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Ted Lesson Plan

This lesson plan summarizes Chapter 8 of the book Affirming Diversity. The lesson uses an activity called the M&M Game to reinforce the chapter's main ideas about what educators can learn from students from diverse backgrounds. Students will be placed into groups, where they will take turns selecting M&Ms from a bag and completing associated tasks that require them to discuss key concepts from the chapter, like case studies and definitions. The goal is for students to make connections between the chapter content and their own views through discussion. The lesson aims to enhance comprehension and allow teachers to assess student understanding.

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109 views2 pages

Ted Lesson Plan

This lesson plan summarizes Chapter 8 of the book Affirming Diversity. The lesson uses an activity called the M&M Game to reinforce the chapter's main ideas about what educators can learn from students from diverse backgrounds. Students will be placed into groups, where they will take turns selecting M&Ms from a bag and completing associated tasks that require them to discuss key concepts from the chapter, like case studies and definitions. The goal is for students to make connections between the chapter content and their own views through discussion. The lesson aims to enhance comprehension and allow teachers to assess student understanding.

Uploaded by

api-316856662
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Chapter 8 Lesson Plan

Book Title: Affirming Diversity by Sonia Nieto and Patty Bode


Topic: Chapter 8- Learning From Students
Prepared by: Renee Hernandez, Cynthia Nieto and Mayra Santiesteban

Content Standards: TEA Educator Standards-


Standard 1--Instructional Planning and Delivery. (C) Teachers design lessons to meet the needs
of diverse learners, adapting methods when appropriate. (D) Teachers communicate clearly and
accurately and engage students in a manner that encourages students' persistence and best efforts.

Standard 2--Knowledge of Students and Student Learning. (ii) Teachers create a community of
learners in an inclusive environment that views differences in learning and background as
educational assets. (B) Teachers acquire, analyze, and use background information (familial,
cultural, educational, linguistic, and developmental characteristics) to engage students in
learning. (iii) Teachers understand the role of language and culture in learning and know how to
modify their practices to support language acquisition so that language is comprehensible, and
instruction is fully accessible.

Lesson Objective: At the end of the presentation students will be able to:
A. Discuss Chapter 8’s main ideas and what educators can learn from it.
B. Understand different methods and ways to value all student’s culture.
C. Recognize the 4 main issues that rose from the case studies and how to deal with them.

Fulfilling Professional Roles and Responsibilities: Domain IV- Competency 011: The teacher
understands the importance of family involvement in children's education and knows how to
interact and communicate effectively with families.

Step 1: MOTIVATION/ BUILDING BACKGROUND


Before presenting the activity, we will provide the students with an overview of the chapter to
refresh their memory and reinforce what they learned after reading the chapter. We will also go
over the terminology used in the chapter before the activity, so they will have a better
understanding of the activity and will not be lost when Tier 3 words are used. Another task that
will be done before the presentation is a handout will be passed out to each group. This will be
an acrostic poem that they will have to fill in with their own ideas and opinions. This will give a
purpose to our presentation and help keep students engaged and listening.

Step 2: PRESENTATION/ PRACTICE APPLICATION


Our activity is called the M&M Game. This is a hands-on activity with the goal of helping
students reinforce the ideas they learned in Chapter 8. To introduce the activity, we will give the
students a summary of the presentation such as the terminology and case studies. Next, we will
explain how the game works and display the instructions on the board. Students will be put into
groups of 6. Each group will be given bags of M&M’s. Every person in each group will take
turns picking a candy from the bag. Depending on the color of candy they pick from the bag,
they will have to complete a certain task. This is an activity built to start and engage students in
discussion and debate. Below are the tasks associated with each color of chocolate candy.

Brown- State what you learned as a future educator from Nadia Bara’s case study

Yellow- State what you learned as a future educator from Savoun Nouch’s case study

Red- State what you learned as a future educator from Christina Kamau’s case study

Green- Give your own definition of institutional agents

Blue- Give your own definition of selective acculturation

Orange- Give an example of devaluation of knowledge

Materials: M&M bags, Acrostic Poem handout and pencil/pen.

Step 3: CLOSURE
This activity will enhance students’ knowledge of the chapter because the students must draw on
their prior knowledge, personal experience and personal views of the topic. By connecting this
activity to their own thoughts and ideas will aid in better comprehension. Discussing with their
group members will allow students to see this topic from a different perspective and be able to
expand their knowledge and experience.
As chapter facilitators, this activity will be able to show us if we did a good job of presenting the
information from the chapter. It will also allow us to see if the students were able to comprehend
the information and how well they comprehended it.

Step 4: ANTICIPATORY CRITICAL REFLECTION


Possible barriers to this presentation and activity is that we do not know if all students read the
chapter prior to the presentation. If students have not read the chapter beforehand, the
information we will be giving them may not be sufficient enough to complete the activity and
reinforce their learning. Other materialistic barriers might be that there was not enough candy for
everyone to receive a turn. If not, everyone was able to speak their ideas the lesson and
information will not be reinforced.

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