Sample Lesson Plan Day 1

Teacher/s: Carolyn Dunn, Mallory Massie, Lilla Kim

Level: Advanced Date: June 2014

Goal: To introduce students to the class and course syllabus and begin discussing questions of race, self-identity, culture
and society within the academic world

Objectives: Students Will Be Able To
1. Create a team poster exploring issues of shifting self-identities as both language learners and new members of an
academic community
2. Identify key ideas by skimming a short academic article
3. Practice inferring meaning of new academic vocabulary by using context clues
4. Negotiate meaning and deepen knowledge of a short academic article by completing a jigsaw reading activity

Theme: Finding ones identity and voice and situating ones self in the academic environment

Aim/Skill/Microskill Activity/Procedure/Stage Interaction Time
Review or Preview (if applicable) Brief pair chat; Ss introduce partner to the class S-S
Ss-T
15m
Activity 1: Jumpstart Odyssey
Transition to #2: Now that weve had a
chance to reflect on our own experiences
integrating into new communities, lets
look at how someone from academia
made the same transition.
Pre-Stage: Class brainstorm to create a mindmap of words
and ideas related to self-identity, culture, race and the
academic environment
During Stage: Ss discuss in pairs/small groups:
-where they were born and grew up
-what languages and dialects were spoken at home
-where they attended school
-whether they perceived their classmates, neighbors and
teachers to be different or similar to them
Post-Stage: Teams create posters exploring their ideas
from the discussion; gallery walk

Tangible Outcome: Team posters
Ss-T
S-S
Ss-Ss
45m
Activity 2: Pre-Reading Activities for
Sealey-Ruiz article
Transition to #3: Now that we have some
ideas on what this article is about and how
it is structured, we will work together to
read it.
Pre-Stage I: T demos skimming with AM NY, explaining to
Ss that skimming is used to find main ideas (like they
would do when reading a newspaper to find an article they
like)
During Stage I: Ss skim Sealey-Ruiz article for main ideas -
they are timed (5 minutes) so that they will not be able to
read every word and must practice skimming. Brief pair
share.
Post-Stage I: Brief class share; T creates a skeleton outline
of the article on the board with Ss input

Tangible Outcome: Skeleton outline

Pre-Stage II: T demos scanning with AM NY Classifieds
section, explaining it is what we use when we already know
what words or information we are looking for. T gives Ss
list of key vocabulary words from Sealey-Ruiz with which
they may not be familiar
During Stage II: Ss scan Sealey-Ruiz and underline key
vocab words - timed, 2 minutes
Post-Stage II: Ss work in teams to infer the meaning of
underlined words from context with T support. T and Ss
compile a list on the board or butcher paper

Tangible Outcome: Underlined words in Sealey-Ruiz;
vocab list on board
Ss-T
S-S
Ss-T
30m
Activity 3:
Transition to Wrap-up: I hope that you
enjoyed reading about
Sealey-Ruizs experience. For homework
tonight, I would like you to connect the two
Pre-Stage: T directs Ss attention to the skeleton outline
and vocabulary list on the board, explaining that these
resources will help them with their reading in the next
activity. T passes out 3 different sections of the article to
Ss groups and explains jigsaw procedure
Ss-T
S-S
45m
portions of this class today - your personal
experiences and the experiences of Sealy-
Ruiz.
During Stage: Ss read their sections of Sealy-Ruiz; brief
share with group; regroup and work with members of other
teams to work through the content of the entire piece
Post-Stage: T elicits additional information from students to
flesh out the skeleton article outline on the board

Tangible Outcome: Fleshed out outline
Wrap-up: Please write a reflection in your
journal tonight connecting these ideas,
with these guided questions to help you.
T hands out guided questions sheet

Lesson Evaluation Procedures: consistent T monitoring,
butcher paper posters, outlines and vocabulary list on
board
Ss-T 15m

Materials:
Sealey-Ruiz (2006) One Womans Story from the South Bronx to the Academy
http://scholar.lib.vt.edu/ejournals/WILLA/fall05/pdf/sealey_ruiz.pdf
Butcher paper and markers
Guided Questions handout
AM NY