Verenice-Ashley-Juana


 * Verenice-Ashley-Juana**

Parks Lesson Plan Teachers: Ashley F., Verenice R., Juana S. Date: February 16, 2011 Grade: To be announced Subject: Reading Time: 5:30 to 6:00 pm  1. Materials/Technology: -Crayons or color pencils. -Construction Paper -A big sheet of paper 2. Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number): -Standard 3 – Diversity: The competent teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 3. Performance Objective(s) – //Students will be able to understand how discrimination makes a difference in a person’s life as well as to see the role of African American History in the United States history.// 4. Introduction/Anticipatory Set/Advanced Organizer/Focusing Event: Motivation: We will bring candy to keep them participating. Bridge: The need of a large sheet of paper was required to draw a school bus as an introduction to the book. 5. Procedures: 1. We have to introduce ourselves to the audience. Communication is the key to this activity. 2. During the next few minutes we will explain to the students why we chose to have a school bus drawn in a large piece of paper and will give to each student a color (ex: black or white) 3. The book is going to be divided in three sections and each one of us will take turns reading. It is important to engage students in the reading. We will have a shorter version of the “Rosa Park’s” book with more pictures. Each one will take turns reading and will have to put some special emphasis to the main ideas of their sections. 4. After reading each section, we will assess the students by asking questions. The candy will be giving to those who participate including the parents. Each section should not take more than 5 min. 5. At the end of the reading time, we will have an activity in which the students will be placed in their color group and will be asked to represent the discriminated group and the others will be the oppressors. During this activity, students will be drawing in the construction paper signs that will fight for their rights. The activity will end the class. 6. Closure: The closure activity will be to organize a movement with the students. This will be a structured and fun activity that will require them to apply the things they learned from the book. 7. Assessment: Ask them questions after each read section. 8. Accommodations for Individual Needs: Translators will be helping those students that speak Spanish. Also, Juana and Verenice are bilingual, so we should not be having any trouble with the language barrier.