate to use
technology with
their students.
No evidence that
critical thinking is
encouraged.
Provides no
rationale for why
some activities or
assessments were
more successful
than others.
No evidence
provided.
A variety of instructional
strategies are incorporated
throughout the lesson. The
strategies reflect a variety of
types/levels of learning but most
are of the more
common/traditional type.
Score
____x2
____x2
____x2
____x2
____x2
____x2
____x2
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