ED 427 Teacher: Chiara Cannella Classroom Teacher: Mr.

Fitzpatrick Grade Level: 6th School: Escalante Number of Students: 25 (4 class periods) Lesson Duration: 50 min

Language Arts Unit: Anti-bias: Strategies to confront bias Planning and Teaching = 50 points Planning

1. Content Objective: Students can examine successful communication strategies that they have employed and will learn new effective strategies to confront bias by reading over the strategies to confront bias hand out and sharing out loud. Colorado State Content Standards: Standard 1: Oral expression and Listening d. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. (CCSS: SL.6.1) iii. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. (CCSS: SL.6.1c) iv. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. (CCSS: SL.6.1d) 2. Learning Target: I can examine successful communication strategies and learn effective strategies to confront bias. 3. Essential Questions: What kinds of bullying do you see in your everyday lives? How can we become an ally instead of a bystander? 4. Key Vocabulary: Communicate, strategies, bias, prejudice, discrimination, clarify, offensive, ignorance, offender, dictate, dispel, conflict. 5. Materials: Strategies to confront bias handout.

6. Anticipatory Set: Have students prepare for this lesson by asking them to think of a time when they successfully communicated with another person on a difficult topic. Tell them that it does not matter what the topic was or with whom they were communicating. Ask the students to share with the class what allowed that conversation to be successful. List the strategies on the board. Strategies might include: I stayed calm, I didnt accuse the person, I made sure I had my facts straight and so on.

Teaching 7. Input: Ask students if some of the strategies they have listed might also be useful when confronting prejudice and discrimination. If so, which ones? Provide an opportunity for students to also examine which of the strategies listed might not be appropriate when confronting prejudice. Explain to students that the purpose of this lesson is to give them some strategies to confront bias, but it is also important that they understand there are other strategies which, in certain circumstances, might be equally effective. 8. Modeling: Distribute the Strategies to confront bias handout, I will read the first paragraph as well as the first strategy. Then ask for volunteers to read the rest of the strategies. 9. Input: After reading all the strategies, discuss each and have students provide examples of how they have used these strategies or how some of the strategies complement or coincide with strategies listed on the board. Help students connect this to that if someone does not know about a particular group, it will be impossible to provide accurate information that counter stereotypes. Ask students if there are any strategies not listed on the handout that they would like to see added. Discuss any possible additions students may have. **After they have had just a minute or two to think, I will ask the students to write about what they saw, felt, heard and if they have any ideas on what they would have done to become an ally during a time when they had the opportunity to be one. They will also be instructed to write about a time when they felt bullied at school as well. I will remind the students that these will not be seen by anyone. While the students are writing their own reflections, I will write mine on the smart board, they will not be able to see it until after we have had a brief discussion about what the students wrote. After the students are finished writing their reflections, we will then have a discussion about what they wrote and how they can become an ally in our own school. 10. Checking for understanding: Before I hand out the handout, we will discuss the different types of bullying in todays society such as: cyber bullying, and all types of physical, mental, and emotional abuse. We will write these down on the board. 11. Guided Practice: The guided practice will be when the students see my reflection as well as when they are writing their reflection about what they saw, heard, and felt during the video. They will also write what they would have done to be an ally for any type bullying situations. During this time it is to be silent. 12. Assessment: The assessment will be the completion of the reflection piece. They will not be grades on content rather than that they were able to finish the assignment and think about honest

connections. 13. Closure: Conclude this lesson by encouraging students to practice using the strategies when and where they feel safe and comfortable doing so. Encourage students to share those situations where they do practice using some or all of the strategies and reflect on how effective they believed they were in confronting bias.

