BMED Lesson Plan Template 1 Candidate’s Name: Amanda Lee Date: April 21, 2010 Subject Area: Health Science and VAPA Grade Level: 6 th grade Cooperating Teacher: Glenn Clinton Classroom makeup: attach classroom profile University Supervisor: Jose Cintron Estimated overall teaching time: 60 minutes Overview Lesson Plan Title: Who Am I: A Lesson on Identity Content Purpose: The content purpose of this lesson is to get the students thinking about their identity and the way that they view themselves. The students will differentiate between the external and internal qualities that make up who they are as individuals. They will consider characteristics beyond their physical appearance to discover the internal factors that reflect who they are on the inside. By viewing different propaganda commercials, students will evaluate how this propaganda affects their self-identity. Multicultural/Social Justice Purpose and/or Social/Affective Purpose, including what model of Multicultural Education this lesson attempts to meet (Sleeter and Grant; James Banks; etc.): This lesson best correlates with the Human Relations model from the Sleeter and Grant text. This lesson introduces the concept of identity through the analysis of propaganda commercials and how these commercials positively and/or negatively influence an individual’s self-identity. Key Concepts: To inform students about the various components that make-up and influence our identities. The goal is that students recognize identity is not merely composed of external features, however, similarities exists across ethnicities and races. Relevancy to students’ lives needs and interests: By the end of the lesson, the students will have identified 10 different traits about themselves that make them unique individuals. The lesson is designed to help students determine some of the internal and external qualities that currently make them who they are. Cohesiveness/Continuity: This is lesson 1 of a 1-lesson sequence. In this lesson, students will learn about exterior and interior characteristics that comprise an individual identity. Students will then use this information to identify the external and internal characteristics that comprise their individual identity. Furthermore, students will then use this information to examine propaganda commercials and analyze how the hidden commercial message influences their self-identity. 1 Revised Fall 2009 Note: Maintain a copy of your completed lesson plan (with your reflection) in a binder throughout the semester.
Transcript
BMED Lesson Plan Template 1 Candidate’s Name:Amanda Lee
Date: April 21, 2010
Subject Area: Health Science and VAPA
Grade Level: 6th grade
Cooperating Teacher:Glenn Clinton
Classroom makeup: attach classroom profile
University Supervisor:Jose Cintron
Estimated overall teaching time: 60 minutes
OverviewLesson Plan Title: Who Am I: A Lesson on Identity Content Purpose: The content purpose of this lesson is to get the students thinking about their identity and the way that they view themselves. The students will differentiate between the external and internal qualities that make up who they are as individuals. They will consider characteristics beyond their physical appearance to discover the internal factors that reflect who they are on the inside. By viewing different propaganda commercials, students will evaluate how this propaganda affects their self-identity. Multicultural/Social Justice Purpose and/or Social/Affective Purpose, including what model of Multicultural Education this lesson attempts to meet (Sleeter and Grant; James Banks; etc.):This lesson best correlates with the Human Relations model from the Sleeter and Grant text. This lesson introduces the concept of identity through the analysis of propaganda commercials and how these commercials positively and/or negatively influence an individual’s self-identity. Key Concepts: To inform students about the various components that make-up and influence our identities. The goal is that students recognize identity is not merely composed of external features, however, similarities exists across ethnicities and races. Relevancy to students’ lives needs and interests: By the end of the lesson, the students will have identified 10 different traits about themselves that make them unique individuals. The lesson is designed to help students determine some of the internal and external qualities that currently make them who they are. Cohesiveness/Continuity: This is lesson 1 of a 1-lesson sequence. In this lesson, students will learn about exterior and interior characteristics that comprise an individual identity. Students will then use this information to identify the external and internal characteristics that comprise their individual identity. Furthermore, students will then use this information to examine propaganda commercials and analyze how the hidden commercial message influences their self-identity. Vocabulary: Explicit instruction, via vocabulary chart: labels, self-identity, propaganda, slogan, analyze, convey.T models using words in context: ethnicity vs. race, culture, self-esteem, multiracial, hidden messages, advertisement.Integration with Other Content Areas: Language Arts, Health Science, Visual Arts, & TechnologySupplementary Materials (include a description of how these materials reflect content, input, and or the values that supports/reinforces your MCE/Social Justice Purpose; also include integration of technology and resources):
1. Who Am I worksheets and Analysis of Who Am I sentence frames (one for each student) 2. Who Am I worksheet (one for the T to use to model for the students)3. Commercial homework assignment (one for each student)4. Rubric to assess the Who Am I worksheet5. Rubric to assess the Commercial homework assignment 6. Video clips of two commercials (the video clips would be used to help the T model the commercial homework
assignment for the students)7. Vocabulary chart (the chart will be used to review and teach the students the key vocabulary related to this
lesson)8. Art materials such as crayons, markers, colored pencils, etc.
