Design Document for Lesson Plan

Name: Holly Small, Sophie Teres, Eduardo H Rodriguez

Grade Level: Kindergarten
Concept/Topic: History: Comparing past life to life today
Length of Lesson (in minutes): 30 min

Learning Objectives: What are your learning objectives? (What new understandings will the
students have as a result of this lesson? Make sure learning objectives are measurable.)

Students will be able to compare how life has changed from the past to present through
illustrations and text.

Under which standards from North Carolina Standard Course of Study (NC-SCOS) do these
learning objectives fall?
Standards:
K.H.1.2 Explain how various events have shaped history.
K.H.1.3 Compare life in the past to life today within the home, community, and around the
world.

Key Tasks/Activities: What are the key activities or tasks that you plan to use?

We will read aloud to students the book, Mary Wears What She Wants by Keith Negley.

Students will complete a worksheet that allows them to compare life in the past and present day
through illustrations and sentence starters.

What is your rationale for why you have selected these particular tasks/activities to meet your
learning objectives?

We believe that this is the most effective task to use because our own mentor teacher has used
read alouds to discuss social topics and culture in her own classroom. From this, we believe that
students will feel comfortable with the format of a read aloud and open discussion about the
book's story and message. We have created a worksheet to go along with the read aloud so that
students can demonstrate their understanding of the story while meeting the standards selected
for this lesson. Students are given different formats to express this understanding through
illustrations, verbal responses during the read aloud, and written responses.

Anticipating Students’ Responses: How do you anticipate that students will respond to your
planned activities/tasks? This does NOT mean their response affectively, but instead their
response academically (e.g., What prior knowledge or conceptions might they bring? How do
you think they will approach or solve the task(s)? When necessary, please insert images of your
handwritten anticipated approaches/strategies. Be specific! Use your anticipated responses to
help you plan your questions in the lesson plan.

Students' responses to the planned activities may vary during this lesson. They might share
personal experiences or stories from their parents or other adults about topics relating to certain
gender stereotypes. Students may struggle straying away from the dress attire norms assumed by
gender, which could negatively affect their attitudes towards having an open mind throughout the
lesson. They may become outspoken about their opinions and share comments they have heard
others make such as, “only girls can wear dresses and only boys can wear pants' ', which will
contradict the story. We believe that students will become more comfortable agreeing with the
information after the read-aloud and voice their new thoughts during the class discussion
afterwards. They may acknowledge that their misconceptions were incorrect and state specific
examples from the text that caused them to change their mind. Students may also come to this
conclusion after being directed towards the teacher to consider differing ideas, in particular the
acceptance and changing society of the typical dress code

Responding to Students’ Responses: Describe how you will provide scaffolding for students
who are stuck, and describe how you will extend the thinking of students who have a firm grasp
on the target content/objectives.

If students struggle to grasp the idea of dress attire evolving to become a choice for everyone as
opposed to a strict dress code assigned by gender, we may refer back to our reading. We can
point out how the main character, Mary, was a girl, who was forced to wear dresses, and this
made her uncomfortable. We can scaffold the story line from the book and relate it to real life, to
show students that the issue was not just in the story, it happened in real life. By showing
students a fictional story and explaining to them that this was a real life situation, we can further
their understanding of Women’s Rights in general.

Development of Practices among Students: Which disciplinary practices does your lesson aim
to develop? (e.g., “construct viable arguments and critique the reasoning of others”, “develop
and use models”) How do the task(s) develop the target practice(s)?

During this lesson, we want students to develop the skills necessary to compare two contrasting
times in history. While our book focuses on events of the past, students will use their own
personal experiences of the present day to differentiate between the two. In order to do this,
students will construct sentences and illustrations that will aid in demonstrating their
understanding of this skill. In addition to this, students will use evidence from the book to
support their illustrations and comparisons of life back then to present day.

Assessment: Describe your assessment plan for the targeted learning objective(s). What
specific data/information will you use, and how will that data/information tell you that the
students have/have not met the objective?

