Unit Plan

University of Idaho Lesson Plan Day 1
Name Date
Ibtisam Alhasaf Sept 15. 2015
Subject Topic
English: Reading & Speaking Discrimination: Ageism
The big idea(s) or essential question(s)
What is ageism?
Why is it harmful to discriminate against others because of their age?
State of Idaho and/or Common core standards addressed:

Speaking:
- Initiate and participate effectively in a range of collaborative discussions in
groups and building on others ideas and expressing their own clearly and
persuasively.
Reading:
- Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
- Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and refined by
specific details, provide an objective summary of the text.
Objectives (what the students will be able to do as a result of the lesson)
Diversity goals: (where relevant)

o Combatting racism, prejudice, and discrimination
TSWBAT To define the Ageism meaning and combat ageism in their

everyday lives.
TSWBAT To analyze the content of the article and identify examples of

ageist attitudes.
Materials and/or technology

Article: Ageism in America
Handout: Ageism Survey
Activities/procedures (include anticipated time for each)

Introduction/activator
- Have you ever been discriminated against because of your age?

- What does Ageism mean?
Class activities (what you/students will do) Class activities (why you will do them)
- To help determine the students

1- current attitudes about age.
A- Complete the Ageism Survey.
The Survey Sheet has some

statement and the students will be
required to circle True or False.
- Determine the ageist attitudes.
* While students are completing the
Ageism Survey, write the following - Students will define the Ageism
statements on the board: meaning and combat ageism in
their everyday lives.
Teens shouldnt be trusted.
Teens cant do anything on
their own; they always need adult
supervision.
Teens shouldnt have opinions
about politics or the world because
they dont understand those kinds
of complicated topics.
- Asking: How did you score on
the Ageism Survey? Do you - Combat ageism in their everyday
sometimes discriminate against lives.
people because of their age?
B- Read whats written on the board.

What are your thoughts about the
statements? Share your responses
with the class.
2-
A- Read the following article where

people share their experiences with
Ageism: Ageism in America.

- Students will analyze the content
B- As you read, complete a Facts and of the article and identify
Opinions chart. In your notebook, examples of ageist attitudes.
draw a T-chart where the left column - To provide an objective summary
is labeled "Facts" and the right is (Facts) of the text.
labeled "Opinions." Stop after a
section of text in the article and record
the main facts in that section.
- To support analysis of what the
C- Beside each fact, record your
text says.
opinion of it.
D- After you've read the article, turn

and talk to a partner and share your - To cite strong and thorough
Facts and Opinions chart. textual evidence.
- To participate effectively in a
E- Share your facts and opinions range of collaborative discussions
chart with class. in groups and building on others
ideas.
Citation: - To add others ideas and
(n.d.).RetrievedSeptember15,2015. participate in the discussions.
- Analyze the ageist attitudes.
- Break down stereotypes about people

of different ages.
Closure/reminders
Share what youve learned about ageism with your family. Tell them about times
when you felt you were discriminated against because of your age. Ask them if
theyve ever been the victims of age discrimination at any age.
Assessment (how you will know students met the objectives - include rubrics)
- Writing their definition of Ageism.
- Analyzing the content of the article, and dissecting their responses.
- Their inferences that drawn from the text.
- Providing objective opinions of the text.
Accommodations/differentiation
- Enable students to translate the text if they need.
- Allowing the students to share their responses with their partners instead of
sharing with the whole class helps students who feel shy to speak to the whole
class.
- Sharing opinions helps students who need each other to learn.
- Class sharing helps students who have slightly lower reading ability to have
information about the topic and this will help to build class community.
- Using the board helps visual learners to increase their understanding.
Reflection/evaluation (after lesson is taught)
University of Idaho Lesson Plan- Day 2
Name Date
Subject Topic
English: Speaking & Listening Discrimination: Race and Ethnicity
- How do prevailing stereotypes affect the self-worth of individuals who are
labeled by them?

Speaking:
persuasively.
Listening:
- Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to
purpose, audience, and task.

TSWBAT To identify stereotypes commonly applied to American Indians

and think critically about how certain groups benefit from
perpetuating stereotypes.
TSWBAT To participate effectively in a range of collaborative discussions
in groups and building on others ideas
- Equipment to play a short digital video and display it for the class.
- A short compilation of movie clips such as How Hollywood Stereotyped Native
Americans that captures how American Indians have been historically portrayed
in popular films.
- Yesterday we talked about type of discrimination, which was Ageism,
who can give me another type of discrimination?
- Today we will talk about race and stereotypes as an important aspect of
discrimination.
- What does the stereotype mean?
- What do you know about Jay Silverheels or Tonto?
Class activities (what you/students will Class activities (why you will do them)
do)
- To make a connecting between
1. Before reading the essay, I the topic and the theme of the
Hated Tonto (Still Do), brainstorm unit, which is discrimination.
about the title in a small group. Why
does author Sherman Alexie hate
Tonto?
- To give students more
2. Consider one more fact: The information about the author and
author of the essay is also American help them in their brainstorming.
Indian.
- Does this new data change your

theory about the title? Why or why
not? As a class, determine if any new
theories need to be added to your list
and cross off invalid theories as
needed.
3. View a short video, How - To make the students identify

