Lesson Plan : Why am I Different?
Teacher Name: | Emily Zuber |
Grade: | Grade 2 |
Subject: | Language Arts |
Topic: | How are we different from each other? |
Content: | Big Question: What is stuttering? What feelings do people with speech impediments experience? Key Concept: The concept of this lesson is for students to see that everyone is different in their own special way. We all have special characteristics that make us different from everyone else.( different, unique, acceptance) Vocabulary: acceptance, different, unique, Venn diagram. |
Goals: | Students will work together to discover how they are different from each other and what qualities make them unique. |
Objectives: | Content Objective: The students will work together to create a Venn diagram showing differences and similarities they have with fellow students. Language Objective: The student will use key words and short phrases to communicate ideas with other students. |
Materials: | Materials: The Book, Why am I Different?, by Norma Simon, construction paper, picture cards, markers, crayons, pencils |
Introduction: | Introduce the key concepts; different, unique, acceptance. When introducing these terms, provide examples or visuals to decribe the meaning of each one. Use students as models to explain the meaning of the concepts so students are provided with real life examples. Display visuals and pictures to show students what it means to be different. You could show students pictures of two people who look different from each other. Use gestures when discussing how the two people are different.(if one person has red hair and the other person has black hair, point to your hair to show students the difference you are focusing on.) Use key words in the students' native language support their understanding and comprehension of the concepts. After reviewing key concepts, show students the book, Why am I Different? Do a picture walk with the students and have students discuss the pictures they are seeing by using key words. Prompt the students by explaining each picture and by pointing out the main elements in each illustration. Use gestures to emphasize ideas you want the students to understand from each picture. |
Development: | After doing a picture walk with the students read the book, Why am I Different? to the students. As you are reading the story to them, take frequent breaks and go over the pictures that illustrated on each page. Review the story as you read it to the students. Use additional visual aids to help students reflect on the ideas in the story. Create picture images to hold up to support the text that you are reading to the students. After reading the story with the students review some of the ways that the characters were different from each other in the story. Also discuss similarities that they shared. Give examples of similarities before introducing this task to the students. Complete another picture walk with the students or read the story a second time to help students reflect on the concept of being different. After reading the story with the students, discuss want it means to be different. Review some of the ideas from the story to support this concept. Make a chart of students' responses and write their responses word for word on the chart so they can reflect on their own ideas that are written in their own words. To help students understand the concepts and the lesson, do an activity with the whole class. Hold pictures up and describe what each one represents. For example, display a picture of a bus, a car, a bike and a person walking. Hang these pictures up in different areas in the room. Ask the students how they get to school in the morning. If students are having difficulty understanding the question, show them a visual or draw a picture of a student going to school. Ask the students if they ride in a car to school, take the bus, ride a bike, or walk. Help students divide into their groups around the room. Explain to students that one way they are different from each other is how they get to school in the morning. |
Practice: | Tell the students you will be working together to create a Venn diagram. Explain what a Venn diagram is and show students what it looks like. Tell students that a Venn diagram is used to show differences and similarities between two things. Explain that a Venn diagram can help them organize their ideas so they can understand them more clearly. Show students an example of how to set up a Venn diagram. Above one circle write the word apple and above the other circle, write the word banana. Show students a real apple and banana to help them think about how they are different and how they are alike. Prompt students to think of ideas for how they are different and how they are alike. Ask questions like what color is a banana/apple?, do they have seeds, what does an apple/banana look like, are they both a fruit?. When writing the responses on the Venn diagram direct students� attention to what circle or what part of the circle you are writing the response in. Point out where you are writing similarities between these two objects and where you are writing their differences or what is special about each one. Draw pictures and use color to go along with responses that are being recorded on the Venn diagram. Illustrating each difference or similarity will help students make a connection with written words. |
Accommodations: | To aid students� understanding of the material, I will be using an assortment of visual aids such as pictures to help describe ideas and key concepts throughout the lesson. Beginning ELL students may have difficulty understanding words and concepts spoken in English so these pictures will help them connect to the information in a way that will better fit their needs. Students will also be developing a Venn diagram with a partner in order to organize their information. The diagram will help a beginning ELL student to see their ideas more clearly and it will provide them with a way to record and organize information. When students are working with a partner to brainstorm ideas to include in their Venn diagram they can use key words and short phrases to communicate their ideas. The questions the students are asking each other do not require elaborate explanations. Students are able to communicate their ideas using small phrases and key words. Beginning ELL students will benefit from working in small group or partner activities because they may not feel confident sharing their ideas in whole group discussions. They will feel more comfortable in a less threatening environment. |
Checking For Understanding: | To check for understanding, ask the students to tell you some things from their Venn diagram to show how they are different from their partner. Also have the students give examples of similarities they had with their partner. A beginning ELL will not be proficient enough in English to clearly express their ideas. Allow these students to show you these ideas by simply pointing them out and using keys words or short phrases to express their ideas. Also, ask students if they can describe other ways that people are different from each other. |
Closure: | Bring students back to whole group and have students share differences and similarities from the Venn diagram they created with partners. Review the key concepts from the lesson. Discuss how all of the students are different in the classroom and have students share things that are special about them that make them unique. Explain that being different is what makes everyone special. Talk to the students about how everyone has things that are different and unique to them and how we should be accepting of others� differences. Talk to students about how you can relate these concepts and ideas to feelings that people with speech impediments experience. Ask students to think about in what ways people with speech impediments feel different from others. |
Evaluation: | To evaluate and assess the students, monitor the groups as they are brainstorming ideas and actually creating their Venn diagram. Look to see if they are coming up with ways in which they are different from each other and ways that they are similar to each other. Ask the students questions about their Venn diagram and listen or observe as the students respond. Another way to assess the students is to have each partnership present their diagram to other groups. Each group can share their differences and similarities which will provide students with a positive atmosphere while learning about special and unique qualities that their classmates hold. |
Teacher Reflections: |
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