Final Lesson

UCLA Extension Clear University Induction Program
LESSON PLANNING GUIDE

Inquiry I: Effective Learning Environments and Supporting Cultural Diversity
This guide may be used for the Culturally Relevant Lesson Plan, as well as the lesson observed by your Support Provider or Mentor Teacher.
Topic of Lesson: ______Assumptions (Implicit Bias)________________________________________ Date: ____06/01/19_________
Inquiry Question: What assumptions do we make about others based on appearances? Grade Level: ____10______
Expected Outcomes: What is your learning objective for students to know Behavioral Needs Focus Student: How will you modify, accommodate,
at the end of this lesson? or differentiate instruction to ensure universal access to curriculum for
your Focus Student?
 Students should think deeper about the assumptions they make based
 Zach (as per 504 Plan) – Intentionally pair with Zara or Brittany
on appearances.
and make sure they work close to my desk.
Assessment: What evidence of learning will you gather to assess student Flexible Grouping Strategies: How will you group students in the lesson
learning? to address identified language, academic, and instructional needs for
 Share during THINK-PAIR-SHARE individual students?
 Exit ticket reflecting on why students make the assumptions
 ELL students who share native language paired together for
THINK-PAIR-SHARE to help enable L1 use to discuss more in
depth
 Pair students whose perspectives may differ
What academic content standard(s) will you focus on during this lesson?
 Listening & Speaking Strategies 1.1 – Formulate judgements about the ideas under discussion and support those judgements with convincing
evidence.
Lesson Differentiation: Explain how you will ensure student engagement and differentiate within this lesson to meet the needs of students who have
learning difficulties, students who are language learners, and students who are gifted.
 Students are encouraged to free write journal entry in whatever style, lang, etc. they choose
UCLA Extension Clear University Induction Program- Lesson Planning Guide

Lesson Design: Explain your planned activities to meet your learning objective.
 Pass out magazine clippings of a variety of people – clippings represent people from a variety of cultural and professional backgrounds (ideally
including some famous/accomplished figures that students may not readily recognize). – Two-four copies of each image are distributed.
 Ask students to look at the image and IMAGINE who this person is.
 JOURNAL – write a description of the person. Who are they? What is their story? What are they like? Job? Lifestyle? Accomplishments? Fears?
 PAIR/GROUP – Students find the other student(s) who has the same person/image. DISCUSS – Share your description with your partner? How
did your descriptions compare? Was there anything similar? What was different? Why do you think you had similar or different descriptions?
 SHARE – Select some students to briefly share with the class whether their partners had similar descriptions and why they think their descriptions
were similar or different.
 SLIDESHOW – Show images then brief description of who the person really is.
 HUMAN THERMOMETER – First: students stand up if their imagined description had anything in common with the real person’s story. Then, on
a Scale of “spot on” (front of the room)– “totally different”(back of the room) students rate their description in comparison with the person’s real
story.
 THINK-PAIR-SHARE – Return to previous pair/group. THINK - Were you surprised by the real description of your person? Why or why not?
What assumptions did you make based on the persons appearance? Why might your assumptions have been different than the group? Take
questions one at a time and offer opportunity for a few students to SHARE their answers with the class.
 ?EXPLICIT TEACH – “bias” “explicit bias” “implicit bias”?
 EXIT TICKET – What assumptions do make based on appearances? Are these assumptions always fair? What knowledge or experience to you
think you base these assumptions on? (you might use a specific example from this exercise or any others that come to mind)
Academic Vocabulary Instruction: What specific vocabulary/terms will Culturally Relevant: How is this lesson relevant to the students in your
you explicitly teach and have students practice during this lesson to ensure class? How does this lesson encourage a classroom that is supportive of
concept understanding? diversity?
In the past, I have not explicitly taught vocabulary as part of this lesson.  Encourages students to imagine the lives of people who may be
This may be an occasion to introduce vocabulary around bias, though. different from them
Perhaps, “bias” “implicit bias” and “explicit bias”?  Challenges students to examine and challenge the assumptions they
make about others
 Exposes students to thought leaders and role models from a variety
of cultural backgrounds

Classroom Management: What do you anticipate your focus student will Integration of Technology: How will you integrate available technology
need to be successful with this lesson? What other issues should you resources into this lesson as you plan, teach, and assess student learning?
consider to ensure a safe and inclusive environment for student learning? How might students use technology in this lesson to deepen their
understanding of the content?
 Projector or smartboard to project images – students gain broader

 Fronting discussion about why the descriptions might not have
perspective beyond the person/image they looked at in detail.
matched with reminder about using careful/considerate language
when discussing with classmates?  Depending on available technology, students might look up or do an
interactive share of definitions of explicitly taught vocabulary.
 Acknowledging that implicit bias (which many students may admit or
be “outed” in displaying) is not the same as overt racism, but can
have hurtful consequences

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UCLA Extension Clear University Induction Program

LESSON PLANNING GUIDE

UCLA Extension Clear University Induction Program- Lesson Planning Guide

UCLA Extension Clear University Induction Program- Lesson Planning Guide

 Projector or smartboard to project images – students gain broader

UCLA Extension Clear University Induction Program- Lesson Planning Guide

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