Hollywood Stereotyped Native stereotypes those have been
Americans, which contains original traditionally applied to American
footage from several Westerns, Indians in film and popular
comparable to the films author culture.
Sherman Alexie would have seen as a
child and teen. Notice that the
American Indians interviewed here,
not unlike Sherman Alexie, are
displeased about the portrayal of
American Indians. As you watch, take
notes and focus on answering the
following questions:
A. How did Westerns commonly

stereotype American Indians?
B. How did Westerns commonly
stereotype whites?
C. Why are the American Indians
interviewed in the video critical
of Westerns? - To build on peers ideas and get a
- Share your answers with a clear and persuasive answers.
partner, then pair up with
another partner team. Compare
your answers, and work to come
to a consensus about the best
answers.
4. As a class, decide if the clips range of collaborative discussions in
primary sourcessupport or weaken groups.
any of the theories you have collected
about the impetus (motivation) behind
the title of the essay.
Citation:
Sharemylessonbyteachers,forteachers.(n.d.).Retrieved
October1,2015.
Closure/reminders
- Remember what we have talked about today because tomorrow, we need to
talk more about that.
- Their dissection to identify stereotypes that applied to American Indians.
- Their answers on questions A,B, and C.
- Group work helps students who might struggle to get some support with
their answers.
- Taking a note while watching the video helps visual and kinesthetic
learners and helps to remember the answers in the end.
- Comparing answers, and working to come to a consensus about the best
answers would help confused students to find the correct answers and will
appeal to the collaborative learners and help to build class community.
- Having a material verbally and visually to appeal to both auditory and
visual learners so as to increase student understanding.
Name Date
Subject Topic
English: Reading & Speaking & Writing Discrimination: Race and Ethnicity
- How do dominant groups use stereotypes to write history?
Speaking:
persuasively.
Reading:
- Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
Writing:
- Provide a concluding statement or section that follows from and supports
the information or explanation presented.

TSWBAT - To identify stereotypes commonly applied to American Indians

- To cite strong and thorough textual evidence as well as

inferences drawn from the text.
TSWBAT To participate effectively in a range of collaborative discussions

in groups and building on others ideas.

- Copies of Sherman Alexies essay, I Hated Tonto (Still Do).

Move your desks so that they form a large discussion circle.

- To analyze the impact that
1. Individually, read Alexies essay.
stereotypes can have on an
While reading, underline text that
individuals self-concept by
responds to the following questions:
reading Sherman Alexies essay,
I Hated Tonto (Still Do).
- How did portrayals of American

Indians contrast with portrayals of - Underlining text that responds to
the questions to be ready for
whites?
discussions.
- How did the stereotypes that Alexie
- To support analysis of what the
saw in the films affect his self-worth?
text says.
- How did stereotypes that Alexie saw
in the films affect his feelings toward
his people and heritage? - To cite strong and thorough
textual evidence.
- Why did the author hate Tonto? (He
wrote about his childhood days of
pretending, But I never, not once,
imagined myself to be Tonto.)
2. Count off around your circle

from A to D. Using the fishbowl
technique, As with your desks form a
smaller circle (the fish/participants)
within the larger circle (the on-
lookers/audience), to discuss your
findings and reactions to question range of collaborative discussions
How did portrayals of American in groups and building on others
Indians contrast with portrayals of ideas.
whites? Have the Bs take the place of
the As in the inner circle and repeat
the discussions and reactions for the
next question from Step 5 (b).
Continue with groups C and D, until all
the questions have been explored.
3. Revisit your initial list of

theories. Revise as necessary or
simply star the winners. What did
you discover? Did you learn anything
new? Explain. - To add others ideas and
participate in the discussions.
Citation:
October1,2015.
Closure/reminders
- Write a reflection on what you learned and how this new awareness may affect
you.
- Remember what we have talked about today because tomorrow, we need to

talk more about that.
- Their answers on questions while reading.
- Their analyzing of what the text says.
- Write a reflection on what they learned.
- Group discussion helps students who might struggle to get some support
with their answers.
- Enable English learners to translate the text if they need.
- Having a large discussion circle to enable students to listen and participate
in the discussions and that will appeal to the collaborative learners and
help to build class community.
- Write a reflection on what they learned at home.

Name Date
Subject Topic
English: Speaking & Writing Discrimination: Race and Ethnicity
- How do prevailing stereotypes affect the self-worth of individuals who are
labeled by them?
- How do dominant groups use stereotypes to write history?

Speaking:
persuasively.
Writing:
- Respond to readings and suggestions from peers and add details to
strengthen writing as needed, including in collaboration with peers.
the information or explanation presented.

TSWBAT To identify stereotypes commonly applied to American Indians

TSWBAT To extend their understanding by formulating a mock interview
that tackles the lessons essential questions or drafting a letter
to protest stereotyping in todays media.
- Copies of Sherman Alexies essay, I Hated Tonto (Still Do).
- Internet access.

