Lesson+Plans

__Lesson Plans__

As educators, it is required that we meet state academic standards. These standards are put into place in order to guide as well as hold educators responsible for structuring their curriculum in a way in which helps students succeed academically. With these standards in place it is the role of the teacher and school district to determine a curriculum that ensures the standards are taught in a meaningful and systematic fashion. The responsibilities for designing lesson plans are handed over to the teachers, as long as they are justifiable by the state’s grade level content expectations (GLCEs).

Specifically looking at Michigan's third grade language arts GLCEs, much of the focus is on improving reading and writing skills as well as increasing exposure to different styles of text (i.e. narrative and informational texts). In addition, students are expected to learn how to analyze texts and compose writings using a variety of strategies. This can be achieved through the use of texts with a feminist theme. The library we have created has many books that can serve as an overarching book for the class to analyze and discuss. As a teacher it is important to model how to use the different strategies and the use of quality texts, such as the books we researched and included in the library.

Here is an example of how to structure two lesson plans so that they are designed to meets multiple GLCEs as well as incorporate feminist pedagogy:

Grade Level: 3rd Grade Date: July 1st, 2010 Goals/Objectives:
 * **// Daily Lesson Plan //**
 * School: Topia Elementary School **
 * // Overall lesson topic/title: //**** Getting to know the class **
 * __ Knowledge Goal: __** Create a community of learners that is welcoming. Allow the students to reflect on the type of environment that they learn best in, and get to know one another on a personal level.

Students engage in extended conversational exchanges with the teacher and/or peers about subject matter in a way that builds an improved and shared understanding of ideas or topics. Students make connections between substantive knowledge and either public problems or personal experiences.
 * // ELA 3rd Grade GLCE Links: //**
 * Substantive Conversation: **
 * Connections to the World Beyond **
 * the Classroom: **

- Three personal trinkets (i.e. a family photo, favorite book), one of the items must be associated with school (i.e. a former art project, a quiz). - Paper and pencil to write a short explanation in class of why each item is important. - Digital camera - Printer in order to assemble class book || · Send out reminder to parents before the first day of class explaining the details of the assignment and how they can help. · Teacher should demonstrate his/her personal items so that students are aware of what is expected of their presentations. · Have the students write out three short explanations of why they chose each item. · Have students present their three items to the class. · After each presentation the teacher will take a photo of the student with their items. · Have one student ask a question about one of the presenter’s items. Once a student asks a question, another student will be expected to ask the next presenter a question. (One question per child).
 * // Materials & supplies needed: //**
 * **// Procedures and approximate time allocated for each event //**

// • **__Introduction to the lesson__** // “During this first week of class we will begin by getting to know one another. This assignment is designed for us to get to know one another through our personal belongings and the artifacts that are important to us. I expect that students will pay attention while their peers are presenting because it is the respectful thing to do. After I finish presenting my items I would like you to think about which items you might like to bring from home. Tonight when you go home select your three items and write a short description of why these are important to you. All this week our language arts period will be spent listening to our peers present these items to the class. Following a student’s presentation one of their peers should ask a question about one or all of their items. Each student is expected to ask at least one question. Does anyone have any questions?” The purpose of this assignment was to focus on creating an interactive environment involving both teachers and students. It is designed to allow students to feel comfortable using their voice in the classroom. || Once all of the students have presented their personal items, the teacher will assemble all of their photos in a book. The title of the book will be named by the students after the first week of class. ||
 * // • __Rationale for the lesson__ //**
 * **// Post-Assessment: //**


 * Date: July 1st, 2010

Grade Level: 3rd Grade

School: Topia Elementary School

Overall lesson topic/title: Reading and Discussing //Amazing Grace//

Rationale/Standards:
 * R.NT.03.02**identify and describe the basic elements and purpose of a variety of narrative genres including folktale, fables, and realistic fiction.
 * R.NT. 03.03**identify and describe characters’ thoughts and motivations, story level themes (good vs. evil), main idea, and lesson/moral (fable).
 * R.CM. 03.01**connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.
 * R.CM. 03.04**apply significant knowledge from grade-level science, social studies, and mathematic texts

Goals/Objectives for today’s lesson: Materials & supplies needed:
 * Students will recognize that people of different genders and races are to be treated equally
 * Students will be exposed to different narrative genres
 * Students will make real life connections
 * //Amazing Grace// by Mary Hoffman
 * Students’ morningjournals
 * Pencils ||
 * **// Outlined Procedure //**

-A journal prompt will be written on the board asking the students to respond to the following:Tell me about your favorite story or movie.Tell me why or what you like about it. -Students are encouraged to express their thought in a variety of ways (i.e. written, drawn, etc.) -Upon completion of journal time, students are to bring their journals to the reading rug where students will have the opportunity to share their journal entry with the class.
 * ** __Introduction to the lesson__ **

-Based on the students responses, I will discuss how there are many different types of stories (genres) with characters of both genders and of all races. -I will then tell them, “We will be reading about a girl who loves stories and acting them out.So for the school play she wants to try out to be the main character.Let read on to see if she gets the part!” -I read //Amazing Grace// aloud to the class pausing to discuss the types of genres that Grace brings up such as her grandma’s stories (folktales) and the fables she acts out as well as pausing to touch on the historical/geographic content that arises (i.e. who and what Joan of Arc and Hiawatha are/did; where Trinidad is) -I will also pause to try and engage the students by making connections such as the part in which Grace references the //Jungle Book// and //Aladdin// (I will ask, “Who has seen either of these movies?”) -Upon completion of the story, I will act as a facilitator during a class discussion about their reactions to the book, more specifically the class’s reactions to the characters, Raj and Natalie. -Based on the student’s responses, I will discuss no matter one’s gender or race we are all human beings.“We are all created equal so that means we should not judge each other based on their gender or race.” -I will say, “Just because Grace is an African American girl does not mean she shouldn’t try out for Peter Pan.Every student is given an equal chance of getting the part and the one who does the best job will get the part.” -I will go back and reference the book again and point out that everyone agreed Grace’s audition was the best. -I will say, “The class saw her for her talent and realized she was better than anyone else who tried out regardless of her gender and race.”
 * ** __During the lesson__ **

-I will conclude the lesson by reviewing what makes up the different types of genres we learned as well as review the importance of treating everyone equally -I will connect the topic of equality to real world examples (i.e. different professions like male nurses and female firefighters) so that they see what they are learning is applicable in real life -I will bring closure to the lesson by connecting back to //Amazing Grace//. -I quote Grace’s Mom, “You can be anything you want to be, if you put your mind to it” (Hoffman) || -Students will then go back to their desks and add to their journals; answering the prompt: If you could be anything, what would you want to be and why? ||
 * ** __Closing summary of the lesson__ **
 * **// Post-Assessment //**

//__Situation:__// //One of you student’s parent’s does not approve of your text choice because of its feminist content.//

// __How to React:__ This is where it is important as an educator to know the GLCE so that when/if a parent questions your teaching you can explain that as a teacher you are required to meet such standards. Then you go into validating how you were meeting these standards by using the particular text you choose as the medium for doing so. //