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Lesson Plan #7: Critical Literacy: My Name Is Johari By: Anne Sibley O'Brien

This lesson plan aims to teach students about critical literacy and the meaning and importance of their names. The plan includes activities like answering questions about themselves and their families, trying to name a stuffed animal using characteristics, reading the book "My Name is Johari" and answering questions about it, writing sentences about themselves and drawing a self-portrait, and independent reading. Assessment will be based on answering critical questions and completing the name writing activity. The plan builds on previous lessons around family and uses strategies like brain warmups, echo reading, and gradual release of responsibility.

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87 views

Lesson Plan #7: Critical Literacy: My Name Is Johari By: Anne Sibley O'Brien

This lesson plan aims to teach students about critical literacy and the meaning and importance of their names. The plan includes activities like answering questions about themselves and their families, trying to name a stuffed animal using characteristics, reading the book "My Name is Johari" and answering questions about it, writing sentences about themselves and drawing a self-portrait, and independent reading. Assessment will be based on answering critical questions and completing the name writing activity. The plan builds on previous lessons around family and uses strategies like brain warmups, echo reading, and gradual release of responsibility.

Uploaded by

api-300871680
Copyright
© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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MeghanLeuschner

Education322
12/2/15

Lesson Plan #7: Critical Literacy


My Name is Johari
By: Anne Sibley OBrien

Objectives:
1) Students will answer questions about their break and about their families heritage.
2) Students will try to name a stuffed animal by different characteristics.
3) Students will participate in reading the book: My Name is Johari by Anne OBrien.
4) Students will answer critical questions during the book.
5) Each student will draw a picture of them self and write a few sentences about them and the
meaning of their name (I looked up meanings).
6) Studentswillpracticereadingtheirworkoutloudtothegrouptosharehowspecialtheyare.
7) Studentswillbuildreadtoselfstamina.
Activities/Outline:

Brainyoga.(righthandtouchesleftearandlefthandtouchesrightearandyousquatdown)Do
thisatleastfivetimeswiththem.(1min)

Studentswillanswerquestions:Howwasyourbreak?Whodidyouspendtimewith?Whatare
theirnames?Howmanypeopleareinyourfamily?Whatnumberchildareyou?Whatisyour
favoritethingtodowithyourfamily?Canyouspeakanyotherlanguages?Whatisyourfavorite
subjectinschool?(tossballtoanswerquestions)(9min)

Namingthings:Studentstrytonamestuffedanimal.Wedecidehowwecannamethingsor
people?Bythewaytheylook?Tellthemhelovestojuggleandsolvemathproblemsandthathe
isfromAfrica.LookupplaceslikeAfrica.(5min)

Readingbook:MyNameisJohari,byAnneOBrien.Echoreadhername.Answerquestionssuch
as:Whoarethechildrenlaughingat?Why?HowdoyouthinkthatmakesJoharifeel?How
wouldyoufeel?IsanyonestickingupforJohari?Ifyouwerethere,whatcouldyousaytothe

otherstohelpher?Whydoesntshewanttowriteorsinghername?Howdoesshefeelabouther
nameattheendofthebook?Whydoesshefeelthisway?(15min)

Scaffoldingwriting:Mynameis_(MissMeghan)_.Itfirstcamefrom__Ireland_.Itmeans
__pearl___.Iliketo_dance__.Iamspecial.Thentryittogetherusingstuffedanimal.Thenhave
themtrywiththeirnames.Iwillgivethemtheoriginandmeaningoftheirname.(Danielacame
fromSpain,itmeansGodismyjudge.JasoncamefromGreece,itmeanshealer)(10min)

Write&Draw:Haveeachstudentwritethescaffoldsentencesusingwordwalltohelp.Have
themdrawapictureofthemselvesatthetop.(10min)

Closewritingbyhavingthemreadtheirwritingoutloudtosharehowspecialtheyaresoweall
cancelebratethemfortheirdifferences.(3min)

Readtoselfwiththechoiceofmyprintedbooksthatarelevelappropriate(B&C)oroneoftheirs
thattheyhaveinclass.(5min)

Givepresentsandsaygoodbye(2min)

Materials:
1.

Apencilforeach

2.

Linedpaperwithadrawingpart(sotheyknowwheretheirlettersgo).

3.

Wordwall

4.

MultipleleveledbooksfromAZwebsite(levelsA&B)

5.

Thebook:MyNameisJoharibyAnneOBrien.

6.

CrayonsorMarkers.

7.

Stuffedanimal.

8.

WhiteboardwithlinessothatIhaveawaytoerasewhatIwriteinmyminilesson.

9.

Miniglobeball.

Assessments:

Answeringcriticalquestions

Writing&drawingnamepaper

Builds off previous lesson:


1. Imhopingtousetheirpreviousweek(spendingtimewithfamily)tohelpme
gettoknowthem,butalsotobringupdifferentnames,whichconnectstoour
lesson.
2. I am still incorporating movement in the beginning (brain yoga)

because my learners benefit form this.


3. I am using hands on objects such as a globe and a stuffed animal,
which I will use to tap into how we name things and people. They
probably havent named a human before, but we can use a stuffed
animal to connect with previous knowledge.
4.

Criticalquestionsareawaystocomprehend,whichtheyhaveusedother
strategiesforinthepast,butunderstandtheneedforjusticeandgreater
questions.
5. Imusingalargebookagain,sothatithasbigletteringandpictures.Italsoused
diversechildreninthebook(bothethnicitiesofJason&Danielaareshownas
wellasotherethnicities).
Balances:Ihavebalancedthislesson.Westartinagroupansweringquestionsanddoingbrain
yoga.WetrytonamemystuffedanimalandusetheglobetofindAfrica.Wethenmovetoguided
reading.Weusethegradualreleasemethodforwritinganddrawing:Ido,wedo,youdo.Weuse
wordwallforwriting.Wereadaloudusingourwritingtosharehowspecialweare.Theneach
studentwillendwithreadingtoself.
Included:(group/self/writing/wordwork/guidedreading/readtoself/readaloud)

Strategies:
*Brainwarmup
*Echoreading
*CriticalQuestioning
*GradualRelease
Notes/Tips:
1.

Prepareaheadoftime(bringallmaterials&gooverplansoyoudonothavetolookatthissheet
often).

2.

Makeexpectationsclearforeachactivity.

3.

Beexcited!Thestudentswon'tbeexcitedifyouastheteacherarenot.

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