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Lesson Plan 1: Fairness and Equality

UTL 640E
Chrissy Hinkle
th
Andrea Khawaja/Anderson HS
9 Grade ELA On Level/Inclusion
Date: September 21, 2015
Teach(es) #1
st
Class Period / Time: 1 period (A day) 8:55-10:25

Lesson Objective(s):
After comparing the thematic concepts of equality and fairness in their journals, students
will participate in a hands-on activity and follow-up class discussion about those
concepts, including whether or not their definitions and thoughts have changed as a
result of the activity in order to improve their understanding of theme and apply
these concepts to their every day lives.

Resources/Materials:
A. TO DO before the day of the lesson:
Cut strips of white bandanas
Print copies of the story
Read the story and annotate it for myself
Insert my journal prompt in the agenda prezi for that day
Print my short paragraph to project on the screen for the hands on activity
Write my journal entry
B. For the lesson itself:
Place story packets on bookshelf for students to pick up
Have the agenda prezi up and ready to copy
Have blind folds in front of the class
Have story on media cart, ready for the activity

TEKS/SEs Addressed in the Lesson:

(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze,


make inferences and draw conclusions about theme and genre in different cultural,
historical, and contemporary contexts and provide evidence from the text to support
their understanding. Students are expected to:
o (A) analyze how the genre of texts with similar themes shapes meaning;
o

(C) relate the figurative language of a literary work to its historical and
cultural setting.

(7) Reading/Comprehension of Literary Text/Sensory Language. Students


understand, make inferences and draw conclusions about how an author's sensory
language creates imagery in literary text and provide evidence from text to support

their understanding. Students are expected to explain the role of irony, sarcasm, and
paradox in literary works.

Steps in Lesson:
*Remember to include an estimated time for each step/action in the lesson cycle.
ENGAGEMENT (10 minutes)
Students will write in their journals to the prompt:
How do you define equal and fair? Are they the same? If not, how are they different.
STATED OBJECTIVE (1 minute)
Now that yall have had a chance to journal about these thematic concepts, were going to
do a little activity that will hopefully give you more insight into these ideas and well talk
more about them after the activity. Then were going to read together a short story called
Harrison Bergeron.
ACTIVE LEARNING
Introduction/Exploration: (5 minutes)
After the students are done with their journal entry, I will have them share their
thoughts on the two concepts. After sharing, well discuss differences and
similarities between their answers.
o What is something that someone else said that you agree/disagree with?
o Was there something that you hadnt thought of that you thought was a good
idea?
Explain: (5 minutes)
I will share my entry as well. (I will have written ahead of time since Im going to
be nervous on the day of.)
I am also going to share the dictionary definitions between these words:
o Equal:Of magnitudes or numbers: Identical in amount; neither less nor
greater than the object of comparison. Of things: Having the same measure;
identical in magnitude, number, value, intensity, etc.;
o Fair: free from bias, dishonesty, or injustice
Someone can be at a disadvantage, or at an advantage, and be given a different
opportunity than someone else to remove that bias to be fair. But according to that
definition of equal, giving someone a little help or holding someone back is not
equal. Even though it makes the situation fair. Thats the distinction I see between
the two words.
o Connotation/denotation: (Can someone please remind me of the difference
between connotation and denotation?)
Equal and fair are often thought to be synonymous, because they elicit the
same kind of emotional response. We like these words because often when
people are fighting for equality they also use fairness as part of their
rhetoric. But as I read to yall, these words have different dictionary
definitions, or denotations.
They do, however, carry the same connotation in our society, right? Because
of that similar positive emotion we get when we talk about equality and
fairness in society and in our own lives. That is why understanding these
nuances of language is so important and we have to be very careful of our

language, because often, myself included, people will say words that can be
interpreted in different ways and can be misunderstood. [prior knowledge]
Apply: (15 minutes)
At this time in the lesson, Im going to put my explanation from the previous
section to action:
o I am going to have the students who have glasses, take them off and the
students with normal eye sights will be given a strip of white bandana to
impede their vision so that they are on equal ground with their visually
impaired classmates.
o Then to make sure no one has a better position than anyone else, Im going to
have them line up around the perimeter of the classroom and if its important
to them that they have a writing surface they can kneel by one of the desks.
o Im then going to ask them to try to read the paragraph from The Lottery
that we read on 9/14 and copy it onto their journals where they wrote their
entries. Students will be allowed to make comments about how theyre feeling
while doing the exercise, but wont be required to. When they make
comments Im going to make notes of it on my journal and after the majority
of students is done or has given up on copying, Im going to have them return
to their desks.
o Once theyre sitting, Im going to ask those who made comments to share why
they felt that way and how that relates to the thematic concepts were talking
about.
Anticipatory questions:
Why are we doing this? Because some people learn differently and for
some of your classmates being able to act out this kind of exercise will
help them establish the message. Also, its a fun way to get out of your
chairs instead of me lecturing about theme and connotation for 90
minutes.
What is a theme? A theme is a central topic in a text that the reader
encounters many times. In this case, I think in Harrison Bergeron, the
main idea that Kurt Vonnegut wanted to get across was that total
social equality isnt necessarily a good thing, right? How did that turn
out for Harrison and other people who might have been different or
special?
I cant fit the bandana around my head/I can still see/I cant see
anything/I cant hold the blindfold with one hand and write with the
other. Just do the best you can to complete the task. Keep in mind the
frustration youre feeling and maybe write down some of your
thoughts for when we talk after youre done.
What if we wear contacts and not glasses, but we still have bad eyes?
Then well just pretend like youre in the non-impaired group since
you cant actually take out your lenses.
Evaluation: (5 minutes)
After those who had made comments finish saying what they want to say, Im going
to ask anyone who thought that equal and fair were similar or the same changed

their opinions.
If no one thought that to begin with, or if no one wants to share, I will open the
question to the rest of the class to see how their thoughts on the subject changed.
o After this evaluation discussion described below, I am going to lead the class
in a popcorn reading of the story, with me reading the bulk of it.
o NOTE: Ms. Khawaja will take over after the read aloud, so I will not be
performing a closure.
Total teach time = 65 MINUTES

Modifications/Differentiation Strategies:

Elijah can type on his device instead of writing on paper


Luis will not be called onto read unless he volunteers
This lesson includes some lecture in my explanation for auditory learners as well
as discussion, we will be reading the story for the visual learners, and for the
kinesthetic learners they will be able to participate in an activity similar to the
conditions described in the story.

Evaluation Strategies:

I plan on walking around to make sure everyone is participating in the journal


prompt and during the application exercise.
Participation in the discussion is the main form of evaluation

Notes/Recommendations for next time:

This lesson went well, I just need to work on questioning techniques that require
deeper, more critical thinking.
I also need to increase wait time before I respond to my own questions.

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