Sumi’s first day of school ever
– Joung Un Kim & Soyung Pak

Amazon: https://amzn.to/3cnzhqd
Indigo: Not Available

Focus: Discrimination against different cultures

Recommended Grade: 5

Contributor: Amber Bauman

Weird: A story about bullying in schools
– Cheryl Kilodavis & Suzanne DeSimone

Amazon: https://amzn.to/2FaMS71
Indigo: https://bit.ly/2TYuzec

Focus: Bullying in schools

Recommended Grade: 5

Contributor: Nancy McCrae

We’re all wonders
– R. J. Palacio

Amazon: https://amzn.to/2F9aHvT
Indigo: https://bit.ly/2YuN0G7

Focus: Bullying based on facial differences

Recommended Grade: 6

Contributor: Teodora Prostran

Nothing rhymes with orange
– Adam Rex

Amazon: https://amzn.to/2Y47YeS
Indigo: https://bit.ly/2WmjBMm

Focus: Pro-inclusion; diversity

Recommended Grade: 4

Contributor: Anthony Skrinjar

The juice box bully
– Bob Sornson 

Amazon: https://amzn.to/3hMmF1Q
Indigo: https://bit.ly/3hNB9yw

Focus: Empowering children to stand up for others

Recommended Grade: 3/4

Contributor: Amber Curry

Author(s): Cheryl Kilodavis & Suzanne DeSimone

Links:
Amazon: https://amzn.to/2FaMS71
Indigo: https://bit.ly/2TYuzec

Social Justice focus: Bullying in schools

Synopsis: The narrator is a child who is being taunted by another. Gradually, she loses her sense of self and seeks help from her mother. The girl decides to just be herself, and resumes her former activities. In the end, her confidence is restored and the bully has lost her power.

Lesson Plan: Nancy McRae

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: The Dangers of Bullying

Grade: 5

Lesson: What is the focus of this lesson in relation to the unit?

I am teaching this lesson to increase student knowledge of bullying as we learn about responsible citizenship, fairness and healthy relationships and to observe students’ collaborative work skills and provide an opportunity for students to incorporate this learning through reading and writing activities. 

Curriculum Areas: What are possible connections to other curricular areas?

In addition to Language Arts (Reading and Writing), there are connections to Social Studies (responsible citizenship), Health and Physical Education (Healthy Living), Art (expression through drawings/posters/paintings) and Religion (Catholic teachings of peace, kindness).

Curriculum Expectations: What Overall and Specific Expectations will be addressed?

Grade 5 Language Arts

Overall:

Reading 1: Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning.

Writing 1: Generate, gather, and organize ideas and information to write for an intended purpose and audience.

Specific:

Reading for Meaning 1.4:  demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details (e.g., topic sentence and supporting points in paragraphs, reports, online and print newspaper articles)

Writing 1.1:  Developing and Organizing Content: Purpose and Audience: identify the topic, purpose, and audience for a variety of writing forms (e.g., a poem or song on a social issue for performance by the class

Writing 1.3: gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources

Writing 1.4: sort and classify ideas and information for their writing in a variety of ways (e.g., by underlining or highlighting key words or phrases; by using a graphic organizer such as a web or ranking ladder)

Writing 1.5:  identify their point of view and other possible points of view

Grade 5 Social Studies: People and Environments: The role of Government and Responsible Citizenship

Overall:

Inquiry 2: Differing Perspectives on Social and Environmental Issues:  Use the social studies inquiry process to investigate Canadian social and/or environmental issues from various perspectives (FOCUS ON: Perspective)

Specific:  

2.4 Interpret and analyze information and data relevant to their investigations, using a variety of tools.

2.5 Evaluate evidence and draw conclusions about social and/or environmental issues.

2.6 Communicate the results of their inquiries, using appropriate vocabulary a photo essay on the impact of the issue; a brochure or informational poster that presents the strongest points in the position of various stakeholders; a song, rap, or poem promoting the most convincing arguments on the issue.

Grade 5 Health and Physical Education

Overall:

Healthy Living 1: Demonstrate an understanding of factors that contribute to healthy development.

Healthy Living 2: Demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being.

Healthy Living 3: Demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.

Specific:

1.1 Personal Safety and Injury Prevention: identify people (e.g., parents, guardians, neighbours, teachers, crossing guards, police, older students, coaches, elders) and supportive services (e.g., help lines, 9-1-1, Telehealth, public health units, student services) that can assist with injury prevention, emergencies, bullying, and abusive and violent situations.

2.2 Personal Safety and Injury Prevention:  demonstrate the ability to deal with threatening situations by applying appropriate living skills (e.g., personal skills, including self-monitoring and anger management; interpersonal skills, including conflict resolution skills; communication skills, including assertiveness and refusal skills)

3.2 Personal Safety and Injury Prevention – explain how a person’s actions, either in person or online, can affect their own and others’ feelings, self-concept, emotional well-being, and reputation (e.g., negative actions such as name calling, making homophobic or racist remarks, mocking appearance or ability, excluding, bullying)

Grade 5 The Arts

Overall:

Visual Arts 1: Creating and Presenting: apply the creative process (see pages 19–22) to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings.

Specific:

1.1 Create two- and three-dimensional art works that express feelings and ideas inspired by their own and others’ points of view

1.3 Use elements of design in art works to communicate ideas, messages, and understandings (e.g., a poster that presents solutions to stereotyping, bias, or bullying, using angle of view).

1.4 Use a variety of materials, tools, and techniques (e.g. coloured pencils, paints)

Learning Goal(s): What are students expected to know, do and understand? We are learning to….

I will learn about the different types of bullying.

I will learn about some of the results of bullying.

I will learn some facts about bullying.  (i.e. how common it is)

I will compose a poem/message/artwork about the dangers of bullying and how it impacts us.

Success Criteria: How will students know they have met the learning goal?   I can….

I can work together with my group to discuss the video and articles and contribute to the graffiti activity.

I can identify and describe different forms of bullying.

I can create an effective poem/message/drawing or painting to reflect my ideas.

MODIFICATIONS / ACCOMMODATIONS How will I meet the needs of my students? Have I addressed any IEPs?

Modification: Matching Activity: Handouts of the following to be provided to students

    Match the words (on the left) to the appropriate description (on the right):

Accommodations:

• Group work activities to assist students who may struggle with individual work
• Preferred groups for certain students
• Scribing for students who have difficulty writing                                                                                                                               

Minds-on: How will I connect to prior and future learning? How will I engage students and set the context for learning?

Minutes: 5 minutes

Task: What will I be doing? What will students be doing?

Start the class with the following video that depicts the destructive nature of words when bullying.   https://binged.it/2DAMXlF

Have an open discussion with the students about their understanding of bullying.

Assessment: What is the Nature and Purpose of assessment?

Assessment for Learning – this is a diagnostic assessment to determine student perceptions about bullying.

Action: How will I introduce new learning / reinforce prior learning / practice learning / scaffold learning?

Minutes: 45 minutes

Task: What will I be doing? What will students be doing?

• Reading: Students will read the picture book, Weird! by Erin Frankel.
• Graffiti board: Working in groups of 4, students will then complete a graffiti board activity to discuss the actions and consequences as well as the feelings/emotions of the characters.  Who is the bully, bystander and target? What did the bully do? How was Luisa affected? What would you (as Luisa) do in a similar situation?
• Writing/art activity:  Students can take on the persona of Luisa and write a message about bullying and her experience with bullying to a local newspaper using supplemental facts from the following articles:
  • https://www.bullyingcanada.ca/what-is-bullying
  • https://www.prevnet.ca/research/bullying-statistics/bullying-the-facts
  • https://www.prevnet.ca/sites/prevnet.ca/files/standup_2016_student_tips.pdf
  • https://www.sparkofhope.net/short-and-long-term-effects-of-bullying-the-victim-the-bully

or

• create a poster by drawing/painting pictures about the dangers of bullying and/or how to be a friend.
• Students with special needs may use Google Read & Write as a reading aid (text to speech) and as a writing aid (speech to text) or can be paired with a peer.

Assessment: What is the Nature and Purpose of assessment?

Assessment As Learning – Students will share their opinions with members of their group. Based on their readings and group discussions, students will each write a short message about bullying or create a poster/picture about bullying.

Consolidation: How will I reflect on the learning goal? How will I have students reflect on the learning goal?

Minutes: 10

Task: What will I be doing? What will students be doing?

A new initiative has started at the school to reward students’ positive actions to address the problem of bullying.  Every Friday, a student will be recognized as the winner of the weekly Really Awesome Deeds (RADs) – students who demonstrate fairness, inclusivity and kindness are nominated by others. Prizewinners receive gift cards ($5-10) or other rewards such as free pizza lunches and movie tickets.

Ask the students to think about ways that they can make a difference.

Assessment: What is the Nature and Purpose of assessment?

Assessment As Learning: Students reflect on their learning.                                                                                                                               

MATERIALS: What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need?

• Smartboard
• Projector
• Speakers
• Laptops/Computers
• iPads
• Text-to-speech software
• Chart-paper
• Markers
• Lined paper
• Paint
• Paintbrushes
• Construction paper
• Blank paper for sketching, painting
• Pencil crayons

REFLECTION: Questions to determine the success of your lesson:

• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my instructional decisions meet the needs of all students? If not, what are my next steps?
• What worked well and why?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?
• What are the next steps for my professional learning?

Author(s): R. J. Palacio

Links:
Amazon: https://amzn.to/2F9aHvT
Indigo: https://bit.ly/2YuN0G7

Social Justice focus: Bullying based on facial differences

Synopsis: This story is about Auggie, who stands out because he doesn’t look like an ordinary kid even though he does all of the same things other kids do. The message of the story is that he is not the only person who is different, but everyone is unique in their own way. Auggie tries to get everyone else to see that as well. It is a story designed to spread kindness and inclusivity.

Author(s): Bob Sornson & Maria Dismondy

Links:
Amazon: https://amzn.to/3hMmF1Q
Indigo: https://bit.ly/3hNB9yw

Social Justice focus: Bullying

Synopsis: Pete acts like a bully in his new school. Rather than being bystanders, the kids at the school become involved and teach him about “The Promise.” Will Pete decide to change his bullying habits and make “The Promise”?

Lesson Plan: Amber Curry

Unit/ Topic:  Bullying    Language Arts & Visual Arts 

Grade: 3/4

Duration: 1 Lesson – 2 periods (40 minutes each) 

Lesson: The Juice Box Bully

Rationale: Address the importance of writing for kindness, acceptance, and inclusion; help students acknowledge and prevent bullying

Curriculum Areas: Language Arts; Visual Arts

LANGUAGE

Oral Communication

Grade 3: 

1. Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes

Purpose

1.1. Identify purposes for listening in a variety of situations, formal and informal, and set personal goals related to listening tasks

1.2 Demonstrate an understanding of appropriate listening behaviour by using active listening strategies in order to contribute meaningfully and work constructively in groups

Comprehension Strategies

1.3 Identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of oral texts

Extending Understanding

1.6 Extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them

Writing

Grade 4:

3. Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

Spell Familiar Words

3.1. Spell familiar words correctly

Spelling Unfamiliar Words

3.2. Spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling

Publishing

3.7. Use some appropriate elements of effective presentation in the finished product, including print, script, different fonts, graphics, and layout

Visual Arts

p. 92 Fundamental concepts using elements of design

• Line
• Shape
• Form

Learning Goals:   

I can identify bullying and I will act appropriately when necessary.

I will acknowledge the importance of helping stop bullying in the classroom as well as in my everyday life.

Success Criteria: 

The students will identify what bullying looks like and what to do to avoid becoming a bystander

The students will create goals that they think are important to help stop bullying

Modifications/ Accommodations

Learning Materials (Content)

Have pre-cut leaves for students with fine motor skills

Ways of Learning (Process)

If students feel uncomfortable reading aloud their card they can ask for help or say “Pass.”