- Yesterday we saw movie clips show how Hollywood Stereotyped Native
Americans that captures how American Indians have been historically
portrayed in popular films. Today we will read Alexies essay I Hated
Tonto (Still Do) and do some activities on it.
1. Alexies essay highlights the harm
range of collaborative discussions
that stereotypes can inflict on an
to identify stereotype that
individual and on a people. So why
have been traditionally
were these Westerns, riddled with
applied to American Indians
blatant stereotypes and historical
in film and popular culture.
inaccuracies, so popular? Put another
way, if American Indians were harmed
by the making and viewing of these
distorted films, how did white
audiences and white filmmakers
benefit from the use of stereotypes in
Westerns?
2. Conduct research with a partner - To provide an objective

(or two) to obtain a historically summary of the online
accurate picture of the clash between reading.
American Indians and white settlers
during the nations period of westward
expansion online. Think critically about
how your findings answer the
guiding question above.
3. Translate your findings into an - To get different answers

interview with an historian similar to and suggestions from peers and
the ones you viewed in the clip on build on their ideas and
Tuesday. Use a question-and-answer understand how popular
format. Most questions should begin culture perpetuates
with how or why. stereotypes to excuse
4. Perform your interview for your systemic discrimination.
class or two other partner teams.
Citation:
October1,2015.
Closure/reminders
Each partners need to draft a letter to the producer of your media example
protesting the use of stereotypes. Using the facts you gathered, include analysis
of how their media draws on stereotypes. Educate the producer about the harm
that stereotypes can inflict upon the audiences who receive them. Or, if you are
more artistically inclined, like Sherman Alexie, create a poem or a comic that
achieves the same objectives.
- Their interviews that address the lessons essential questions or their
letters that protest stereotyping in todays media.
- The letter to the producer of your media example protesting the use of
stereotypes.
- Conduct research with a partner.
- Class discussion will appeal to the collaborative learners and help to build
class community.
- Perform the interview for the class OR two other partner teams for
students who feel shy to talk with the whole class.
- Drafting a letter with partner.
- Draft a letter or create a poem or a comic that achieves the same
objectives.
Name Date
Subject Topic
English: Grammar Adverbs
What is the adverb?
Listen to the students answers then ask them some examples of adverbs.

- Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
- Explain the function of phrases and clauses in general and their function in
specific sentences.

TSWBAT To develop a definition of the role/function of adverbs.
TSWBAT To articulate those adverbs modify verbs by telling how

something is done, when something is done, where something
is done, or modify adverbs or adjectives by telling to what
extent.

- Copies of the printed list of verbs and adverbs.
- Whiteboard.
- Markers.
Handing out the copies of the word list. Tell the students that I wish them to put
the words into categories. They decide the type of categories, how many
categories and how many words go into each. The only condition is each word
can only be used once and every word must be categorized.
- Giving the students several

minutes to put the words into
their selected categories. Then - To clarify the meaning, the role, and
allowing the students to share the correct usage of different English
their lists with the rest of the adverbs and putting them in different
class. categories depending on their roles into
- Writing the lists, including the
categories on the whiteboard as sentences.
the students share. Fairly
quickly, duplicate categories will
begin to appear. Consolidate the
lists as much as possible. Once
every possible configuration has - To develop a definition of the
been shared and listed, asking role/function of adverbs.
the student to take time and
look at the many different ways
they chose to categorize the
words. Asking them, Do you
see a pattern to these lists?
Immediately, they will recognize
that the lists fall into five
categories: action words, where,
when, ly words, and extras.
- Then explaining to them that they

have defined the role of an adverb: a
word that modifies a verb, adjective or
another adverb by telling how - To articulate those adverbs
something is done, (the ly words) modify verbs by telling how something
when something is done, where is done, when something is done,
something is done, and the extras, where something is done, or modify
to what extent something is done. adverbs or adjectives by telling to what
extent in order to let the students
- Putting the following sentences on recognize the function of adverbs and
the board: the correct usage for each category of
_ Our employees get their rights them.
(Simply, easily)
_ I read about discriminating against

women (Yesterday, today)
_ We hope to see people with special - To make sure that they are know the
needs have been respected role of the adverb into the sentences.
(Everywhere, here)
_ Amanda (so, really) wants to

see the justice in workplaces.
- Asking the student to select an

adverb for the first sentence that
would tell how the employees get their
rights.
For the second sentence, an adverb - To check that they are using adverbs
that tells when correctly.
For the third sentence, an adverb that
tells where
For the fourth, to what extent the
Amanda wants to see the justice in
workplaces.
Have the students create their own

sentences using adverbs from the lists
created. Have them write:
2 sentences that tell how

2 sentences that tell when
2 sentences that tell where
2 sentences that tell to what extent
Letting them share sentences with

tablemates. Collect at the end of the
hour.
Citation:
October22,2015.
Closure/reminders
Have the adverb word lists posted on butcher paper in the room, making
reference to them and the categories throughout student practice.
Collect the students sentences and check that they are using
adverbs correctly.
- Using the board for visual students.
- Having a printed list of verbs and adverbs.
- Allow using a dictionary to translate the difficult words.
- Have the students writ adverbs in sentences as much as they can.

University of Idaho Lesson Day 6
Name Date
Subject Topic
English: Speaking Discrimination: Race and Ethnicity
- Why do people discriminate?
- What happens when you judge someone based on how they look?

persuasively.

TSWBAT To participate effectively in collaborative discussions and build

on peers ideas.
TSWBAT
To explain the challenges and consequences of judging
someone based on how they look.

- Who Am I? handout.