Standards (Content and/or ELA/ELD):1Revised Fall 2009 Note: Maintain a copy of your completed lesson plan (with your reflection) in a binder throughout the semester.
ELA6.1.2 Identify and interpret figurative language and words with multiple meanings.6.2.8 Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text.
Art4.2 Identify examples of how theatre, television, and film can influence or be influenced by politics and culture.2.5 Select specific media and processes to express moods, feelings, themes, or ideas.
5.4 Describe tactics employed in advertising to sway the viewer’s thinking and provide examples.
List Objectives in this column:(number all objectives 1 through x, ending with Critical Thinking Objectives):
Describe formative Assessment and Criteria
Describe summative Assessment and Criteria
Assessment Tool (attach a sample)
Content Objective/s Ss complete Who am I puzzle piece worksheet
Identity Activity Rubric 1-Analysis of Who I Am
BTEOTL, SWBAT conclude that identity is a multi faceted concept that is composed of both internal and external qualities by the completion of a human puzzle worksheet
Language Objective/s (include mode and objective: writing
Ss complete a guided worksheet consisting of ten sentence frames. The sentences correspond to the puzzle pieces on the Who Am I human puzzle piece worksheet
Identity Activity Rubric 1-Analysis of Who I AmBTEOTL, SWBAT describe five
external and five internal characteristics by completing a guided worksheet consisting of ten sentence frames
Multicultural/Social Justice Objective/s:
Ss will complete a worksheet comprised of seven questions for two different commercials for their homework assignment.
Identity Activity Rubric 2-Commercial AssignmentBTEOTL, SWBAT critique how
media /commercial propaganda can influence their self identity by completing a seven question worksheet on two commercials
Critical Thinking Objective/s: Ss will complete a worksheet comprised of seven questions for two different commercials for their homework assignment.
Identity Activity Rubric 2-Commercial Assignment
BTEOTL, SWBAT analyze the hidden messages portrayed in two commercials by completing a worksheet comprised of seven questions per commercial
Rationale for emphasis on certain objective/s:
The T will emphasize the content objective because it allows the students to reflect on their identity through the completion a human puzzle worksheet. The activity also provides each student with an opportunity to produce a unique visual representation of their identity to share with the class.
Lesson Timing Description [include a specific description of what Special considerations (include
Outline (min.) the Teacher (T) and Students (Ss) will do] grouping, adaptations for ELs and students with special needs, how vocabulary, concepts and skills will be introduced, emphasized, and reviewed, etc.)
Introduction 3
7
1
-T will begin the lesson by asking the Ss, “Who are you?”-T will ask Ss to think of 2 external and 2 internal qualities that make up who they are. -T will model for Ss how to construct a Who Am I quick write by using herself as an example.- Ss will write a Who am I quick write using the two internal and external qualities that they identified. -Ss will crumple their quick writes and place them into a basket.
- T will mix the papers and redistribute them to each student-Ss will then read the quick write they pulled out from the basket to the whole class.- The rest of the students will attempt to guess who is being described in the quick write.
-T will ask the following questions to Ss: Was this activity easy or difficult to do? What qualities helped you the most to guess
your classmate: the internal or external qualities? Why?
Which type of qualities tells you more about the person? Why?
-T will explain the lesson objectives to Ss.
-Whole class
-Quick write activity
Practice/Application
3
5
1
7
13
-T then introduces the vocabulary for the lesson to the students -T will write the vocabulary words from the lesson in a whole class, vocabulary chart.
-T will model the completion of the Human Puzzle worksheet that displays both internal and external qualities. -T will then use the completed human puzzle worksheet to model how to complete the sentence frames on the Who I Am worksheet.
