S. N. D. T.

Women’s university
Master of arts in education (syllabus 2015)

Name
ms. RUKHSANA KHAn

Subject
CORE COURSE II (GROUP A) – ADVANCED SOCIOLOGY OF EDUCATION

Assignment Topic
SESSION PLAN FOR A MULTICULTURAL SETUP

Professor
DR. REKHA CHAVHAN

Session Plan on the topic - Discovering My Identity

Content Analysis:

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In this session, students will describe aspects of their identities such as race, gender, ability, religion and more. Students will use
activities such as “Guess Who” to explore the different sides to identity. They learn that identities are complex and develop over
time. Quiz will help the students reflect on their own identities and the tips given will help them overcome any hindrances they
have in having a positive image about themselves.
Subject links:
 Citizenship
 English
 Geography
 Art

Learning objectives:

After this session, the students will be able to:

• Understand what identity means
• Know that having an identity is a human right
• Understand how one’s identity is formed

Learning Outcomes: By the end of the session, the students will be able to:
 Comprehend that identities are made up of different characteristics.
 Analyze that our identities have many things in common, but differences too.
 Describe their own individual identity.

Prior Knowledge:
Students have learnt in the previous lessons about:
 What are Human Rights?
 What is Equality?
 Needs to exercise Human Rights?

SESSION PLAN
Facilitator: Ms. Rukhsana Khan
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Topic: Equality and Human Rights Unit: Discovering My Identity
Venue: Rassaz International School, Computer Lab Date: October 20, 2019
Time: 10:00 am – 11:30 am Duration: 1:30 hrs
Target Group: Grade X students (MULTINATIONALITY CLASS) Expected Number of Participants: 13-15

Activity (Outline) Learning Objectives Time Method Resources Assessment

 Introduction of the 1. Students will recall Provide overview of the session White board,
topic the meaning and and introduce the topic by marker, Did the students
 Discussion on the definition of making a link to their existing Smart Board/ understand the
Meaning and “Identity” from their knowledge and make it real – Projector meaning and
Definition of prior knowledge connect to real life definition of
5 PPT
“Identity” 2. Students will Ask Questions like: Identity and how
mins. Presentation
Seating discuss what is Identity is an
Do you think you have the right Pencil and
Arrangement: identity and why is important Human
to have an own identity? Paper for
Traditional identity important to Right?
Classroom Why is identity important to each student
people. people?
Warm-up / Starter 1. Students will Using the slides 1-5, ask Are the students
Activity 1 understand what is 15 students to describe the images PPT able to describe the
Introduce the topic – identity and why is mins of babies, then the images of presentation – images?
Identity - using the identity important to adults. Discuss and highlight Slides 1 to 5 Are the students
PPT presentation people. that our identities are made up able to understand
Seating 2. Students will of different characteristics that that identities are
Arrangement: summarize that develop and change over time. made up of different
Traditional identities are who Explain that identities are characteristics and
we are. Who We Are change over time?
Activity (Outline) Learning Objectives Time Method Resources Assessment

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 Using worksheet 1, students Are the students
Activity 2 1. Students will be complete a profile of PPT able to fill in their
able to understand themselves. Give students 5-10 presentation – profiles giving a
Guess Who?
what is identity and mins, depending on their ability. Slides 6 and 7 detailed picture
15 Some example profiles are about themselves?
why is identity
Ask students to guess important to mins provided on the slides. Collect
everyone’s work. Choose one Worksheet :
the names of their people. Are the students
profile and the students can ask Guess Who
classmates based on able to guess the
their characteristics questions to gain clues, and try classmate whose
2. Students will to ‘Guess Who’. Repeat several
from the Guess Who identify that our traits are told by the
worksheet times. Explain that all the clues teacher ?
personalities / are characteristics, which the
identities have students have used to identify
Seating multiple layers. the person. Highlight that our Do students only
Arrangement: identities have multiple layers. ask questions
Traditional related to skin
Classroom colour or racial
questions?
1. Students will Two-minute challenge in pairs.
Activity 3 discuss about 10 Students list as many Are the students
multiple mins characteristics as they can that able to list
What characteristics
characteristics of make up people’s identities. Go characteristics of
make up our identity?
people. round the class, each pair White board
people other than
Seating suggesting a characteristic and marker
physical
Arrangement: Pairs without repetition. Through
2. Students will questioning, cover the characteristics?
(Make pairs using any understand that following: sex, religion or
of the pairing or our characteristics belief, disability, race, age,
grouping activities make up our sexual orientation and
mentioned on the Identity. transgender.
last page)
Activity (Outline) Learning Objectives Time Method Resources Assessment
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Activity 4 1. Students will Students are placed in pairs with
Different or the comprehend that the help of the popsicle stick Are the students
same? even if we have activity. Give each pair 1 min to able to share
different identities, discover things that they don’t common and
15 share in common. Go around 20 popsicle
Seating there will be uncommon identity
mins the class, no repetition allowed. sticks – 2
Arrangement: characters which characteristics
Continue getting faster until each of same
Pass random coloured will be same or within a minute
they run out of things, or until colour
popsicle sticks to the common with repetitions?
you have highlighted that there
students and then ask 2. Students will also are lots of things that make us
them to pair matching summarize that PPT
all unique. Then repeat, finding presentation – Are the students
the colour of popsicle even when we things that they share in
sticks – students with share similar slides 8 and able to understand
common. What does this show that each individual
red popsicle sticks identities, we will 9
us? Even when we share similar has few
make a pair, and so always have identities, we will always have
on. something which characteristics that
something which makes us
makes us make them unique?
individual.
individual
Activity 5 – Quiz Read out the statements and ask
Use the quiz to reflect the students to write down their PPT Are the students
on identity. Students will be answer individually and reflect Presentation - able to reflect on
able to reflect on on the statements. This is their own identities
their own anonymously done and they Slide 10 to 15 and also accept
Seating 20
personalities don’t have to show their answer others for their
Arrangement: mins to others. At the end, ask uniqueness?
Paper and
students to count how many
pencils
times they got a, b or c, and
then display the slides with the
answers for the three different
outcomes.
Activity (Outline) Learning Objectives Time Method Resources Assessment