- Before students enter the room, cut out photographs of different people. Each
photo has just one person in it but there be a balance within all the photographs
of different genders, ages, ethnic backgrounds and races. The photographs are
not for people that the students would actually know. Having enough
photographs so that two or three people can use the same photograph.
- After students enter the room, form a group with one or two other students.
- Form a group with one or two other

students.
-Distribute a photograph to the group

as well as the Who Am I? handout. - To judging persons in the
Study the person in the photograph. photographs based on how they
Then use your perception of the look without sharing the
person in the photograph to complete perception to get different
the biographical information. Do not perceptions.
share your perceptions with group
members!
- When you have all completed the - To see how the others are
handout, share your answers with judging the same persons
other group members. Ask each other differently based on how they
how you arrived at your answers. look.
Which perceptions were similar? Which
were different? Which surprised you?
Talk about your groups answers with
the rest of the class.
- Ask students and discuss the

following questions with them:
Which groups answers

were most similar to each other?
- To participate effectively in
Which groups answers collaborative discussions and build on
were most different from each peers ideas.
other?
What are the challenges

and possible consequences of
making assumptions about
someone based only on how they
look?
How is it possible that

different people can get a
completely different perception of
the same person? - To explain the challenges and
consequences of judging others.
Would you consider that
stereotyping? Would you consider
it a form of discrimination?
(Review the definitions of each).
Do you think people at

your school or in society in
general make judgments about
people based on how they look?
Share examples.
Have you ever judged

someone incorrectly based on how
they look?
Citation:
October1,2015.
Closure/reminders
- Often treating someone differently because of how they look is harmful.

Sometimes it can even be against the law. Tomorrow, we have some examples
for judging people based on how they look, so we will discuss them together.
- Judging people in the photographs based on how they look.
- Sharing answers with other groups.
- The dissection and participation with teacher and peers.
- Their answers that express their understanding for consequences of
judging others.
- Having a visual activity (photographs) to attract visual learners.
- Groups working helps students who might struggle to get some support
with their answers.
- Sharing answers with other group members to build on their ideas and get
a better understanding.
class community.
Name Date
Subject Topic
Speaking & Writing Discrimination: Race and Ethnicity
Do you have been judged from another person harmfully?

Do you have any experience to share?

Speaking:
persuasively.
- Pose questions that connect the ideas of several speakers and respond to
others' questions and comments with relevant evidence, observations,
and ideas.
Writing:
the information or explanation presented

TSWBAT To provide a concluding statement that supports the

information or explanation presented.
TSWBAT To participate effectively in collaborative discussions and build
on peers ideas.

- You Be The Judge handout.

- Distribute the You Be the Judge handout.
- Read the examples on the handout. - Provide some information to students

Then follow the directions to complete about the topic and share findings with
it. Once you have finished, share your peers.
answers with the class.

following questions with them:
Which examples have you

or someone you know - To participate effectively in
experienced? collaborative discussions and build on
peers ideas.
Which do you consider the
most harmful example of
prejudice or discrimination?
Which examples would you

consider to be illegal? Why?
People arent born being

biased or prejudiced so where
might the people in the examples
have learned these feelings or
behaviors? Consider family
members, friends, the media or - To provide a concluding statement
your experiences. that supports the information or
- Write two paragraphs about How do explanation presented.
you think these examples can affect
on the people who are discriminated.
Citation:
October19,2015.
Closure/reminders
For tomorrow you need to review this following links before coming to class:
National Restaurant Association
Restaurant Opportunities Centers United
Race Gap Seen in Restaurant Hiring Article.
A Top Chefs Kitchen Is Far Too Hot, Some Workers Say article.
Civil Rights Act of 1964 (a federal law).
- Sharing answers with others.
- The paragraphs that they will write about the examples effects.
- Sharing answers with others to build on their ideas and get a better
understanding.
class community.

Name Date
Subject Topic
Reading & Speaking & Writing Discrimination: Race and Ethnicity
- Should all people regardless of race, ethnic background, religion, gender,

disability or socioeconomic status have the same opportunities to apply for and
be hired for jobs?
- What would you do if you knew a restaurant in your town gave people
certain jobs because of the color of their skin?
- Should businesses be allowed to hire based on an image or message they are

trying to promote?
Reading:
- Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
Speaking:
persuasively.
- Come to discussions prepared, having read (Yesterday) or researched material
under study; explicitly draw on that preparation by referring to evidence on the
topic or text to probe and reflect on ideas under discussion.
Writing:
- Provide a concluding statement or section that follows from and supports the
information or explanation presented.

TSWBAT To analyze the content of the article individually and sharing the
inferences drawn from the text.
TSWBAT To discuss what they had read and participate effectively in

collaborative discussions.

- Race Gap Seen in Restaurant Hiring article.
- A Top Chefs Kitchen Is Far Too Hot, Some Workers Say article.
Prohibits employment discrimination based on race, color, religion, sex or
national origin. I asked you yesterday to review some articles to be familiar with
this Acts.
- Do you think it is okay to hire or not hire someone based on how they
look?
- What would society be like if we received privileges based on how we
look?
- Read the article called Race Gap - Provide some information to
Seen in Restaurant Hiring. students about the topic.
- To analyze the content of the
- Circle all of the examples in this article individually.
article of discrimination, prejudice or - To share the inferences drawn
bias. Share these examples as a class. from the text and build on others
ideas.
- Read A Top Chefs Kitchen Is - Provide some information to

Far Too Hot, Some Workers Say students about the topic.
article.

