Value of Cultural Diversity Appreciation in School

FSC School of Education Standards-Based Lesson Plan -2018

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FSC School of Education

Standards-Based Lesson Plan Template 2022-2023

Directions for completing the lesson plan: Read the boxes with instruction to make sure you include all requirements for that section. Do not delete any instructions in the colored boxes. Add your information in the white boxes.

Name:

FSC Course Number:

Date:

Total Length of Lesson: 90 minutes

Grade Level: 7th

YouTube link: n/a

Key Teaching Skills (Choose the 2-3 KTS on which you will focus to enhance your teacher development. These areas are based on the FSC Clinical Experience Action Plan.):

? Classroom management strategies

? Provide high-quality academic feedback 

? Provide rigor through accurate & high-quality content

? Positively impact student learning

? Formative assessment to inform instruction 

? Ask higher level questions

? Strong subject/content knowledge

? Multi-sensory instruction

? Assessment to measure learning gains

? Differentiated instruction (CPP)/UDL (per data)

? Foster student engagement 

? Scaffolding instruction 

? Integrate literacy instruction 

Subject Area/Topic of Lesson: Cultural Diversity and Language Functions

Total number of K-12 students: __25___ Number of ELL students: ___20__

Number of ESE students excluding Gifted: ___2__ Number of Gifted students: ___3__

FL Standards/B.E.S.T. Standards (Academic Standards)

Write the standard and benchmark numbers and descriptions. Find these on the FLDOE website or CPALMS. http://www.cpalms.org/Standards/FLStandardSearch.aspx.

Include standards to integrate across subjects. Example: Reading, Writing, Social Studies; Math, Writing, Science

Objective(s) and Learning Target(s)

The objective must align with the FL Standards/B.E.S.T. Standards. Objectives are the specific measurable competencies to determine whether the standard is met or not. Learning targets express the success criteria for the objective in student friendly language.

The objective and learning targets must match the FL standard.

Objective Example: The students will demonstrate understanding of the equivalency of mixed numbers and improper fractions by drawing models of equivalent mixed numbers and improper fractions with an 80% mastery level by the end of the two-day lesson.

Learning Target Example: 1. Draw models of the denominator for each improper fraction and mixed number. 2. Color the correct number of pieces in each model to represent each given improper fraction and mixed number.

Assessment/Evaluation:

Concluding Assessment

Although this lesson may not cover the entire standard, you must attach a concluding assessment for this lesson. This must assess the students’ mastery toward the objective/standard. Examples: project, paper test, report, chapter test, practice problems, written story, journal entry, etc. Be sure that this assessment directly links to the objective and standard.

Include a copy of the assessment to bottom of this lesson plan.

FL Standards/B.E.S.T. Standard(s) (Academic Standards):

FL Standards: LAFS.7.W.1.2 Write informative / explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Objective(s) and Learning Target(s):

The students will demonstrate understanding of the importance of cultural diversity and the usage of English language functions through discussion and writing with an 80% mastery level by the end of the lesson.

Learning Targets: 1. Identify language functions in a given text. 2. Participate in a discussion about cultural diversity and language use. 3. Write a letter in English, applying the language functions learned.

Assessment/Evaluation:

Students' participation in discussions and their letters will serve as assessments for this lesson. They will be evaluated on their understanding of cultural diversity, their use of language functions, and their ability to write a letter in English. For a copy of the assessment, see Appendix at the end of this lesson plan.

B.E.S.T. Benchmark(s):

SS.7.C.2.4

Possible misconceptions for this lesson and strategies to address misconceptions

Gather information from pretests, talking to CT, common content area misconceptions, suggested misconceptions from teacher resource materials.

Misconceptions:

1. All English language learners have the same language proficiency level and learning needs.

2. Cultural diversity is a barrier to learning English. Strategies to Address Misconceptions:

3. Clarify that English language learners have varying proficiency levels and learning needs. Scaffold instruction and provide differentiated tasks.

4. Emphasize that cultural diversity enriches the learning environment. Encourage appreciation and respect for cultural diversity.

Strategies to Address Misconceptions: use scaffolding, visual aids, interactive and cooperative learning

ESOL strategies specific to the K-12 students in your class and content of the lesson

You must include these instructional strategies under the assumption that there are K-12 ELL students in the classroom. List the ELL stages of the students. ELL instructional strategies must support the objectives of this specific lesson. Align the instructional strategies to the critical content of the lesson. Please list stages, code and the description given.

