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Name: Georgiana Morell Academic 10th and 11th Grade Classes

90 minutes

Mentor Teacher: Kathy Bishop Date: March 21 and 22, 2012


Talking about Prejudice

Lesson Rationale/Overview: This lesson will lead the students to identify the ways prejudice has affected their lives. It is a precursor to the upcoming unit on WWII. Objectives (SWBAT): Students will be able to read silently, create a working definition for the word Prejudice and answer personal questions about the ways prejudice has affected their lives Standards (TEKS):

110.32. (b) Knowledge and skills. (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:(A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;(B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words;(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology.(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:110.33. (b) Knowledge and skills. (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:(A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;(B) analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings;(C) infer word meaning through the identification and analysis of analogies and other word relationships;
Teacher Content Background: An understanding of the word prejudice noun 1. an unfavorable opinion or feeling formed beforehand or without knowledge, thought, or reason. 2. any preconceived opinion or feeling, either favorable or unfavorable. 3. unreasonable feelings, opinions, or attitudes, especially of a hostile nature, regarding a racial, religious, or national group.

Name: Georgiana Morell Academic 10th and 11th Grade Classes

Mentor Teacher: Kathy Bishop Date: March 21 and 22, 2012

4. such attitudes considered collectively: The war against prejudice is never-ending. 5. damage or injury; detriment: a law that operated to the prejudice of the majority. verb (used with object) 6. to affect with a prejudice, either favorable or unfavorable: His honesty and sincerity prejudiced us in his favor. Materials: Teacher: Document Camera, writing utensil, Prejudice worksheet Student: Writing utensil, SSR book Activities: The classroom is set up in rows. The students will be instructed to take out their SSR books and begin reading silently.

Activity 1: SSR (30 minutes): Independent Practice Objective(s): Students will read silently Take out their books and read the pages assigned for this week This activity will be assessed based on the students ability to read silently and complete their respective worksheets. Each time a student is off task during this activity, 5 points will be deducted from their sustained silent reading grade. This is documented on the roll sheet.

Activity 2: Defining Prejudice (20 minutes): Whole Class Discussion Objective: Students will create a working definition for the word Prejudice based on their own experiences and perceptions of prejudice. Students will compare/contrast their personal definitions for prejudice. o Project the word Prejudice over the document camera. Give the dictionary definition for this word. Ask the students if they agree with the definition given. Tell them that their task today is to come up with a new definition that fits their understanding of the word. Give the students 5-10 minutes to come up with definitions independently. After they have written their definitions, ask for any volunteers to read their definitions aloud. If

Name: Georgiana Morell Academic 10th and 11th Grade Classes


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Mentor Teacher: Kathy Bishop Date: March 21 and 22, 2012

there are no volunteers, call on students to read what is on their papers. As you listen to the students, write their definitions on the document under the word Prejudice

Activity 3: Open ended response sheet (30 minutes): Independent Writing Practice Objective(s): Students will write a detailed description of an instance of prejudice they have experienced or witnessed. Pass out the Open Ended Responses to Prejudice assignment o Let the students know that this assignment will ask them to examine prejudice in their own lives. They are to answer each question in three or four sentences. Also explain to them that this is their grade for today. Model writing an answer to one of the questions on the document camera. Call their attention to the front of the room. Read the first question aloud: Have you ever faced racism in your own life Begin by walking the students through your thought process. For example, When I first read this question, I immediately thought of my experience teaching. There was a student there who. Then discuss the way this made you feel. When this happened, I wasnt sure how to react Then turn to the question. Using the information youve just shared with the class, answer the question in complete sentences using much detail. Answer any questions concerning the process

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Let students know that they should be working on this assignment independently. When the time is up, ask students to please pass their assignments to the front of their rows, where teacher will collect them.

Closure: Whole Class Discussion Objective: The students will discuss their answers as class 10 minutes

Ask the students to clean up their areas. Ask students questions about prejudice, or Ask students to share some of the experiences with prejudice that they wrote about in their question answers.

Name: Georgiana Morell Academic 10th and 11th Grade Classes

Mentor Teacher: Kathy Bishop Date: March 21 and 22, 2012

Is prejudice something you often think about? Where the questions hard to answer? Differentiation( How will I address the needs of other learners) : I will speak slowly and clearly for the ELL students. I will also clarify terms and repeat directions for those who need it. Assessment: Formative: Verbal question, monitoring through proximity and individual conversations Summative: The completion of the Open Ended Question assignment. This will be graded for completion, in which each question is worth 30 points, and 10 points will be awarded for those who choose to share. Teacher Reflections:

Name: Georgiana Morell Academic 10th and 11th Grade Classes

Mentor Teacher: Kathy Bishop Date: March 21 and 22, 2012