Ways of Demonstrating (Product)

Identify all aspects of assessment to demonstrate (observation, conversation and product), not any one by itself

Accommodations:

Have students who struggle with written work do their on the iPad and have it printed off and glued to a leaf

Modifications:

Draw a picture instead of writing a response

Minds-on:  (20 minutes) How will I connect to prior and future learning? How will I engage students and set the context for learning? 

Transition students to the carpet while I sit at the front.

Ask initial questions:

Questions Before:

–  What do you think the story is about?

–  How would you define a bully?

 Read The Juice Box Bully

Pause reading to ask questions within the story.

Questions During:

–  What would you do if you saw Pete acting this way?

–  What is a bystander?

–  What do you predict will happen next?

Ask consolidation questions when the story is finished.

Questions After:

–  What did you think of that story?

–  What is your classroom promise?

ACTION (35 mins)

On the board it says:

“What to do…” and “What not to do” with the title: “Help Stop Bullying”

In a minute, I am going to hand a little card to each one of you. I will then pick out of a hat and to ask students to read what their card says.

Then we will have a vote between the class to determine which side of the T-Chart it goes on.

We will have a brief discussion about the situation and identify what type of bullying is taking place (verbal, physical, etc.)

 Hand out a small cut out of an action (see print resource)

Pull names to choose students to read their card (proactively aware of students with behavioural needs and yell if they do not get chosen next. Hopefully the use of randomization will adhere to this issue)

Consolidation and Connection (45 minutes)

Ask initial questions.

Now that we have established right from wrong in particular situations, we are going to create a form of ‘classroom promise’ as was discussed in the story.

I have drawn a tree trunk that looks to be quite bare.

What I want you to do now, is write (or draw) something to answer this prompt:

“What will you do to STOP bullying”

Once you have a few ideas, use the construction paper that is on the front counter and cut out leaves.

I then want you to glue them all over the tree to liven it up a little.

Does that make sense?

When this is done we will hang it up on the wall and refer to it to make sure our class adheres to the promises we are currently creating.

Go!

ASSESSMENT TASK /STRATEGY   Observation/Conversation/Product              PURPOSE: For/As/Of             NATURE: Diagnostic/Formative/Summative

Observation: As students respond to the action cards and create their goals to help stop bullying

Conversation: As the students discuss what the problem on the action cards are and what can be done to fix it

Product: The completion of at least 2 leaves posted on the tree trunk.

Purpose: FOR learning – Students will be able to identify what bullying looks like, what to do and what not to do and how they will apply their learning in their lives.

Formative Assessment – Student are receiving a grade for the completion of two or more leaves on the class tree (based on anecdotal notes).

ASSESSMENT TOOL(S)     Anecdotal Record, Checkbric (see attachment)

Anecdotal notes

Checkbric

Completion of messages on leaves (according to a simplistic rubric)

Materials: What resources and materials do I need? Where can I find them? 

Minds-On: The Juice Box Bully Story

Action: Action card cut-outs, white board, white board markers

Consolidation: Tree trunk drawing, construction paper, scissors, markers, glue

Checkbric for Unity Tree Assignment:

I completed at least two different leaves

My leaves are:

Meaningful

Unique

Descriptive

Realistic

Written clearly and concisely

Have no spelling errors

Use effective presentation elements of script, font, and/or graphics

Activity 1: Bystander action (print and cut up for small groups)

Hitting or punching someone after other students have

Telling someone to ignore mean words that have upset them

Saying, ‘Just stop it, leave them alone’

Telling someone they can sit with you so they don’t get bothered

Telling someone that no one likes what the person bullying is doing

Threatening someone, ‘She’s gonna get you again tomorrow, haha!’

Joining in throwing around someone’s hat so they can’t get it

Saying ‘I’m not part of this’ online and leaving the chat

Walking to class to help someone who is often picked on

Passing on someone else’s nasty image of another person

Joining in a group of students who is standing over someone

Repeating the chant together ‘Here comes the weirdo again’

Liking a nasty image of someone

Adding to comments online about someone being a loser

Watching while a group of students pick on another student

Telling someone who is bullying to go and find something else to do

Helping to stop someone from joining in with a group of bullies

Cheering on when bullying involves a physical fight

Tagging someone in nasty or inappropriate content online

Changing the topic away from rumours that people are sharing

Recording a fight and sharing it

Asking a person who has been bullied if they want help to report it

Organizing a game at lunch somewhere the teacher can see you

Saying, ‘Let’s keep this fun, okay.”

Going to talk to a teacher to tell them bullying is happening

Making fun of someone at school the day after online bullying

Laughing when someone who is being called names gets upset

Reporting the bullying you see to the social media service

Spork
– Kyo Maclear & Isabelle Arsenault

Amazon: https://amzn.to/2TxMRTm
Indigo: https://bit.ly/2TDteEz

Focus: Having a unique identity

Recommended Grade: 6

Contributor: Alasdair Dunbar

A perfectly messed up story
– Patrick McDonnell

Amazon: https://amzn.to/2T40sgi
Indigo: https://bit.ly/2JTOiae

Focus: Dealing with the unexpected

Recommended Grade: 6

Contributor: Christine Henstridge

Long shot: never too small to dream big
– Chris Paul

Amazon: https://amzn.to/2Hhdh5h
Indigo: https://bit.ly/2OsE4MM

Focus: Overcoming obstacles

Recommended Grade: 4

Contributor: Tyler Moreira

Love
– Matt de la Pena & Loren Long

Amazon: https://amzn.to/2Hs22X8
Indigo: https://bit.ly/2FwzCZy

Focus: Love

Recommended Grade: 6

Contributor: Teddy Spassova

The Dot
–  Peter H. Reynolds

Amazon: https://amzn.to/2HAR5Cq
Indigo: https://bit.ly/2YvI6ZB

Focus: Creativity

Recommended Grade: 8

Contributor: Taylor Simons

My great big Momma
– Olivier Ka

Amazon: https://amzn.to/2CgeSo4
Indigo: https://bit.ly/2UZTwm6

Focus: Body Image

Recommended Grade: 6

Contributor: Stephanie Hinks

Author(s): Patrick McDonnell

Links:
Amazon: https://amzn.to/2T40sgi
Indigo: https://bit.ly/2JTOiaez

Social Justice focus: Dealing with the unexpected

Synopsis: This story, narrated by Louie, begins in a traditional “Once upon a time” manner, but quickly is derailed by various stains that appear on the pages of the book – peanut butter, jam, crayons. Louie is frustrated and depressed when his perfect story is ruined. He discovers, however, that it’s fine for life to be messy and complicated..

Lesson Plan: Christine Henstridge

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Social Justice

Grade: 6

Lesson: The focus of this lesson is to expose students to different emotions in an uncontrolled situation, make connections between the story and their own life, and to teach some coping strategies that they can use in these kinds of situations.

Curriculum Areas: Language Arts, Drama, and Health.

Curriculum Expectations:

Language Arts:

• Writing: OE 2 (draft and revise their writing, […] appropriate for the purpose and audience)
  • SE 2.2 establish a distinctive voice in their writing appropriate to the subject and audience
• Oral Communication: OE 1 (listen to understand and respond appropriately […]) & 2 (use speaking skills and strategies appropriately to communicate with different audiences […])
  • SE 1.6 extend understanding of oral texts by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them
  • SE 2.5 identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning

The Arts:

• Drama: OE 1 (Creating and Presenting)
  • SE B1.1 engage actively in drama exploration and role play, with a focus on identifying and examining issues, themes, and ideas from a variety of fiction and non-fiction sources from diverse communities, times, and places
  • SE B1.3 plan and shape the direction of the drama or role play by introducing new perspectives and ideas, both in and out of role
• Health: OE C3 (Making Connections for Healthy Living)
  • SE C3.2 recognize the responsibilities and risks associated with caring for themselves and others and demonstrate an understanding of related safety practices and appropriate procedures for responding to dangerous situations.

Learning Goal(s): What are students expected to know, do and understand?

Students will:

• Show and understand different ways to handle their emotions through individual actions and class discussions (K & T)
• Identify emotions within the story by actively participating in partner and class discussions (K & C)
• Make connections between Louie’s story and their own personal experiences (T & A)
• Create a 45 second skit with a partner that applies the framework of Louie’s story in a similar context but with a different emotion (A & C)

Success Criteria: How will students know they have met the learning goal?

I can:

• Move my body and use my voice to show how I feel in a certain emotion
• Listen to the story and find emotions that Louie showed in his story
• Think of a time in my life where I felt like how Louie felt in his story
• Choose an emotion and make up my own 45 second version of Louie’s story with a partner
• Reflect on ways of handling my emotions.

MODIFICATIONS/ACCOMMODATIONS: How will I meet the needs of my students? Have I addressed any IEPs?

• Music to help students get in the mindset of the emotion
• Partner work (can be preselected)
• ELMO for all students to see the book
• Online version of anchor charts/concept maps of the Emotions, Evidence, Coping Strategies chart
• Model example for students to refer to
• Extra copies of the book for students to look through
• Online graphic organizer to help students create their story

Minds-on: How will I connect to prior and future learning? How will I engage students and set the context for learning?

Minutes: 10 minutes

Task:

• Ask students What do you do when you’re feeling…? followed by the emotions happy, angry, annoyed, sad, excited. Allow some time for students to react to the emotion
• Give students the question What do you do when something doesn’t go your way and ask them to jot down their response in the notebooks.

Assessment:

• Nature: Assessment for learning – diagnostic
• Purpose: To allow students to generate ideas of different emotions and the ways in which they react to them in their everyday live

Action: How will I introduce new learning / reinforce prior learning / practice learning / scaffold learning?

Minutes: Total= 55 mins

Task 1 (20 mins)

• Read aloud of A Perfectly Messed-Up Story
• After the read aloud, students will use think-pair-share to talk about Louie’s emotions and how he handled them. They will share their ideas with the class
• Create a chart with three columns: Emotions, Evidence, Coping Strategies on the board, followed by asking the students:
• What are some emotions you saw in the story? How do you know he feels this way? Give an example from the book
• What are some strategies that Louie did or could have done to handle his emotions like anger and sadness?
• Using todaysmeet.com, have students reflect on and make connections to Louie’s story by asking Are there any similarities between Louie and the way you react when experiencing one of the emotions? Make sure to give the emotion.

Assessment:

• Nature: Assessment for Learning
• Purpose: To ensure students have identified emotions and coping strategies from the text as well made some connections to their lives

Task 2 (35 mins)

• Explain to student that they will be creating their own version of Louie’s story. In partners, their version be a 45 sec. skit where one person is Louie, telling their own story, and the other interrupts the story using different interruptions (ex. audio, visual, voice). This time will decide how Louie reacts to the interruptions – will he overcome them? or will he get angry, sad, etc.?
• Give each student the graphic organizer to help organize their skit. Be sure to go through it with them and answer any questions they may have.

Assessment:

• Nature: Assessment of Learning
• Purpose: To note if students can take what they have learned and apply it in a similar context and to see if they can use coping strategies on their own.

Consolidation:

Minutes: 15 mins

Task:

• In groups of 6-8, partners will present their skits to their smaller group. After each presentation, they will discuss in their groups the emotion used, whether it was good way to handle the emotion, and why they think so. Give students the guiding questions:
• If the emotion was positive, what did Louie do?
• If it was negative, brainstorm strategies Louie could have used to handle the situation better.
• As a class and students will re-look at their responses the question What do you do when something doesn’t go your way?. They will add to their response by listing some strategies they learned or strategies they know.

Assessment:

• Nature: Assessment as Learning
• Purpose: To allow students to reflect on the skits as well as make connection to their response to the initial question using strategies discussed

MATERIALS:

Copies of book, chart paper, markers, students’ notebook, pencils, music, laptop, graphic organizer, todaysmeet.com

REFLECTION: Questions to determine the success of your lesson:

• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my instructional decisions meet the needs of all students? If not, what are my next steps?
• What worked well and why?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?
• What are the next steps for my professional learning?

A Perfectly Messed Up Story Skit

Emotion chosen? Will Louie be happy, frustrated, upset, excited, depressed, calm, etc. during your story?