- To participate effectively in
following questions with them based
collaborative discussions.
on their readings:
Do you happen to notice if

there is a racial balance in the
front of the restaurants you visit
with your family or friends?
Do you think the term

- To discuss what they had read.
hard-working Mexican, as
referenced in the article, is
complimentary or harmful?
Do you think its okay for

restaurants only to hire wait staff
that fit a certain image?
- Referring to evidence on the topic or
text to probe and reflect on ideas
What does the author
under discussion.
mean when he says restaurateurs
are searching for a precise skill
set necessary to help a customer
pair the right Pinot with the filet
mignon?
Do you think there are

other brands or companies that
hire a certain type of person to fit
an image?
Think of stores at the mall

or local businesses. Do you think
thats fair?
Closure/reminders
- Make them groups of two students.
- As group and based on all of the questions and answers, draw conclusions
about employment discrimination in your community (To supports the presented
information).
- Prepare to present your findings or conclusions tomorrow in class.
- Sharing findings with class.
- Analyzing the articles
- Sharing answers with others to build on their ideas and get a better
understanding.
class community.
University of Idaho Lesson Plan - Day 9
Name Date
Subject Topic
Speaking & Listening Discrimination: Race and Ethnicity
After Summarizing your findings about discrimination in your community you

need today to report and present it to the class in 10 munts for each student.
- Present claims and findings, emphasizing salient points in a focused, coherent

manner with relevant evidence, sound valid reasoning, and well-chosen details;
use appropriate eye contact, adequate volume, and clear pronunciation.

TSWBAT To present findings with relevant evidence and valid reasoning.
TSWBAT To use appropriate eye contact, adequate volume, and clear

pronunciation through the presentation.

- Internet access.
- Equipment to play videos.
- Projector.
- Whit pored & markers.
Put numbers on pieces of paper, and ask each group to pick up its number.
Make a list on the board based on groups numbers to manage group
presentations turn. Prepare the equipment for students. Start with the first
group.
- Present their claims and findings one - This will helps students to present
group by one in front of the class with findings with relevant evidence and
using any equipment they need to do valid reasoning. This also will
their presentations. encourage students to use appropriate
eye contact, adequate volume, and
clear pronunciation through the
presentation.
Closure/reminders
Asking students what they learn from today presentations. Giving each group of
students their result or rubric after filled it to see their performance.
- Using a rubric (The same final presentation rubric) to evaluate their
performance through their presentation and to prepare them to the final
presentation.
- Working and presenting with partner will help collaborative students to get
better results.
- Limited time, 10 munts, to help students to manage their presentations
time.
- They are free to use videos, photos, handout and any equipment to
present their presentations content.
- Presenters will be able to present their findings and express their thoughts
about the topic while other students will be able to learn from the
presenter.
- Students can present the material verbally and visually, and that also will
help auditory and visual learners to better understand.
- The presentation is a kinesthetic activity, which will appeal to creative and
kinesthetic learners.
- Students already have a copy of presentations rubric to be aware about
the presentations elements.
Name Date
Ibtisam Alhasaf Sept. 26, 2015
Subject Topic
Language Art Prewriting Strategy to Add Detail in
Writing (Detail in writing)
What do you think the writers need to do to get a good writing or to improve
his/her writing?
- Develop the topic with relevant, well-chosen facts, definitions, concrete

details, quotations, or other information and examples.

TSWBAT Students will be able to identify examples of using appropriate

details in texts.
TSWBAT Students will be able to add appropriate detail into their writing.
- The American Born Chinese book by Gene Luen Yang.
- Independent reading novels.

Start class by reading an excerpt about racism from The American Born
Chinese book.
- After reading, ask students,
What types of details did Jin - Students will identify examples of
Wang give us about his first using appropriate details from
impressions of the origin? the text.
- Have a class discussion on the

importance of adding details into - Sharing ideas about adding
writing. details into writing.
- Ask students what details do for

the story?
- Discuss with students how good

writers always use a lot of detail.
- Have them use their - Students will identify examples of

independent reading novels as using appropriate details from
mentor texts, by looking through the text.
them and picking out two or so
paragraphs that show great
detail.
- Have students turn and share

with a neighbor the excerpt from - Sharing ideas about adding
their own independent book. details into writing.
- Take a few volunteers to share
as whole class.
- Have students write their topic - Students will give an appropriate

on a piece of paper amount of detail during
independent writing practice.
- Students will add appropriate
detail into their writing.
Closure/reminders
Looking back at the description Jin Wang gave in the excerpt from The American
Born Chinese, have students come up with other questions they would like to
know about the scene. The questions could be turned into detail about the
scene.
- The students ability to identify details in writing.
- Walking around and listening to students sharing with their peers.
- Collecting the writing assignment after it has been drafted to assess their
use of detail.
- Students will be able to use their own independent reading novels to find
mentor texts.
- Students who are reading deficits will be able to use lower level reading
texts during the activity.
- During the independent practice, students can be given a specific amount
of details to add.

