Micro Teach Lesson Plan

Names: Courtney Laycock, Daniela Suarez, Leonard Martinez

Date: November 19, 2018
Hot Topic: Racial identity
Lesson Title: How Racial Identity Affects your Classroom
Objective(s): TSW (The students will): be able to explain how racial identity affects their
students and other teachers and staff by completing a two paragraph writing assessment.
InTASC Standard 9 and all appropriate Subcategories (9(a) – 9(o)):
9(e) The teacher reflects on his/her personal biases and accesses resources to deepen his/her own
understanding of cultural, ethnic, gender, and learning differences to build stronger relationships
and create more relevant learning experiences.
9(i) The teacher understands how personal identity, worldview, and prior experience affect
perceptions and expectations, and recognizes how they may bias behaviors and interactions with
others.
9(j) The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for
educational equity, appropriate education for learners with disabilities, confidentiality, privacy,
appropriate treatment of learners, reporting in situations related to possible child abuse).
9(m) The teacher is committed to deepening understanding of his/her own frames of reference
(e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames,
and their impact on expectations for and relationships with learners and their families.

Teaching Procedures:
Bell Ringer Activity: The students will think back to a time in school when they were
personally victimized or saw someone victimized in the classroom in regards to their racial
identity. The students then will discuss this with their shoulder partner and will be selected at
random to share their thoughts/story. (Past Experience)
Anticipatory Set: Now that we have all discussed a time when we saw how racial
identity may have played a role in the classroom, let's move into discussing why racial identity is
important.
 Micro Teach Lesson Plan (Continued)
Aligned Information:
Students will be taught the following:
➔ What racial identity means
◆ It means that it is a collective sense of belonging
➔ Why they (as students) should care
◆ Inequality and cultural insensitivity are a heavy influence in the classroom
➔ Statistics and the effects on students
◆ How these states affect different races
➔ Check for understanding
◆ Think Pair Share activity
➔ The Cognitive, Social and Emotional effects
◆ How this affects the students
➔ Teachers teaching assimilation
◆ How teachers may “unknowingly” and “knowingly” force assimilation
➔ Closure
Check for Understanding: We will be doing a think/pair/share as a check for an understanding:
Think - of something you saw on the presentation or heard that either shocked you or that you
have never known/learned before

Pair - with your neighbor to the right or left of you (if lonely, join someone in behind you or in
front of you)

Share - share with your partner what you learned or thought was shocking. Conversate!
Model (if used): N/A
Lesson Closure: The students will take the survey (which was one of the handouts) to see how
they rate on being able to teach in a classroom where there are several different ethnicities. This
will give them knowledge on how to work on themselves so that they have a classroom that is all
inclusive and does not target any specific race. Students will then be asked to discuss with their
seat shoulder partner how they can change their answers from “disagree” to “agree”. The teacher
will then take one volunteer from the class to provide an answer on a plan for a change.
Please see the surveys below:
Materials/Resources:
Materials: Powerpoint, Pen or Pencil, and a survey.
Resources: Computer, projector
Assessment: The students will write a two paragraph essay that outlines what they learned, and
how racial identity affects their classroom on the student level, and on the teacher and staff level.

References:
Anderson, A. (2015). Minority Parents' Perspectives on Racial Socialization and School Readiness in the Early Childhood
Period.
Academic Pediatrics, 15(4), 405-411. doi: 10.1016/j.acap.2014.11.002
Anti-Racism Organizations | School for Social Work. (2018). Retrieved from https://ssw.smith.edu/about/anti-
racism-commitment/anti-racism-organizations

Civil Rights Data. (2014). Retrieved from https://www2.ed.gov/about/offices/list/ocr/data.html?src=rt/

Darling-Hammond, L. (2016, July 28). Unequal Opportunity: Race and Education. Retrieved from
https://www.brookings.edu/articles/unequal-opportunity-race-and-education/

Herbert, W. (2007). Association for Psychological Science: We're Only Human - Racism's Cognitive Toll. Retrieved from
https://www.psychologicalscience.org/onlyhuman/2007/09/racisms-cognitive-toll.cfm

Jay, M. (2009). Race‐ing through the school day: African American educators' experiences with race and racism in schools.
International Journal Of Qualitative Studies In Education, 22(6), 671-685. doi: 10.1080/09518390903333855

Morris, R. (1999). Making Classrooms Culturally Sensitive [Ebook] (1st ed., pp. 29-32). University of West: Department of
Educational Leadership and Professional Studies.

Plata, M. (2011). Journal of Border Educational Research - Cultural Insensitivity in the Classroom: Should It Be a Concern?
[Ebook] (9th ed., pp. 47-54). Texas A&M University-Commerce. Retrieved from
http://file:///C:/Users/Lenny/Documents/fall%20asu%202018/New%20folder/edp%20313/7057-28635-1-PB.pdf

Resmovitz, J. (2018). 1 In 4 Black Students With Disabilities Suspended From School. Retrieved from
https://www.huffingtonpost.com/2014/03/13/school-discipline-race_n_4952322.html

Shakoor, B. H., & Chalmers, D. (1991). Co-victimization of African-American children who witness violence: effects on
cognitive, emotional, and behavioral development. Journal of the National Medical Association, 83(3), 233-8.

Sykes, B. (2017). Adolescent Racial Discrimination and Parental Perceptions of Safety in American Neighborhoods and Schools.
Retrieved from https://onlinelibrary-wiley-com.ezproxy1.lib.asu.edu/doi/full/10.1111/socf.12364

Yoshinaga, K. (2016, July 12). Beyond Integration: How Teachers Can Encourage Cross-Racial Friendships. Retrieved from
https://www.npr.org/sections/ed/2016/07/12/482368648/beyond-integration-how-teachers-can-encourage-
cross-racial-friendships