Department of Teacher Education
Primary/Junior/Intermediate Planning Template
Consecutive and Concurrent
Teacher Candidate: James Guest
Grade(s): 5
Subject(s):
Date(s): tbd
Language Arts
Duration: 50 minutes
Lesson Topic/Title: Social Justice/Identity
Strand(s): Oral Communication, Media Literacy
RATIONALE: Why am I teaching this lesson?
The purpose of this lesson is to help students get a better understanding of other people’s perspectives by first exploring
their own identity, attitudes, and values. This is the introductory lesson of a social justice unit.
(Note: This lesson plan could easily be used at the grade 6-8 level as an intro to social justice. Upper grades would have
more subtle nuances in them that relate to stereotypes—could even be more political/historical in nature).
CONTENT STANDARDS & PERFORMANCE STANDARDS: What are students expected to learn?
Which
Achievement Chart Category(ies) will be addressed?
Overall Expectation(s):
Specific Expectation(s):
Achievement Chart
Category(ies):
KTCA
Oral Communication:
2. use speaking skills and strategies
appropriately to communicate with different
audiences for a variety of purposes;
Oral Communication:
Purpose 2.1 identify a variety of purposes
for speaking
Knowledge and
Understanding
-understanding of content
Visual Aids 2.7 use a variety of appropriate
visual aids
-students will understand
the concepts of
stereotypes and identity
Non-Verbal Cues 2.6 identify a variety of
non-verbal cues, including facial expression,
gestures, and eye contact, and use them in
oral communications, appropriately and
with sensitivity towards cultural differences,
to help convey their meaning
Media Literacy:
1. Demonstrate an understanding of a
variety of media texts
Media Literacy:
3. Create a variety of media texts for
different purposes and audiences, using
appropriate forms, conventions, and
techniques
Purpose and Audience 1.1 identify the
purpose and audience for a variety of media
texts
Making Inferences/Interpreting Messages
1.2 use overt and implied messages to draw
inferences and construct meaning in media
text
Responding to and Evaluating Texts 1.3
express opinions about ideas, issues, and/or
experiences presented in media texts, and
1. Understanding Media Text
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Thinking
-use of planning skills
(e.g., generating ideas,
gathering information,
focusing research,
organizing information)
-Minds On exercise will
help to stimulate ideas
-students will plan how
they will compose their
picture and think of the
best way to
organize/compose their
picture to represent their
identity
Communication expression and
organization of ideas and
information (e.g., clear
give evidence from the texts to support
their opinions
Audience Responses 1.4 explain why
different audiences might respond
differently to specific media text
Point of View 1.5 identify whose point of
view is presented or reflected in a media
text, citing supporting evidence from the
text, and suggest how the text might change
if a different point of view were used
3. Creating Media Text
Producing Media Texts 3.4 produce media
texts for specific purposes and audiences,
using a few simple media forms and
appropriate conventions and techniques
expression, logical
organization) in oral,
visual, and written forms,
including media forms
communication for
different audiences and
purposes (e.g., use of
appropriate style, voice,
point of view, tone) in
oral, visual, and written
forms, including media
forms
-students will
communicate their
identity through a picture
they have of created of
themselves by composing
artifacts that represent
their identity
-in a subsequent lesson,
students will give a short
speech about their
identity using their
picture as a visual aid
Application
-application of knowledge
and skills (e.g., concepts,
strategies, processes) in
familiar contexts transfer
of knowledge and skills
(e.g., concepts, strategies,
processes) to new
contexts
-students can create and
compose a photo of
themselves
LEARNING SKILLS AND WORK HABITS: Which LSWH(s) will be addressed?
Responsibility Collaboration Organization Self-Regulation
ASSESSMENT: How will I know students are learning?
LEARNING GOAL(S)
ASSESSMENT TASK /STRATEGY
Describe the curriculum
expectations & LSWH in
student friendly language
Describe what students will be
doing to address the learning
goal(s) Specify the intended
Purpose and Nature of the task
SUCCESS CRITERIA
ASSESSMENT TOOL(S)
Describe what
successful attainment
of the learning goal(s)
looks like for the
assessment task
Identify & create the tool to
record & analyse
information from the task
LEARNING GOAL(S) I can… I will….
I can explain the concept of stereotypes (K)
I can gather information from media text (in this case, photos prepared by teacher) to interpret perspective (T)
I can work collaboratively with peers in my triad to help with the composition of my photo (A)
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I can ask meaningful and thoughtful questions that can help to clarify the composition of my peers’ photos (T)
I can compose and create a photo using artifacts that reveals my identity (A))
I will prepare a short speech at home and get feedback from friends/family that reveals my identity and my picture will
be my visual aid (C)
ASSESSMENT TASK /STRATEGY Observation/Conversation/Product
PURPOSE: For Assessment
NATURE: Diagnostic/Formative
Students participate in class discussion about photos teacher has prepared in MINDS ON activity to introduce concept of
stereotypes and identity. Helps establish/diagnose starting point for learning.