Name Date
Subject Topic
English: Speaking & Listening Discrimination: Actions and
consequences.
- How can actions have positive and negative consequences?
- How can we create positive consequences?

persuasively.

TSWBAT To participate effectively in collaborative discussions in groups

and with whole class.
TSWBAT To discuss with peers and build on their ideas to express own
thoughts.
Disability-related bullying video.

Worksheet: Actions and consequences.
Slides to explain the activities.
As we talked in the last classes about judging others effects, we have today to
know how the actions in our life can have positive and negative consequences.
- Form groups.
- Show slides to get students - To become aware that actions
considering the consequences of have consequences.
different actions (The slides show
everyday examples before exploring
more serious issues and
consequences).
- Discuss which ones have positive or
negative outcomes.
- Identify the examples of positive
behavior to make sure the definition of - To discuss their thoughts and
positive is clear. participate with others to build
class community.
Group students in 2-4s and hand out
an A3 version of worksheet 1.
- Showing the video to review and
play part 1. - To work in groups and collaborate
with other members.
- Asking students to complete part A
of the flowchart on the worksheet,
including the feelings of those - Using video to help students
involved. observing positive and negative
- Discuss as a class using the prompts behavior in scenarios that are
on the slide. common to their lives.
In the same groups, students think - To work together.

about positive action that could
improve the situation.
- They explore this by completing the - Sharing ideas and build on
positive stream of part B of the flow others answers.
chart on their worksheet.
- Then they complete the negative
stream of the flow chart to show the - To explore the impact of negative
outcome of further negative action. behavior on peoples feelings and
- Compare the differences - which is lives.
better?
- (The positive outcome).

Play part 2 of the video to reveal the
positive action that was taken. Use the - To discuss their thoughts and
slides to discuss the outcome and to participate with others to build
highlight the importance of why we class community.
need to try to behave and treat people
in a way that has positive outcomes.
5. Two minute challenge.

In pairs, students write a list of actions
that have positive consequences. - To think about how and why it is
Share as a class, gathering answers important to make choices that
from each pair without repetition, and can create better outcomes and
create a list of positive actions. Use experiences by working with
this to create a clear understanding of partner to get a collaborative
what represents positive behavior. Use work.
the slides to revisit the negative
consequences from activity 1 and
discuss what positive actions could be
taken to improve these situations.
Citation:
Actionsandconsequences.(n.d.).RetrievedOctober9,
2015.
Closure/reminders
- Talk with your parents about your lists of actions that have positive
consequences, and they can help you to add any other actions have positive
consequences to your lists.
- Sharing answers with others.
- Express own thoughts.
- Collaboration with partner to create a list of positive actions.
- Group working will appeal to the collaborative learners.
- Class discussion helps students who might struggle to get some support
with their answers and to build class community.
- Enable English learners to translate the statements if they need.
- Having a video clips, which would help the visual students.

Name Date
Subject Topic
English: Reading & Speaking Standing Up Against Discrimination

What does it mean to be discriminated against?
Why do people discriminate?
What can we do to stand up against discrimination?
How can we stop acts of discrimination at our school?

Reading:
Speaking:
persuasively.

TSWBAT To identify acts of discrimination and explore ways to stand

up against discrimination.
TSWBAT To analyze the text, determine and discussing a central idea of

it.

- Internet Access
- Lesbian High School Student Constance McMillen Gets $35,000
Settlement For Canceled Prom (Constance McMillen).
- Fourteen-Year-Old Michigan Student Awesomely Stands Up for
Suspended, Gay-Defending Teacher (Graeme Taylor).
- Let Students Be Themselves (Rochelle Hamilton).
- Hiring Discrimination at Matsumoto? Suit, Protest & Possible
Settlement (Abby Brammer).
- Abercrombie & Fitch Sued For Religious Discrimination 9 Samantha
Elauf).

How would you feel if you werent allowed to play a sport, go to a dance or get
a job because of how you looked or what you believed in? Would you accept
being discriminated against, or would you stand up for yourself? Free write your
response.
- Form a group of five (this is your

home group).
- Each person chooses one of the
following five real-life people who has
stood up against discrimination:
Constance McMillen, Graeme Taylor,
Rochelle Hamilton, Abby Brammer or
Samantha Elauf.
- Make sure all five teens are
accounted for within your group; no
one should have the same person.
- You are going to become the expert - To understand the persons acts of
on the person you chose. discrimination very well.
- Read the article that has your
persons name beside it.
- As you read, think about who was - Cite strong and thorough textual
being discriminated against and why, evidence to support analysis of what
as well as how people responded to the text says.
the discrimination.
- Now regroup into expert teams (e.g.,
everyone who has Constance McMillen
groups together, and likewise for the - That would help students to analyze
other people). the texts and identify discriminated
- Read online about your person. As acts through their reading.
you read, think about who was being
discriminated against and why, as well
as how people responded to the
discrimination.
- With your fellow experts, discuss the
teen you read about, answering the
following questions:
Who was being discriminated against?
Why was this person being - To discuss their ideas and share their
discriminated against? inferences drawn as well together from
What did he/she and/or others do to the text in order to understand and
stand up against this discrimination? explore ways to stand up against
discrimination as groups.
- Take notes since you are responsible - Participate effectively in a range of