____________________________________________________________

Beginning: Introduce your story, no interruptions just yet! (1-2 sentences)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Middle: Explain your story and show your emotion. Your interruptions will start!

Detail: (1 sentence) INTERRUPTION: ____________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Detail: (1 sentence) INTERRUPTION: ____________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Detail: (1 sentence) INTERRUPTION: ____________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________

End: Wrap up your story! No more interruptions (2-3 sentences)

Author(s): Chris Paul

Links:
Amazon: https://amzn.to/2Hhdh5h
Indigo: https://bit.ly/2OsE4MM

Social Justice focus: Overcoming obstacles

Synopsis: N.B.A player Chris Paul tells his story of making his high school basketball team despite being one of the shortest players trying out. He demonstrates the value of determination, hard work, and the refusal to accept limitations.

Lesson Plan: Tyler Moreira

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Creative Writing

Grade: 4

Lesson: What is the focus of this lesson in relation to the unit?

The focus of this lesson is to reassure students that they are capable to achieve their dreams and remind students of the various support systems they have. In this lesson, students will be guided through goal setting strategies to help achieve them.

Curriculum Areas: What are possible connections to other curricular areas?

Cross-curricular connections to health and physical education – healthy living strand in the Physical Education curriculum document in the ways it allows students to reflect on their support systems in life and their emotions as individuals.

Curriculum Expectations: What Overall and Specific Expectations will be addressed?

Overall:

Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

Overall Expectations:

generate, gather, and organize ideas and information to write for an intended purpose and audience;

Specific:

Developing Ideas

generate ideas about a potential topic using a variety of strategies and resources (e.g., brainstorm; formulate and ask questions to identify personal experiences, prior knowledge, and information needs)

Grammar

3.5 use parts of speech appropriately to communicate their meaning clearly, with a focus on the use of: common and proper nouns; verbs in the simple present, past, and future tenses; adjectives and adverbs; subject/verb agreement; prepositions; and conjunctions (e.g., since, through, until)

Physical Education

Overall: identify the physical, interpersonal, and emotional aspects of healthy human beings.

Specific:

• identify the characteristics of healthy relationships (e.g., showing consideration of others’ feelings by avoiding negative communication);
• identify the challenges (e.g., conflicting opinions) and responsibilities in their relationships with family and friends.

Learning Goal(s): What are students expected to know, do and understand? We are learning to…

• We are learning to explore and discover our SPARKS (Goals, interests, dreams, passions) in our lives
• Set a plan in place to help us achieve our goals (Goals, Plan and shift (GPS) to achieve these goals)
• Reflect and identify our support that is available from our peers, family and school and their importance to our mental health

Success Criteria: How will students know they have met the learning goal? I can….

• Identify/brainstorm ideas which make me happy in life and identify my dreams for the future
• Set short- and long-term goals, develop a plan and adapt to potential bumps in the road to achieve my goal
• I can write about my dreams and tell my story through writing or digital display (Ipad, Chromebook etc.)

MODIFICATIONS / ACCOMMODATIONS How will I meet the needs of my students? Have I addressed any IEPs?

Pair up students for the first two minutes of ACTION into THINK/PAIR/SHARE for 2 minutes with the intended goal of having students share ideas and spark interest in finding out something which they love. With this activity, it allows for those students whom are more-timid or need motivation to bring out their ideas to get that push and share their ideas

• Allow students to use iPads, Chromebook, writing utensils etc. to map out their dreams and goal setting however they feel comfortable.
• Allow students to use MIND MAP APPLICATIONS ON DEVICES TO HELP ORGANIZE IDEAS

Minds-on: How will I connect to prior and future learning? How will I engage students and set the context for learning?

Minutes: 15 minutes

Task: What will I be doing? What will students be doing?

Teacher leads the discussion:

Talk about your own personal story – Your SPARK /INTEREST and how you respond to it and how your interests relate to your dreams. For example, my interest/spark is coaching soccer – it is something I do every day, and I love working with kids. This led me to my dream, of becoming a lifelong learner and educator both in the classrooms and on the field. So, I chose the dream of becoming a teacher. My SPARK – coaching/soccer. My DREAM – teaching kids and seeing them develop knowing I was a part of the process.

Read Aloud of the book –

• Have students identify the SPARKS/GPS that are mentioned in the books
• Students will have prior knowledge of SPARKS – What are some things that you like to do that are: fun, interesting, and make you feel good about you? (Put sparks on a chart paper or white board.)
• GPS – Goal (what is wanted), Path (strategies), Shift (adjusting to road blocks)
• Getting the reader to ask; “what did I learn about myself after reading this book?” (This allows for personal connection and deeper meaning of the message)
• What was the main message/idea the author was trying to get across/make me understand? (This allows for deeper understanding)
• How is this text changing the way I think? (Personal reflection on their decision making and mindset and how one can change that to become or remain positive)
• Can I relate to this story? If so, how? (Personal connection)

Assessment: What is the Nature and Purpose of assessment?

• Nature of assessment – Formative- Assessment for Learning – students are taught the basics of SPARKS/GPS MODEL

Action: How will I introduce new learning / reinforce prior learning / practice learning / scaffold learning?

Minutes: 40 minutes

Task: What will I be doing? What will students be doing?

Have students close their eyes and think about their dreams. What or who do they want to be when they grow up? Think about the steps it takes to reach these dreams: athletes practicing skills, professionals attending school, etc. What can they do right now to start working on their dreams?

Pass out blank paper and have each student draw a picture showing them achieving their dream.

Talk about the following: Critical Literacy

1. GOAL SETTING – DRAW A WEB ON THE BOARD – IDENTIFYING YOUR SPARKS AND GOALS. Have students write down their goals on the paper and allow them time to map out their goals. IDENTIFY THEIR SPARKS AND GOALS
2. Ask students what steps would they pursue to make these dreams come true? PATH
3. If there were roadblocks, how could they shift gears and do something different? SHIFT
4. Who could help them with this goal and be a goal champion? (Touch upon family, friends, teachers, principals, coaches etc.) SUPPORT
5. TALK ABOUT SMART GOALS (Smart, Measurable, Attainable, Realistic, Time)

NEXT: Ask students to identify how this relates to their personal lives and the importance of healthy relationships – peers, teachers, friends, family etc.

Ask the students: Why are these important? Why is it important to speak nicely and motivate our friends? Why shouldn’t we talk bad and say mean things towards them?

**USE THIS AS A LINK TO NEXT CLASS – TOUCHING ON THE VARIOUS FORMS OF BULLYING – Social, physical, verbal) **

Assessment: What is the Nature and Purpose of assessment?

Assessment – as learning – observing the students create a map of goals in which they wish to achieve and create a pathway in doing so.

Consolidation: How will I reflect on the learning goal? How will I have students reflect on the learning goal?

Minutes: 5

Task: What will I be doing? What will students be doing?

At the end of the lesson I will have a group discussion about the important of goal setting and have students share one thing they learned (voluntarily).

EXIT TICKET – Students write down their goal and one support system in which they have to help them achieve that goal. Students hand in the paper and teachers keep those papers in a safe spot to return to the students at a later point.

Assessment: What is the Nature and Purpose of assessment?

Assessment as learning

MATERIALS: What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need?

• Picture book
• Research on SPARKS/GPS
• Pens/Papers
• Digital Devices for students with IEP’s or differentiated learning

REFLECTION: Questions to determine the success of your lesson:

• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my instructional decisions meet the needs of all students? If not, what are my next steps?
• What worked well and why?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?
• What are the next steps for my professional learning?

Author(s): Matt de la Pena & Loren Long

Links:
Amazon: https://amzn.to/2Hs22X8
Indigo: https://bit.ly/2FwzCZy

Social Justice focus: Love

Synopsis: This moving book reveals the presence of love in every aspect of life. Its characters reflect a variety of abilities and cultures. The message is that love is found during difficult times as well as joyous, and is with us from birth through the various passages of our lives.

Lesson Plan: Teddy Spassova

Junior/Intermediate Lesson Plan

Consecutive and Concurrent Programs

Unit/Topic: Building Empathy Around Social Justice Through Creative Monologue Writing

Grade: 6

Lesson: The purpose of this three-part lesson is to explore inferencing the greater ideas from seemingly simple short story books and their illustrations. Moreover, creative monologue writing is practiced as a form of written and then dramatic expression, in accordance to the development of a point of view. An important underlying theme in this lesson is empathy building, as social justice themes are critically analyzed.

The picture book in this lesson, “Love”, by Matt de la Peña, explores issues of growing up and facing the challenges in the world. The main idea of the book is that as we are growing older, we realize that we face many challenges and may sometimes feel vulnerable and even unloved. There is pain that can exist in us and in the world and we need to recognize that we must be strong, loving and empathetic towards ourselves and each other, because everyone is deserving of this kind of love.

Curriculum Areas: Language Arts, Arts; Dramatic Arts, Empathy & Current Events

Curriculum Expectations:
ARTS; DRAMATIC ARTS
B1. Creating and Presenting: apply the creative process to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and multiple perspectives

B1.1 engage actively in drama exploration and role play, with a focus on identifying and examining a range of issues, themes, and ideas from a variety of fiction and non-fiction source

LANGUAGE
Oral Communication
2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

Vocal Skills and Strategies
2.5 identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning

Non-Verbal Cues
2.6 identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning

Reading
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning

Making Inferences/Interpreting Texts
1.5 develop interpretations about texts using stated and implied ideas to support their interpretations

Extending Understanding
1.6 extend understanding of texts by connecting, comparing, and contrasting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them

Writing
2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;

Voice
2.2 establish a distinctive voice in their writing appropriate to the subject and audience

Point of View
2.5 identify their point of view and other possible points of view; determine, when appropriate, if their own view is balanced and supported by the evidence; and adjust their thinking and expression if appropriate

Learning Goal(s): What are students expected to know, do and understand? We are learning to….

Students will be able to make inferences and connections to the world around them from the illustrations and text in the short story picture book.

Students will write their monologues in first person from a character’s point of view, using a convincing character voice.

Students will be able to present the point of view of their character by role playing during their monologue performance.

Students will be able to speak clearly and speak at an effective pace and volume when performing their monologue.

Students will be able to use appropriate facial expressions, gestures and make eye contact with their audience during their monologue performance.

Success Criteria: How will students know they have met the learning goal? I can….

I can make an inference from the illustrations and/or text from the short story picture book.
I can make connections to the world around me from illustrations and/or text from the short story picture book.
I can brainstorm social justice issues that are going on around the world.
I can create a character that might be experiencing a social justice issue.
I can write a creative monologue in the first person, from the point of view of my character, that explains how my character might be feeling, and what my character needs to feel better.
I can role play and be convincing when presenting my character’s monologue to the class.
I can speak clearly, at a good pace and with an appropriate tone during my monologue performance.
I can use convincing facial expressions and gestures while making eye contact with the audience.

MODIFICATIONS / ACCOMMODATIONS How will I meet the needs of my students? Have I addressed any IEPs?

• Allow extra time during any phase of the lesson, for accommodation
• Allow use of Google Chromebooks, computer lab or iPads, for writing and typing accommodations (i.e., ELL students can use Google Speech-to-Text, students with fine-motor issues can type)
• Allow student(s) to present to teacher only, instead of class. Students can also use a video recording App, such as YouTube, to record presentation
• Use of YouTube video for reading the short story in the Minds-On is for visual/auditory learners
• Students on the ASD spectrum, or with communication exceptionalities, could be given a guided inquiry to follow instead writing and presenting a monologue
• Show a model of a written and performance monologue

Minds-on: How will I connect to prior and future learning? How will I engage students and set the context for learning?

Minutes: ~15 – 20 minutes

Task: What will I be doing? What will students be doing?