Observe students as they work in their triad.
Students should be engaged in conversation as they compose their picture.
Students create photo.
(In a subsequent lesson), students give a speech they are to practice for homework based on the photo (and artifacts in
the photo).
This is an Assessment FOR learning and will not be given a grade.
SUCCESS CRITERIA
Students are to work collaboratively to:
-contribute to opening class discussion on stereotypes and identity
-discuss and compose picture using artifacts they have brought in to reveal identity in triad
-successful in meeting specific expectation in media literacy Producing Media Texts 3.4
-students have captured a photo of themselves
-understand the concept of stereotypes as evidenced by their consolidation and connection sheet each triad hands in at
the end of the period
- create a short speech (20-30 seconds) in a subsequent lesson after practicing and getting feedback from home
-**Note: Teacher must be very sensitive that a student may not feel comfortable sharing identity with family. Should
extend getting feedback from friends or other teachers, etc.
ASSESSMENT TOOL(S) Anecdotal Record
An Anecdotal Record will be provided for students to acknowledge the student and their identity. The goal is to make
the student feel comfortable and welcome in the classroom and for the teacher to get to know the learner through a
non-threatening activity. In addition, this activity acts as a starting point for the social justice unit through the
investigation of stereotypes and identity.
INSTRUCTIONAL LENS What culturally sustaining pedagogy will I address? (e.g.; FNMI, Catholic Curriculum,
Environmental Education, LGBTQ+)
This lesson plan is actually going to inform the teacher of the type of instructional lens that may work best with this
particular group of learners. It will give the teacher, as well as the other students in the class, a sense of the individual’s
identity and background.
**Teachers must be very aware, sensitive, and welcoming by using a LGBTQ+, cultural, and disabilities lens as they
proceed through the lesson.**
PRIOR LEARNING Prior to this lesson, students will be able to…
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-understand what an artifact is and how it can help define who they are as a person
DIFFERENTIATED INSTRUCTION What will I do to assist and/or differentiate instruction for individual learners?
Learning Materials (Content)
Regardless of ability, every student can participate and be successful. It is about sharing information about themselves
in a welcoming environment.
Ways of Learning (Process)
Teacher must be very diligent/aware about selection of groups. If perhaps a student struggles with anxiety, talk to them
before hand as well as the other members in the group to inform them of the process so they feel more comfortable.
Ways of Demonstrating Learning (Product)
Teacher should be hopeful that every student (even a student who is challenged and may need extra support) would be
able to produce a picture and contribute to the conversation in their triad.
Accommodations:
-as per individual needs
Modifications:
-for the product delivered in a subsequent lesson:
it would be possible to video tape the speech or have
the student say it to the teacher in private if, for
example, the student suffers from extreme anxiety
-this is meant to be a non-threatening task -do not do
anything to alienate student and force them to say the
speech in front of classmates
MATERIALS / PREPARATION / SAFETY CONSIDERATION(S) FOR TEACHING What do I need to prepare before I
begin the lesson?
Be mindful of groupings and create pre-selected triads.
Teacher needs to ensure that students who do have a phone/camera, bring it into class. For those who do not have a
device to record a picture, teacher must make sure that devices are available.
Teacher needs to thoughtfully research pictures that would stimulate conversation about a person’s presumed identity
in the photo selected to generate conversation about stereotypes/identity.
Teachers would have students bring in artifacts from home (even a couple days before the lesson in case they forget or
think of something else they would like to bring in last minute).
Remind students to wear an outfit that day that suits their identity (for picture taking purposes).
Have Consolidation/Connection Cards ready for the end of the lesson.
INSTRUCTIONAL TRAJECTORY: How will instruction be organized for learning?
CONNECTED QUESTIONS
To probe more deeply into students’ thinking
To encourage students to take risks
To build on students’ responses
QUESTIONS
MINDS ON Establishing a positive learning environment Connection to prior
learning and/or experiences. Setting the context for learning
5 minutes
“Explain to the students that an individual’s sense of identity is made up of many
different elements. Some of those elements are individual. Statements like, ‘I am
good at math,’ or ‘I have five sisters,’ represent personal experiences. They help
define you as a good person or a family.”
“Describe the person in the
photograph. Just describe
what you see.”
“What do you imagine the
person in the photo is thinking
and feeling?”
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“Other elements of identity are related to membership in a specific group. ‘I moved
here from the Dominion Republic,’ means that part of that person’s identity is that
they are an immigrant, likely speak Spanish.”
“What feelings do you have
when you look at the photo?”
“Factors such as race, gender, religion, and physical ability can also form part of how
you know yourself and how others know you.”
