LESSON PLAN # 2

LEARNING GOALS TARGETED in this Lesson (from Stage 1)

Meaning Goals (Essential Question(s)/Enduring Understanding(s)):

Who am I? vs. Who do people think I am?
What is my identity?
Do I judge other people?

Knowledge Goals:
-Identity
-Reflect on own prejudice
-A person is more than what you can see

Skill Goals:
-find the main idea
-personal reflection

Key Academic Vocabulary for this Lesson:

-identity
-minority
-main idea
-theme

Lesson Model:
TPT(s): Turn and Talk
Direct Instruction1 : ___________________________
__________________________
Facilitative Teaching2 : ___________________________
__________________________
Coaching3 : ___________________________

1 lecture, advance organizers, graphic organizers, questioning,

demonstration/modeling, process guides, guided practice,
feedback/corrections, differentiation
2 Diagnostic assessment, using analogies, graphic organizers, questioning
and probing, concept attainment, inquiry-oriented approaches, problem-
based learning, Socratic seminar, reciprocal teaching, formative
assessment, understanding notebook, feedback/corrections, rethinking and
reflection prompts, differentiated instruction
3 Ongoing assessment, providing specific feedback in the context of
authentic application, conferencing, prompting self-assessment and
reflection
LESSON PLAN - Script each of the three major sections of your Lesson Plan

Into the Learning Time Allocation: 10 mins

Spark motivation and interest by using a hook and/or activating students prior knowledge
1. Who are you (How do you see yourself? How do others see you? How would
you like others to see you?)
2. Where are you from?
3. What is important to you
Take a look at the board at these 3 questions. The first question is very hard to
answer so I put 3 sub questions to help you answer it in the parenthesis. You dont
have to write it down but I am going to give you several minutes to think this over.
(Give students 3-5 minutes)
Keeps those ideas in mind. We are now going to read a poem by a famous African
American artist. He wrote in 1951. Thinking to our social study units, what was
going on around this time? Or a little after this date? A clue is Martin Luther King.
Yes the Civil Rights Movement. Can someone remind me what this movement was
about? Why were people so angry? I thought we fought about this a long time ago
during the civil war. You guys are bringing up some awesome ideas Im going to
write some of them on the board so we can keep them in mind. (Elicit possibilities:
black and white, racism, equality, rights)
While we read this poem, keep in mind this is the time the author was living in.

Through the Learning Time Allocation: 50 mins

One or more activities that cognitively challenge and engage students participation to acquire knowledge
and skills, make meaning, and practice transfer

I DO: While reading this poem I am going to pay close attention to what he is
sharing about himself.
First read the poem all the way through silently.
So what can we say about the author of this poem? (colored, 22, born in Winston-
Salem, College in Harlem, only colored student in class)
In the margins I am going to write down what he generally told us, his ethnicity,
age, where he was born, where he lives, where he goes to school, what makes him
distinct, what he sees.
He is the only colored person in his class that is an important idea you brought up.
So we have learned a vocabulary word about this, someone who is not the
majority Yes minority. How do you think he feels in his class? Maybe like he sticks
out? Maybe he feels different than his classmates?
WE DO: Lets keep reading.
He says he is what he feels and sees and hears. What are some things he hears?
Harlem. What do you hear when he said I hear you Harlem and New York? Yes I
hear lots of noise, cars honking their horns, maybe some street music. Im going to
write down what he hears in the margins
Then what does he list? Yes but what is that a list of? Things he likes. He likes to
eat, sleep, drink, be in love, work, read, learn, and understand life! These are all
things he likes to do. Im going to write that in the margins as well.
Then in the next two lines what does he generally share? Just as learning, eating
and sleeping were things he liked to do, what is listing when he lists a pipe or
records? Turn and talk with a neighbor.
Yes he lists things he likes that are tangible like a pipe and records. So I will write
down what he likes.
Turn and talk again and discuss what you think he means in the next couple lines
in this stanza. (Have students share)
So he lists a lot of normal things that a lot of people like, that if you just saw that
you wouldnt be able to tell if this was a colored writer.
(Read first 6 lines) What do you think he is saying here?
They are both American and America is made up of them, so they are a part of each
other!
(Finish poem)
On a piece of paper write down what you think the theme of this poem was and the
message it made?
Have students share.
So a lot of you mentioned that he was more than a colored person, and that people
arent what they appear to be on the outside. Or also that people have more
similarities than differences. These are all so great! Yes these are all takeaways
from this poem and you can all interpret it differently and take something out of it
thats how its meant to be. But all of our ideas seem to be around a central theme.
Can you think of it? (Elicit, or give) Identity. This piece is about his identity and
how he struggles to share because he knows others see his color when he sees
him, but when he was writing you couldnt see that color. He was just another
American.
This struggle with identity is problem many African American students endure.
They are Americans but many times people judge them by what they see on the
outside. African Americans were treated as lesser although they are Americans on
the inside as well. We are all more alike than we are different. We have 2 eyes, 2
ears, a mouth and nose. This isnt only a problem of African Americans, but
everyone is much more than what they look like and that shouldnt define their
identity.