1. Play/read “Love” by Matt de la Peña from YouTube video (if available, teacher will be holding hard copy of book and changing pages with the video).
2. When finished, pull up PowerPoint with screenshots of the “piano and child scene” and “family and television” scene.
3. Next, the individual quick write task (5 minutes):
   Ask students to make inferences about the two scenes presented in front of them on the board. Questions to ask to elicit answers:
   • “What might be going on in these illustrations?”, “What does the author mean here?”, “What inferences can you make and how do you know?”, “Looking at the text and illustrations, what messages is the author conveying?”,
   • “What are some events, big or small, you may have seen being experienced in the world?”,
   • “What are some social justice issues going on in the world around you?”, “How has growing up and maturing impacted what you see in the world and how you feel about it?”, “What are some events around the world that are unfair, sad, terrifying, or important for us to know and understand?”.
4. Allow students ~5 minutes to write. Allow extra time for any student accommodations.

Assessment: What is the Nature and Purpose of assessment?

The quick write task will allow the teacher to collect evidence for the reading expectations. This will be an assessment for learning with a checklist and the criteria “Met/Not Met”. There will be room for teacher comments.

Action: How will I introduce new learning / reinforce prior learning / practice learning / scaffold learning?

Minutes: ~120 minutes

Task: What will I be doing? What will students be doing?

PART 1: Think-Pair-Share

1. Teacher will have a PowerPoint with the visual prompts that cover social justice issues intended for their monologue tasks. (i.e., these visuals could be of current events like: hurricanes & hurricane relief, people affected by natural disasters or people in protests. The visuals could also be of bullying, environmental issues such as pollution, deforestation, poachers, etc.)
   • Questions to ask students before (and during their monologue writing):
     • “How might those people in these sorts of situations be feeling?”, “What are some current events or social issues that are going on in our world? In our communities?”, “How should we react to social injustice events and what can be done to help those in need?”, “What are some events around the world that are sad, terrifying or important for us to know and understand?”.
2. Students will be asked to Think-Pair-Share with the person beside them. Students will then be asked to share their discussions.

PART 2: Creative Monologue Writing

1. Next, teacher will discuss the monologue writing. (NOTE: depending on the students, teacher might have to have had a lesson about monologue writing and performing, or do a lesson about monologue writing/performing in between parts 1 and 2 of the action phase. The teacher could have a model monologue written/performance, to help students as an accommodation).
2. Next, students will choose a current social event, one that was just discussed or one that they are interested in. Teacher will check-in with each student to make sure ideas are appropriate and on task. For their monologue, students will pretend to be a nameless person that has been affected by that social justice issue (i.e., person living in the U.S.A that could have been displaced by the 2018 Hurricane Florence, or a student that has just been bullied in the hallway, etc.).
3. The teacher will then tell students that the monologue will be written in 1st person, from a personal point of view. It must describe how the person/character might be feeling (ex., I feel hurt and alone. I was bullied and no one was there to help me, etc.). Then, the monologue must include the needs and wishes for that person to get and feel better (ex., I wish that the bully could understand how much they are hurting me. I want our school to talk about bullying more often and have strict consequences for bullies. The world does not need these types of people and this hatred, etc.).
   • Teacher can ask students to relate back to the book by asking, “How might the characters we saw in the book be feeling?”, “Can you make a connection with your character, to the emotions in the illustrations? Who else can?”

PART 3: Dramatic Monologue Presentations

1. Presentation: Each student will present their monologue, pretending to be a person/character undergoing a social justice situation. Students will be able to see the success criteria for this task because drama and oral communications skills will be evaluated of learning.

Assessment: What is the Nature and Purpose of assessment?

• The creative monologue writing will be an assessment for learning on writing expectations, with a checklist and the criteria “Met/Not Met”. There will be room for teacher comments.
• Oral communication expectations during the monologue performance will be assessment of learning with a checklist of the learning goals and the achievement levels (levels 1-4). There will be room for teacher and student comments.
• Drama expectations during the monologue performance will also be an assessment of learning with a checklist of the learning goals and the achievement levels (levels 1-4). There will be room for teacher and student comments.

Consolidation: How will I reflect on the learning goal? How will I have students reflect on the learning goal?

Minutes: 10 – 15 minutes

Task: What will I be doing? What will students be doing?

1. Exit Card: After their monologue presentations, students will be asked the question: “What did you learn from your own and your peers’ monologues? Why is it important to have empathy towards others?”
2. Students will be given ~10 minutes to complete this prompt to consolidate the social justice and empathy themes touched in this lesson.

Assessment: What is the Nature and Purpose of assessment?

The exit card will be an assessment as learning, regarding character education and empathy building. There will be a checklist and the criteria “Met/Not Met”. There will be room for teacher and student comments.

Possible next lesson(s):

• Could be tied in with the Social Studies curriculum, Strand B:
  • B1. Application: explain the importance of international cooperation in addressing global issues, and evaluate the effectiveness of selected actions by Canada and Canadian citizens in the international arena
  • B2. Inquiry: use the social studies inquiry process to investigate some global issues of political, social, economic, and/or environmental importance, their impact on the global community, and responses to the issues
  • B3. Understanding Context: describe significant aspects of the involvement of Canada and Canadians in some regions around the world, including the impact of this involvement
• HPE ’Healthy Living Strand’:
  • C1.3 Development of a self-concept
  • C2.5 Healthy relationships by acquiring a clearer understanding of the physical, social, and emotional changes that occur during adolescence
• Questions for the next lesson(s):
  • “How can we show empathy as Canadian citizens? What are our global responsibilities?”,
  • “What new issues have you learned about?”, “What are ways to deal with these issues? As responsible global citizens in our community?”, “Are their government or non-governmental organizations that might be responding to these issues and persons in need?”, “How should we deal with problems as we get older?”, “How do we maintain healthy relationships with ourselves and others during harder times?”

MATERIALS: What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need?

• Storybook- “Love”, by Matt de la Peña, illustrations by Loren Long (could be found in the library or on a YouTube link: https://www.youtube.com/watch?v=Kno8ql4bCLM)
• Screenshots/scans of pages 11-12 of “piano scene with child and dog” and pages 13-14 of “television scene with family” (alternative would be a screenshot of the YouTube video, at minutes: 1:31 & 1:42)
• PowerPoint for the Minds-On and Action parts
• Smartboard, projector or document camera
• Paper and pencil for writing, or student writing notebooks/duo-tangs
• Exit cards (could also be written on a paper or student writing notebooks/duo-tangs)
• Access to internet
• Google Chromebooks, computer lab or iPads

Author(s): Peter H. Reynolds

Links:
Amazon: https://amzn.to/2HAR5Cq
Indigo: https://bit.ly/2YvI6ZB

Social Justice focus: Creativity

Synopsis: The child in this story dislikes art class because she is convinced, she can’t draw. Her teacher gently encourages her to begin with a single dot and her creativity takes off. The story celebrates the creative spirit in everyone.

Lesson Plan: Taylor Simons

Author(s): Olivier Ka

Links:
Amazon: https://amzn.to/2CgeSo4
Indigo: https://bit.ly/2UZTwm6B

Social Justice focus: Body Image

Synopsis: The narrator of the story is a boy whose mother is large – in size, personality, affection. He loves his mother as she is. When she goes on a diet to lose weight “because of others” he is fearful and sad. He tells his mother she is perfect just as she is.

Lesson Plan: Stephanie Hinks

Rationale: I selected this book because there are a lot of negative stereotypes about body image and physical appearances in society today. I believe it is important to teach young students to break these stereotypes, to stop judging others, and to build strong self-confidence and self-worth. The biggest strength of this book is that it highlights a lot of positive traits about the mamma, who is a large woman. Her oversized features are highly admired by her son, who does not want her to change. The only drawback to this book is one scene where the little boy states that he would not want his mamma to be thin, as her lap wouldn’t be soft to sit on and he would be afraid of breaking her. This is concerning because it goes to the other extreme of shaming people who are very thin. Although this is viewed as the boy’s personal opinion, it does imply negative stereotypes about individuals who are thin.

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Social Justice Picture Book

Grade: 6

Lesson: What is the focus of this lesson in relation to the unit?

The focus of this lesson is to make connections between personal experience, media influences, and fictional characters when brainstorming and communicating ideas about body image. Focus will be placed on student ability to demonstrate written and oral communication skills about the health and body image notions suggested in the picture book “My Great Big Mamma”.

Curriculum Areas: What are possible connections to other curricular areas?

Language: Reading, Writing, Oral Communication

Health & Physical Education: Healthy Living

Curriculum Expectations: What Overall and Specific Expectations will be addressed?

Language:

Oral Communication: 1. Listening to Understand

• Purpose 1.1 identify a range of purposes for listening in a variety of situations, formal and informal, and set goals related to specific listening tasks. (page 108)

Reading: 1. Reading for Meaning

• Comprehension Strategies 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts. (page 111)
• Extending Understanding 1.6 extend understanding of texts by connecting, comparing, and contrasting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them. (page 112)

Writing: 1. Developing and Organizing Content

• Developing Ideas 1.2 generate ideas about a potential topic and identify those most appropriate for the purpose. (page 114)

Health & Physical Education:

Healthy Living

• Human Development and Sexual Health C2.6 make informed decisions that demonstrate respect for themselves and others and help to build healthier relationships, using a variety of living skills (page 175)
• C3.3 assess the effects of stereotypes, including mental health, and abilities, on an individual’s self-concept, social inclusion, and relationships with others, and propose appropriate ways of responding to and changing assumptions and stereotypes (page 177)

Learning Goal(s): What are students expected to know, do and understand?

• We are learning to make connections between ideas suggested in a story and real-life situations.
• We are learning to organize personal thoughts and opinions in written form by completing the picture book worksheet.
• We are learning to use critical listening skills when the teacher reads the text out loud and during class discussion.
• We are learning to understand the book that is being read by making connections to personal thoughts and experiences in relation to body image and stereotypes.

Success Criteria: How will students know they have met the learning goal? I can….

• I can participate in class discussion and develop my own ideas about the people or characters that I consider to be heroes.
• I can use writing and processing skills to complete the questions in the Picture Book Worksheet.
• I can use critical listening skills to understand the story being read aloud and to understand the opinions expressed by my peers.
• I can make connections between the picture book story and my own personal experiences.

MODIFICATIONS / ACCOMMODATIONS How will I meet the needs of my students? Have I addressed any IEPs?

• Students may work in pairs to complete the worksheet.
• Extra time will be allotted for students who require a longer working period.
• The picture book will be available for students who wish to read through it again individually after the teacher has read it aloud to the class.
• Students may use digital tools such as text-to-speech software on laptops or iPads to record their worksheet answers.

Minds-on: How will I connect to prior and future learning? How will I engage students and set the context for learning?

Begin by asking students “what is a hero?” to ensure that everyone is familiar with the term. This will connect to student prior knowledge of heroes and set the context for learning throughout the rest of the lesson. This also engages students with the topic for the Picture Book Worksheet.

Minutes: How much time will I allocate?

35 minutes (5 minutes: hero discussion, 20 minutes: worksheet, 10 minutes: discussion)

Task: What will I be doing? What will students be doing?

Engage the class in a brief discussion about heroes, then hand out Picture Book Worksheet. Students will work individually to complete the worksheet (students requiring accommodations may work in pairs to brainstorm ideas or use technology). Teacher will observe to make sure everyone is on track and to answer any student questions or concerns about the worksheet. Once worksheet questions are completed, begin class discussion by asking students about their answers. Encourage conversation about the three heroes they wrote about, their characteristics, and the influence of appearances/body image. Clarify the term “body image” by asking students to explain what they think it means and discuss the definition (a person’s perception or mental image of their own body). Make connections between the physical appearances of heroes, how they come in all shapes and sizes, and are often admired for their strengths and personalities. Point out that anyone can be a hero, no matter what they look like. Stress the importance of maintaining a positive body image and feeling comfortable with yourself.

Assessment: What is the Nature and Purpose of assessment?

A tracking sheet will be used to monitor student participation during discussion as well as the completion of the worksheet. The purpose of this type of assessment is to monitor student participation and working habits in class.

Action: How will I introduce new learning / reinforce prior learning / practice learning / scaffold learning?

