Spring 2014

Immersion I Lesson Plan Format Field Study Teacher: Jule Peterson School: Park Elementary Grade Level: 2nd Number of Students in Class: 18 Unit: Writing Lesson Duration: 1 hour Day, Date, and Time of Lesson: 3/14 @ 8:109:10 AM 1. Objective(s): After a lesson on what peace is, students will be able to demonstrate empowerment and the skills to act, with others or alone, against hateful actions.

2. Colorado Academic Standards: Content area: Social Studies Standard: 4. Civics Concepts and skills students master: 2. People use multiple ways to resolve conflicts or differences evidence outcomes: a. Give examples of ways that individuals, groups, and communities manage conflict and promote equality, justice, and responsibility.

3. Learning Target(s): I can act, with others or alone, to promote equality.

4. Assessment: Students will write about what peace means to them in four sentences or more. They will also include how they could promote peace in their school, classroom, or community.

5. Materials: The book, Peace Begins with You, 18 dove templates, 18 sheets of writing paper.

6. Introduction/Anticipatory Set: Teacher will begin lesson by showing students the World Population at http://www.eahdfoundation.org/world_live_clock.php Explain to students what population is first. Population is a word we use to talk about all the people from one area, for example, Durangos population is about nineteen thousand. This counter (show link) is showing the population of the entire world over seven billion people! Briefly talk with students about how big the number is and how that is a lot of people trying to work together. Transition to, In our classroom, there are a lot of problems between friends. Can you

Spring 2014

imagine how many problems would happen with seven billion people if everyone treated each other poorly? Allow students to make any comments. Teacher will then say, today we are going to talk about how our world tries to be nice to each other and what people do to keep our world a friendly place. It is called peace. Tell students to move to the library where we will sit and read a book.

7. Essential Questions or Big Picture Statement: How can we create an environment that does not tolerate hateful actions? 8. ****Step-by-Step Lesson Process:**** 1. Teacher will begin with anticipatory set. 3 minutes 2. Class will transition from desks to the library, where teacher will preface reading with the question, What does peace mean? Allow time for students to think and answer. 2 minutes. 3. Teacher will begin to read, Peace Begins with You. 10 minutes 4. After reading the book, ask students again, So what does peace mean? Allow time for students to think and answer. Next, ask, How can we be peaceful to our friends? (allow think time) Strangers? (allow think time) People who are from a different place? In our community of Durango? (allow think time). 5 minutes 5. After all students have responded to how we can be peaceful to each other, reiterate that we can be peaceful to each other by respecting each others differences. We can also be peaceful by standing up for something that does not look very nice. Sometimes conflict occurs, and it is our job to create peace by standing up to unfairness or meanness. 1 minute 6. Next, teacher explains to students that we are going to create peace doves. Pull one dove out and give direct instruction what the assignment will look like. Say, We are going to create peace doves, and I want all of you to write on your dove how you can create peace in our classroom, school, or in Durango. Here is my example. Teacher then writes a way to create peace, for example, do not make fun of someone for looking different than me (modeling). Repeat that each student will create their own peace idea and they can color the dove after they have written something. Check for understanding by asking for a thumbs up or down if everyone understands the instructions. 10 minutes 7. Students will then move back to desks and begin creating their own peace doves independent practice. Students who have trouble writing will receive a peace dove that has I can create peace in ___(place)__ by ___(insert one or two words)___. This template will provide differentiation for students who need more support thinking or writing. (Teacher will walk around and assess students comprehension, and help clarify any questions individual students haveformative assessment). 15 minutes 8. Once peace doves are finished, tape to the window. Allow students to look at each

Spring 2014

others. 2 minutes 9. For closure, ask students to write about what peace means to them in four sentences or more. They will also include how they could promote peace in their school, classroom, or communitythis is also the assessment piece. 10 minutes

Dove Template: http://www.first-school.ws/t/cp_animals/dove_1.html

Comments from Chiara Cannella (course professor): Comments: Okay, Jule, nice lesson topic! You have a great plan here with a nice range of activities, but not too much for your time frame. I would think through the timing of a couple of things a bit more specifically (or this has already happened, since you already taught this :-). But a couple sections seem short (direct instruction) and a couple seem long (#6, which is really modeling but I think you have as "direct instruction." I don't see a content check for understanding--did I miss that? Nice way to think through differentiation. Overall this looks great---nice work!
Chiara Cannella, Apr 6 at 3pm