Name: Courtney Lastiyano

Grade Level:

Immersion I Lesson Plan

School: Park Elementary

2nd Grade

Unit: Social Studies, Family Stories

Number of Students in Class: 19

Lesson Duration: 1 hour

Day, Date, and Time of Lesson: (TBA)

1. Objective(s): By the end of the lesson, students will be able to use anti bias strategies to talk
about their identities (Families)
2. Colorado Academic Standards:
Social Studies
Standard: 4. Civics
Prepared Graduates:Analyze and practice rights, roles, and responsibilities of citizens
Evidence Outcome:
e. Describe important characteristics of a responsibility community member (DOK 1-2)
a. give examples of ways that individuals, groups, and communities manage
conflict and promote equalities, justice and responsibility (DOK 1-2)
Anti-Bias
Identity 1: I know and like who I am and can talk about my family and myself
and name some of my group identities. (ID.K-2.1)
Identity 4: I can feel good about myself without being a mean or making
other people feel bad. (ID.K-2.5)
Diversity 7: I can describe some ways that I am similar to and different from
people who share my identities and those who have other identities. (DI.K2.7)
3. Learning Target(s): I can tell you about myself and my family. .
4. Assessment: one on one conferring to make sure students are able to address questions about
themselves and their families.
5. Materials: Poster paper, markers, crayons, pencil, and erasers for corrections.
6. Essential Questions or Big Picture Statement: Who am I? What makes me who I am?
7. Introduction/Anticipatory Set: I will have the children seated around me in a circle. Where I
will provide my example, I will first share a picture of my own family, and a few items from
where I am from. Cultural items (sharable for the public of course.) and allow children to ask
questions. I have a great picture of my whole family, and our relations that I think would be great

to share with students. And help give them insight as to who I am.Im Ms. Courtney and I am
from Zuni, New Mexico. It is on the border of New Mexico close to Arizona. My family is made
up of [...] (5 minutes)
I will then ask them two students about themselves, anything theyre family does special and if
we maybe had something in common.

I will then have the children disperse back to their tables, and draw pictures of
their families doing something just their family does. after they complete their picture
they will be asked to provide a small paragraph telling me what it happening in their
photos with their families. (20 minutes)
Id like the children to stay at their designated tables and share with their tables
mates the stories and pictures theyve created about their family. I also like them to point
out similarities and interesting parts to their cohorts. (10 minutes)
Id like to end the lesson by having them tell me what they saw in each other's
stories and connect them by either similarity or difference. Id also looking for positive
connections and explanations why. (5 minutes)
DIFFERENTIATION- Some students will need bigger lined paper. Also for the ones that have a
hard time with writing, I will have them verbally tell me their dialogue sentence before writing.
They will probably need one-on-one during independent practice.

Courtney Lastiyano
Reflection

Anti-Bias Lesson

I did this lesson at the beginning of November, as part of their monthly portrait
assignments that they do for their portfolios. I took a picture of myself and my family and
the kids in a circle, it was here that I opened up for questions, and other inquiries
surrounding the image of myself and my family and the jewelry that I took to
demonstrate my background. It started out well in the beginning but toward the middle of
my opening instructions I had a few children that werent paying as much attention as I
had hoped, so I had to do a little bit of re-direction. They are used to free drawing, so
giving them a prompt was a little new. As soon as I told them they could start talking
about their families and include them in their portraits they got really, motivated about
the topic. I left up the picture of my family up as an example and sent them back to their
desks. As usual I had a few off topic, but for the most part the participation was excellent!
They were really involved in their drawing, and were talking out loud about their
families. My favorite discussion was about a boy and his grandma who named him.
He is always giving me a lesson in spanish so I looked forward to hearing about
what he would put in his portrait and how he would explain it to me. I did this with the
whole class, walking around and observing how each of their pictures were not the least
bit identical. There was so many varieties on the family dynamic-and the activities varied
from going to trips to arizona to visit family to going to church with friends. So there was
a ton of variety for them each to sample in each other's pictures.
What I wish worked better was how I may have approached explaining a few of these
things, because I guess I wasn't very clear to a few of the children who are drawing their

pictures because they drew a picture of strictly then and I was wanting them to draw a
picture with one of their family members and what they like to do together. So I had to do
a little more explaining than I intentionally wanted to do however, I can't complain there
wasn't very much reconfirming that I had to do. I also think that I could have done better
showcasing my examples, I almost wish I would have brought more just to show them a
little bit more in depth of where I came from and when I do with my family on my down
time, however with time being what it was and me being so far away from my traditional
examples I had to do with what I had and I ended up using my grandma's jewelry. Which
would be great and any other setting but to a bunch of 2nd graders it wasn't all that
interesting.
3) how well you think students met Anti-Bias Ed objectives
In my life and I feel like my students meant the anti-bias education objectives pretty well,
my objectives were, I know and like who I am and I can talk about my family and
myself and name some of my group identities. I feel like famous objectives because they
were able to tell me a little bit more about themselves and, and what state and
entertaining outside of school. I feel like I was able to connect to them on a more
personal level other than connecting to them how I have been , which has been on the
student-teacher dynamic. They also met my other standard which was, I can feel good
about myself without making others feel bad. they were able to write down their
descriptions without putting anybody down or drawing attention that was negative or
embarrassing to their cohorts. Lastly, I used out of the diversity section, I can describe
some ways that I am similar to and different from people who share my identities and
those who have other identities. which is served when I walked around and asked what

their picture was exhibiting. A couple of the students all that they were with certain
members of their family i.e, moms, dads, sisters, uncles, brothers and so on. . They were
able to connect , and see similarities sometimes in colors for layout of their pictures but
they were also to see differences and inquire about the said differences.
I tried really hard not to ask questions about their cultural background, unless it
was exhibited in their photo. I have a couple English language learners in my classroom
and I wanted to make sure that they felt every bit included and that I wasn't singling them
out because of them coming from a different country. So when it came time to share our
photos I let them talk about it instead of asking questions in fear of being inappropriate. I
feel this part of my lesson plan went particularly well because some of them didn't even
talk about the country of origin, and that would have been one of the questions I would
have asked if I didn't think about trying to be culturally responsive. When they did
however it was nice to draw questions from the others about their country of origin and if
they were still connected to that place, again I felt like we were a little more connected as
a classroom.
If I had the opportunity to do this again in the future I think what I would change about it
would be the introduction to my lesson plan, although my example did go well I just feel
like I could have done more to really open myself up , and exhibit more of what I was
expecting, I feel like I may have misled them a few times about what I was wanting as far
as a result for their drawing . However, all that aside I think I would also introduce
having them bring their own pictures in and drawing a memory to go with it and then
have them write a little bit more about what those pictures mean to them. I think because
when I first got in there I didn't expect them to be writing as much as they were in to be
that events in their phonetic so I didn't push them as hard as I think they potentially could
have gone . So with that I think I would only make this lesson a little bit harder and push

them in terms of their writing and their use of pronouns , that's what I saw the most of as
they wrote.