Introduce the picture book “My Great Big Mamma”. Teacher will read the story aloud and show the pictures to the class. After the read-aloud, ask students for their thoughts and opinions about the story. Reinforce prior learning about Use thought provoking questions such as the following:

“why does the little boy love his mom?”, “does he want her to change her physical appearance?”, “why do you think the little boy wants his mom to stay the way she is?”, “why does the mom want to lose weight in the story?”, “why does she decide to stop her diet?”

Minutes: How much time will I allocate?

40 minutes (15 minutes: read aloud and discussion, 25 minutes: paragraph writing)

Task: What will I be doing? What will students be doing?

Instruct students to write a paragraph explaining what they like the most about themselves, describing three personal traits that they believe are assets to have. Use encouraging phrases such as, “think about what makes you special or unique” and “what are some good qualities that you like about yourself?”.

Assessment: What is the Nature and Purpose of assessment?

A checklist will be used to assess student writing, comprehension, and participation in class discussion.

Consolidation: How will I reflect on the learning goal? How will I have students reflect on the learning goal?

Reflect on the learning goals by asking students to consider the work they had completed in the Picture Book Worksheet and make comparisons to the characters in “My Great Big Mamma”. Recap the importance of valuing others for their personalities and traits opposed to physical appearances. Refer to the little boy character from the story as a positive role model and a good example of smashing stereotypes. Discuss ideas of body image and why it is essential to acknowledge traits that you like about yourself. Explain the purpose of writing the paragraph about themselves as a way of improving their self-worth and building confidence.

Minutes: How much time will I allocate?

10 minutes: discussion

Task: What will I be doing? What will students be doing?

Once written paragraphs have been submitted, facilitate oral discussion to recap key points of the lesson. Address common struggles that people may battle in relation to maintaining a positive body image. Discuss the importance of avoiding stereotypes or judging others based on appearances. Encourage students to ask questions and offer suggestions about body image.

Assessment: What is the Nature and Purpose of assessment?

Record anecdotal notes about student comprehension of body image and stereotypes. The purpose of this assessment is to keep track of students who are having trouble understanding the topic, if any, and to assess whether further discussion/activity is necessary to reinforce comprehension.

MATERIALS: What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need?

• A copy of the book “My Great Big Mamma”, which can be found in the library (IRC)
• Picture Book Handout
• Paper, notebooks, writing utensils
• Laptops/iPads for students with IEP’s

REFLECTION Questions to determine the success of your lesson:

• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my instructional decisions meet the needs of all students? If not, what are my next steps?
• What worked well and why?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?
• What are the next steps for my professional learning?

Skin again
– Bell Hooks

Amazon: https://amzn.to/2u6bwiI
Indigo: http://bit.ly/3aAMcET

Focus: External appearances, especially racial identity

Recommended Grade: 4

Contributor: Justin Plant

We are all born free
– Amnesty International

Amazon: https://amzn.to/2VRL5sU
Indigo: http://bit.ly/2v4OhKd

Social Justice focus: Human Rights

Recommended Grade: 6

Contributor: Nadine Zahabi

The undesirables
– Chad Thumann

Amazon: https://amzn.to/2HiizgW
Indigo: http://bit.ly/2vOr2V3

Social Justice focus: Intolerance

Recommended Grade: 8

Contributor: Haley Besworth

Malala’s Magic Pencil
– Malala Yousafzai

Amazon: https://amzn.to/2Cup3p3
Indigo: https://bit.ly/2HGBYZn

Social Justice focus: Gender roles/ peace

Recommended Grade: 4

Contributor: Rabia Khan

Malala’s Magic Pencil
– Malala Yousafzai

Amazon: https://amzn.to/3iHeyTH
Indigo: https://bit.ly/2HGBYZn

Social Justice focus: Education rights; gender equality

Recommended Grade: 6/7

Contributor: Ceilidh Stidwill

Author(s): Bell Hooks

Links:
Amazon: https://amzn.to/2u6bwiI
Indigo: http://bit.ly/3aAMcET

Social Justice focus: External appearances, especially racial identity

Synopsis: The basic message of this book is that the skin we are in cannot tell our stories. To know and understand one another we must go inside and meet the other person beyond external labels or appearances. Our stories are complex and cannot be defined by superficial assumptions.

Lesson Plan: Justin Plant

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Social Justice

Grade: 4

Lesson: What is the focus of this lesson in relation to the unit?

To help introduce students to biases that they may have and why they are important to identify.

Curriculum Areas: What are possible connections to other curricular areas?

Language, Social Studies.

Curriculum Expectations: What Overall and Specific Expectations will be addressed?

Language:

Overall: Oral Communication

• 2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.
• Reading- 1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning.
• Writing: 1. generate, gather, and organize ideas and information to write for an intended purpose and audience;

Specific: Oral Communication

• 2.2 demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing and small- and large-group discussions.
• 2.3 communicate in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form.
• 2.4 use appropriate words and phrases from the full range of their vocabulary, including inclusive and non-discriminatory terms, and appropriate elements of style, to communicate their meaning accurately and engage the interest of their audience.

Reading:

• 1.1 read a variety of texts from diverse cultures, including literary texts), graphic texts and informational texts.
• 1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes.
• 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts.
• 1.4 demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details.
• 1.5 make inferences about texts using stated and implied ideas from the texts as evidence.
• 1.6 extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them.
• 1.7 analyse texts and explain how specific elements in them contribute to meaning.
• 1.8 express opinions about the ideas and information in texts and cite evidence from the text to support their opinions.

Writing

• 1.1 identify the topic, purpose, and audience for a variety of writing forms.
• 1.4 sort and classify ideas and information for their writing in a variety of ways.

Social Studies:

Overall- A1. Application: compare ways of life among some specific groups in Canada around the beginning of the nineteenth century, and describe some of the changes between that era and the present day

Specific- A1.2 compare some of the roles of and challenges facing people in Canada around the beginning of the nineteenth century with those in the present day

Learning Goal(s): What are students expected to know, do and understand? We are learning to….

Students are expected to be able to read the assigned book and deconstruct its meaning and relate it to the world today and to themselves and how it has changed from past views.

Success Criteria: How will students know they have met the learning goal? I can….

• successfully read and deconstruct Skin Again by Bell Hooks
• successfully write about the meaning of the book
• successfully share with the class one interesting thing about themselves that you wouldn’t know by looking at them.

MODIFICATIONS/ ACCOMMODATIONS: How will I meet the needs of my students? Have I addressed any IEPs?

If necessary, provide a less challenging book to read, or have students work in pairs to meet time constraints. If a student is especially shy have them create a digital file to share with the class rather than standing in front of the class to speak.

Minds-on: How will I connect to prior and future learning? How will I engage students and set the context for learning?

Show a slide show with pictures of several different people from different walks of lives and different ethnicities.

Minutes: How much time will I allocate? 5 minutes

Task: What will I be doing? What will students be doing?

Show a slide show of 5-10 people and ask the class to say one thing they notice about the people. After ask if because we notice that one thing about the person ie. They play hockey, do we really know anything about them. Ask students if this is a fair way to judge people of categorize them.

Assessment: What is the Nature and Purpose of assessment?

Formative assessment to see what they know about the topic already.

Action How will I introduce new learning / reinforce prior learning / practice learning / scaffold learning?

Minutes: How much time will I allocate? 10 minutes

Task: What will I be doing? What will students be doing?

Read the book Skin Again by Bell Hooks as a class. Ask students what they think the main topic of the book is. Ask them how it could relate to them.

Assessment: What is the Nature and Purpose of assessment?

Formative assessment to see how well they understood the book and its themes. Summative assessment to assess their reading skill.

Consolidation: How will I reflect on the learning goal? How will I have students reflect on the learning goal?

Minutes: How much time will I allocate? 25 minutes

Task: What will I be doing? What will students be doing?

Have the students reflect on the book and what it might mean. Have them write a 5-sentence paragraph stating what they thought of the book, what they thought its main ideas were, what it made them feel, and one thing they would like to share about themselves with their classmates that they might not know by just looking at them. Once all students have completed the task, have them share one at a time, the item they chose to write about themselves.

Assessment: What is the Nature and Purpose of assessment?

Formative assessment of how well they understood the goal of the lesson and how well they were able to articulate it both oral and written form.

MATERIALS: What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need?

• Pen and paper
• Skin Again by Bell Hooks

REFLECTION: Questions to determine the success of your lesson:

• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my instructional decisions meet the needs of all students? If not, what are my next steps?
• What worked well and why?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?
• What are the next steps for my professional learning?

Author(s): Amnesty International

Links:
Amazon: https://amzn.to/2VRL5sU
Indigo: http://bit.ly/2v4OhKd

Social Justice focus: Human Rights

Synopsis: Amnesty International produced this book to celebrate the 60th anniversary of the Universal Declaration of Human Rights. The original 30 statements are simplified for children and each is accompanied by a colourful illustration. The principles have great relevance for everyday life, both on the individual and international scale.

Lesson Plan: Nadine Zahabi

Primary/Junior/Intermediate Lesson Plan (ABBREVIATED TEMPLATE)

Consecutive and Concurrent Programs

Unit/Topic: Introductory Lesson Human Rights via ‘We are all born free’

Grade: 6

Lesson: The focus of this lesson is for students to develop an understanding of human rights and the role it plays in their everyday life. Students will reflect on and the importance of having rights and what life may be like with the lack of rights.

Curriculum Areas:
Language arts: Reading/Writing/Oral Communication
Social Studies: Heritage & Identity: Communities in Canada Past & Present

Curriculum Expectations:

Social Studies
OVERALL EXPECTATIONS

1. Application: assess contributions to Canadian identity made by various groups and by various features of Canadian communities and regions (FOCUS ON: Cause and Consequence; Patterns and Trends)
2. Understanding Context: demonstrate an understanding of significant experiences of, and major changes and aspects of life in, various historical and contemporary communities in Canada (FOCUS ON: Significance; Continuity and Change)

SPECIFIC EXPECTATIONS

• Understanding Context: A3.8 identify and describe fundamental elements of Canadian identity pg.123
• Application: Diversity, inclusiveness, and Canadian Identity: A1.3 explain how various groups have contributed to the goal of inclusiveness in Canada and assess the contribution of some of these features to Canada’s image and identity pg. 120

Language Arts

Oral Communication
OVERALL EXPECTATIONS

1. Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes pg.108
2. Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes; pg 108

SPECIFIC EXPECTATIONS

• Active Listening Strategies 1.2 – demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups pg.108
• Interactive Strategies 2.2 – demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large-group discussions pg. 109

Reading
OVERALL EXPECTATIONS

1. Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning; pg 111

SPECIFIC EXPECTATIONS

• Variety of Texts 1.1 – Read a wide variety of texts from diverse cultures, including literary texts, graphic texts and informational texts pg.111
• Making inferences/Interpreting Texts 1.5 – develop interpretations about texts using stated and implied ideas to support their interpretations pg 111

Writing

OVERALL EXPECTATIONS

1. Generate, gather, and organize ideas and information to write for an intended purpose and audience; pg 114

SPECIFIC EXPECTATIONS

• Developing Ideas 1.2 – generate ideas about a potential topic and identify those most appropriate for the purpose pg. 114

Learning Goal(s):

• We are learning what ‘Human Rights’ are
• We can make connections between human rights and our everyday lives
• I can make use my strategies to help me understand a book (reading)
• We can participate and collaborate with our peers (Speaking)
• We can explain the role of human rights in our lives (Writing)

Success Criteria:

• I can actively participate in classroom and group discussions
• I will collaborate with a peer to write a paragraph about how Human Rights affect us
• I can effectively present my ideas to my peers.

MODIFICATIONS / ACCOMMODATIONS: How will I meet the needs of my students? Have I addressed any IEPs?