For this lesson, we will be using both formal and informal forms of assessment to evaluate our
students’ understanding during and after the lesson. During the lesson, we will stop during
crucial parts of the book to check for understanding of the story’s plot. During this time, we can
allow students to make predictions and share their own opinions about the story's and character’s
problems. After the read aloud is complete, we will have students fill out a worksheet that is
divided into three sections labeled, Life Back Then, Life Today, and My Life. The first two
sections will correlate with the content of the book and meet the standards of comparing life in
the past to current day. With the provided sentence starters, students will be able to differentiate
between the things that girls would wear back then and what they can wear now. The last section
is an opportunity for students to share about their own life and experiences with clothes. If
students are able to identify how strict the dress code was for women in history and differentiate
it from the current dress code that is more open, we can argue that students were able to both
recall the content of the book, as well as appropriately compare past life to current day.

Vocabulary/Language Function: Define vocabulary that students will need to know in order to
access the content and goals of your lesson. Be precise and careful with your language. Please
attend to three types of vocabulary:
● Content vocabulary (e.g., obtuse, molecule, civil rights)
● Academic language (e.g., represent, model, compare)
● Key non-content vocabulary that is necessary to understand the task/activity

Content Vocabulary
● Gender: refers to the characteristics of women, men, girls and boys that are socially
constructed. This includes norms, behaviours and roles associated with being a woman,
man, girl or boy, as well as relationships with each other. As a social construct, gender
varies from society to society and can change over time (World Health Organization, n.d.)
● Women’s Rights: legal, political, and social rights for women equal to those of men
(Merriam-Webster, n.d.)
● Mary Edwards Walker: an outspoken advocate for women's rights, and the first woman
ever awarded the Congressional Medal of Honor (National Institutes of Health, 2015)
Academic Vocabulary
● Compare: t​o look at (two or more things) closely in order to see what is similar or
different about them or in order to decide which one is better (Merriam-Webster, n.d.)

Classroom Management Plan: Describe your classroom management plan. Explain how you
will motivate students to engage in the lesson, how you will set and enforce expectations, and
how you will ensure that transitions are smooth and efficient.

Prior to starting the lesson, we will establish rules and expectations to help prevent behavioral
issues and maintain engagement. Students will need to be respectful, actively participate in the
activity and discussion, remain quiet while their classmates are sharing, and have all necessary
materials with them. We will enforce these expectations by reminding students to be conscious of
them throughout the lesson as well as address situations in which they aren’t being followed as
they arise. We will also provide students with clear directions to anticipate smooth and effective
transitions. Students are expected to transition quickly and quietly in order to be prepared for the
next portion of the lesson. We will establish an exact time limit that students will have to
transition, if necessary, depending on the students’ needs. We will motivate students to engage in
the lesson by allowing them to be actively involved in all aspects of the activities to enhance
students’ learning as well. That includes encouraging students to make predictions throughout
the read-aloud book as prompted, share their thoughts on the discussion questions topics with the
class, and use their new and prior knowledge to complete the given worksheet.

References:
1. Merriam-Webster. (n.d.). Compare. In Merriam-Webster.com dictionary. Retrieved
November 15, 2021, from https://www.merriam-webster.com/dictionary/compare
2. Merriam-Webster. (n.d.). Women's rights. In Merriam-Webster.com dictionary. Retrieved
November 15, 2021, from
https://www.merriam-webster.com/dictionary/women%27s%20rights
3. National Institutes of Health. (2015, June 3). Changing the face of Medicine | Mary
Edwards Walker. U.S. National Library of Medicine. Retrieved November 15, 2021, from
https://cfmedicine.nlm.nih.gov/physicians/biography_325.html.
4. World Health Organization. (n.d.). Gender and health. World Health Organization.
Retrieved November 15, 2021, from
https://www.who.int/health-topics/gender#tab=tab_1.