LESSON PLAN
Contributed by: Helen Kam, OISE/UT Doncrest Option
Date: Oct. 17/06Grade: 7/8Subject: Language Arts Time: 2:30-3:20pm(50 minutes)TOPIC Diversity in Culture & Society
OBJECTIVES
Ontario Curricular Expectations
“Extend understanding of texts…by connecting to the ideas in them to their own knowledge, experience, and insights, to other texts, and to the world around them.” (Reading & Oral Communication, 1.6)
Specifically, what will the students learn? (Target level(s) of thinking)
Students will demonstrate their ability to understand texts by attentive listening and analyzing themes that emerge from the books they read. They will then make the connections between those themes and reflect upon themselves and society. Socially, students will gain the opportunity to work cooperatively by contributing insights and sharing resources with one another.
Specifically, how will the students demonstrate this learning
Through a Round Robin discussion of major themes/issues arising from the books, followed by the delivery of a collaborative brainstorming activity (Placemat), then sharing between groups in Walk-About, and finally, a self-reflection as the ticket out the door.
MENTAL SETEstimated time: 8 minutes
To begin, in order to get a general sense of how many people were not born in Canada or those that considered themselves from another culture, I will poll the class by asking the students to do thumbs up/thumbs down. Then, I will present my diversity doll for the students to get to know me as to who I am as an individual. It is a visual representation of how I see myself in terms of my background, culture, interests etc. It also serves as a foundation dialogue for introducing the issues of diversity (cultural, gender, abilities, roles etc.) in today’s classroom.
STATED OBJECTIVES AND PURPOSEEstimated time: 2 minutes
(student language)"What you'll do ... " & "Why ..."
“Now you are going to be put into groups to read a book that stems off from ideas presented in my diversity doll. You will all have a chance later to share and express what you feel about the book, how you can relate yourself to the book, and the major issues presented in the book. The reason that we are doing this is to get you to brainstorm and connect ideas from the text you read to your own experience, opinion and to the real world.”
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INPUT/MODELLING / DEMONSTRATIONEstimated time: 8 minutes
I will first separate the grade 7’s and 8’s by asking the grade 8’s to stand up first. Number them off to 2 groups of 4 and 1 group of 3 (11 people in total) and lead them to their designated table with the book Ruby’s Wish. Then I number the grade 7’s into 3 groups of 4 and 1 group of 5 (17 people in total). Two of the groups will be reading Tea with Milk (or My Grandfather’s Journey) and two will be reading My Name is Yoon.
Once they are all settled in their new seats, I tell them to number themselves off A-E depending on the number of people in the group. Then I do a quick check by asking all the As, Bs etc. to put up their hands. I will let them know that I will randomly pick one student later as the reader for each group. I will use popcorn and ask them for tips on reading aloud in front of a group. I will also in this time lead a discussion of what it means to work well in a group – attentive listening, equal participation, helping each other out etc. using a “what will I see/listen” chart.
Before I send them off to read in their groups, I will introduce to them, briefly, the plot of each book. I will remind them to note the key ideas presented in the book and how they can relate those to themselves. Finally I will ask all the Cs from each group to be the readers and we shall begin!
Considerations
Materials needed
-Diversity Doll
-Picture Books x6, 2 each, which include Ruby’s Wish by Shirin Yim Bridges; Tea with Milk or My Grandfather’s Journey by Allen Say; My Name is Yoon by Helen Recorvits
-Paper / Multiple Intelligences
verbal linguistic
logical/mathematical
musical
bodily/kinesthetic
visual/special
interpersonal
intrapersonal
natural / Tactics
Think, Pair, Share
Corners
Round Robin
3-Step Interview
Inside/Outside Circles
Paraphrase Passport
Placemat
Other / Modifications
Who:
How
kind of assignment
breadth
depth
pace
grouping
time
place
other
PRACTICE Estimated time:10-15 minutes
The students will be reminded to read in their groups within a reasonable amount of time. Then they need to come up with the 3 main themes emerged in the books.
Consider the following questions as pointers: What conflict does the main character go through? How does the character deal/overcome the conflict? What is the purpose of the story? What is the audience supposed to take away from the story?
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CHECKS FOR UNDERSTANDINGEstimated time: 15 minutes
After the students finished the reading, they will be assigned a set of questions to probe their thinking and understanding. They will first brainstorm individually and write it down on a section of their Placemats, then do a Round Robin sharing and, finally, a collaborative consensus in the center of the Placemats.
Then the two groups who were reading the same books will do a Walk-About. By the end of the activity I will ask someone randomly from each group to share with the rest of the class briefly the book they read and their group's thinking.
CLOSUREEstimated time: 5 minutes
Students are to return to their normal seats and share with their elbow partner one thing they like about working in a small group setting. Then I will ask them to evaluate themselves for their individual contribution to their group out of a rating. Finally, as a ticket out the door, I will ask each of them to submit a written blurb of two sentences. One thing that they learn in class today that they can 1) connect to themselves and 2) associate with the novels that they are reading in Mr. Herridge’s class (Ties that Bind, Ties that Break or Forbidden City).
Considerations / Notes
Assessment
self-evaluation
group evaluation
teacher evaluation
observation
anecdotal notes
quiz/test
checklist
rubric
interview
discussion
learning log/journal
other