Embedded Files
Here are the Lesson Plans that I have written for the five days covering Race, Ethnicity, and Minority Groups. These lesson plans are shortened to fit the guidelines of EdTPA since this is the lesson I plan on using!
Here is the PowerPoint students were introduced with during lesson one and students continued this PowerPoint into lesson two. Before beginning the PowerPoint, students were asked to do a pre-assessment of the content by using a Think-Pair-Share that would then lead to a class discussion before lecturing.
This video was used as a recap at the end of lesson 1. It breaks down how to identify and describe the differences between Race, Ethnicity, and Nationality -which was brought up in class-. Students enjoyed this recap video and a student with a severe IEP found it very engaging and was able to tell me the difference between Race and Ethnicity because of how it was explained in the video. This made me really happy to realize that all students were understanding the main concepts of the unit.
In the second day of the lesson, students were asked to take the 1965 Alabama Literacy Test and then it would be discussed once the answers were gone over. This class activity was used for students to connect the sociological perspective of Race, Ethnicity, and Minority Groups with the historical theme of voter suppression. Students each took the test independently but were allowed to chat with their peers.
Day 2
Here is the 1965 Alabama Literacy Test that students completed. Overall, students enjoyed this activity and had very thoughtful responses to the questions that were posed after finishing the test and reviewing the answers. Throughout the test students would often make comments about how unfair this was, how some questions were unjust/unrelated to voting, and realized the implications it had towards an entire group of people. A few of the questions students were asked include:
What response do you have to taking the 1965 Alabama Literacy test?
How does this test make you feel, how do you think it made African Americans feel?
Are there any unnecessary questions on this test? Were people easily able to pass, why or why not?
Do we still see voter inequality/suppression today? What has changed, and what has stayed the same?
Below I am attaching the links to the two primary source readings.
Fannie Lou Hamer Testimony at the Democratic National Convention
Cherokee Petition Protesting Removal 1836
https://www.americanyawp.com/reader/manifest-destiny/cherokee-petition-protesting-removal-1836/
Day 3
Day 3
On day 3, students first were asked to write examples of Stereotypes that they have witnessed in society. This could be within their school, their community, the media, or the world, etc. Once students finished, students were to give their examples and we discussed them. Students wrote this in their Guided Notes packets, on their computer,/iPad, etc. We then transitioned into the new PowerPoint covering Stereotypes, Prejudice, Discrimination, and Racism. Once information in the PowerPoint is covered through the topic of Racism (images and examples provided with questioning to students) then students will switch to the primary source documents for the Socratic Seminar (formative) assessment in lesson four. Students were given instructions, information, context, and were given an instructional strategies worksheet to use as a guide while reading the primary sources. Students were shown how to annotate the sources and then asked to read, followed with answering the questions. Students would complete the reading and questions for homework in preparation for the Socratic Seminar the next day.
HIPPO Instructional Strategy Worksheet with an example.
Primary source questions for the two documents.
Day 4
Students first watch this video and are asked questions about it. Students are asked to take notes in their guided notes packet ( some questions on the summative assessment will be pulled from the video). Students are asked questions that combine content from the lessons prior. Students enjoyed the video and had really good answers to the questions and brought in facts and concepts from the days prior.
Students transition to the Socratic Seminar. Students are asked if they read both sources. Some students did not, therefore I had students who did read the source were asked to give a summary of the source before moving on to the questions. Students did well back boning off of their peer's answers. Students had thoughtful inquiry, and discussion, along with being respectful. Students had the questions as a guide, but students naturally flowed into other conversations about the readings or reading aloud their favorite part, and then analyzing it.
Students were reminded at the end of class that they would have their summative assessment tomorrow. Students do not usually take tests in this class, so I gave them a multiple choice/true false test with a short answer response.
Day 5
This is the Summative Assessment students were given and the rubric that their short answer response was graded/assessed from. Students main vocabulary function other than analyze (which was used in the formative assessement) was compare/contrast. Students were to summarize vocabulary words, provide examples with evidence.
Students did well on the multiple choice and true/false portion. Students struggled to write more than five sentences -composing their thoughts- .
Differentiated Learning for the Summative Assessment as I realized students needed another option to show their understanding.
I gave students the option to create Venn Diagrams with the same criteria and a one to two sentence justification.
I gave one student the option to orally relay his answer to me. I know this student does much better orally relaying the content than writing it.
Student Work Samples
Here are student work samples from the short answer response on the summative assessment. There are two examples of student work uploaded with feedback. Each student presented their own way of showcasing their knowledge and understanding to the best of their ability. There is an example of student work displayed where a student who is At standard level of understanding (not Above or Approaching) and has a more creative way of thinking/producing work. The other student is a more analytical thinker. Lastly, there is an example of a student who attempted to fill out all of the questions for one of the primary source documents, but it shows me which questions the student did and did not understand for varying reasons.
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