Mini Lesson Plan Template

DATE: 2/14/2020   CLASS: ENG 296  

       

GRADE: 11 & 12 PERIOD(S): N/A

Standard(s) Teaching Tolerance and Social Justice AC.9-12.20 = I will join with diverse people to plan and carry out collective action against exclusion, prejudice
and discrimination, and we will be thoughtful and creative in our actions in order to achieve our goals.

ESSENTIAL Who benefits from this reading?

QUESTION(S)
What is the purpose of the collective in relation to social justice?

Lesson Structure Time Accordion options for

extending the lesson or for
meeting specific students’
needs

Objectives/Goals 3 mins  
To teach the resiliency of the collective black voice and experience, even in the face of tragedy

Connection to Prior Learning Part of  

intro
To build upon books that talk about resiliency

Rationale Part of  
intro
Teaching students about the resilience of the collective will help them recognize the importance of collectiveness in their own lives.
Learning about the collective helps students focus on ideologies that will help them become better activists. A quote that we felt
encompasses these ideals while serving as inspiration for the book:

 “We may encounter many defeats, but we must not be defeated. It may even be necessary to encounter the defeat, so that we can
know who we are. So that we can see, oh, that happened, and I rose. I did get knocked down flat in front of the whole world, and I
rose.” – Maya Angelou

Modeling    

N/A

Guided Practice 10 mins  

Students will watch the video “This one is for us”, and fill out the graphic organizer while watching the video. After the video, we
will group students in  2-3 (depending on student numbers) and each teaching colleague will go to a group and discuss the findings
and meaning they came up with from the video and compare their meanings with others in the group. After we work through the
findings with the students we will have a share around everyone's interpretations.

Invitation to Independent Practice 20-25 mins  

A. Have students fill out graphic organizer in relation to the book The Undefeated. It will be read aloud and shown through the
 document camera. They will go through the same process as before with the video, they will also note differences found between the
video and the book in each section.

B. After students have independently worked on filling out their graphic organizer, they will share their ideas, in a class discussion.
Students will derive meaning and compare it to the first meaning (video and book), and discuss at large after.

C. We will transition by summarizing student’s thoughts and asking what they thought the book is about. Then flip it, and introduce
the inspiration behind the book, a quote by Maya Angelou. Then, students will be invited to revisit their meaning or create a new
meaning based on that quote.

Independent Practice/Conferencing Part of Ind.  

Practice
While students are deriving meaning from both the clip and the book, we will be walking around and checking progress. Have
students fill out exit slips.

Wrap-Up 3 mins  

After the exit slips, summarize the meanings that they derived in today’s lesson. Ask students to think about how to flip the
narrative, and how to make something tragic apart of the cause.

Name:_______________________________ Date:____________

Today’s Outcome: I can identify different meanings of the same text through different representations.
Part 1. Directions: As we watch the video, log details you think are significant in understanding what the text is about. Categorize them if they are images or text.

Text findings Image Findings

Meaning or found themes

Part 2. Directions: We will do the same

practice again, this time write in differences
you find in images and text that are key to understanding the text.

Text findings Image Findings

Different meanings or found themes

New meaning after the quote