Micro Teach Lesson Plan
Names: Alexandra Guillen, Vicente Izaguirre, and Nikole Gomez
Date: November 27th, 2019
Hot Topic: Racial Identity and Sexual Orientation
Lesson Title: Creating an Inclusive Classroom: Racial Identity & Sexual Orientation
Materials/resources: Powerpoint/handouts/note organizer
Equipment: SMART Board
InTASC Standard 9:
The teacher engages in ongoing professional learning and uses evidence to
continually evaluate his/her practice, particularly the effects of his/her choices and actions on
others (learners, families, other professionals, and the community), and adapts practice to meet
the needs of each learner.
Sub-Standards
9(i) The teacher understands how personal identity, worldview, and prior experience affect
perceptions and expectations, and recognizes how they may bias behaviors and interactions with
others.
9(e) The teacher reflects on his/her personal biases and accesses resources to deepen his/her own
understanding of cultural, ethnic, gender, and learning differences to build stronger relationships
and create more relevant learning experiences.
9(m) The teacher is committed to deepening understanding of his/her own frames of reference
(e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames,
and their impact on expectations for and relationships with learners and their families.
Objective:
By the end of the class period, the teachers will be able to identify bias, in regard to race and
sexual orientation, in their future classrooms by using the information gathered from the
PowerPoint to prevent bullying, create an inclusive classroom culture and react specific
situations.
Teaching procedures
Bell-ringer activity/Anticipatory Set:
On the worksheet provided, please answer the following prompt: Have you ever experienced or
witnessed bias by a teacher? If yes, recall the time that it was most obvious or memorable to you.
If not, brainstorm some scenarios where a teacher could be perceived as biased.
Aligned Info:
What is racial identity?
● Racial identity is a sense of belonging or collective identity based on one's perception
that he or she shares a common heritage with a particular racial group or ethnicity.
Why is identity important in the classroom?
● We each have ethnic and racial identities that may not only be different but may also
confer privilege.
● There are statuses in racial and ethnic identity development that change over time. As
educators, we must continue to seek knowledge to gain a better understanding of how
this changes throughout our years of teaching.
● Race is a powerful concept that shapes how one sees and is seen by others. Yet, the
public poorly understands what race is. We can help students by giving them the
information to make their own conclusions.
How does this affect children?
Why is it important?
● Racial and ethnic identity is a very important aspect for our students self-esteem.
● To truly prepare students for the real world, we must equip them with the skills to be
empathetic towards people who are not like them, the knowledge to be informed
individuals, and the efficacy to advocate for themselves and others.
What is Sexual Orientation?
● An inherent or immutable enduring emotional, romantic or sexual attraction to other
people.
Why is it important?
● Many educators who work with LGBT youth hold biases toward rejecting parents. Begin
to understand the motives and aspirations that drive families, especially where religion is
a variable. Deconstruct your own preconceptions, acknowledge that you are bringing
them to the interaction, and ask the other adults in the conversation to do the same. This
creates the optimal opportunity for educators, administrators and families to hear each
other.
How does this affect children?
● Not all families and friends are supportive which can lead to depression and bad choices.
● Struggling with identity is difficult enough, adding on sexual identity can cause distress
and Gender dysphoria
Creating a more inclusive classroom
● Tolerance vs. Acceptance
○ Tolerating a student is just as bad as not accepting them
○ Accept students for who they are like they do to you; your job is to educate and
nurture students to bring out the best of them
Our role as educators
We need to cultivate a classroom culture where all students feel welcomed and promote
equity among all students. A primary goal, as educators, should always be that our
students believe we are without a doubt, anti-biased and that they belong in our classroom.
● How do we do this? (May seem like common sense, but it’s not)
● Know students rights
● Integrate relevant curriculum (this will prepare them for real life, keep their interest, and
give them chips)
How to prevent and identify bullying while supporting students who struggle with identity
● RESPECT Set clear expectations with your students about appropriate language and
what it means to respect one another in your classroom. Model what that looks like.
● SET INCLUSIVE CLASSROOM RULES Have a zero-tolerance bullying policy in
your classroom
● TRUST YOUR STUDENTS If a student says they are being bullied, take them at their
word and don’t dismiss the actions as teasing. Allegations about bullying must always be
taken seriously.
● INFORM ADMINISTRATORS Inform school leaders of all reports of harassment
so that they can monitor the situation and respond appropriately.
● SIMPLY LISTEN If a student tells you they have been harassed for their sexual
orientation and/or gender identity, listen without judgment or assumption.
● BE IN THE KNOW Whether on-site or online. Teachers should learn how to
recognize and respond to warning signs of bullying in all forms.
● INTERVENE If you see a student being bullied or harassed, take action immediately.
Targeted students need to know those around them will intervene-and bullies must know
their actions won’t be tolerated (this includes staff)
Check for Understanding/Closure:
Students will answer the following question:
1. Write down one piece of information that you found useful and will use to cultivate a
more inclusive classroom?
Assessment:
On a seperate piece of paper, the teachers will answer the following questions:
1. Why is racial identity important in the classroom?
2. What are some ways to prevent and identify bullying in your classroom?
3. List some ways you can support students who struggle with identity.
Upon the collection of the responses and reviewing the results, we want to look to see if
the teachers met the objective, which was “By the end of the class period, the teachers
will be able to identify bias, in regard to race and sexual orientation, in their future
classrooms by using the information gathered from the PowerPoint to prevent bullying,
create an inclusive classroom culture and react specific situations.” Hence, the goal of
this assessment is to see if the teachers were able to understand the ways they can support
their students, create a more inclusive classroom, and identify bullying.
