Modified Madeline Hunter Lesson Plan Model ED 447 Teacher: Renee Mendieta Classroom Teacher: Riley Alderton School:

Riverview Elementary Grade Level: Fourth Grade Number of Students: 27 Anti-Bias Lesson Plan Lesson Duration: 45 minutes Planning and Teaching = 50 points Planning 1. Content Objective: After reading and analyzing Sit-In How Four Friends Stood Up by Sitting Down by Andrea Davis Pinkney, students will develop tools to recognize misconceptions and stereotypes, and build on their capacities to empathize and take actions in favor of reversing the misconceptions. (Anti-Bias Goal #3) 2. Colorado State Content Standards: Standard 4: Civics 1. Analyze and debate multiple perspectives on an issue Relevance and Application: 1. The art of debate, critical reasoning, and active listening skills that foster informed choices. 2. The ability to critically analyze multiple perspectives for solutions allows for improved problem solving. 3. Learning Target: To recognize misconceptions and stereotypes, and learn how to replace them with true and accurate ideas. 4. Key Vocabulary: stereotype, empathy, bias, misconception (see pages 6-8) 5. Essential Questions: (see page 11) Does race or racism play an important part in this story? Does privilege play an important part in this story? Describe how hatred was served to the students? Besides lunch counters, where else was segregation part of each day? Explain what you think We are all leaders means. How can you be a leader in your community or school? What was the result of those students actions? How can a few people end up making such a big difference? 6. Materials: Learning target & definition sheets (see pages 5-8), Sit-In: How Four Friends Stood Up by Sitting Down by Andrea Davis Pinkney, cyles of oppression worksheet (see page 10), anticipatory set worksheet (see page 4), reflection questions worksheet (see page 11), writing assessment prompt (see page 12), 12 other multicultural books, and a whiteboard for modeling 7. Anticipatory Set: The teacher will have students reflect on a time where they witnessed someone that looked differently from them being mistreated or made fun of. To scaffold this process the teacher will use a handout (see page ) with four circles for each of the following criterion: 1. Students should recall what the reason for mistreatment was and 2. how they

thought that person felt. 3. Students should also recall if any action was taken to protect/comfort that individual and if not, suggest 4. what could have been done. Teaching 8. Input: After defining and discussing the vocabulary terms as a group, the teacher will read Sit-In 9. Modeling: During the reading of Sit-In, the class will complete the Cycles of Oppression worksheet together. 10. Checking for understanding: The teacher will review the vocabulary terms and the Cycles of Oppression worksheet by calling on students to recall the necessary information. 11. Guided Practice: The teacher will divide the class into groups of two. Effort will be made to sure that students of different reading levels, and different backgrounds will be paired together. Teacher should not allow students to pick their own partner so as to encourage diversity within the teams to promote deeper thoughts and conversation. Each team will select one of the twelve books (selected by teacher prior to lesson_ and note the topic of the book. Students will fill in the first cycle of oppression worksheet prior to reading the book. Students will then read the book together and complete the rest of the worksheet as a team. 12. Assessment: Each student will have completed their own worksheet and will be assessed on a) their ability to work cooperatively with their peers b) the completion of the graphic organizer (including the topic of the book and at least one sentence in each of the three circles). 13. Closure: The class will come back together and review the students responses. At least three of the six groups will present their book and their observations to the class. (If time is running out, the teacher may have two groups (four students) pair up and share their books and observations with each other.) The vocabulary terms and main concept of the lesson will be reviewed as a class. 14. Independent practice: Students will respond to the following situation in their writing journals. Each student should write one paragraph (5-6 sentences) and include 1) What stereotype is 2) How that stereotype has been reinforced in our culture and 3) What we can do to reverse that stereotype. During recess, a group of boys were pretending that they were soldiers at war. Jenny, a third grade girl, asked if she could be a soldier too. The boys laughed and declared Girls cant be soldiers! Theyre not strong enough and they should stay at home and take care of the babies. Grading Scale for Planning and Teaching (50 points) 50 = Excellent job! Meets all the criteria in the assignment and rubric in a thoughtful,

thorough way. The entire lesson is integrated, coherent, and engaging. 40 = Meets all the criteria in the assignment and rubric in a generally thoughtful, thorough way. The lesson is integrated and coherent. One or two minor changes recommended, or could be developed in more detail in minor ways. 30 = Meets all of the criteria in the assignment and rubric. Some changes recommended, or could be developed in more detail. 20 = Meets most of the criteria in the assignment and rubric. May be cursory, lack development or detail, or not be particularly integrated with the rest of the lesson. 10 = The section is filled in and exhibits some effort to meet the criteria in the assignment and rubric. But some of the information is unclear, incorrect, exhibits minimal development or detail, or is not integrated with the rest of the lesson. 5 > = The section does not meet the criteria in the assignment and rubric. Or the information required in the section is somewhere in the lesson plan, but isnt included in a labeled section. (Point value of 1-5 based on the degree.) Or information is unclear, incorrect, or not at all appropriate to the content, lesson focus, or grade level. 0 = The section was not done. Holistic Lesson Planning (30 points) 1. The standards, objectives, learning target, and essential questions are all about the same skills and concepts. 2. The assessment measures those skills and concepts. 3. The skills and concepts are manageable for you to teach in a one-day lesson. 4. The skills and concepts would be manageable for students to do. 5. The skills and concepts would be useful, relevant and interesting to students at this grade level. Grading Scale for Holistic Lesson Planning (30 points) 30 = Excellent! Met all five of the listed criteria. 20 = Met three or four of the listed criteria. 10 = Met one or two of the listed criteria. 0 = Met none of the listed criteria.

Describe a situation where someone was mistreated or made fun of. What could have been done to protect/comfort that person? Why were they being mistreated?

How do you think that person felt?

Learning Target:

To recognize misconceptions and stereotypes, and learn how to replace them with true and accurate ideas Bias:

Favoring one thing over another based on your personal way of thinking

Misconception:

Having a false belief about something

Stereotype:

To treat or classify someone or something based on the image alone

Empathy:

Understanding and entering into someone elses feelings

Cycles of Oppression

We learn that...

We teach...

Learning is reinforced by and when...

Name: _______________________________

In complete sentences, respond to the following reflection questions for Sit-In: How Four Friends Stood Up by Sitting Down by Andrea Davis Pinkney.

1. Does race or racism play an important part in this story?

2. Does privilege play an important part in this story?

3. Describe how hatred was served to the students?

4. Besides lunch counters, where else was segregation part of each day?

5. Explain what you think We are all leaders means. How can you be a leader in your community or school?

6. What was the result of those students actions? How can a few people end up making such a big difference?

Name: _______________________________

Respond to the following situation. Write 5- 6 sentences and identify: 1) The stereotype 2) How that stereotype has been reinforced 3) What we can do to reverse that stereotype.

During recess, a group of boys were pretending that they were soldiers at war. Jenny, a third grade girl, asked if she could be a soldier too. The boys laughed and declared Girls cant be soldiers! Theyre not strong enough and they should stay at home and take care of the babies.