Diversity Lesson Plan

Chaidez 1
Middle School Diversity Lesson Plan
 Name: Jose Chaidez
 Date: February 21, 2020
 Book: Jaime Escalante Inspirational Math Teacher (Latino
Biography Library)
 By: Anne Schraff
 Published: July 1, 2008
 Grade Level: Middle School – 7th to 8th Grade

Last Name 2
Social Justice Standard: Interact with people who are similar and different
from them and show respect to all people.
Materials:
 The book Jaime Escalante Inspirational Math Teacher (Latino
Biography Library) by Anne Schraff
 Paper
 Pencil
 Computer Access or Carboard
 Color markers
 Ruler
 Balloons
 Tape
 String
 Scissors
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Nevada Academic Content Standard(s):
 Statistics and Probability, 7th - 8th G
A. Find probabilities of compound events using organized lists, tables, tree
diagrams, and simulation.
1. Create tree diagram using the information given to find the probability
of the factor with percentage.
Objective(s):
 Students will be able to interview other classmates and students of
different cultures around the school about a probable path to
mathematics in their careers by creating a tree diagram of the results
with 95% accuracy.
 Students will be able to summarize their results by the moral of the
story through group discussion with 90% accuracy.
Procedure
1. Introduce: Present the book Jaime Escalante Inspirational Math Teacher
(Latino Biography Library) by Anne Schraff. Then ask the students how
would they learn in a school in a different country with basic language

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understanding? After a few years, they will have learned the language
and have a job in helping other students to learn different subjects, but
there are others who do not like and mistrust their high ethic job and
would do anything to get them fired? Would they fight for their job and
keep teaching those students?
2. Read: Teacher reads book out loud to the whole class.
3. Discuss: (“Think, Pair, Share”) Students will be asked the five questions
and time will be provided for them to answer. Then, students will pair
with a peer or more, and they will compare their answers. After being
given a few minutes to talk about their opinions, they will share with the
class what they had come up with. As a whole class, students will discuss
what are some themes presented in the story and how it relates to our
generation of mathematic classes.
1. What were some struggles Escalante faced in the United States?
2. What are some school/educational themes presented in the story?
3. How can we relate or compare those school themes to what we
deal with and see nowadays in our school?
4. Who is Jaime Escalante? (Think outside the box).

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5. If you were Escalante and were in the same position, what different
actions would you have taken to prevent the school staff from
mistrusting and challenging your teachings?
4. Activities
1. Students will be working individually interviewing their
classmates and students for a week asking students what the
chances are of them taking a job related to mathematics in the
United States and/or other countries. With the results, the students
will create a tree diagram on a computer program such as
PowerPoint, Microsoft Word, or Excel, or any other programs
where they will insert their results and show them including
percentages, or the students can use a cardboard to illustrate their
results of the tree diagram showing the probability of students
taking a job in the United States and/or another country relating
mathematics.
2. Students will be working in pairs creating a tree diagram about
what they understood and important parts from the reading with
the center being Jaime Escalante using balloons, tape, scissors, and
color markers. Students will have to create the diagram with
balloons connecting them with string and attaching it with tape.

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Students can hold or tape the diagram to the wall and share it to the
class.
Assessment:
 Instructor will evaluate the accuracy of the students’ knowledge
obtained from the readings and how they practiced their social skills
interviewing their peers. Also, the accuracy of their self-activity
would count as 50% of the overall grade. Instructor will grade
student’s understanding of probability with the tree diagram and
creativity.

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Chaidez 1

Middle School Diversity Lesson Plan

 Name: Jose Chaidez

 Date: February 21, 2020

 Book: Jaime Escalante Inspirational Math Teacher (Latino

 By: Anne Schraff

 Published: July 1, 2008

 Grade Level: Middle School – 7th to 8th Grade

from them and show respect to all people.

 The book Jaime Escalante Inspirational Math Teacher (Latino

Biography Library) by Anne Schraff

 Computer Access or Carboard

Nevada Academic Content Standard(s):

 Statistics and Probability, 7th - 8th G

A. Find probabilities of compound events using organized lists, tables, tree

diagrams, and simulation.

of the factor with percentage.

 Students will be able to interview other classmates and students of

different cultures around the school about a probable path to

mathematics in their careers by creating a tree diagram of the results

with 95% accuracy.

 Students will be able to summarize their results by the moral of the

story through group discussion with 90% accuracy.

1. Introduce: Present the book Jaime Escalante Inspirational Math Teacher

would they learn in a school in a different country with basic language

keep teaching those students?

2. Read: Teacher reads book out loud to the whole class.

generation of mathematic classes.

1. What were some struggles Escalante faced in the United States?

2. What are some school/educational themes presented in the story?

3. How can we relate or compare those school themes to what we

deal with and see nowadays in our school?

4. Who is Jaime Escalante? (Think outside the box).

mistrusting and challenging your teachings?

1. Students will be working individually interviewing their

classmates and students for a week asking students what the

chances are of them taking a job related to mathematics in the

will create a tree diagram on a computer program such as

PowerPoint, Microsoft Word, or Excel, or any other programs

percentages, or the students can use a cardboard to illustrate their

results of the tree diagram showing the probability of students

taking a job in the United States and/or another country relating

2. Students will be working in pairs creating a tree diagram about

color markers. Students will have to create the diagram with

balloons connecting them with string and attaching it with tape.

 Instructor will evaluate the accuracy of the students’ knowledge

interviewing their peers. Also, the accuracy of their self-activity

would count as 50% of the overall grade. Instructor will grade

student’s understanding of probability with the tree diagram and

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