Lesson Plan For Accepting Differences

Name:
Ashlee Robinson
Cohort: A
Lesson Plan
Lesson Title: Accepting Differences________ Grade: ____2___ Date: ___ October 15th,2015
Subject/Strand: Language Arts_________Unit:_Acceptance: How differences make us unique____
Location: _Classroom___
Time: (length in minutes): ____100 minutes___
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the
big ideas/essential/enduring understandings?)
In our unit on acceptance: our differences make us unique we have been looking at differences between
individuals and how they make us each unique. In this lesson I want my students to recognize the feelings of
an individual who is not being accepted. I want my students to recognize and demonstrate ways of showing
acceptance to others.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Oral Communication
2) Use speaking skills and strategies appropriately to communicate with different audiences for a variety of
purposes(pg 50).
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the
Ont. Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number
of expectations (1 to 3), have expectations that match assessment
2.2: Demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including
paired sharing and small and large group discussions.
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are
expected to know and be able to do, in language that students can readily understand.)
Today I will learn
How to identify how characters are feeling and how to promote acceptance by role playing
ASSESSMENT and EVALUATION

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly
identify the criteria to assess students learning, as well as what evidence of learning students will provide to
demonstrate their knowledge, skills and thinking, in language that students can readily understand).
I can: communicate ways to promote acceptance through role-play
I can:
I can:
Assessment How will I know students have learned what I intended?
Lakehead University Orillia, 09 10 14
Achievement Chart Categories (highlight/circle the ones that apply):

Knowledge and Understanding;
Application
Thinking;
Communication;
Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)
Assessment Mode
Written, Oral,
Performance
(Write, Say, Do)
Assessment Strategy and Task for

Students- What are the students
doing to show their learning? e.g.
turn and talk, role play/individual,
cooperative, etc.
Assessment Tool - Instrument used to

assess task and record learning e.g.,
rubric, checklist, observation sheet, turn/
talk, role play etc.
- Oral (say, provide

and debate concepts)
(Performance)
Turn and Talk,

performance, roleplay,
Cooperative
Turn/talk, role-play, sticky note

observations
CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
*Read The Invisible Boy
*Generated ideas around characteristics and relating to others
*
Differentiation: Content, Process, Product, Environment, Assessment/Accommodations,
Modifications
Students will be able to chose a role that they are comfortable with.
Students who do not like to talk in front of the class will not have to only those who volunteer will
come up.
Students will work in smaller groups so everyone is included
Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility,

independent work, collaboration, initiative, self-regulation
organization,
Vocabulary (for word wall and/or to develop schema)

Shyly, Invisible, Scurry,
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson.
Include any attachments of student worksheets used and teacher support material that will support
communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where
appropriate.
The Invisible Boy Story book
Learning Environment (grouping; transitions; physical set up)

Large group together in front of smart board, transitioning to group work at desks.
Cross Curricular Links
Could be connected vaguely to promoting the importance of standing up for themselves.
Which is in the Health and Physical Education expectations for Grade two: Healthy living(pg.109)
Specific expectation:C2.3
Three Part Lesson
Identify what the students are expected to think about or do. Write the lesson description with
enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do:
What Students do:
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, predetermine key questions to guide lesson.
Time: 10 minutes____ (Indicate time breakdown
of instructional elements)
- Ask students to recall the book The Invisible
Boy
-Ask students to close their eyes and picture
themselves as Brian from the story
- Introduce students to the role playing activity
- place students into groups of four
- Organize the groups around the room so they
do not disrupt each other
- Encourage participation by everyone
- students will close their eyes and imagine they are

Brian
- Students will gather with their group of four
Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application
of learning.
Time: _30 minutes_____ (Indicate time

breakdown of instructional elements)
- Call attention from the groups( Clapping)

- Model an example of acceptance promoting
- Students will work on role playing with their group

- Students will pick a scene to role play
- Students will brainstorm ways to justify their
acceptance promoting actions
behaviour
- Monitor the students group work ( walk around
the room and make sure each group is given
attention)
- Stop and ask for some feelings that students
have thought of while role playing
- Give attention to any group who is struggling
with ideas or ways of role playing
- Encourage appropriate language and
behaviours for the roleplaying
- Remind students to stay on task
- Write on sticky notes points about students
progress as the activity is taking place
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: ____15___ (Indicate time breakdown of
instructional elements)
-Ask students to come sit at the carpet
- Ask for volunteers to share their role play
- Once all role playing is done ask students for
comments on our activity, what feelings did
they find, Is there anything they thought of
during this
- We will reflect on the book The Invisible boy
and discuss how it would be different if we
incorporated some of our accepting behaviours
Students will listen to performances of other

students will share their role play if they volunteer
Share feelings and ideas
Share thoughts on accepting behaviours
Extension Activities/Next Steps (where will this lesson lead to next)

I will read over my sticky notes and see who really stuck our during this lesson. I will also review the ideas
presented by the students and see if they understand accepting differences or if this is something we will
need to focus more on. Look at ways of connecting this with our next lesson which will look at character
traits and relating to characters.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson
for this subject/topic)
The Lesson: This lesson is very much collaborative. Depending on my class I may need to alter and allow
for more teacher directed activity. I may need to alter the activity as well if my class if not one with students
who like to talk in front of class. May need to take out volunteering in front of class.
The Teacher: I may need to find another way to monitor their understanding of this lesson. While I will be
able to monitor their engagement through the role playing activity, it may be helpful to add a writing
portion or reflection in for consolidation so I am able to make sure they fully understand lesson.

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ASSESSMENT and EVALUATION

Lakehead University Orillia, 09 10 14

Achievement Chart Categories (highlight/circle the ones that apply):

Assessment Strategy and Task for

Assessment Tool - Instrument used to

- Oral (say, provide

Turn and Talk,

Turn/talk, role-play, sticky note

CONSIDERATIONS FOR PLANNING

Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility,

Vocabulary (for word wall and/or to develop schema)

Lakehead University Orillia, 09 10 14

Learning Environment (grouping; transitions; physical set up)

What Students do:

Minds on: Motivational Hook/engagement /Introduction (5-15 min)

- students will close their eyes and imagine they are

- Students will gather with their group of four

Lakehead University Orillia, 09 10 14

Time: _30 minutes_____ (Indicate time

- Call attention from the groups( Clapping)

- Students will work on role playing with their group

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Students will listen to performances of other

Extension Activities/Next Steps (where will this lesson lead to next)

Lakehead University Orillia, 09 10 14

Lakehead University Orillia, 09 10 14

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