14. Independent practice: The independent practice will come as students are in the hallways and the classrooms and are able to employ the strategies to confront bias Grading Scale for Planning and Teaching (50 points) 50 = Excellent job! Meets all the criteria in the assignment and rubric in a thoughtful, thorough way. The entire lesson is integrated, coherent, and engaging. 40 = Meets all the criteria in the assignment and rubric in a generally thoughtful, thorough way. The lesson is integrated and coherent. One or two minor changes recommended, or could be developed in more detail in minor ways. 30 = Meets all of the criteria in the assignment and rubric. Some changes recommended, or could be developed in more detail. 20 = Meets most of the criteria in the assignment and rubric. May be cursory, lack development or detail, or not be particularly integrated with the rest of the lesson. 10 = The section is filled in and exhibits some effort to meet the criteria in the assignment and rubric. But some of the information is unclear, incorrect, exhibits minimal development or detail, or is not integrated with the rest of the lesson. 5 > = The section does not meet the criteria in the assignment and rubric. Or the information required in the section is somewhere in the lesson plan, but isnt included in a labeled section. (Point value of 1-5 based on the degree.) Or information is unclear, incorrect, or not at all appropriate to the content, lesson focus, or grade level. 0 = The section was not done. Reflection (20 points) Please reflect on your lesson by answering the following questions: 1. At what point in your lesson did you feel that the students were grasping the objective of the lesson?

2.

What went well in your lesson?

3.

What would you do differently next time?

Grading Scale for Reflection (20 points) 20 = Excellent job! Thoughtful reflection including evidence and insight into what makes a successful lesson and showed an interest in improving practices. 10 = Answered the reflection questions but included very little evidence or insight. 0 = The section was not done. Holistic Lesson Planning (30 points) 1. The standards, objectives, learning target, and essential questions are all about the same skills and concepts. 2. The assessment measures those skills and concepts. 3. The skills and concepts are manageable for you to teach in a one-day lesson. 4. The skills and concepts would be manageable for students to do. 5. The skills and concepts would be useful, relevant and interesting to students at this grade level. Brittany Gillen Anti-bias reflection Describe 1) what worked well, 2) what didnt work well, 3) how well you think students met MC Ed objectives, 4) how well you executed Culturally Responsive Pedagogy; and 5) how you would change the lesson in the future. Your evaluation will be graded based on the thoroughness of your: 1) honest and critical reflection of success of lesson; 2) thorough description of future revision; 3) analysis of success in meeting multicultural objectives. I had an original lesson plan that I myself had made up, I wanted to double check with my cooperating teacher about the video that I was wanting to choose. He thought the video was very powerful, however because of the church scenes, he felt it may cause some controversy. I continued to search for a video and came up with more that might cause controversy or felt older and were not relevant to things such as cyber bullying. I was asking the other teachers what they would suggest one day during our lunch break, and they provided me with a hand out that had strategies for students to confront bias. I then took this hand out and created a lesson from it. The above is that revised lesson! This lesson went very well. After each of the suggestions the hand out gave, I had the students come up with examples they had seen in their surroundings that go along with their suggestions. Some of them were harder for the students to come up with examples such as what a stereotype or a bias was. The suggestion was to give information to the person who was using the stereotype that would dispel it. Giving them correct information for stereotypes was a good segway for the students who came up with the idea of how this also works with gossiping. THat was a problem that a lot of the girls were having trouble with lately. I let the

students know in the beginning that there was to be a great level of respect because some stories may arise that are hard for some students to share, and as a class we need to respect and acknowledge our peers feelings. This helped the students to know where my pedagogy stood in regards to this lesson. It was a hard lesson to teach especially because towards the end when I had students reflect upon a time when they were either a bully, bullied, an ally, or a bystander, I actually had to young men start crying because they were the ones who were being bullied the most. I then also gave them resources to use, such as the hand out, as well as the school counselor and reminded them that they were always welcome in her office to get some of this anxiety out. It will turn out even better, if students take the reflection to heart in the future and can be more conscientious of how they treat their fellow peers. I would have taken the lesson next time and created more interaction with the handout then I had. My cooperating teacher suggested too that if we would have had more time then we could have taken the nine strategies that were given on the hand out, and had them categorize them into three levels. The levels would be based upon how well they would work without having any repercussion as an ally from the bully. That would have also allowed them to see the strategies that they feel work best for them. I would have also liked to have just had more time in general for the concept of bullying. This is a lesson that can be taken so many ways as well as including so much reflection and story telling of the students so that they could make more personal connections.