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Western Governors University *
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Course
C970
Subject
Communications
Date
Jan 9, 2024
Type
docx
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6
Uploaded by JudgeStarling3457
A.
Book The Day You Begin (Jacqueline Woodson, 2018)
B.
Positive, Diverse Representation B.1.a. The book promotes acceptance and diversity by highlighting the character’s differences. A passage in the book exemplifies inclusion “There will be times when you walk into a room and no one there is quite like you. Maybe it is your skin, your clothes, or the curl of your hair” (Woodson, 2018). This quote is powerful for young learners as it relates to students with differences that can be respected and celebrated. This book helps students to accept their background. B.2.a. The theme of acceptance of self and others is prevalent throughout the book. The theme helps students to foster kindness, empathy, cooperation, and appreciation. At the beginning of the book, the character navigates feelings of being
alone as she feels different from their classmates. Soon the character realizes that everyone is different/unique, which helps her reach self-acceptance and feelings of being included. The quote, “And all at once in a room where no one is quite like you, the word opens itself up to make some space for you” (Woodson, 2018), exemplifies acceptance. This quote helps students to celebrate differences and helps students with acceptance of those differences. The main character discovers her differences and struggles to navigate them initially but grows with self-acceptance. B.3.a. It is important to select children’s literature with quality artwork, illustrations, or images so that they can connect/relate
to the stories of the characters. According to Johnson & Koss (2016), children must see themselves represented in the pages of the books they read. The pictures and words help children understand and navigate concepts. In this book, the illustrations highlight physical diversity among students, and the reader can make meaningful connections. B.3.b.
The book conveys the message of acceptance of self and others, and this image emphasizes that emotion with this illustration. The illustration highlights differences
across race, skin color, hair color, and texture, which help them connect. There are emotions of happiness based on the characters' smiles/laughs and proximity. B.4.a.
Realistic fiction is exemplified in this book through the characteristics of plausible plots and characters. By definition, a plausible plot exemplifies a realistic reflection of issues in the world. The book's illustrations and themes introduce and explore concepts of self-acceptance, promotion, and acceptance of diversity, culture, difference, and others through the illustrations and content. Another characteristic is the character, the characters in the story are different from one another, and concepts are explored through the content. For example, students learn about their experiences, like traveling to different places, various foods, and speaking a different language. C.
Direct Instruction Lesson Plan Template
General Information Lesson Title: Themes Subject(s): Children’s Literature
Grade/Level/Setting: 5
th
Grade
Prerequisite Skills/Prior Knowledge:
What do your students already know or what do they need to know about the selected topic to successfully participate in the lesson?
Students know the process of reading and writing Standards and Objectives State/National Academic Standard(s):
Determine
a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Learning Objective(s): Identify what students will accomplish by the end of the lesson; needs to align with the state or Common Core State Standards and needs to be measurable (condition, behavior, and criterion).
Students can identify the theme of a story and how characters respond to challenges and will write a short essay with
9/12 to show mastery. Materials Technology
What materials will the teacher and the students need in order to complete the lesson?
Projector
Reading Journal
Theme Graphic Organizer
Word Wall
Claim and evidence poster
How will you use technology to enhance teaching and learning? (Optional: Use the SAMR model
to explain the technology integration strategies you plan to use.)
Laptop YouTube video will be used for a read-aloud
of book The Day You Begin by Jacqueline Woodson (Brightly Storytime, 2018)
YouTube video will be used for a read-aloud of book The Day You Begin by Jacqueline Woodson (Brightly Storytime, 2018)
Language Demands
Specific ways that academic language
(vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding. Language Function(s):
The content and language focus of the learning task represented by the active verbs within the learning outcomes. Common language functions include identifying main ideas and details; analyzing and interpreting characters or events; arguing a position or point of view; or predicting, recording, and evaluating data. Common language functions in math include predicting from models and data, recording multiple ways to solve problems, justifying conclusions, evaluating data and explaining how or why certain strategies work.
Students will identify the theme of the story and support their claims with evidence Vocabulary:
Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline.
Theme
Moral
Diversity
Acceptance
Inclusion Discourse and/or Syntax:
Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables).