Possible modifications/accommodations are:

• Provide text digitally
• Provide text book to students
• Book is accompanied by pictures
• Student seating can be adjusted as required
• Students can work together or alone as required
• Student product can be adjusted based on varying student needs

Minds-on:

Minutes: 15 to 20 mins

Task:

• Show students the cover of the book ‘We are all Born Free’
• Have them make predictions about what the book is about
• Guide them to ‘Rights’ & ‘Human Rights’
• Reflect quickly on what a right is
• Read some or all (if time permits) of the rights with students

The educator will be facilitating the classroom discussion and later reading excerpts from the book and asking poignant critical literacy questions.

Students will be using reading strategies to inference and participate in classroom discussion.

Assessment: Assessment for learning – listen to conversations and communication between students.

Action:

Minutes: 30 to 35 mins

Task: Students: In a group of two students will select one of the rights discussed in the classroom. They will draw an image to represent this right and will explain in 1 to 2 sentences how this right affects them or why it is important. Students will then have a gallery walk in order to see what other students have drawn and why this particular right is important to them.

The educator will be observing and listening to group discussions to gauge depth of student understanding and participation.

Assessment: Assessment of learning- educator will be able to collect images/sentences for assessment.

Consolidation

Minutes: 5 Mins

Task: Students will write an exit card to show their learning. Possible Questions are ‘What have I learned about human rights?’, ‘How do human rights affect my life?’, ‘Do I believe everyone should have the same rights?’

The educator will circulate to ensure students understand the question and are on task.

Assessment: Assessment of learning – The educator can collect the exit cards for assessment.

MATERIALS: What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need?

• We are all born free
• Smartboard
• Blank paper (Large chart paper or regular size printer paper)
• Writing/drawing implements
• Erasers
• Cut-out of each of the 30 articles of rights

REFLECTION: Questions to determine the success of your lesson:

• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my instructional decisions meet the needs of all students? If not, what are my next steps?
• What worked well and why?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?
• What are the next steps for my professional learning?

Author(s): Chad Thumann

Links:
Amazon: https://amzn.to/2HiizgW
Indigo: http://bit.ly/2vOr2V3

Social Justice focus: Intolerance

Synopsis: In this fable the king and queen of the kingdom order that all the “undesirables” be locked away. When Granvilan, the chief jailor, asks who qualifies as an undesirable they list one category after another – Archprickilys to Zoozles. Granvilan eventually realizes no one will escape banishment and he comes up with a more satisfying solution. Clear connections to current political realities throughout the world.

Lesson Plan: Haley Besworth

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Intro Class: Historical Inclusion/Exclusion

Grade: 8

Lesson: What is the focus of this lesson in relation to the unit?

1. Diagnostic questioning to see where student knowledge/understanding and opinions/feelings are regarding inclusion and exclusion and residential schools
2. Reflect on previous knowledge of bias, point of view, and symbolism
3. Structured research and questions to model inquiry-based projects

Curriculum Areas: What are possible connections to other curricular areas?

• Grade 8 History
• Grade 8 Language Arts
• Grade 8 Visual Arts

Curriculum Expectations: What Overall and Specific Expectations will be addressed?

Grade 8 History

B3. Understanding Historical Context: describe various significant people, issues, events, and developments in Canada between 1890 and 1914, including the residential school system, and explain their impact (pg. 163)

B3.5 Describe significant examples of cooperation and conflict in Canada during this period (i.e. conflict or cooperation between Indigenous families and residential schools) (pg. 167)

Grade 8 Language Arts

1. Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning (pg. 141)

1.6 Extending Understanding: extend understanding of texts, including increasingly complex or difficult texts, by connecting the ideas in them to their own knowledge, experience, and insights, to other texts, and to the world around them (i.e. do you have prior knowledge or experiences that affect the way you interpret the author’s message?) (pg. 142)

2. Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning (pg. 141)

2.4 Elements of style: identify a range of elements of style—including symbolism, irony, analogy, metaphor, and other rhetorical devices—and explain how they help communicate meaning and enhance the effectiveness of texts (pg. 142)

Grade 8 Visual Arts

D1. Creating and Presenting: apply the creative process to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies (pg. 154)

D1.3 use elements of design in art works to communicate ideas, messages, and understandings for a specific audience and purpose (pg. 155)

Learning Goal(s): What are students expected to know, do and understand? We are learning to….

• I will communicate uniqueness and difference through creating an art piece resembling the style of characters found in the book (C)
• I will use my prior knowledge of bias and point of view and relate it to the book through orally discussing questions as a class (K/U)
• I will discuss how symbolism is used connecting historical events to the book through answering the reflection questions (K/U)
• I will do research on residential schools and the names listed in the book acknowledgements by reading the Google doc provided to my group (I)
• I will connect the themes in the book to the further reading I have done (i.e. in the written answers as a group) (A)
• I will relate the conflicts among the characters/events in the book to the conflicts found in the residential school system and other historical events in my group’s answers to the reflection questions (A)

Success Criteria: How will students know they have met the learning goal? I can….

Art Piece:

I can:

1. Independently work to create a “undesirable subject” from the book of my own, that resembles the style of “subjects” found in the book (i.e. unique, colourful, multiple textures, different objects, facial features, clothing)
2. Use a minimum of two materials used (i.e. magazine clips, markers, construction paper, textures)
3. Fit my art piece onto a regular sized piece of paper

Reflection Questions and Group Work:

I can:

1. Actively listen to the reading of the book “The Undesirables” by Paule Briere
2. Think pair share regarding the classroom discussion questions with my partner and with the class
3. Read the book with my table group
4. Answer part one of the reflection questions about the book independently (on the back of my art piece)
5. Read the Google doc provided about the “book acknowledgement” names, and residential schools
6. Answer part two of the reflection question about the book as a group and record the answers on a chart paper
7. Staple my art creation to the chart paper and place my anchor chart around the room
8. Participate in the gallery walk of anchor charts by reading what other groups have answered and check-marking ideas that I liked
9. Participate in a classroom discussion and exit pass after the gallery walk by expressing my observations, questions, opinions, feelings, or likes/dislikes, etc.

MODIFICATIONS / ACCOMMODATIONS How will I meet the needs of my students? Have I addressed any IEPs?

• Purposeful groupings based on strengths, next steps, learning styles, achievement levels, background knowledge
• Pre-picked Google doc with information on historical events (with reading levels, content, and level of understanding predetermined)
• Visual component: picture book
• Artistic component: art piece
• Technological component: research
• Auditory component: teacher reading the book and group reading the book
• Small-group work
• Partner work
• Independent work
• Inquiry questions provided, but room for creative and deeper thinking based off of the questions
• Prompts throughout learning (teacher moving between groups to conference)
• Use of think, pair, share
• Scaffolding the learning throughout: start as a class and end in groups; begin with artistic component and lead into reflection questions; difficulty of questions increasing; simple reading resource leading up to website articles; only introducing one component of the learning at a time (i.e. art piece first, then independent questions, then group questions, then gallery walk)

** Please note each ‘period’ is 50 minutes **

Minds-on: How will I connect to prior and future learning? How will I engage students and set the context for learning?

Minutes: How much time will I allocate? (0.5-1.0 of a period)

Task: What will I be doing? What will students be doing?

• Brainstorm previous knowledge about residential schools (first think, pair, share, and then teacher writes on the white board)
• Present learning goals to the class
• Read the book as a class

Class discussion: (recapping on our last lesson about bias and points of view; think, pair, share and class-wide discussion)

1. Do you think there is any bias in the story?
2. Who’s point of views were included and who’s were excluded?

• Read the book at your table groups (photocopies; acknowledgement page not included)

** Please note table groups are previously set up for success (i.e. multiple learning styles, achievement levels, different prior knowledge) **

Assessment: What is the Nature and Purpose of assessment?

Nature of the assessment: for learning – class participation and discussion to further learning development and assess learning styles (anecdotal notes)

Purpose of the assessment: diagnostic (gain understanding of if students understood the previous lesson on bias/point of view; and understanding of where knowledge of residential schools/inclusion and exclusion is at).

Action: How will I introduce new learning / reinforce prior learning / practice learning / scaffold learning?

Minutes: How much time will I allocate? (Art piece creation: 1.0 period; Part one reflection questions: 0.5 period; Part two reflection questions: 1.5-2.0 periods; 3.5-4.0 periods total)

Task: What will I be doing? What will students be doing?

** Handout “Reflective Activity & Questions” sheet to the students and explain the instructions on it

Part One: Present Success Criteria for the art project portion

1. Students will make their own “undesirable subject” who lives in the Kingdom using the materials provided (magazines, construction paper, markers, etc.)
2. Paste your “subject” onto a piece of paper

Part Two: Present Success Criteria for the first part of the reflection questions portion

On the back of the art pieces’ students will answer the following four questions:

1. What makes your “subject” unique?
2. Would your “subject” be considered undesirable by the King and Queen? Why or why not?
3. Why were certain subjects deemed undesirable? What was their punishment for being undesirable?
4. What are your thoughts and opinions on the King’s and Queen’s actions?

** As a class read the “book acknowledgement” **

Part Three: Present Success Criteria for the second part of the reflection questions and the group anchor chart portion

• Distribute book acknowledgement photocopied page to each table group
• As a group discuss students will discuss if they recognize any of the names listed in the book acknowledgement
• Students will then refer to the google doc shared with them on Google Drive (which gives further information about the names listed as well as residential school events/circumstances)
• Students will answer the following questions on an anchor chart:

1. What do all the names listed in the “Book Acknowledgement” have in common (make dot jot points about commonalities)?
2. What do you think the purpose of the “Book Acknowledgement” is?
3. Now that you have read the “Book Acknowledgement” and read some further information, do you have different opinions, or feelings about the story?
4. What could the characters in the book symbolize in relation to the historical events in the Google doc and why do you think that?
5. How does the book relate to residential schools?

After students answer the questions, students will staple the art pieces on the anchor chart.

Assessment: What is the Nature and Purpose of assessment?

Nature of the assessment: for learning – Art piece (visual); answering independent reflection questions (written); answering group reflection questions (written) [assess learning strengths and next steps].

Purpose of the assessment: formative – deeper thinking about the themes of the book; connections to historical events; research and connecting research to the book; answering IBL questions; [inform teacher of where to take the unit from there to best benefit the students].

Consolidation: How will I reflect on the learning goal? How will I have students reflect on the learning goal?

Minutes: How much time will I allocate? (1.0 period)

Task: What will I be doing? What will students be doing?

• Gallery walk – read other groups’ work and check-mark what you liked or had not previously thought of
• Class discussion consolidating the learning: what we learned, what we want to know more about, and our feelings surrounding the topic/our opinions of the book

Exit pass:

1. What question(s) do you still have? Or what do you want to learn more about?
2. What would you tell any of the following characters/people if you had the opportunity to share your feelings or opinion on the situation? (i.e. a more inclusive solution)
   • The King and Queen
   • Those in charge of residential schools
   • Any of the names listed in the “book acknowledgement”

** Next class we will be discussing about how the book uses dramatic irony and relating it to residential schools and literature/artistic works focused on mistreatment of indigenous peoples that also use dramatic irony **

Assessment: What is the Nature and Purpose of assessment?

Nature of the assessment: for learning – Gallery walk, class discussion, exit pass

Purpose of the assessment: formative – Allow students to view other opinions, feelings, perspectives; gain insight into further areas of interest students may have; understand if students gained an understanding of the content studied; [assess next steps for individuals as well as the class as a whole]

MATERIALS: What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need?

• Photocopies of the book “The Undesirables” by Paule Briere
• Hardcopy book “The Undesirables” by Paule Briere
• Chart paper
• Markers
• Magazines
• Construction paper
• Textured materials
• Glue
• Scissors
• Chromebooks/laptops
• Pre-picked websites (on historical events)

REFLECTION: Questions to determine the success of your lesson:

• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my instructional decisions meet the needs of all students? If not, what are my next steps?
• What worked well and why?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?
• What are the next steps for my professional learning?

