Teacher Name: Jalloh
Personal goal
Transferable skills for students
Grade and Subject 8th Grade Social Justice Writing
Standards:
Date: Time
Lesson Objective SWBAT identify and express examples of privilege in their lives and the world by
What do I want my students to participating in a privilege exercise.
know and be able to do by the
end of the class period?
Exemplar Privilege: a right or immunity granted as a peculiar benefit, advantage, or favor
What is the desired answer or
product that students should
produce to prove they’ve
mastered the objective?
Lesson Assessment I will know students have mastered the objectives when they are able to explain what
privilege is, how it works in the world, and how it applies to their lives.
What kind of assessment will
you use? Examples: exit ticket,
specific questions on Exit Ticket: Students will write a short reflection on the lesson as an exit ticket. The exit
worksheet, quiz, etc. ticket will need to be a minimum of 4 sentences.
Students will be given a sample scenario in which they will have to identify the
Do Now
prejudice belief, the power that the person holds, and the racist outcome. The Do Now
What will students do so that will look exactly like the classwork they completed from the week.
they get to work immediately
and without explicit
instruction?
Prejudice + power = racism
Lesson Structure Direct Instruction: PowerPoints, Video, Guided Notes:
https://www.youtube.com/watch?v=XL8z-pMB8_c
Direct Instruction: https://www.youtube.com/watch?v=FBQx8FmOT_0
Which method of DI will you
use? What are some Guided Practice: The following is the complete set of questions from the classroom
misconceptions you version of this activity. Students will not be walking around instead they will be adding Commented [KB1]: Good.
anticipate? What prior
knowledge do students need? 5 every time they must take a step forward and subtracting 10 every time they must
take a step back. The questions will be on a worksheet for them to add and subtract.
1. If your ancestors were forced to come to the USA not by choice, subtract 10.
Guided Practice:
2. If your nationality is "American," add 5.
In what ways will you lead 3. If you were ever called names because of your race, class, ethnicity, gender,
students, as a group or or sexual orientation, subtract 10.
individually, to be able to
explain or do a certain task? In 4. If your parents did not grow up in the United States, subtract 10.
what ways will students 5. If your parents attended college add 7.
attempt to explain or do what
you have outlined? 6. If you were ever ashamed or embarrassed of your clothes, house, car,
subtract 10.
7. If one or both of your parents were "white collar" professionals: doctors,
lawyers, add 10.
Independent Practice:
8. If you were raised in an area where there was prostitution, drug activity
In what ways will your students subtract 10.
attempt the objective on their 9. If you ever tried to change your appearance, mannerisms, or behavior to avoid
own? How will you address
any misunderstandings? How
being judged or ridiculed, subtract 10.
will you structure the time into 10. If you went to school speaking a language other than English, add 7.
meaningful chunks? 11. If there were more than 50 books in your house when you grew up, add 5.
12. If you ever had to skip a meal or were hungry because there was not enough
Lesson closure money to buy food when you were growing up, subtract 10.
13. If you were taken to art galleries or plays by your parents, add 5.
14. If one of your parents was unemployed or laid off, not by choice, subtract 10.
15. If you have health insurance add 10.
16. If you attended private school or summer camp, add 8.
17. If you were encouraged to attend college by your parents, add 10.
18. If you have a disability, subtract 10.
19. If you were raised in a single parent household, subtract 10.
20. If your family owned the house where you grew up, take one step forward.
21. If you ever inherited money or property, add 7.
22. If you had to rely primarily on public transportation, subtract 5.
23. If you were ever stopped or questioned by the police because of your race,
ethnicity, gender or sexual orientation, subtract 10.
24. If you were ever afraid of violence because of your race, ethnicity, gender or
sexual orientation, subtract 10.
25. If you were generally able to avoid places that were dangerous, add 7.
Independent Practice: Students will complete a reflection about the privileges in their
lives.
Differentiation or co- Students will receive annotated directions on the Do Now, Exit Ticket, and Worksheets.
teacher plan
How will you differentiate
instruction for the diversity of
learners?
What is your plan for your co-
teacher? (if applicable)
Homework Students will write 2 paragraphs about their race, ethnicity, and culture.
What will students do to
practice without support from
the teacher?
Materials PowerPoint
What will you hand out to Guided Notes
students? List here Graphic organizer
(PowerPoint, guided notes,
exit ticket, etc.) Where are
Do Now
these located? If you are Exit Ticket
using web resources or a
certain text, please indicate
the URL or title and pages
here.