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 1. Student will be Slide 16 Assignment: Put the
Closing – Take Action able to define their 10 Session is wrapped up by asking Handouts new knowledge and
own identity. mins what the students have learnt, with useful skills into action:
2. Students will be liked, found difficult etc. • Stick a full length
Handouts given with links for
able to analyze picture of yourself
useful links given for further
how their on a sheet of paper
further information Handouts will be given with references
personality and point out 5 of
on the topic links for further information on
the characteristics
develops and who today’s topic
which define you
or what influences
most. Next to each
that Assignment will be given so characteristic, write
that students can put the new down how this
knowledge and skill to use. evolved or who
influenced this.

Handouts:
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Useful links/further information

Visit the useful information section of Equal Rights, Equal Respect to access this information:

www.equalityhumanrights.com/equalrightsequalrespect/usefulinformation

Visit the training section of Equal Rights, Equal Respect to access this information:

www.equalityhumanrights.com/equalrightsequalrespect/training

Equality and human rights training video - training tips for delivering sensitive topics.

Ways Of Randomly Placing Students Into Pairs Or Groups

1. Alphabetical order – Students get into a line in alphabetical order of the spelling of their first/given name (or surname).
The teacher then divides the line into pairs or groups

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 2. The youngest person living in your home – Students get into a line ranked in order of the age of the youngest person
who lives in their home. The teacher then divides the line into pairs or groups.
3. How long did it take you to get here today? – Students get into a line ranked in order of how much time it took them to
get to school today. The teacher then divides them into pairs or groups.
4. Numbers of letters in your name – Students get into a line based on the number of letters in their full name. Students
should decide if they wish to omit any name they do not normally use or do not like. The teacher then divides the line
into pairs or groups.
5. Lollipop sticks – The teacher has the name of each student written on an individual lollipop stick (or name card). The
teacher chooses sticks at random to put students into pairs or group.
6. What’s the category? – To get students into groups of 4, the teacher chooses words of 4 kinds of fruit, 4 kinds of colour,
4 kinds of animal, 4 kinds of furniture, etc., and writes each word on a separate piece of paper. Each student gets a word
at random. Students get into groups with people who have the same category of word.
7. Parts of a picture – The teacher has a number of different pictures and each is cut up into pieces (the number of pieces
corresponds to the size of the groups required). Each student gets a piece of a picture at random. Students get into groups
with people who have the other pieces of the same picture.
8. Halves of sentences – To get students into pairs, the teacher chooses different sentences from the unit of the course book
and writes each one on a strip of paper. Then each sentence is cut in half. Each student gets half of a sentence at random.
Students get into pairs with the person with the corresponding half of the sentence.
9. Letters – The teacher prepares pieces of paper each with the letter A, B, C, or D, etc. written on each one. The teacher
gives one piece of paper to each student. Students get into groups with people with the same letter. This can also be done
with coloured tokens or coloured pieces of paper.
10. Count around the class – The teacher allocates a number to each student (e.g. 1, 2, 3, 4, 1, 2, 3, 4, 1, etc.) around the
class. When all students have a number, all the students with the number 1 get into a group; all the students with the
number 2 get into a group, etc.

Reference: https://oupeltglobalblog.com/2018/11/13/25-ways-grouping-students/