Lesson Plan

Name: Bayliegh Hickle

Subject Area/Grade Level: 8​th​ Grade English

Date: March 28, 2019

OBJECTIVE(S): Measurable, Manageable, Made First, Most Important

Students will be able to:

Students will be able to define privilege
Students will be able to begin to understand social injustices and how society is affected by them
Students will be able to demonstrate prior knowledge of social and global issues (in modern society)
SOLs: What SOL(s) will your students be working on when they master this objective?
8. 1 - The student will make a formal oral presentation in a group or individually.
a) Choose the purpose of the presentation.
b) Choose vocabulary, language, and tone appropriate to the audience, topic, and purpose.
c) Use details, illustrations, statistics, comparisons, and analogies to support the presentation.
d) Use media, visual literacy, and technology skills to create and support the presentation.
e) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.
f) Collaborate and report on small group learning activities.
g) Evaluate formal presentations including personal, digital, visual, textual, and technological.
h) Use a variety of listening strategies to analyze relationships among purpose, audience, and content of presentations.
i) Critique effectiveness of presentations.

8.2 - The student will examine how values and points of view are included or excluded and how media influences beliefs and
behaviors.
a) Evaluate sources including advertisements, editorials, blogs, Websites, and other media for relationships between intent,
factual content, and opinion.
b) Determine the author’s purpose and intended effect on the audience for media messages
ASSESSMENT: Describe, briefly, what students will do to show you that they have mastered (or made progress
toward) the objective.
Students will write exit slips on what their interpretation of privilege is. Students will interact in classroom discussion to
better develop their understanding of social injustice and how society is affected by them. Students will take a pre assessment
to ​demonstrate prior knowledge of social and global issues (in modern society).
MATERIALS and PREPARATION: Describe what you will need to do operationally to ensure that the lesson is
prepared, like writing on the board, making posters, or making copies.
-notebook paper
-trashcan
-smartboard (computer): YouTube video, Padlet
-pencil/pen
ACCOMMODATIONS/ADAPTATIONS: Describe any steps taken to make the lesson universally accessible to all
learners, no matter the challenges, disability, or personality.
The teacher will accommodate special needs learners by creating a learning environment consistent with Universal Design for
Learning (UDL) principles. Students with specific challenges will be accommodated consistent with Individualized Instructional Plan
(IEP or 504 Plan) requirements, and through the use of Assistive Technology (AT) devices as required. For hard-of-hearing students,
headphones and audio versions of the textbook will be provided.

THE LESSON
Rationale​: ​ What the experts say (i.e., Why would your lesson be considered good teaching practice? Is this lesson in keeping with
what Beers, Atwell, Weaver, Christenbury, Mitchell, Kirby and Liner, or others advocate?
Audre Lorde said “it has always been up to the oppressed to make the oppressors aware of their condition.” My lesson is good
teaching practice because it exposes students to privilege and how it plays into social injustices. It brings awareness to the
issues while also strengthening student’s written and oral communication skills.
 OPENING HOOK. How will you engage student interest and connect lesson content to previous learning and your
students’ goals?
Teacher will…. Students will….
(10-15 minutes) ● Ball up piece of paper
Ask every student to get out a piece of paper and crumple it up. She will then place a and participate in
trash can at the front of the room. She will have students remain in their seats and privilege exercise
attempt to throw the piece of paper into the trash can. When the activity is done, she ● Students will engage in
will explain that while the students in the front had the advantage, nothing they did thought provoking
specifically got them there, and the students in the back had the disadvantage but privilege classroom
nothing specific they did got them there. She will them explain that this is how discussion
privilege works. Everyone has the same opportunity, but for others there are
underlying circumstances that make tasks difficult to complete. She will also explain
that those who are privilege typically don’t understand their privilege because they
have never been in that situation, and students who are not privileged often know
completely about privilege because they have had to face greater obstacles.
PROCEDURES / LEARNING ACTIVITIES
What specific structure will you provide? What specific questions will you ask? What learning activities will be
engaging your students? What supporting handouts/organizers will you use?
Teacher will…. Students will….
(30-35 minutes)
Pass out pre assessment of social and global issues to students and have them answer ●
Take pre assessment on
all questions while teacher gets video social and global issues
https://www.youtube.com/watch?v=hD5f8GuNuGQ​ ready on the smartboard. She will ● Watch privilege video
collect pre assessments (these will be compared to post assessments once ​The Hunger ● Use chromebooks to open
Games i​ s read and we are closing the unit) and play video. Once video is done playing, padlet and answer
she will write the statement “Give an example of experienced privilege. It can be in questions on the board
school or in home life” On the board. She will ask students to pull out their ● Engage in classroom
Chromebook and open the link ​https://padlet.com/bhickle24/ulqcy63jvi0x​ to respond discussion about social
to these questions. As answers appear anonymously on the padlet, students will have injustices and how they
classroom discussion about social injustices and how they are affected on a personal are effected on a personal
level and how the world is affected on a global level. level and how the world
is affected globally
CLOSING. How will you have students summarize what they’ve learned?
Teacher will ​Students will

(5-10 minutes) ● Complete exit slip

Teacher will have students pull out a scrap sheet of paper and define their
interpretation of the word privilege. They will turn this in as an exit slip on their way
out of class.