ESOL Stages, Codes, and Strategy Descriptions:

1. Stage 1 (Entering) - Use visual aids, realia, and body language to support understanding. (ESOL strategy A1)

2. Stage 2 (Beginning) - Scaffold instruction and provide graphic organizers. (ESOL strategy B5)

3. Stage 3 (Developing) - Use interactive and cooperative learning activities. (ESOL strategy C6)

4. Stage 4 (Expanding) - Encourage student to use English in different contexts. (ESOL strategy D7)

5. Stage 5 (Bridging) - Provide opportunities for students to use complex language structures. (ESOL strategy E8)

Differentiated Instruction/Meeting the Needs of All Learners

Plan for differentiating for specific students based on their individual needs in the areas of the lesson plan that they will need support including K-12 ELLs, students with learning differences, advanced learners, cultural differences, special needs, etc.

What

What are you doing to differentiate for individual or small group students?

Where

Where in the lesson is differentiation taking place?

Who

Who are the students receiving the differentiation? (Name)

Why

Justify the reason for differentiation for each student.

Content

Use texts of varying complexity for different proficiency levels.

During reading and discussion activities.

ELLs at different proficiency levels.

To ensure each student can access and engage with the material.

Process

Scaffold instructions, and provide additional support for students with learning differences.

Throughout the lesson.

ESE students and ELLs at lower proficiency levels.

To ensure comprehension and accessibility.

Product

Allow students to express their understanding in various formats - written, oral, or visual.

During the final letter-writing task.

All students, with specific adjustments for ESE, gifted, and ELLs.

To cater to different learning styles and strengths.

Materials/Tech/Eqmt/E-Lrng

List all including specific titles of any texts and links to any videos or other media. All materials must be at the appropriate grade level, critical content level, and level of rigor.

Materials/Tech/Equipment/E-Learning:

· Texts about cultural diversity (varying complexity)

· Graphic organizers

· Paper and pencils for letter writing

· Computer with Internet access for additional resources

Vocabulary

Necessary for K-12 students to understand the critical content of the lesson.

Be sure to list words and definitions.

Vocabulary Terms and Meanings:

1. Diversity: The state of being diverse; variety.

2. Culture: The customs, arts, social institutions, and achievements of a particular nation, people, or other social group.

3. Tolerance: The ability or willingness to tolerate the existence of opinions or behavior that one dislikes or disagrees with.

4. Language function: The purpose for which language is used in different contexts.

Instructional Strategies

List various specific instructional strategies (centers, specific graphic organizers, paired discussion, think-alouds) including multisensory strategies (sight, hearing, touch, movement) used throughout the lesson. Include the rationale for choosing the instructional strategies.

Instructional Strategies and Rationale:

1. Paired discussion: To promote collaborative learning and language practice.

2. Graphic organizers: To help students organize their ideas and understand the structure of a letter.

3. Think-alouds: To model how to approach the tasks and to promote metacognitive awareness.

Introduction to new critical content/Review of previous critical content/K-12 Student Engagement

Plan for approximately 10% of the total lesson to be devoted to this area. This is used to activate background knowledge, introduce vocabulary (if needed at this time), and create excitement about what is about to be taught. Use videos, games, graphic organizers, etc…

Introduction:

A brief discussion on cultural diversity and the role it plays in our lives. An introduction to language functions and how they are used in different contexts.

Estimated Time:

10 minutes

Higher Order Questions/Activities (TPI 2.2)

List questions and/or activities that are in your introduction section and identify level of taxonomy or DOK.

Be sure what is written here is also included in the introduction section.

Higher Order Questions/Activities with Bloom’s or DOK Level:

1. "What is cultural diversity, and why is it important?" (Understanding)

2. "How does language function change in different situations?" (Analyzing)

Instruction/Explanation

· Explain

· Model/Demonstrate

What instruction will you provide to impact K-12 student learning and create rigor through complexity and autonomy?

Instruction:

1. Explain: Teach about language functions and their use in English. Discuss the importance of cultural diversity.

2. Model/Demonstrate: Show examples of language functions in texts. Demonstrate how to write a letter using appropriate language functions.

Estimated Time:

30 minutes

Higher Order Questions/Activities (TPI 2.2)

List questions and/or activities that are in your instruction section and identify level of taxonomy or DOK. The questions/activities must be grade level appropriate and ABOVE the comprehension/understanding level.

Be sure what is written here is also included in the instruction section.

