Lesson Plan: Where We Stand and Read Aloud of Each Kindness Connection to the Integrated Unit Students will

l learn how to distinguish between what is fair and what is unfair. This activity was designed to help students think upon unfair situations in their own lives and also come up with solutions for a difficult or unfair situation. This will help students develop more attributes related to the concept of social justice. By connecting this student activity with literacy, students will use readalouds to make further connections to the concept of social justice. By reading a related picturebook, students will think about different persepectives and think about how to apply the broader themese of the books and social justice. Goals and Objectives SWBAT articulate their own points of view in a difficult situation or dilemma. SWBAT understand what motivates people to take on different roles in conflicts. SWBAT draw conclusions about what the author does not directly say. SWBAT understand the perspective of different students. Standards PA Common Core ELA 1.3 Reading Literature: Students read, understand, and respond to works of literature with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between text with a focus on textual evidence related to social justice. Common Core 1.2.3.B Literacy: Students will be able to summarize the key ideas in two texts, citing specific evidence to make connections between the text and personal experiences. Students will be able to participate in a critical discussion, using text to support reasoning. Common Core 1.2.3.H. Literacy: Evaluate and analyze texts on the same topic to determine significant details and information and use of compare and contrast skills. Materials Handout and graphic organizer for scenarios Pencils Agree and Disagree Signs Each Kindness by Jacqueline Woodson Classroom Arrangement and Management Skills This lesson will be taught within the context of the students normal classroom arrangement. However, there will be some moving around from one end of the classroom to the other as students participate in the activity. I will go over what the rules are first to make sure that students are safely moving around and being respectful of each other. The directions and

scenarios will also be posted on the smartboard so students can refer to them. The students will have a visual reminder of the rules, expectations, and norms necessary for the activity. I will have to make sure there is enough space for students to move along the Agree and Disagree spectrum. I will also remind students to be honest about what they put on their handouts to make sure that they are not just following their friends. Read aloud is a part of the students daily schedule and I dont expect the transition at the end to be difficult. They know the expectations for listening and participating during the read aloud. I do not expect any management issues but I will remind students to find responsible seats where they can do their best. Introduction (5 min): I will give students an introduction to the main activity for the lesson by telling them they will be exploring the similarities and differences in peoples opinions. I will explain that everyone will read about different scenarios and fill out a graphic organizer to describe how they would feel and react. Body (30-35 min): o (10-15 min): Students will read the scenarios and fill out the graphic organizer (see appendix). This is an important time for students to be working independently and processing their thoughts and feelings about the scenarios. I will then transition into the group activity where students will be able to share their answers. Since the scenarios are meant to be about how the students feel, I will emphasize that there is no right or wrong answer. o (20 min): There will be an Agree sign on one of the end classroom, a Disagree sign on the other end of the classroom, and the space in between as Not Sure. As a warm-up, I will give a few sillier examples like I like to eat my vegetables and I like to play sports more than I like to read so that students can practice. This will be an opportunity for me to address any questions or confusion about how the activity will work for the scenarios. The directions and scenarios will also be posted on the smartboard so students can refer to them. As each scenario is read, students will go to whichever sign coordinated with how they felt. This should be reflected of what they wrote on their graphic organizer. Once students pick a side, they will be asked to discuss with a partner why they chose that particular side. I will then ask someone to share from each side. As students listen to their classmates, they may move sides if they change their mind based on what someone else said. The students will be encouraged to share their opinions and my role will be to mostly facilitate the discussion so there is a natural flow to the activity and discussion.

Plan

Closing (10 min): I will wrap up this part of the activity by debriefing the discussion that took place about the different scenarios and key learning points that were made about our own understanding of how we deal with situations and what the right thing to do is. Students will also be asked to think about and discuss what factors influence and affect people how to act in difficult situations. As a class will spend some time at the end to add to the idea web about any attributes or connections they made to social justice.

Part II Introduction: As a continuation of the lesson, I will do a read aloud of Each Kindness by Jacqueline Woodson, which will help continue the discussion of how people react in different situations. o (2 min) I will give a brief introduction to the book and author. The students will already be familiar with the author from a previous read aloud I did with the students during a Social Studies lesson. However, this book is in a different genre. I will ask students to look at the cover and end pages to tell me any observations or predictions theyve made about the book. The purpose I will give students during the read aloud is to think about the perspective of the main character and also how some of the other characters in the book might feel. Body (15 min): o I will read aloud Each Kindness. I will have certain places where I will ask students questions about the perspective of the student and the other characters in the book. I will also utilize a think aloud technique by posing and responding to questions. In particular, the students will focus on the perspective of the main characters in the book. Although the author doesnt explicitly describe one girls feelings, I will ask students to make inferences and draw conclusions based on the text evidence. Closing (8 min): o I will close by allowing students to ask any questions. I will also ask students how the main theme in the read aloud was connected to the first part of the lesson. I want to end with a brief discussion and review of how the students felt or what they learned from the activity and read aloud. Assessment There will be an ongoing informal assessment of student discussion. I will be walking around and listening to what the students are talking about. I will also see how well they can answer the questions I ask during the read aloud. I will collect the graphic organizers to see what students wrote down. This can also be used as a writing assessment to see how they are doing. Anticipating students responses

I anticipate that there might be some confusion about how to move for the activity. I will make the rules very clear by giving verbal directions and also having written directions on the board so that students can refer to it.

Accommodations I will try to work with the ELL students to help them with the worksheet if they struggle with it. However, I believe that the scenarios will be familiar to them so they will have a response to it. The movement part of the activity will also be fairly simple for them to follow after seeing other examples first. I will try to encourage the students who finish early to create their own scenario that could be used in the activity. Students can work together in small groups or partnerships to facilitate discussion and support about the main ideas and understanding of the lesson. Resource Teaching Tolerance Appendix Where We Stand Scenarios Scenario: During lunch period a girl is making her way through the lunch line when a classmate approaches to ask if she can cut in front of her place in line. The girl replies no, saying that it isnt fair to the people behind her. Annoyed, the other girl shoves her forcefully and takes her place in the line. Action: Seeing this, you decide to tell a teacher. Scenario: Your friend is being mistreated on the bus. Every day she sits beside you, and another girl bothers her by pulling her hair, making mean comments about her outfits and saying rude things about her mother. Your friend tries to ignore the taunts, but often she ends up crying. Action: One day you decide to take matters into your own hands, and when the girl starts to bother your friend, you turn around and tell her to cut it out or else youre going to tell the bus driver. Scenario: You learn that some of your schoolmates have created an exclusive list naming the cute kids in your grade. The list also includes comments like Why is so-and-so on there? We all know that hes ugly. Action: Even though you havent seen the list for yourself, you decide to tell your teacher that youve heard it exists. Scenario: When you try to enter the bathroom at school, you see a younger student in tears. Three older students told him that he cannot use the bathroom. They have

blocked the doors to the stalls as well as the exit. The older student blocking the entrance says to you, You cant come in, and if you say anything, youll be next. Action: You leave and find another bathroom to use, saying nothing, because those kids really were big. Graphic Organizer Scenario Agree Why? Not Sure Why? Disagree Why?