YOU DO: Now you are all going to explore your own identity. Look back at the
questions you answered at the start of class. These are all things Langston Hughes
shares in his poem. You are going to analyze your identity through Theme for
English with Miss.C.
You will include the same information that Hughes did in his poem, so the things
we wrote in the margins.
You will all receive a plate and on the front I will post your school picture and you
will write things that people see or know about you. You may also decorate it with
pictures and magazine cut outs.
On the back I will take another picture of you that shows your personality, or you
can bring in a picture. And you will write things people dont know about you, or
who you want to be seen as. Again you may also add pictures and cut outs.
 I will give you a worksheet to do first that will guide what you will include on your
plate. This is a time to share your identity and personality, I want to get to know
you all better!

Beyond the Learning Time Allocation: 2 mins

Lesson closure and lead-in to next lesson: students summarize, articulate, analyze, extend their learning,
set goals and next steps

We will continue to work on our identity plates tomorrow. Then you will get a chance to share what you
included and tell us more about who you are. Im so excited to learn more about you all and for you to all
learn more about each other.
Reminder:
What Formative Assessment will give you information on each of your students learning of the lessons learning
outcome(s)?
Be sure to integrate formative assessment into one of the above major sections of your Lesson Plan.
Attach sample (and grading rubric if applicable)
The plate, worksheet, and discussion we have about the poem will all serve as a formative assessment.
DIFFERENTIATION FRAMEWORK
How will you adapt or differentiate your lesson to meet diverse students needs?
Language Support for ELLs
Using the SIOP Model of Sheltered Immersion, list 1) the General Category of Key Components of Teaching
Language and Content Effectively and 2) the Specific Instructional Strategy/Strategies used in this lesson. Be sure
to add these labels in bold in your lesson plan.
I will write the main ideas of the poem on the board to simplify the language. They will also have the
guiding worksheet to help them with the project. Students will also be writing about themselves so the
background knowledge will assist in their writing.

Culturally Responsive Teaching Model

Using the Culturally Responsive Teaching Model4, list here which aspect(s) of CRT are applied in this lesson with a
specific description of how it is enacted in this lesson. Be sure to add these labels in bold in your lesson plan.
Students try to define the identity. Students will get a chance to analyze what people perceive versus who they
really are as many African American citizens endure. Students will see each others work and that there is much
more to a person than what they think. In the process students will reflect on their own bias towards others.

Exceptional Learning Needs

Using the Tomlinson Framework of Differentiation, list 1) the General Approach (Content, Process, Product,
Affect/Environment, and 2) the Specific Strategy related to that General Approach. Be sure to add these labels in
bold in your lesson plan

Students will be paired with a gifted student for turn and talk and I will facilitate. Student may receive help writing

4 1) cultural competence - knowledge of individual and group identities that are manifested in
diverse ways of knowing, speaking, being, understanding, and learning, 2) content integration
into the curriculum - use of culturally specific curricular approaches: Contributions, Additive,
Transformation, and Social Action, 3) equity pedagogy - use of a variety of teaching approaches
that are consistent with the diverse range of knowing, speaking, being, understanding, and
learning, 4) empowering classroom culture - awareness of how school may be replicating
societal inequities and responses that empower students
or may have answers typed up.
CLASSROOM MANAGEMENT
How will you foster a positive learning environment that will enhance all students learning and growth?
Seating/ Classroom Arrangement (only if special arrangement is needed for this lesson)

Special Rules/ Procedures (only if special rules/procedures required for this lesson)

Materials Needed for this Lesson:

-Theme for English B by Langston Hughes
-project guide worksheet
-paper plates
-magazines
-colored pencils
-crayons
-markers