Intervention Session Plan
Corps Member: Jess Wener
Date(s): 3/23, 3/25-26
Objective/Learning Goals/Assessment
Objective: To talk about race and understand the role it plays in society.
Assessment: n/a
Intervention Location
Google clasroom
Reading
Concepts
Covered:
o
o
o
o
Student Initials
NR, TB, JS, SB, SG
Reading Comprehension
Fluency
Vocabulary
Writing
Common Core Standard/STAR Skills/MDIS
CCSS.ELA-LITERACY.RI.4.10
By the end of year, read and
comprehend informational texts,
including history/social studies, science,
and technical texts, in the grades 4-5
text complexity band proficiently, with
scaffolding as needed at the high end of
the range.
Materials
Total Timed Agenda
45 minutes
Flocabulary
Disney plus
Newela
Math
Concepts
Covered:
o
Key Points
What three to five points will you emphasize?
WHAT? To talk about race and understand the role it plays in society.
WHY? Race is a hot topic right now with Black lives matters and acts of hate against people of color. It’s important for
everyone to remember to see others as individuals first and how you can have similarities with anyone no matter their
skin tone. It’s also important to learn that DNA doesn’t change between races, and is rather a skin adaption.
HOW? Watching a video describing race, reading about race, writing about what race means to an individual, draw
themselves, and then watching an episode on race and discrimination on That’s so Raven.
Monday
Warm-Up
Tuesday
Time
Time
5
What does race mean to you? What comes to mind when you think
about it?
Day off
Review Expectations and Incentive System
Warm-Up
Time
Review Expectations and Incentive
System
Time
2
Pay attention, stop doing any work they were working on.
Don’t talk over classmates or Ms. Jess
Raise your hand to speak
Try to have your camera on
Don’t make distracting noises
Ask questions
If we finish early, we can play a game
Introduction to New Strategy (I Do)
Time
Introduction to New Strategy (I Do)
Time
5-10
Watch Flocabulary video on race with the discussion on.
Guided Practice (We Do)
Time
Guided Practice (We Do):
Time
30
Together we will discuss what the students thought about the video
and any experiences they have had. Then we will look over the vocab
from the video and look up words we don’t know. Then together we
will do the read and respond.
Independent Practice (You Do)
Time
Independent Practice (You Do)
Time
n/a
Review Expectations and Incentive
Time
System
Closing: Exit Ticket and Goal Setting
Review Expectations and Incentive
Time
System
Closing: Exit Ticket and Goal Setting
Understand the difference between race and ethnicity
Intervention Session Plan
Corps Member: Jess Wener
Date(s): 3/23, 3/25-26
Objective/Learning Goals/Assessment
Objective: To talk about race and understand the role it plays in society.
Assessment: n/a
Intervention Location
Google classroom
Reading
Concepts
Covered:
o
o
o
o
Student Initials
NR, TB, JS, SB, SG
Reading Comprehension
Fluency
Vocabulary
Writing
Common Core Standard/STAR Skills/MDIS
CCSS.ELA-LITERACY.RI.4.10
By the end of year, read and
comprehend informational texts,
including history/social studies, science,
and technical texts, in the grades 4-5
text complexity band proficiently, with
scaffolding as needed at the high end of
the range.
Materials
Total Timed Agenda
45 minutes
Flocabulary
Disney plus
Newela
Math
Concepts
Covered:
Key Points
What three to five points will you emphasize?
WHAT? To talk about race and understand the role it plays in society.
WHY? Race is a hot topic right now with Black lives matters and acts of hate against people of color. It’s important for
everyone to remember to see others as individuals first and how you can have similarities with anyone no matter their
skin tone. It’s also important to learn that DNA doesn’t change between races, and is rather a skin adaption.
HOW? Watching a video describing race, reading about race, writing about what race means to an individual, draw
themselves, and then watching an episode on race and discrimination on That’s so Raven.
Thursday
Warm-Up
Friday
Time
5
How do you think race is determined? Do you think having a different
color of skin gives you a different DNA?
Warm-Up
Can one person have any effect?
Can one person change something>
Time
Review Expectations and Incentive System
Time
2
Pay attention, stop doing any work they were working on.
Don’t talk over classmates or Ms. Jess
Raise your hand to speak
Try to have your camera on
Don’t make distracting noises
Ask questions
If we finish early, we can play a game
Introduction to New Strategy (I Do)
Review Expectations and Incentive
System
Time
2
Pay attention, stop doing any work they were working on.
Don’t talk over classmates or Ms. Jess
Raise your hand to speak
Try to have your camera on
Don’t make distracting noises
Ask questions
If we finish early, we can play a game
Time
Introduction to New Strategy (I Do)
Time
5
We will talk about what DNA is and the role is plays in the body
Guided Practice (We Do)
Time
n/a
Guided Practice (We Do):
Time
25
10
Together we will read “There’s No Scientific Basis for Race,
it’s a Made-Up Label” on Newsela. We will then discuss
the article.
We will then watch an episode of That’s so Raven about black history
month and when Raven experiences discrimination when applying for
a job.
Independent Practice (You Do)
Independent Practice (You Do)
Time
20-25
Then the students will draw a self portrait including family,
traditions, customs, hobbies, favorite food and anything
else and writing about what race means to them if there is
time.
Review Expectations and Incentive
Time
System
Closing: Exit Ticket and Goal Setting
Time
10
We will then close with what the students thought about
the lessons of this week and what it meant to them.
Review Expectations and Incentive
Time
System
Closing: Exit Ticket and Goal Setting