for teaching members in your home collaborative discussions in groups and
group tomorrow about this person and building on others ideas and
his/her experience. expressing their own clearly and
persuasively.
Citation:
(n.d.).RetrievedOctober29,2015.
Closure/reminders
Remember the discussion with the experts to teach your home group
tomorrow about this person and his/her experience.
- Analyzing the content of the articles.
- Dissecting and discussing their responses.
- The students ability to create an analysis for the articles.
- Students identifying for the acts of discrimination through the texts.
- Group discussion helps students who might struggle to get some support
with their answers.
- Group discussion helps students who have slightly lower reading ability to
have information about the topic.
- Working as groups will appeal to the collaborative learners and help to
build class community.
- Collaborative work helps students who need each other to learn.
- Free writing.
- Having a note through analyzing and dissecting the content helps visual
and kinesthetic learners.
- Read online about the person to have background about him\her.

Name Date
Ibtisam Alhasaf Oct. 1, 2015
Subject Topic
English: Reading & Speaking Standing Up Against Discrimination
- Have you ever been discriminated against? How did you stood up against that?

Reading:
Speaking:
persuasively.

TSWBAT To analyze the text, determine and discuss a central idea of it.
TSWBAT To explore ways to stand up against discrimination and

encourage others to take action against discrimination.

- What Is Not In Our Town? & What Is Not In Our school? articles.
- HERO Teens.
- Gay-Straight Alliance.
- Youth For Human Rights.
We read yesterday about five real-life people who has stood up against
discrimination, and as we read and analyzed together the articles, we figured
out the acts of discrimination and ways to stand up against discrimination.
Today, we have different activity to know how can we take action against
discrimination.
- Take your note that you wrote

yesterday and return to your home
group.
- To understand the persons acts of

discrimination very well and to analyze
- Take turns sharing what you learned the texts, determine and discuss a
about your teen. central idea of them.
- Discuss the following as a class:
Based on your reading and the
summaries you heard from your group
members, what do these teens who
stood up against discrimination have - To sharing ideas and thoughts and
in common? help other to understand the lesson.
The teacher need to Consider
capturing student responses on the
board or chart paper.
- Which actions of theirs can you

- To explore and emulate actions to
emulate to stand up against
stand up against discrimination in
discrimination in your own school or
school or community and encourage
community?
others to take action against
discrimination.
Now have each member of your
- Read more about actions against
home group read online about
discrimination in order to have
a different organization: Not In
knowledge and explore ways to stand
Our Town, Not In Our School,
up against discriminations actions.
HERO Teens, Gay-Straight
Alliance, and Youth For Human
Rights. Share what you learn
with your group members. - To cite strong and thorough textual
During your discussion, make evidence to support analysis of what
two-column notes. the text says
- In the first column, write the
names of each organization.
- In the second column, use
details from the texts to record
the following information about
each group:
-What is the purpose of this
organization?
-How do they take action against
discrimination?
-Does your school have a group
like this?
-What is the importance of a
group like this in our country?
Citation:
Closure/reminders
If you wish to Research how to start a school chapter of one of the

organizations you read about, you can do that. Then, send what you would find
to me (Optional work).
- Dissecting their responses about the content of the articles.
- Creating two-column notes to analyze the articles.
- Having a note through analyzing and dissecting the content helps visual
and kinesthetic learners.
- (Sharing ideas with groups) this collaborative work helps students who
need each other to learn.
- Assign different texts based on the students reading abilities helps
students who have slightly lower reading ability.

University of Idaho Lesson Plan - Day 14
Name Date
Ibtisam Alhasaf Oct 2. 2015
Subject Topic
Writing Standing Up Against Discrimination
How do you see your school deal with acts of discrimination?

How can school prevent discrimination?

- Respond to readings and suggestions from peers and add details to strengthen
writing as needed, including in collaboration with peers.

TSWBAT
- To encourage others and schools to take action against
discrimination.
TSWBAT - To collaborate with peers to write respond to readings and
suggestions from other.

- What Is Not In Our Town? & What Is Not In Our school? articles.
- HERO Teens.
- Gay-Straight Alliance.
- Youth For Human Rights.
Yesterday, you shared what you learned about your teen and discussed that
with your home group. Also, each member of group read about a different
organization and discussed that with her/his group. Today, each group members
need to use their notes for yesterday to write a proposal together.
- Back to your home group.

- Based on what you read about these
organizations and what you learned
about teens, who have stood up - To write respond to readings and
against discrimination; write a suggestions from other.
proposal for how your group thinks
your school should deal with acts of
discrimination.
- Your group may wish to assign each
group member a different section of
the proposal: - To collaborate with peers.
- Define what constitutes an act of
discrimination.
- Recommend how the school can - To encourage others and schools to
prevent discrimination. take action against discrimination.
- Identify how students can safely
and anonymously, should they choose
report discrimination.
- Outline actions the school should
take to stop instances of
discrimination that are reported.
Citation:
Closure/reminders
If you did not finish your proposal, you can finish it at home and bring it
tomorrow.
- Writing a proposal for how they think the school should deal with acts of
discrimination.
- (Sharing ideas with groups) this collaborative work helps students who
need each other to learn.
- Assign each group member a different section of the proposal helps
students to learn from other and help to build class community.
- Students can finish the proposal at home helps students who need more
time to write.

