Elementary Inclusive Preservice Program Lesson Plan

Lesson title: Lesson 2

Grade/age level: 5th Grade

Learning Objective(s)
What do you want students
to know, understand, or be
able to do as a result of this
lesson?

What is truancy?
What are the key elements of the school-to-prison pipeline?

Evidence for
assessment

Students will define the following in their Social Studies Notebook:

What is truancy?
Where will you look
o The action of staying away from school without good reason.
(product, performance,
o Skipping/missing a lot of school (student response).
documentation you create,
etc.) for signs of student
What are the key elements of the school-to-prison pipeline?
learning?
o Policing the school hallways with school safety officers.
What will you look for?
o Failing schools with inadequate resources.
What are your criteria?
o Zero tolerance discipline policy.
(examples of statements or
o Disciplinary Alternative Schools.
actions that would show the
particular kinds of
o Court Involvement and Juvenile Detention.
understandings, learnings,
&/or skills you are after?)

Rationale
Why are you teaching this
lesson? What connections
does it have to standards?
Does it connect to students
interests, strengths, and
needs? How does it fit within
the curriculum?

CCSS.ELA-LITERACY.RL.5.1

Quote accurately from a text when explaining what the

text says explicitly and when drawing inferences from
the text.
CCSS.ELA-LITERACY.RL.5.4

Determine the meaning of words and phrases as they

are used in a text, including figurative language such as
metaphors and similes.
Learning Experience

Assessment

In each section below, specify the sequence of instructional activities.

Consider how you will manage materials, bodies, and time. Use small
boxes to indicate time.

What will you look/listen to/for? How are you

figuring out what students are learning?

Starting It
How will you invite students
into the learning experience?

(This learning Experiences is best when

students are silent.) Write the following
definitions on the board and quickly read
the definitions:
racist a person who believes on race is
superior to another.
classist a person who is bias based upon
social or economic class.
sexist a person who believes in the
attitudes or behavior based on traditional
stereotypes of gender roles.
heterosexist a person who believes
heterosexuality is the only valid choice
and superior to other sexualities.

Doing It

Outline your sequence of

Social Barometer 20 minutes
instructional moves including
participation structures,
The teacher hangs signs on opposite sides
materials, intellectual
of the room that read Strongly Agree
resources, and time allotted.
and Strongly Disagree. When the
Is there a product or
teacher reads a statement, students move
performance you will be
expecting students to create? to the side of the room with the

appropriate sign. If they are neutral,

students will stand in the middle of the
room. If they agree but not strongly, they
will stand between the middle of the
room and the Strongly Agree sign. If
they disagree but not strongly, they will
stand between the middle of the room and
the Strongly Disagree sign. After the
teacher reads each statement and the
students have stopped moving, the
facilitator will call on one person from
the Agree side of the room, one from
the Disagree side, and one from the
middle of the room to share their
opinions. During the discussion, students
may move from their original position if
their opinion changes. At the end of the
discussions, students will be asked to
complete an Exit Ticket to assess their
learning in their Social Studies Journals
answering the question: Why do you

Students will be seated at their

table spots and will ask
question (if needed).

feel the statements used in this exercise

were chosen?
1. Education is the key to success in
life.
2. I enjoy/enjoyed school.
3. I feel/felt that I am/was treated
unfairly in school.
4. Todays students are disrespectful
and out of control.
5. A family member or I have had a
negative experience with school
safety officers.
6. New York should spend more
money on schools than on
prisons.
7. Metal detectors keep students
safe.
8. The
school
system
is
racist/classist/sexist/heterosexist.

Finishing It
How will you bring students
to closure with this learning
experience and connect it to
future learning?

Materials Needed

Great job today! Tomorrow we will talk

more about the key elements of the
School to Prison pipeline and truancy.

Two posters that say Strongly Agree and Strongly Disagree, Expo
Markers/Chalk