Your name: Christian Moya

Elementary Inclusive Preservice Program Lesson Plan

Lesson title: Introducing Inequity in New York
Grade/age level: 4th Grade
Date (intended teaching date): Week 1, Day 1

Learning Objective(s)
What do you want students
to know, understand, or be
able to do as a result of this
lesson?

Evidence for
assessment
Where will you look
(product, performance,
documentation you create,
etc.) for signs of student
learning?
What will you look for?
What are your criteria?
(examples of statements or
actions that would show the
particular kinds of
understandings, learnings,
&/or skills you are after?)

Rationale
Why are you teaching this
lesson? What connections
does it have to standards?
Does it connect to students
interests, strengths, and
needs? How does it fit within
the curriculum?

Students will be able to define socioeconomic inequity in New York by assessing

their initial understanding of inequity and opportunity.

Students will fill out on a post-it what they know about inequity.
Process: Students are reflecting on personal experiences to shape what they know
about inequity and opportunity.
Product: Students define inequity and opportunity based off their personal
experience.
There is no criteria for this particular lesson, but over the course of the lesson, the
aim is that students understand that inequity exists in New York and it limits the
opportunities for some groups over others.

This lesson launches the curricular unit on socioeconomic inequities in New York.
It assesses their initial understanding of inequity and opportunity.
CCSS SL.4.1 Engage effectively in a range of collaborative discussions with
diverse partners on grade 4 topics and texts, building on others ideas and
expressing their own clearly.
CCSS SL.4.4 Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate facts and relevant, descriptiev details to
support main ideas of themes; speak clearly at an understandable pace.

Prerequisite Knowledge Prerequisite knowledge needed in this lesson derive from the community

What prior knowledge are

knowledge they access outside of the classroom. Students bring in what they know
you counting on? Will this be
about their own communities based off observations made prior to walking in the
a problem for any of your
students and if so, what will class that day.
you do?

Learning Experience

Assessment

In each section below, specify the sequence of instructional activities.

Consider how you will manage materials, bodies, and time. Use small
boxes to indicate time.

What will you look/listen to/for? How are

you figuring out what students are
learning?

Starting It

Tell students that we are starting a unit,

Students will write down their initial
we dive into it, we will spend definition of inequity.
time jotting down what we already know
about inequity and opportunity,
particularly in the context of New York.
On a red post it, students will write out
how they would define inequity.

How will you invite students but before

into the learning experience?

Doing It

Students will put their red post-its on the

Outline your sequence of

KWL chart, under the letter K.. Students
instructional moves including
will discuss how they defined inequity,
participation structures,
materials, intellectual
building off each others ideas and
resources, and time allotted.
question each other when needed.
Is there a product or
Students should work towards defining
performance you will be
expecting students to create? inequity as a group. When the class

Students should respond to each others

ideas about inequity and question an
idea when more clarification is needed.

Class will write out their initial

definition of inequity
collaboratively. The definition should
comes to a consensus to its definition, the encompass the perspectives of most, if
students will write down the definition on not all students and should have been
a poster paper to be displayed on the wall critiqued by one another to ensure the
definition encompasses multiple
throughout the unit.
perspectives.

Finishing It
How will you bring students
to closure with this learning
experience and connect it to
future learning?

Accessibility

Tell the class that we will be working on

the definition of inequity throughout the
curricular unit. Moving forward, ask the
class what they still want to learn in
regards to inequity.

On a yellow post-it, students will write

out what they still want to learn about
inequity in New York.

In order to engage all students in the activity, students will write down their
and ideas on post-its prior to the discussion.

What accessibility and

thoughts
participation challenges have
you taken into account and
how have you addressed
them? (material and human
resources, sequence of
instruction)

Materials Needed

KWL Chart
Post Its (Red and Yellow)
Poster Board with definition of Inequity