Name Date
Ibtisam Alhasaf Oct. 3, 2015
Subject Topic
Grammar & Writing Adverb Pictionary
Define Adverb and discuss its function in sentences.
Grammar:
- Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
- Explain the function of phrases and clauses in general and their function in
specific sentences.
Writing:
- Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on how well purpose have been
addressed.

TSWBAT
Use adverbs and choose between them depending on what is to
be modified.
TSWBAT
Write and edit opinion pieces on topic with focusing on using
adverbs.
- White board
- Markers
- Adverb/verb pairs written on pieces of paper
- Video Discrimination against special Needs

- Showing the Discrimination against special Needs video.
- Asking students to write their - To see how many adverbs the
response or opinion about the video in students will use in their pieces of
one paragraph. writing and to help them to process
what they saw.
-Define adverb together and give

some examples of it.
- Divide the class into two teams. - To understand what is adverb modify.
- Have a student from the first team - To get more fun and help cooperative
choose an adverb/verb pair and draw students.
it on the white board.
- The student will be able to illustrate
- His teammates have one minute to
an adverb modifying a verb using
guess what he is drawing.
pictures.
- If they guess correctly, his team gets
a point. If they cannot figure it out,
- The other team gets to guess. If - This activity allows students to
they are correct they get the point. creatively depict an adverb modifying a
- Then have a student from the other verb.
team come up. - This activity allows students to try to
- Continue until all the students have guess what the adverb/verb pair is
had a turn. from the student's description.
- Ask the students to review their - To see how many adverbs the
using of adverbs in their pieces of students can use in their pieces of
writing that they wrote in the writing and discover ways to use more
beginning and highlight the adverbs in adverbs.
a friends response. - To see if students can identify
adverbs.
- Try to add more adverbs as much as

they can or rewrite their response with - To revise, edit, rewrite, or try a new
focusing on using adverbs. approach, focusing on the purpose
(using adverbs) based on what is to be
- Collect their pieces of writing. modified.
Citation:
Closure/reminders
If you did not finish your editing, you can finish it at home and bring it
tomorrow.
- Collect the piece of writing and see their ability to use adverbs in writing
depending on what is to be modified.
- The students ability of editing opinion pieces on discrimination with focusing
on using adverbs.
- Having a video for visual students.
- Write any form or style of writing to response on the video.
- Playing the game to keep adverbs in mind and the game will appeal to
kinesthetic learners.
- Playing the game in groups will appeal to the collaborative learners and
help to build class community, also group work helps students who might
struggle to get some support with their answers.
- Editing their opinion pieces to give students another chance to using
adverbs in writing.

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University of Idaho Lesson Plan Day 1

State of Idaho and/or Common core standards addressed:

Objectives (what the students will be able to do as a result of the lesson)

Diversity goals: (where relevant)

TSWBAT To define the Ageism meaning and combat ageism in their

TSWBAT To analyze the content of the article and identify examples of

Materials and/or technology

Activities/procedures (include anticipated time for each)

- Have you ever been discriminated against because of your age?

- To help determine the students

The Survey Sheet has some

B- Read whats written on the board.

A- Read the following article where

Ageism: Ageism in America.

D- After you've read the article, turn

- Analyze the ageist attitudes.

- Break down stereotypes about people

State of Idaho and/or Common core standards addressed:

Diversity goals: (where relevant)

TSWBAT To identify stereotypes commonly applied to American Indians

- Does this new data change your

3. View a short video, How - To make the students identify

A. How did Westerns commonly

- How do dominant groups use stereotypes to write history?

State of Idaho and/or Common core standards addressed:

Objectives (what the students will be able to do as a result of the lesson)

Diversity goals: (where relevant)

TSWBAT - To identify stereotypes commonly applied to American Indians

- To cite strong and thorough textual evidence as well as

TSWBAT To participate effectively in a range of collaborative discussions

Materials and/or technology

Activities/procedures (include anticipated time for each)

Move your desks so that they form a large discussion circle.

- How did portrayals of American

2. Count off around your circle

3. Revisit your initial list of

- Remember what we have talked about today because tomorrow, we need to

Reflection/evaluation (after lesson is taught)

State of Idaho and/or Common core standards addressed:

Objectives (what the students will be able to do as a result of the lesson)

Diversity goals: (where relevant)

TSWBAT To identify stereotypes commonly applied to American Indians

Activities/procedures (include anticipated time for each)

2. Conduct research with a partner - To provide an objective

3. Translate your findings into an - To get different answers

Reflection/evaluation (after lesson is taught)

University of Idaho Lesson Plan Day 5

State of Idaho and/or Common core standards addressed:

Objectives (what the students will be able to do as a result of the lesson)

Diversity goals: (where relevant)

TSWBAT To develop a definition of the role/function of adverbs.

TSWBAT To articulate those adverbs modify verbs by telling how

Materials and/or technology

- Giving the students several

- Then explaining to them that they

_ I read about discriminating against

_ Amanda (so, really) wants to

- Asking the student to select an

Have the students create their own

2 sentences that tell how

Letting them share sentences with

Reflection/evaluation (after lesson is taught)

- Why do people discriminate?