- T will place a Human Puzzle Key on the board. The numbers of the various body parts correlate to the appropriate sentence frame. - T will pass out the Human puzzle worksheet and the sentence frame worksheet.
-Ss will complete the ten sentence frames and label each piece of the human body puzzle worksheet with the five internal and five external characteristics they selected.
-Ss will draw and color their human puzzle
-Vocabulary chart for the T to write on and completes vocabulary charts for the Ss
-T will leave the vocabulary chart on the board to refer back to throughout the lesson.
-T will model the process of completing the sentence frames and the Who Am I human puzzle worksheet for the students.
3
5
10
worksheet that consists of internal and external qualities that will compose their identity.
-T will circulate the room to ensure that all Ss are working diligently and can differentiate between external and internal qualities of their identity.
-T will ask for 2 student volunteers to share their human puzzle piece worksheet with the class
-T asks Ss the following questions: What have you learned about your
classmates from doing these two activities? Will people have some different qualities
even if they look alike? Why? Do you think the media influences how we
view others and ourselves? How does the media influence us?
-T will discuss how various advertisements from magazines, newspaper articles, commercials, etc. are composed of hidden messages that affect the way individuals label themselves.
-T will model how the Ss should complete the commercial worksheet for homework-T will play two commercials for the class:
-After the first commercial, the class will discuss the commercial as a class.-Then, the class will watch the second commercial and analyze the commercial ad by answering the seven questions for that commercial.
-T uses technology to reinforce the concept of identity.
-T models the homework assignment for the student
Review 2 -T explains homework: “You will select two commercials to watch and analyze. Ss will complete a worksheet comprised of seven questions for each commercial”
- T hands out Analyze Commercial worksheet for homework
-HW: Commercial Worksheet
Extensions: Students who did not have time to finish their Who Am I worksheets will be assigned to finish it for homework. This lesson will include a homework assignment for the students to complete and return the next day. The students will watch two commercials and complete a worksheet in which they will analyze the “hidden messages” found within those commercials. The students will then bring their assignments back to class and discuss the commercials they analyzed.
My Reflection (This section should be completed soon after teaching the lesson, either handwritten or typed. Maintain a copy in a binder.)
1. What worked in the lesson? What did not? For whom? Why? (Consider teaching and student learning with respect to both content and academic language development in the language(s) of instruction such as vocabulary, features of text types, etc.)
2. Choose one of the following prompts to respond to: (a) If you were to teach this lesson over again, what would you do differently? or (b) If you were to teach a lesson following this one, how does your reflection above inform what you would plan to do?
_______________________________ ____________________________ _____Student Teacher Candidate Student Teacher Candidate’s Signature Date
_______________________________ _____________________________ _____CT and/or University Evaluator CT and/or University Evaluator’s Signature Date
Comments by Evaluator:
My Cognitive Content Dictionary (CCD) Chart
New WordH-Heard it beforeN-Never heard it before
My Definition(I predict…)
Final Definition and Part of Speech
How I would Use It (in a sentence)
Symbol or Sketch
(to help me remember)
ethnicitnoun - ethnic traits, background, allegiance, or association.-refers to the origin, classification, characteristics of certain groups.
race noun - a population distinguished as a distinct group by genetically transmitted physical characteristics.
culture noun - the behaviors and beliefs characteristic of a particular social, ethnic, or age group.
self-esteem noun - a realistic respect for or favorable impression of oneself; pride.
multiracial adjective - representing more than one race.
advertisement noun - a paid announcement, as of goods for sale, in newspapers or magazines, on radio or television.
My Cognitive Content Dictionary (CCD) Chart
New WordH-Heard it before
My Definition(I predict…)
Final Definition and Part of Speech
How I would Use It
Symbol or Sketch
(to help
N-Never heard it before
(in a sentence) me remember
)
labelnoun - a short word or phrase descriptive of a person, group.
self-identitynoun - awareness of and identification with oneself as a separate individual.
propaganda
noun - information, ideas, or rumors spread with the intention to help or harm a person, group, or movement.
slogannoun - catchword or catch phrase distinctive of any party, group, or manufacturer.
analyzeverb - to examine carefully and in detail so as to identify causes, key factors, possible results, etc.
convey verb - to communicate; reveal, or make known.
Name: __________________________
Commercial AssignmentYour homework tonight is to watch 3 commercials and analyze what the commercial is trying to convey.