Name: __________________________Date: _________________________

Reflective Activity & Questions on:

“The Undesirables” by Paul Briere

1. Create your own “Undesirable Subject” who lives in the Kingdom from the book using the materials provided (i.e. magazines, construction paper, markets, glue sticks, scissors)
2. Paste your “Undesirable” creation on a blank piece of paper
3. After reading the picture please answer the following questions independently and write the answers on the back of your “Undesirable” creation:
4. What makes your “Undesirable” subject unique?
5. Would your “Undesirable” subject be considered undesirable by the King and Queen? Why or why not?

Author(s): Malala Yousafzai

Links:
Amazon: https://amzn.to/2Cup3p3
Indigo: https://bit.ly/2HGBYZn

Social Justice focus: Gender roles/ peace

Synopsis: Malala Yousafzai, Nobel Peace Prize recipient, tells her story of finding her voice to fight for peace and the right of all girls to an education. As a young child in Pakistan, Malala dreamed of a magic pencil that would create the world she wanted. Later, when the Taliban tried to prevent girls from attending school, she used her ability to write and speak to promote change. She challenges everyone to use their voices to make a better world.

Lesson Plan: Rabia Khan

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Social Justice Issues in Picture Books

Grade: 4

Lesson: Malala’s Magic Pencil by Malala Yousafzai

The purpose of this lesson is to bring awareness to certain social justice issues to children such as gender inequality, bullying, and more. Malala first uses her magic pencil as a form of entertainment, but as she grows older she is more aware of the social inequalities that surround her. The magic pencil evolves to include erasing “war, poverty, and hunger”.

Curriculum Areas & Expectations:

Overall:

Reading 1: read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning

Writing 1: generate, gather, and organize ideas and information to write for an intended purpose and audience

Oral 1: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes

Visual Arts 1: Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings

Specific:

Variety of Texts 1.1: read a variety of texts from diverse cultures, including graphic texts (picture books).

Making Inferences/Interpreting Texts 1.5: make inferences about texts using stated and implied ideas from the texts as evidence (without text, what do the pictures imply?).

Extending Understanding 1.6: extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them (social justice issues).

Purpose and Audience 1.1: identify the topic, purpose, and audience for a variety of writing forms (Letter to Malala congratulating her hard work and ethics).

Demonstrating Understanding 1.4: demonstrate an understanding of the information and ideas in a variety of oral texts by summarizing important ideas and citing important details (represent the important ideas of an oral text through visual art).

1.2: demonstrate an understanding of composition, using selected principles of design to create narrative art works or art works on a theme or topic (emphasize on w the “magic pencil” fixes the situation).

1.3: use elements of design in art works to communicate ideas, messages, and understandings (make clear of what the social justice issue is).

Learning Goal(s): I will…

• Read a variety of texts
• Read between the lines
• Connect ideas to reality
• Identify the social justice issues hidden within the text
• Summarize important details from the text
• Contrast between before and after in their artwork
• Communicate ideas and messages through their drawing

Success Criteria: I can…

• Understand what the text is saying
• Identify the message behind the text
• Connect ideas from the text to real life situations that are occurring today
• Recall the different social justice issues within the text
• Use jot notes to take down important details
• Use black & white for the background and colour for the foreground
• Colour represents the magic pencil whereas, black & white is the social justice issue

MODIFICATIONS / ACCOMMODATIONS:

• Visual learners can read on their own.
• Auditory learners can participate in the read-aloud or listen to an audiobook version of the story.
• Oral learners can read to a partner.
• Students can use technology or any other assistive devices to edit their picture.
• Students can use the selected images provided for them or come up with their own social justice scenarios.
• Students can work together with a partner.
• They can have extra time during recess to complete their artwork.

Minds-on: Read-aloud & discussion

Minutes: 15 minutes

Task: I will be reading Malala’s Magic Pencil while the students pay attention to the story. They can take notes or draw ideas if they’d like.

Assessment: Assessment for Learning

I will use a checklist to determine which students participated in the discussion session.

Guiding Questions:

• What does the title Malala’s Magic Pencil make you think about?
• Do you believe in magic?
• What is Malala doing? Where is she? What surrounds her?
• What is she thinking about?
• What comes out of Malala’s pencil? What do these icons symbolize?
• If you found out that you could not go to school because of your gender, how would you feel?
• Do you think that girls and boys are treated equally?

Action: Picture edit & gallery walk

Minutes: 60 minutes

Task: I will be assisting any students who require my help, with a great focus on those who have IEPs. The students will have about 5 mins to decide which picture to choose from, each picture represents a different social justice issue such as poverty, racism, sexism, LGBTQ rights, bullying etc. Once they have chosen their specific topic they must then use coloured markers to draw on top of the black and white picture to improve it. The coloured portion should represent the after or the ‘what has been fixed?’. Whereas, the black and white picture is the before, displaying the current social justice topic.

Assessment: Assessment As Learning

Students will conduct a gallery walk and evaluate their peer’s artwork using the 2 stars and 1 wish method at the end of the activity.

Guiding Questions:

• How might a pencil be “magic”? What power does a pencil have?
• If you had a magic pencil, what would you draw?
• What social justice issue is presented within the picture you chose?
• Explain what you did to fix it.
• What are 2 things you like about your class-mates’ artwork and 1 suggestion?

Consolidation: Dear Malala,

Minutes: 25 minutes

Task: Students will write a short letter, about one paragraph long to Malala Yousafzai about what they have learned from her book and how they can help to create change within their own community. As they are writing their letters, I will take notes on their finished artwork and record the data using a rubric.

Assessment: Assessment Of Learning

I will use a rubric that addresses the success criteria of the letter and the picture activity and grade them based on the learning goals provided.

Guiding Questions:

• What are some details you would like to include in your letter?
• How can you help create change within your own community?
• What would you change and why?
• How will this change improve the community? The world?

MATERIALS: What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need?

• Malala’s Magic Pencil by Malala Yousafzai
• Chromebooks or iPads
• Pictures of social justice issues
• Coloured markers
• Paper & pencil

Author(s): Malala Yousafzai

Links:
Amazon: https://amzn.to/3iHeyTH
Indigo: https://bit.ly/2HGBYZn

Social Justice focus: Education rights; gender equality

Synopsis: As a child in Pakistan, Malala made a wish for a magic pencil that she could use to redraw reality. She would use it for good; to give gifts to her family, to erase the smell from the rubbish dump near her house. (And to sleep an extra hour in the morning.) As she grew older, Malala wished for bigger and bigger things.

Contributor: Ceilidh Stidwill

Primary/Junior Lesson Plan

Grades 6/7    160 minutes 

Curriculum Area: Language Arts

Curriculum Expectations: Writing; Media 

Writing:

Overall Expectations: 

3.use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively

Specific Expectations: 

3.8 produce pieces of published work to meet identified criteria based on the expectations

Media Literacy:

Overall Expectations: 

3.create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques

Specific Expectations: 

3.4 produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques

Learning Goals:

I will draft a 6-frame comic about how I can change the world.

I will revise my comic and publish it using Pixton Comic Maker.

I will brainstorm different ways I can change the world.

I will include a minimum of 3 bigger picture ideas about how I can change the world in my comic.

Success Criteria: 

I can draft a 6-frame comic about how I can change the world.

I can revise my comic and publish it using Pixton Comic Maker.

I can brainstorm different ways I can change the world.

I can identify and use a minimum of 3 bigger picture ideas about how I can change the world in my comic.

Modifications/Accommodations

audio recording of the book; extra time; one-on-one time; use of iPad for writing tasks; 3-frame comic strip with level 2 criteria

Minds On (5 minutes)

Begin the class by explaining who Malala is.

Malala was born in 1997 in Pakistan where girls are not given the same rights or opportunities as boys. Her father was determined that she would grow up not having less than the boys and swore to give her every opportunity he could. Malala went to a girls school where her father taught but when a political group called the Taliban took power, everything changed. The Taliban banned listening to music, watching tv and no longer allowed girls to go to school. There were very harsh punishments for those who did not follow the strict rules. A year after the Taliban made the changes (2012), when Malala was only 15 years old, she spoke out on behalf of girls and their right to learn. After this Malala became a target and one day a masked gunman boarded a bus she was on, asked “Who is Malala?” and shot her.  Her family fled to England where she had to have many surgeries in order to recover and is now free to tell her story and stand up to the injustices she faced. She has now finished university in Economics and runs a foundation for girls who struggle for education the same way she did.

She wrote the book we are going to read called “Malala’s Magic Pencil”

ACTION (130 minutes

(15 min) Read the book “Malala’s Magic Pencil” aloud to the class.

Discuss what Malala would do if she had a magic Pencil.

Prompt 1:

What are some of the things Malala did with her magic pencil? (Erase the smell of the dump, snooze her alarm before school.)

What are some things you would do if you had a magic pencil?

 (20 Min) Brainstorm ideas for things we could do with our magic pencil.

List ideas on the board.

E.g.Draw food for all the starving children in the world, draw homes over the homeless, erase the trash from the landfills or erase dirt from drinking water.

(35 min) Students will then be given a draft paper to create sketches of how they would change the world with their Magic Pencils. These sketches will be used to create a digital comic strip powered by Pixton comic maker.

Explain to students that a minimum of 3 images must be related to the bigger picture of helping the world.

Go over Criteria

Prompt 2

What would make a comic not engaging? (If it has no colour, images, or text)

What could make an excellent draft? (Lots of detail, lots of ideas)

Hand out Rubric and draft paper.

(40 Minutes) Once students finish their drafts, we open Pixton comic strip maker build our personal Avatars (changing features and clothes etc..) and create our 6-image comic strip about how we can change the world with our magic pencils.

Consolidation and Connection (20 minutes) 

As a class we will project each of our comic strips one at a time and collaboratively discuss (in a constructive way) strengths and suggestions for each other’s work.

Prompts:

What do you see in this comic strip that you wish you would have included? What do you think is creative about this comic? How would you have added your personal touch to this comic? What do you like about this comic? What might you change?

Assessment Task/Strategy

Summative: Students will be graded on their drafts and final comic strips using a rubric.

I am Jazz
– Jessica Herthel & Jazz Jennings

Amazon: https://amzn.to/2uqVS1T
Indigo: https://bit.ly/2JTrQym

Focus: Gender Identification

Recommended Grade: 4

Contributor: Alexa Talucci

I am Jazz
– Jessica Herthel & Jazz Jennings

Amazon: https://amzn.to/2uqVS1T
Indigo: https://bit.ly/2JTrQym

Focus: Gender Identification

Recommended Grade: 6

Contributor: Lindsay Jenkins

Silas’ seven grandparents
– Anita Horrocks & Julie Flet

Amazon: https://amzn.to/2OfE3vD
Indigo: https://bit.ly/2WrmNGD

Focus: Family configuration

Recommended Grade: 4

Contributor: Brooke Ezekiel

The Kugel Valley Klezmer Band
– Joan Stuchner

Amazon: https://amzn.to/2TTYyU1
Indigo: https://bit.ly/2OwBVzF

Focus: Gender roles

Recommended Grade: 4

Contributor: Daniel Du

You forgot your skirt, Amelia Bloomer
– Shana Corey & Chesley McLaren

Amazon: https://amzn.to/2TXhAc8
Indigo: N/A

Focus: Gender roles/ Women’s rights

Recommended Grade: 6

Contributor: Britney Milhomen

10,000 dresses
– Marcus Ewert & Rex Ray

Amazon: https://amzn.to/2FnYZxx
Indigo: https://bit.ly/2JM34zS

Focus: Gender roles/ Women’s rights

Recommended Grade: 8

Contributor: Emily Todd

My princess boy
– Cheryl Kilodavis and Suzanne DeSimone

Amazon: https://amzn.to/3eAxdxD
Indigo: https://bit.ly/2uxjRwe

Focus: LGBTQ+

Recommended Grade: 4

Contributor: Natasha Lundy

Pink is for boys
– Robb Pearlman & Eda Kaban

Amazon: https://amzn.to/2RWDRUZ
Indigo: https://bit.ly/34SAXWC

Focus: Societal Norms, Equality and Binary

Recommended Grade: 5

Contributor: Emma MacDonald

Red: A crayon story
– Michael Hall

Amazon: https://amzn.to/2XpHEgU
Indigo: https://bit.ly/3dFuAK9

Focus: Identity Crisis

Recommended Grade: 7

Contributor: Victoria Nestico

Author(s): Jessica Herthel & Jazz Jennings

Links:
Amazon: https://amzn.to/2uqVS1T
Indigo: https://bit.ly/2JTrQym

Social Justice focus: Gender Identification

Synopsis: I am Jazz is the true-life story of Jazz Jennings, a child who, in her own words, was born with “a girl’s brain and a boy’s body.” The picture book follows the gradual acceptance by Jazz’s parents and teachers of her transgender reality. Information is provided about the Trans Kids Purple Rainbow Foundation (TKPRF), of which Jazz is an honorary co-founder.

