Design Document for Lesson Plan

Name: ​Jessika Patel and Eileen Casler

Grade Level: ​First Grade

Concept/Topic:​ Diversity

Length of Lesson (in minutes): ​45 minutes

Learning Objectives​: ​What are your learning objectives? (What new understandings will the
students have as a result of this lesson? Make sure learning objectives are measurable.) Under
which standards from North Carolina Standard Course of Study (NC-SCOS) do these learning
objectives fall?

Social Studies: Culture

Essential Standard:

1.C.1​ Understand the diversity of people in the local community.

Clarifying Objectives:

1.C.1.1​ Compare the languages, traditions, and holidays of various cultures.

1.C.1.2 ​Use literature to help people understand diverse cultures.

Learning Objectives

● Students will be able to explain what different communities are and provide examples.
● Students will compare their own community with the community of others.
● Students will define language, tradition, and holiday.
● Students will define culture.

Key Tasks/Activities​: ​What are the key activities or tasks that you plan to use? What is your
rationale for why you have selected these particular tasks/activities to meet your learning
objectives?

● Read the book ​Same, Same but Different ​by Jenny Sue Kostecki-Shaw
● A discussion based on what it means to be different how people can be different, is
different bad, etc.
● Have students write a letter to somebody across the world
○ To accommodate different writing abilities, we will have sentence stems that the
students can use, or base their letter off of.
○ Students talk about their own traditions, languages, observances, etc and think
about how this may vary from person to person
 ● Discussion on being respectful and showing kindness and how we act kind to those who
are different from us

Anticipating Students’ Responses​: ​How do you anticipate that students will respond to your
planned activities/tasks? This does not mean their response affectively, but instead their
response academically (e.g., What prior knowledge or conceptions might they bring? How do
you think they will approach or solve the task(s)?). When necessary, please insert images of your
handwritten anticipated approaches/strategies. Be specific - use your anticipated responses to
help you plan your questions in the lesson plan.

● The students will likely be excited to share about the different cultures that they already
know about from possible travel experiences, moving (several students in the class were
born outside of the United States), and how they are the same, but different from their
fellow classmates.
● Using this, we will encourage students to notice and appreciate these differences by
asking questions like “How many of you like playing on the playground? How many of
you like pizza? How many of you are an only child? How many of you have two or more
siblings? Etc.”

Responding to Students’ Responses:​ ​Describe how you will provide scaffolding for students
who are stuck, and describe how you will extend the thinking of students who have a firm grasp
on the target content/objectives.

● For students who already have a firm grasp on target content:

○ Why are some reasons people might be different from each other?
○ How can we see those differences in our classroom?
○ What are ways that make those differences make us a stronger classroom
community?
● Scaffolding for students who are stuck:
○ Walk through using examples of ourselves. For example, Miss Eileen has blonde
hair, Miss Jessika has brown hair, but they both wear glasses and go to NC State.

Development of Practices among Students​: ​Which disciplinary practices does your lesson aim
to develop? (e.g., “construct viable arguments and critique the reasoning of others”, “develop
and use models”) How do the task(s) develop the target practice(s)?

Our lesson aims to develop critical analysis of the texts read, as well as observations of
the resources provided alongside the texts, such as the illustrations. Our disciplinary
practice includes having students understand then explain what differences are and how
these differences between people should be addressed (with respect and kindness). As
students write to their pen pal about their own uniquities, they will use what they’ve
learned from the text by spreading kindness to others who live differently throughout the
world.
Assessment​: ​Describe your assessment plan for the targeted learning objective(s). What specific
data/information will you use, and how will that data/information tell you that the students
have/have not met the objective?

Our assessment will include the students’ participation in the whole class discussion as
well as the letter they write to their pen pal. They will show they understand the objective
by including things that make them and their pen pal both similar and different as well as
leaving a kind message for their pen pal.

Vocabulary/Language Function​: ​Define vocabulary that students will need to know in order to
access the content and goals of your lesson. Be precise and careful with your language. Please
attend to three types of vocabulary:
● ​Content vocabulary (e.g., obtuse, molecule, civil rights)
● ​Academic language (e.g., represent, model, compare)
● ​Key non-content vocabulary that is necessary to understand the task/activity

● Unique: being the only one of its kind; unlike anything else
● Differences: a point or way in which people or things are not the same
● Similarities: the state of being similar, or the same
● Characteristics: a feature or quality typical to a person/place/thing (ex. something we can
use to describe them by)
● Respectful: treating people with love and “accepting” their differences
● Kindness: being friendly and generous towards others
● Pen pal: someone you exchange letters with

Classroom Management Plan​: ​Explain how you will motivate students to engage in the lesson,
how you will set and enforce expectations, and how you will ensure that transitions are smooth
and efficient.

To get students engaged, have them share things about themselves and their families that
make them unique. Then, if anybody in the class shares those qualities they can raise
their hands and tell his/her classmate. Once the book has been read and we have our class
discussion, we will ensure students are working hard on their letter to a pen pal at their
desk and make a “wow picture” for their pen pal buddy that shows something about their
life. In order to make the transition from the carpet to the desks smooth, we will let one
table go at a time while picking up their paper on the way back to their table.