EDC 323 Social Justice Lesson Plan

Essential Question

What are group identities and how do they describe me? Others?
How can I be proud of who I am and celebrate others?
What privileges do I have that others don’t?
Do all people have the same rights?

Texts

Informational

Connected to Everything: A story from the Bitterroot Salish

“Connected to Everything” is a story written by Jennifer Greene and published in the Fall 2009 issue of Teaching Tolerance. This story is adapted from a traditional tale of the Bitterroot Salish, a Native American tribe in Montana.

Jennifer Greene

Grade Level

K-2 3-5

Subject

History

July 2, 2014

Literature

La Linea

In their trek from Mexico to the U.S. border, this young group is reminded that dangers lurk beneath them and hang over their heads every day and every night.

Ann Jaramillo

Grade Level

3-5 6-8

Topic

Immigration

July 7, 2014

Multimedia

StoryCorps: Growing Up Poor

“I wasn't like other kids.”

Noe Rueda and Alex Fernandez

Grade Level

3-5 6-8

Subject

Economics

Topic

Class

July 8, 2014

Literature

My Name was Hussein

Hussein, the narrator of My Name Was Hussein, lives in Bulgaria. His Muslim family takes great pride in their religion and traditions. But soldiers soon arrive in their village and force all of the Muslims to adopt Christian names, thereby inhibiting their freedom and identities.

Hristo Kyuchukov

Grade Level

K-2 3-5

Subject

Civics

History

Economics

Geography

Topic

Religion Rights & Activism

July 7, 2014

Teaching Strategies

Word Work

Concept Sort

A concept sort is a comprehension strategy in which students sort new vocabulary into categories.

Grade Level

3-5

CCSS

L.3-5.4, L.3-5.5, L.3-5.6

July 19, 2014

Word Work

Word Wall

A word wall is an organized display of vocabulary words drawn from central texts students are reading.

Grade Level

3-5

CCSS

L.3-5.4, L.3-5.5, L.3-5.6

July 19, 2014

Close and Critical Reading

GIST

Generating Interactions between Schemata and Texts (GIST) is a summarization procedure that helps students digest complex texts by requiring contextual word learning. GIST explicitly combines the most important words with reading and writing to comprehend complex texts.

Grade Level

3-5

CCSS

RL.3-5.2, RI.3-5.2, RL.3-5.4, RI.3-5.4, RF.3-5.4, L.3-5.4

July 19, 2014

Close and Critical Reading

Question-Answer Relationships (QAR)

QAR gives students practice questioning the text and identifying literal and inferential questions. Students learn to find different types of evidence and to rely on their own interpretation when doing close reading.

Grade Level

3-5

CCSS

RL.3-5.1, RI.3-5.1, RF.3-5.4

July 19, 2014

Student Tasks

Write to the Source

Questions that Come Up

Questions that Come Up asks students to demonstrate their explanatory and informative writing skills.

Grade Level

3-5

CCSS

W.3-5.2, W.3-5.4, W.4-5.9

July 19, 2014

Write to the Source

Small Moment

Small Moment asks students to demonstrate their narrative skills when writing about personal experiences.

Grade Level

3-5

CCSS

W.3-5.3, W.3-5.4

July 19, 2014

Plan Built By

rcsblondie

EDC 323 Social Justice Lesson Plan

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