Daily Lesson Plan

Teacher: Susan Bridges Lesson Date: 10/23/2018

Subject: Education LDC/Unit Title: Chapter 8

CCSS/CLGs/SC Assessment Limits/Standards: (What are the skills being taught? Which Agenda: (What is the snapshot of my class flow?)
standards are being specifically addressed in this lesson?)
 Opening to showcase classroom
 SS.9-12WH.23 – Analyze the complex relationship between diversity
dominant cultures and minority groups through world history,  Instruct Power Points individually
including but not limited to: causes of (race, ethnicity, gender,
 Evaluate students understand with
nationality, class and/or religion), reactions, and long term
Jeopardy Activity
effects of oppression.
 Distribute cupcakes to symbolize
 SS.9-12US.26 – Examine how and why diverse groups have
diversity
been denied equality and opportunity, both institutionally and
 Analyze students learning and lesson
informally.
comprehension with a sentence about
 SS.9-12US.28 – Examine how American culture is influenced
what they learned
and shaped by diverse groups and individuals.
Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
The students will learn the Multicultural aspects of Gender and Sexual Orientation. Students will learn by following along,
note taking, participating in the Jeopardy activity, and explaining something that they learned from my lesson.

TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT

Note: A variety of formative
assessments should be used at key
points throughout the lesson.
Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the classroom?)
Students will be instructed that they will be learning about the diversity of today’s
students and the correlation it has to their education.
Ask students to pull out half a sheet of paper and answer the following questions:
1. What is your ethnicity?
10 2. What is your gender?
min 3. What is your religion?
After allotting a minute of time to write answers, I will ask the class, as a whole, to raise
their hand depending on their answer so that they may look around the classroom to
see who shares similarities and who differs.
This is to show the diversity of the classroom.
Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there
vocabulary that must be cleared? Is there brainstorming that student need to complete before the lesson begins?)
My group and I will each take a minute to introduce ourselves to the students and
explain what makes us diverse. Students will be sparked by seeing the diversity
5
between us and this will be an opening for them to know that we will be discussing the
min different types of students today.
My introduction will be:
1. I am white
2. I identify with the LGBT community
3. I am a child of divorced parents.
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge],
shared reading, shared writing, discussion, writing process.)
We will be using the following Power Point as our whole group discussion:
40
min
Chapter 8
PowerPoint.pptx
Link:
 0 Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, student
conferencing, re-teaching or intervention, writing process)
min
0 Independent Practice: (individual practice, discussion, writing process.)
min N/A
Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?)
We will know if students have achieved today’s objective by splitting the classroom into
teams and having them play Jeopardy. The Jeopardy questions will be based on main
points of discussion from Power Point instruction.

JeoPARDY Chapter
8.pptx
Link:
Gender and LGBT Questions:
1. “Act like a lady” and “Be a perfect gentleman” are two forms of this gender
dimension?
10
min
Answer: sex-role socialization
2.What year did Massachusetts adopt policies prohibiting discrimination of LGBT
students and teachers?
Answer: 1993
3. This percentage of LGBT students believed their teachers had negative opinions of
them?
Answer: 80%
*Bonus*
Academic success is most associated with?
Answer: Family income

Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective and connect the lesson to the unit?)
8 On the back of a half sheet of paper that the students used in the beginning of class,
min they will write down one thing that they learned from the classroom lesson. As students
answer, they will be rewarded with a Funfetti cupcake to symbolize diversity.
Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?)
This lesson will be helpful to all learners. As a student with a low attention span, this
lesson would be helpful to spark their interests. Using the Power Point presentation,
learners who learn visually will benefit by taking notes from the Power Point. This will
help with their comprehension of the matter. Audio learners will listen to my voice and
be able to apply knowledge learned from listening to my speech correlate with words
on the Power Point board. Short attention span students will be excited by the
Jeopardy presentation, which will spark their interest to remember and learn the
subject matter. Lastly, the Funfetti cupcakes will be helpful to students that enjoy
rewards; this will help them feel proud of their learning.

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)

Computer with Power Point capabilities, Jeopardy Questions, Textbook – Becoming a Teacher by Forest W. Parkay,
Funfetti cupcakes
Notes:

Structure Strategies Included in the City School/ Model of Highly Effective Literacy Instruction
Whole Group -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Questioning the Author (QtA) -Question-Answer-Relationships (QAR)
-Text annotation -Think aloud -Think/Pair/Share
Guided -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Literature Circles -Questioning the Author (QtA)
Practice/Small group -Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences
Independent -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Literature Circles -Questioning the Author (QtA)
Practice -Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences