Gabi Hur Individual Lesson Plan Part 1: An introduction page The target learners for this lesson plan are grade 3 students. The cultural demographic of the class is diverse (i.e. Caucasian, East Asian, South Asian) and some students are English Language Learners. The purpose of this lesson is to do an activity that can help children explore their ‘identities’ individually as well as socially. I’m going to use stories to help students learn about themselves, families and communities which is one of the big ideas of the BC curriculum for English Language Arts 3. I’ve chosen to incorporate story into the lesson because narrative texts, whether real or imagined “teach us about human nature, motivation, experience and often reflect a personal journey or strengthen a sense of identity”. The story I’m going to use is “The Name Jar” by Yang Sook Choi. I’ve chosen this book because illustrates questions about difference, identity and cultural assimilation. Because there are many immigrant students in Canada, I thought it was the perfect story book for them to read about. Thus, students will use illustrations, prior knowledge, personal stories and experiences to make meaning. Prior to this lesson, students have already interviewed their family members about the meaning of their names. The students will present in whatever method (drawing or writing) the meaning of their names and have a class discussion about them. For my assessment, I’m looking for active participation, think-pair-share, class discussion and completed homework. Students will also be assessed by making connections from the story to their own names and life experiences. They will engage actively as listeners, viewers and readers to develop understanding of self, identity and community. The students are expected to demonstrate metacognitive strategies such as talking and thinking about learning through reflecting, questioning. Moreover, the students should be able to focus on the speaker, asking questions to clarify, listening to specifics, expressing opinions, staying on topic, taking turns, and connecting with audience when having class discussion. PART 2 LESSON PLAN Subject: English Language Arts Lesson Overview (What this lesson is about) Grade: 3 Date: Duration: September, 60 min. 2021 This lesson is about how stories and other texts help students learn about themselves, families and communities. The students will understand the story by making connections to their own names from personal stories and experiences which encompasses the core concept of “identity”. Class Profile Construct a hypothetical class profile, in which you specify how many students are in your class, their learning challenges, and their levels of English proficiency There are 20 students in our class. Five students are in ELL, one student has ADHD and one student has special needs with a support worker. All students are able to communicate with varying levels of English proficiency. Big Idea(s) (Select one or two big ideas from the new BC curriculum): -Stories and other texts help us learn about ourselves, our families, and our communities https://curriculum.gov.bc.ca/curriculum -Stories can be understood from different perspectives Curricular Competencies (What the students will do) -use personal experience and knowledge to connect to text and make meaning (Select appropriate curricular competencies from the new BC curriculum): -engage actively as listeners, viewers, and readers as appropriate, to develop understanding of self, identity and community - explain the role that story plays in https://curriculum.gov.bc.ca/curriculum personal family and community identity Content Objectives (What the students will know) -metacognitive strategies: talking and thinking about leaning through reflecting, questioning, self-evaluating -reading strategies: locating the main idea and details in the story -oral language strategies: listening to specifics, expressing opinions Language Objectives (What new language the students will learn) -The students will learn about identity, differences and similarities with each other, family tradition, ancestors, culture, religion, meaning of the name, nickname Materials and Equipment Needed for this Lesson -The Name Jar by Yang Sook Choi -20 copies of KWL chart -pencil, eraser 1. Lesson Stages Hook Learning Activities - 2. BODY - - Ask pre-reading questions: What is the title of the book? Who and what do you see on the cover of the book? What do you think the book might be about? Read The Name Jar by Yangsook Choi Time Allotted 15 min. Ask students: “What does Unhei say in her 40 min. new classroom when they ask her name? Why does she do that? Is Joey being respectful when he tries to say Unhei’s name?” Ask students to turn and talk with a partner beside them Let students know that we all make mistakes sometimes, but that it is very important to say someone’s name respectfully and - - - - - 3. Closure Adaptations for English Language Learners correctly “What name does Unhei pick? Why does she keep her given name, Unhei? Unhei knows two languages. Do any of you speak two or more languages?” A student points out, “we didn’t get to choose our names when we were born”. Explain to students about how many people do not use the name they were given at birth. This can be because of nicknames, family changes, gender identity or personal preference. Explain to students that people’s names are often very important to them, and that people name their children what they do for a variety of reasons including: family tradition, ancestors, culture, religion, meaning of the name, a favorite book or movie character, nickname, etc. Explain something about the origin of your name or ask students who may know the origin of their name. Ask students to take out their homework. Then, use the popsicle sticks to have students take turns presenting the meaning of their names to the rest of the class. 5 min. - Ask students, “What have we learned about our names?”. Explain that all of our names have different meanings to them and it’s important to address people by the name they want to be called. - Ask students to hand in the homework at the end of the class. - Students who are multilingual and know a language such as Arabic, Korean or Chinese, they could illustrate their name in those characters just as Unhei did when she wrote her name on the chalkboard for her class. Assessment/Evaluation of Students’ Learning - Assessment for this lesson will be mostly informal. Teacher will observe students' comments and reactions during class and smallgroup discussions. By paying attention to their individual responses and conversations, teacher can assess their comprehension of diversity and their ability to apply this comprehension by exploring their own differences. - The homework assignment is the only formative assessment for this lesson Reflection Reflect on your process of developing this lesson plan. Explain how your lesson plan relates to some of the theoretical concepts acquired in this course so far. It is natural for young children to notice differences. Names serve as a familiar starting point for students and educators to get to know each other and show respect. This lesson is a wonderful way to start the school year because it offers an opportunity to build classroom community by giving students a chance to share and learn about each other’s names they want to be called. Reading the book, The Name Jar by Yang Sook Choi, as a class provides a wonderful opportunity to discuss ally behavior and community support with students. One of the learning objectives of this lesson is to teach children to accept and embrace the many ways students may choose to be addressed. After the reading and discussion, each student will share their name and let their class community know how they want to be addressed. This lesson also provides an opportunity to talk about names and help students gain important social skills and understanding that it is important to address people by the name they want to be called. Part 3: Appendix I elaborated this lesson from the TP1 assignment. The assignment is attached below. Lesson 9 – Name Design <DAY 1> I wanted to modify this lesson by adding few more components in the grade 3 level. I would first make a KWL chart in the classroom so students can have a discussion and write down what they (K)now and (W)ant to know about their names. The (L)earned column of the chart will be filled the next day after the students have learned about their names. The students will take home a sheet of questions that explores the meaning behind their names by asking their families. The questions may include but not limited to: -What’s the meaning behind my name? -Who named me? -Why did you choose this name? -Is this a family name? <DAY 2> In the BC curriculum for Grade 3 English Language Arts, one of the big ideas is “stories and other texts help us learn about ourselves, our families and our communities”. Before going back to the KWL chart, I would read a picture book that illustrates the meaning behind one’s own name. The suggested books are: -The Name Jar by Yangsook Choi -Thunder Boy Jr. by Sherman Alexie and Yuyi Morales -Alma and How She Got Her Name by Juana Martinez-Neal The class can have a class discussion about one of the books chosen and make connections to their own names. I want the students to “use personal experience and knowledge to connect to text and make meaning” (curricular competency). Then, I would go back to the KWL chart and fill in the (L)earned part together as class. <DAY 3> The students will make a name tag where they would colour, draw, or decorate things that represents who they are. They can use glue, construction paper, sparkles, markers and pens, or anything they would like. I chose to modify this lesson into 3 parts so students can deepen their understanding of self, identity, family and community