At this point, show the class two different photos (one at a time) of people that the
teacher has selected based on the knowledge of the learners to date, and ensure that
the photos are ones that students can relate to and may have seen similar people in
their community. This activity is to set a context by stimulating conversation about a
person’s presumed identity in the photo and to generate conversation about
stereotypes/identity.
Reference
Teaching Tolerance. (n.d.) Using photographs to teach social justice/exploring identity. Retrieved from:
http:// tolerance.org
Reference
Teaching Tolerance. (n.d.) Using
photographs to teach social
justice/exploring identity. Retrieved
from: http://tolerance.org
ACTION Introducing new learning or extending/reinforcing prior learning. Providing
opportunities for practice and application of learning
20 minutes
To extend the learning, students are placed in groups of three (teacher generated)
and are asked to each compose a picture of themselves using the artifacts they
brought in to capture a component(s) of their identity.
Discuss components of Media Literacy and how composition helps to convey a
message.
Students will, “discuss different aspects of [their] identity…and plan a photo,” with
their group members.
Before taking the photo, have students try different ways of composing the picture
and have group members provide input and feedback about how the message
changes when the composition changes.
Capture the image on a cell phone camera or laptop/computer or a recording
device/camera provided by the teacher.
*Note: Prior to this lesson, students were asked to bring in 3 artifacts that represent
their culture/heritage/religion/identity/race/ability/or age but they were not made
aware of how they were going to be used.
Lesson modified from the resource below:
Teaching Tolerance. (n.d.) Using photographs to teach social justice/exploring identity. Retrieved from:
http:// tolerance.org
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“What kind of photograph
would you take to show a
component(s) of your
identity?”
Teaching Tolerance. (n.d.) Using
photographs to teach social
justice/exploring identity. Retrieved
from: http:// tolerance.org
“How do photographs
convey meaning?”
Teaching Tolerance. (n.d.) Using
photographs to teach social
justice/exploring identity. Retrieved
from: http:// tolerance.org
How can you arrange your
artifacts to make a true
representation of yourself?
How would omitting or
adding another artifact
affect someone else’s
judgment of who you are?
20 minutes
Remaining in their groups of three, students look at the three photos (one per
student) they have created and use the digital tool Interactive Venn Diagram to
compare similarities and differences between the group members.
“In what ways are group
members similar?”
“In what ways are group
members different?”
CONSOLIDATION AND CONNECTION Helping students demonstrate what they
have learned. Providing opportunities for consolidation and reflection Providing home
connections where appropriate.
5 Minutes
Place 3 markers and a large piece of paper with the word STEREOTYPE written/typed
in the middle. Generate a class discussion as a means of consolidation and reflection
of the activities they did in class. Use the guiding questions in the right bar.
Throughout the discussion, students are to jot down words that are associated with
the idea of stereotypes. (Teacher will post this for the next day for students to see
and to use as part of the opening Minds On exercise).
How do people identify
themselves and how do
others identify them?
What happens when
individuals are stereotyped
because of a particular
component of their
identity?
Homework: Now that students have a picture, they are to create a very short (20-30
seconds) speech that explains how their picture identifies them and how they think
they may be perceived by others. Students are to practice/prepare with
parents/guardians/siblings/friends at home to get feedback.
REFLECTION:
1.
Were my students successful in meeting the learning goals and success criteria? How do I know?
I would know they are successful if everyone took their picture and through observational assessment, I could
determine whether the students were engaged in meaningful collaboration. The completion of the Venn diagram
would provide quantitative evidence.
2.
Did my instructional decisions meet the needs of all students? If not, what are my next steps?
TBD
3.
What worked well? Why?
TBD
4.
What will I do differently?
a. When teaching this lesson again? TBD
b.
For the subsequent lesson?
Students will present their short speech (20-30 seconds) to the class. Time is dependent on the number of
students in the class.
I would like them to reflect on their learning within the Oral Communication Strand and focus on the
following specific expectation: Metacognition 4.1 identify, in conversation with the teacher and peers, what
strategies they found most helpful before, during, and after listening and speaking and what steps they can
take to improve their oral communication skills. This is a very important step in building critical thinking
skills.
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5.
What are the next steps for my professional learning?
I know just from planning this that I would like to learn more strategies to get to know my students and learn more
about inclusive environments.
References
Ontario Ministry of Education. (2006). The Ontario Curriculum Grades 1-8: Language. Ontario Government. Retrieved from:
www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf
Readwritethink. (n.d.). Interactive VENN diagram. [Interactive tool]. Readwritethink.org. Retrieved from:
http://www.readwritethink.org/files/resources/interactives/venn_diagrams
Teaching Tolerance. (n.d.) Using photographs to teach social justice/exploring identity. Retrieved from: http://
tolerance.org
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