Title of Lesson: Separate is Never Equal

Grade Level: 4th grade Content Subject / Topic: Segregation

Prepared by: Kenya Aguilar, Priscilla, Lesly, Dulce

Content Standard: 5.2. Design a classroom climate that
emphasizes collaboration and supportive interactions, respect for
diversity and individual differences and active engagement in
learning by all students.
Fulfilling Professional Roles & Responsibilities:
Domain IV Competency 011
Lesson Objective (s):
Parents and students will share their opinion
about the book and their own experiences.
(Padres y estudiantes compartirn sus
pensamientos del libro y narraran sus propias
experiencias.)

Step 1 MOTIVATION / BUILDING BACKGROUND (What will you do to connect with students before
presenting activity)
We will first listen to the story of Separate is Never Equal. Video is in english, instructors will stop after
pages to discuss what is going on in both languages,( translate the story page by page)

After read-aloud:
Teacher will ask the following questions (el maestro preguntar las siguientes preguntas):
1. How many of you feel related to the story? Raise your hand. (cuntos de ustedes se sintieron
conectados con la historia? Levanten su mano).
Teachers will also participate, talking about their personal experiences in both languages.

Step 2 PRESENTATION/ PRACTICE/APPLICATION (Step-by-Step MATERIALS (Provide

Procedures of activity and how it will be introduce/ presented) samples)

Teacher will follow this procedure:

Paper
Pen or Pencil
Small group discussion:
Prizes
Teacher will make sure parent and student are sitting together, have
I Connect/Have
maximum of two parent/student pairs at each table to ensure
connected to the story
discussion.
when handout
After listening to the story students will discuss the story via following
guiding questions:
YOUTUBE VIDEO:
1. Have you ever felt like any character in the story? Why? (Se sintieron
Separate is Never Equal
conectados a algn personaje de la historia? Porque?).
Reading
After small group discussion participants, will be asked to write in a sheet of
paper an experience they had or heard related to the story.
Children will discuss a time they felt left out in class, Parents will discuss
personal experiences throughout their lives where they may have experiences
segregation.

Teachers will now ask anyone in the room (regardless if parent or child) who
wears glasses to move to a back part of the classroom. ONLY the people with
no glasses will move up to the front, they will be given prizes and candy/snacks
and talked to politely.

This will give everyone a visual example of the topic, once this activity is played
out, teachers will introduce second discussion question
2. Do you think that after so long in 2017, we still have similar problems
as the ones we are discussing today? Why? How? (piensan que
despus de tanto tiempo ahora seguimos teniendo los mismos
problemas? Porque? En que maneras?)

Step 3 CLOSURE (How has this activity enhance students knowledge as well as yours):

FORMATIVE ASSESMENT: Reflective Discussion: Students think critically about separation issues they
may have encountered. OPEN CLASS DISCUSSION. They will share their thoughts about the importance
of inclusion of different cultures and backgrounds and its effects on a rich, much more cultural education.

SUMMATIVE ASSESMENT: Reflective Writing: Students will write about their personal experiences with
educational segregation.

Step 4: Anticipatory Critical Reflection (What do you anticipate might be barriers that would impede the
teaching and learning process to succeed)
.
Some barriers we may come across may be that students will not connect to the story whatsoever,
depending on the area that we will hypothetically teach the lesson it may be hard for our students
to make a connection to their current education experiences (being that our community is so diverse
and having such a large Hispanic population, racial discrimination exactly like the one seen in the
book is not as common but still very likely parents may relate to this more than the children). This
will only be a matter of brainstorming with the students (i.e. what are some ways we maybe see
separation now, other than language and culture differences? LGBTQ, SPED, FINANCIAL
ADVANTAGES/DISADVANTAGES, what other differences do the children see in their campus?)

*Rubric to follow: No Specific Rubric - Open Discussion, Reflective Writing

HANDOUT:

I connect to the story when: (Tell me about a time you felt left out:
Yo conecto con la historia cuando: (Cuentanos de una vez que se sintio
segregado)