Higher Order Questions/Activities with Bloom’s or DOK Level:

1. "How can we apply the concept of cultural diversity and language function in real-world situations?" (Applying, DOK Level 3)

2. "How would you handle a situation where someone from a different culture didn't understand your point of view?" (Analyzing, DOK Level 4)

Formative Assessment (TPI 2.2)

Check for K-12 student learning and adjust instruction if necessary.

Examples: K-12 student response to questions, journal entries, graphic organizers, white board responses, exit slips, Kagan strategies, etc

If using Plickers, Kahoot, etc., provide the link and/or hard copy of the questions.

What evidence will you collect from K-12 students to demonstrate that they learned the critical content of the required standards and are progressing toward mastering the objective? 

Feedback: How will you provide feedback to K-12 students and celebrate success?

Formative Assessment, Evidence and Feedback:

Formative Assessment: Students will participate in a role-play activity demonstrating understanding of cultural diversity and appropriate use of language functions. The teacher will provide prompts and scenarios to guide the activity.

Evidence: Active participation in role-play, understanding and application of key concepts, and use of appropriate language functions.

Feedback: Immediate verbal feedback will be given during the role-play activity, highlighting strengths and providing constructive suggestions for improvement.

Guided Practice/Exploration

When using the 5E model, Explanation and Exploration are reversed.

· Paired or group activities

· Practice

· Feedback from peers and teacher

What practice opportunities will you provide to impact student learning?

Guided Practice:

Students will engage in small-group discussions to brainstorm ideas and plan for the letter-writing task. They will share their ideas with the class and receive feedback.

Estimated Time:

20 minutes

Higher Order Questions/Activities (TPI 2.2)

List questions and/or activities that are in your guided practice section and identify level of taxonomy. The questions/activities must be grade level appropriate and ABOVE the comprehension/understanding level.

http://www.fctl.ucf.edu/teachingandlearningresources/coursedesign/bloomstaxonomy/

Be sure what is written here is also included in the guided practice section.

Higher Order Questions/Activities with Bloom’s or DOK Level:

1. "In your group, discuss how you might convey respect and understanding for cultural diversity in your letter?" (Evaluating, DOK Level 3)

2. "What language functions would be most appropriate to use in your letter, and why?" (Analyzing, DOK Level 4)

Formative Assessment (TPI 2.2)

Check for K-12 student learning and adjust instruction if necessary.

Examples: K-12 student response to questions, journal entries, graphic organizers, white board responses, exit slips, Kagan strategies, etc

If using Plickers, Kahoot, etc., provide the link and/or hard copy of the questions.

What evidence will you collect from K-12 students to demonstrate that they learned the critical content of the required standards and are progressing toward mastering the objective? 

Feedback: How will you provide feedback to K-12 students and celebrate success?

Formative Assessment, Evidence and Feedback:

Formative Assessment: Monitoring small group discussions and providing feedback on their brainstorming and planning for the letter-writing task.

Evidence: Active participation in discussions, use of appropriate language functions, and respect for cultural diversity in planning the letter.

Feedback: Immediate verbal feedback will be given during the discussion, reinforcing effective strategies and providing guidance for improvement.

Independent Practice/Elaboration

Application of the objectives and learning targets.

· K-12 students work independently to provide data to adapt instruction in wrap-up and remediation

· PST assesses individual K-12 student learning

What individual practice will you provide to impact K-12 student learning?

Independent Practice:

Students will individually draft their letters demonstrating an understanding of cultural diversity and use of appropriate language functions. Students are encouraged to refer to their brainstorming notes and feedback received during guided practice.

Estimated Time:

30 minutes

Wrap-up/Closure

Review the objective(s) using K-12 student-engaged activities:

· Higher Order Questions

· Exit tickets

· Additions to the KWL

· Post-It Notes

· Etc.

What wrap-up will you provide to impact K-12 student learning?

Wrap-up/Closure:

The class will come together for a final discussion. Students will be asked to share their experiences writing the letter, challenges faced, and how they addressed them. They will also reflect on the importance of cultural diversity and appropriate language functions.

Estimated Time:

10 minutes

Higher Order Questions/Activities (TPI 2.2)

List questions and/or activities that are in your wrap up section and identify level of taxonomy. The questions/activities must be grade level appropriate and ABOVE the comprehension/understanding level.

http://www.fctl.ucf.edu/teachingandlearningresources/coursedesign/bloomstaxonomy/

Be sure what is written here is also included in the wrap up section.

Higher Order Questions/Activities with Bloom’s or DOK Level:

1. "How did your understanding of cultural diversity influence the way you wrote your letter?" (Evaluating, DOK Level 3)