As a class, we will discuss the definition of our new vocabulary terms, how to identify a theme and provide supporting evidence.
Planned Language Supports:
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The scaffolds, representations, and pedagogical strategies teachers intentionally provide to help learners understand and use the concepts of language they need to learn within disciplines.
Word Wall with new vocabulary
Claim and Evidence
Themes Instructional Strategies and Learning Tasks
Anticipatory Set:
Activity Description/Teacher
Student Actions
The educator will introduce the theme topic
by showing the video, What is Theme
.
The educator will activate prior knowledge,
interest, and engagement by asking open-
ended questions about their favorite books
and why.
Students will participate in classroom discussion, small group, and think pair share
Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher
Student Actions
After the classroom discussion, as a class,
we will listen to the audiobook and follow along in our books.
The educator will review and scaffold the importance of a theme and supporting evidence. Ask open-ended questions to activate their interest, engagement, and prior knowledge.
The educator will introduce and model the theme and the evidence poster so we can fill it out with evidence.
The educator will define components of a theme: message, moral, or meaning of a story.
Together we will create a word wall to identify common themes (courage, acceptance, kindness, inclusion, diversity, etc).
Students will work on their reading journals
Students will participate in classroom discussions, small groups, and think pair share.
Predictions about the story and the themes Guided Practice:
Activity Description/Teacher
Student Actions
We will re-watch the Youtube Video and review/revisit the theme or lesson and the evidence organizer
Students will choose their theme and discuss with their small group and partner
Students will work in their small groups to discuss their themes and what supporting evidence they have.
Students will then engage in a think-pair-share to share their thinking in a smaller format before
sharing their thinking in a discussion format
Independent Student Practice:
Activity Description/Teacher
Student Actions
Students will be asked to fill out their graphic organizers. First, work in small groups, then think-pair-share, and then work individually.
The educator will walk around and provide input/feedback to each group and then call
each student to have a short discussion about their work
Students will work individually on their graphic organizer, share their thinking with the small group and partner, and then share their thinking
with the educator. Culminating or Closing Procedure/Activity:
Activity Description/Teacher
Student Actions
The educator will review the rubric as a class and then ask students to begin their essay writing.
Students will work individually on their essay writing.
Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs.
Gifted and Talented:
Students could enhance their learning and understanding by participating in additional activities where they think about other ways to represent the information gathered.
EL:
Students will be provided with language supports such as vocabulary notecards with English and alternate language(s) notes, followed by accompanying pictures representing the concept.
Students with Other Special Needs:
Students will receive specialized notecards and modified assignments that align with their education needs and plan accommodations.
IEP/504S/special needs are to be provided with additional teacher assistance
ADD/ADHD will be accommodated by receiving preferred seating and/or manipulative
Dyslexia students will receive text-to-speech and speech-to-text on the classroom computer and additional time as needed and indicated in their individualized plan. Assessment
Formative
Describe how you will monitor, support, and extend student thinking.
Students will be assessed through classroom discussions to gather input on their understanding and general
comprehension, from which to adjust appropriately.
Students are to be actively monitored throughout their note-taking time.
Summative
(Quizzes, Tests, products)
Students will be evaluated individually using a Holistic Rubric where 9 out of 12 shows mastery.
References: JOHNSON, D., & KOSS, M. D. (2016). Diversity in Children’s Literature: 1 Year Later. Journal of Children’s Literature, 42(1), 53–
56.
Faber, J. (2015). Volcanoes - Helpful or Harmful? Prove it! Retrieved September 08, 2020, from https://betterlesson.com/lesson/635805/volcanoes-helpful-or-harmful-prove-it
Kiser, H. (n.d.). Graphic Organizer Digital Resource. Retrieved September 04, 2020, from https://teachersherpa.com/template/Graphic-Organizer-Digital-Resource/a0ce45d4-7c3f-4005-a43f-7796d8190a89/details?
authorName=Hillary%20Kiser&afmc=f73e1705-476d-4d01-83cd-2f5dd1c292bf
Woodson, J., & Lopez, R. (2018). The day you begin. New York, NY, Nancy Paulsen Books.
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