Example 1

Multicultural/Social Justice
Objective/s:
BTEOTL, SWBAT discuss
in groups and with the class
the pros and cons of being
bilingual.
Critical Thinking
Objective/s:
BTEOTL, SWBAT discuss
in groups and with the class
the pros and cons being
bilingual.
Students will take part in a
group/class discussion.
Students will take part in a
group/class discussion.
Observation
Observation
Rationale for emphasis on certain objective/s: The emphasis will be on the Language Objective because
students need to be able to express their views on the pros/cons of being bilingual.
Lesson
Outline
Timing
Description [include a specific description
of what the Teacher (T) and Students (Ss)
will do]
Special considerations (include
grouping, adaptations for ELs and
students with special needs, how
vocabulary, concepts and skills will
be introduced, emphasized, and
reviewed, etc.)
Intro 10
10
10
T: Use CCD Chart to define the words
bilingual and discrimination with the class.
First, ask how many students have or have
not heard the words before. Then have
students make predictions in their groups
using the context clue and their own
background knowledge. Ask for their
predictions and then give them the
dictionary definition. Finally, ask for
examples.
Ss: Use context clue to predict what
bilingual and discrimination mean and then
come up with examples in groups.
T: Pass out Language Discrimination
Scenario handouts. Popcorn read as a
class. Have students think about these
questions as they read: What is the
problem? Can you relate to the students? If
not, how would you feel if you were in that
situation?
Ss: Students will read and listen to the
Language Discrimination Scenarios and
think about the questions.
T: What is the problem? Can you relate to
TPS, Circulate classroom