Lesson Plan: Alexa Talucci

Primary/Junior/Intermediate Lesson Plan

Consecutive and Concurrent Programs

Unit/Topic: Social Justice

Grade: 4

Lesson: The focus of this lesson is to introduce and expand student’s understanding of gender identity through looking at controversial social justice issues such as transgender, more specifically in youth.

Curriculum Areas: Language Arts, Visual Arts

Curriculum Expectations:

Language Arts- Oral Communication

Overall Expectations

2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

Specific Expectations

2.2 demonstrate an understanding of appropriate speaking behavior in a variety of situations, including paired sharing and small- and large-group discussions ]

2.3 communicate in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form

Language Arts-Reading

Overall Expectations

1. Read and demonstrates an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

Specific Expectations

1.5 make inferences about texts using stated and implied ideas from the texts as evidence

Visual Arts

Overall Expectations

D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;

Specific Expectations

D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by their interests and experiences

Learning Goal(s):

• To introduce and expand students’ understandings of gender identity
• To help students conceptualize what it means to be transgender using developmentally appropriate language for younger audiences
• To foster creativity and expression in the form of a personal collage

Success Criteria:

I Can

• Understand the meaning of gender identity through the unique story of Jazz, representing transgender youth
• Communicate my thoughts and feelings in relation to Jazz’s story in a small and large group setting
• Convey my own personal identity artistically and creatively through developing a personal collage

MODIFICATIONS / ACCOMMODATIONS: How will I meet the needs of my students? Have I addressed any IEPs?

• Partner work to collaborate thoughts and ideas
• ELMO for all students to see the book
• Multiple copies of the book for students to physically and visually go through
• Online graphic organizer to help students sort their ideas for the collage
• Access to YouTube to watch clips of “I Am Jazz” the reality show

Minds-on:

Minutes: 10 mins

Task: First I will introduce the topic of Social Justice and the theme of Gender Identity, more specifically transgender youth. I will ask questions to test student’s prior knowledge on these issues. Then I will ask their honest feelings and opinions prior to reading the text. I will then read the book “I Am Jazz” by Jessica Herthel and Jazz Jennings to the class.

Assessment: Assessment for Learning (Diagnostic)- to test student’s prior knowledge and readiness through a series of questions

Action

Minutes: 40

Task: I will give students a list of discussion questions and split them into 4 or 5 smaller groups in which they are supposed to collaborate with their peers by discussing the topics and questions on the handout. This will prepare them for the task of creating a personal collage. Jazz is transgender, but that’s only one aspect of what makes her who she is. She also loves dancing, swimming, soccer and makeup. Her favourite colour is pink and her second is silver. Students are asked to create a collage that includes a variety of aspects that make up their individual self. Students have a choice of drawing the collage, making a collage using digital images online, or creating the collage from real objects/magazines. (I will supply the needed materials)

Assessment: Assessment of Learning (Summative)- checklist for visual arts criteria, create two- and three-dimensional works of art that express feelings and ideas inspired by their interests and experiences

Consolidation

Minutes: 20

Task: Students will then write a paragraph reflection explaining their choices of pictures in their collages and how they can relate themselves with Jazz.

Assessment: Assessment of Learning (Summative)-Rubric outlining visual arts and language arts elements, demonstrates an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

MATERIALS:

• Multiple copies of I Am Jazz
• YouTube videos of I Am Jazz clips on TLC
• Magazines
• Discussion Questions Handout
• Decorative objects and materials
• Computer/Ipad (picture collage program/app)

REFLECTION:

Questions to determine the success of your lesson:

• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my instructional decisions meet the needs of all students? If not, what are my next steps?
• What worked well and why?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?
• What are the next steps for my professional learning?

Author(s): Jessica Herthel & Jazz Jennings

Links:
Amazon: https://amzn.to/2uqVS1T
Indigo: https://bit.ly/2JTrQym

Social Justice focus: Gender Identification

Synopsis: I am Jazz is the true-life story of Jazz Jennings, a child who, in her own words, was born with “a girl’s brain and a boy’s body.” The picture book follows the gradual acceptance by Jazz’s parents and teachers of her transgender reality. Information is provided about the Trans Kids Purple Rainbow Foundation (TKPRF), of which Jazz is an honorary co-founder.

Lesson Plan: Lindsay Jenkins

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Author(s): Anita Horrocks & Julie Flet

Links:
Amazon: https://amzn.to/2OfE3vD
Indigo: https://bit.ly/2WrmNGD

Social Justice focus: Family configuration

Synopsis: Silas is a little boy who has seven grandparents. While this brings him much joy, it also poses challenges. All his grandparents are eager to be involved in his life, and it can at times be overwhelming. Silas comes up with a creative solution. The illustrations and storyline reflect racial and cultural diversity as well as exploring the complexity of non-traditional family dynamics.

Lesson Plan: Brooke Ezekiel

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Author(s): Joan Stuchner

Links:
Amazon: https://amzn.to/2TTYyU1
Indigo: https://bit.ly/2OwBVzF

Social Justice focus: Gender roles

Synopsis: The Kugel Valley Klezmer Band is a group of travelling musicians who play at weddings, parties, dances, and bar mitzvahs in Maritime Canada. Ten-year-old Shira longs to be a fiddler but her father objects since a girl has never been in a klezmer band. Nevertheless, the star fiddler Isaac notices Shira watching him and makes her a fiddle. She practices and practices, and when the chance comes, she takes over for Isaac. Her parents relent and present her with her own fiddle. Rich illustrations.

Lesson Plan: Daniel Du

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Language Arts – Reading & Writing

Grade: 4

Lesson: The focus of the lesson will be the use of a cultural lens to bring to light a social issue while also increasing the interpretation and writing skills of the students. (45 mins)

Lens: Cultural and Inclusive Education

Curriculum Areas: Social Studies: Heritage and Identity: Communities in Canada 1780-1850

Curriculum Expectations:

Reading

2 – recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning

2.1 – explain how the particular characteristics of various text forms help communicate meaning, with a focus on literary texts such as a diary or journal

2.3 – identify a variety of text features and explain how they help readers understand texts

Writing

1 – generate, gather, and organize ideas and information to write for an intended purpose and audience

1.1 – identify the topic, purpose, and audience for a variety of writing forms

1.2 – generate ideas about a potential topic using a variety of strategies and resources

Learning Goal(s): What are students expected to know, do and understand? We are learning to….

• As a group, read the picture book as a group and identify the conflict that is occurring within the characters.
• Identify a prevalent social issue that occurs in the book that is also prevalent in the lives of students in the present day.
• Generate ideas and examples of relevant personal experiences based on prompts.
• Produce a written product that organizes a unique set of novel information and present it in a creative way.

Success Criteria: How will students know they have met the learning goal? I can….

I can understand how a written piece is created for a specific audience based on its components (i.e. visuals, back cover summaries, pacing)

I can compare and contrast the social justice issue that occurs in the book to some present-day experiences.

I can create a creative written product that introduces a brand-new culture based on a unique set of cultural characteristics.

MODIFICATIONS / ACCOMMODATIONS

Oral group reading will be able to accommodate students with a lower reading level.

For the writing portion, a spoken delivery of the product can be created with prompts from the teacher.

Students who are less comfortable sharing personal experiences or their cultural traditions can instead choose to create a writing journal response based on the prompts given in the worksheet.

Minds-on: How will I connect to prior and future learning? How will I engage students and set the context for learning?

Minutes: 15 minutes

Task:

Students will read the book “The Kugel Valley Klezmer Band” by Joan Betty Stuchner and Richard Brow. Volunteers will be responsible for reading one page of the book in front of the class and then the next volunteer will be responsible for another page.

After the book is finished, students will be asked to give an initial reaction to the book. Following that, the teacher will ask some critical literacy questions. After each question, students will be encouraged to discuss with their elbow partner on what their response would be. Questions include:

• Was there a personal connection where you felt a similar frustration to Shira when her desire to learn the fiddle was dismissed?
• What was the cultural, geographical, and time-period setting of the book? How was the setting used to create the narrative and drive it forward?
• Has your attitude towards learning a new skill changed after hearing this story?

Assessment: What is the Nature and Purpose of assessment?

An anecdotal checklist on learning skills can be used to assess student participation and engagement during this portion of the lesson

Action How will I introduce new learning / reinforce prior learning / practice learning / scaffold learning?

Minutes: 20 Minutes

Task: What will I be doing? What will students be doing?

Students will be given the handout called the “Klezmer Band Activity” (see attached at the end of the lesson plan). They will first create a written response to the first question. If there is difficulty coming up with an answer, the teacher can prompt the students by giving a personal example. (i.e. I practiced a lot of clarinet back in Middle School, but it was difficult for me to show my talent

Afterwards, they will engage in a cultural mosaic scavenger hunt. By mingling with other students in the class, individual students need to complete their cultural mosaic with unique cultural characteristics from four different cultures. Essentially what they will create is a hybridized cultural mosaic which contains holidays, food, art, and geographical characteristics from multiple cultures around the world.

Assessment: What is the Nature and Purpose of assessment?

The completion of the worksheet will act as an exit card for the class and it can be formatively evaluated for learning skills and assessment as learning.

Consolidation How will I reflect on the learning goal? How will I have students reflect on the learning goal?

Minutes: 10 minutes + homework time

Task: Students are to create a short, written piece that shares the unique hybrid culture that they’ve created during the class. The audience and perspective of the piece can be fairly open-ended. Students can write as someone who is describing the cultural customs as if they were their own. The article can also be written as a report from a third party.

Assessment: What is the Nature and Purpose of assessment?
Students will hand in this written piece and will be graded using a rubric based on the third success criteria.

MATERIALS:

• 1 or more copies of “The Kugel Valley Klezmer Band” book
• A copy of the handout Klezmer Band Activity for every student

REFLECTION: Questions to determine the success of your lesson:

• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my critical literacy questions incite interesting and meaningful discussion?
• Did the activity work well and were the students comfortable in sharing their cultural characteristics?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?

Kugel Valley Klezmer Band Activity Handout

Icebreaker

What is a secret talent that you have that you spend a lot of time practicing?

Cultural Mosaic

Take something from your culture that is unique and add it to one aspect of the mosaic. Combine this aspect with three other members of the classroom to create a cultural mosaic.

Author(s): Shana Corey & Chesley McLaren

Links:
Amazon: https://amzn.to/2TXhAc8
Indigo: N/A

Social Justice focus: Gender roles/ Women’s rights

Synopsis: This picture book explores women’s rights in America at the end of the 19C through the lens of fashion. Amelia Bloomer popularized a style of clothing that was less restrictive than the stiff petticoats then worn by women. At the end of the story the Author’s Note gives historical details about Amelia Bloomer and the “bloomers” named after her.

Lesson Plan: Britney Milhomens

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Detecting Biases and Stereotypes in the Media

Grade: 6

Lesson: Students will be looking at the effects of gender stereotypes in the media and creating alternative representations of ads and commercials.

Curriculum Areas:
1) Grade 6 Social Studies Strand A: Heritage and Identity: Communities in Canada, Past and Present

A1: Application: assess contributions to Canadian identities made by various groups and communities, including First Nations, Métis, and Inuit communities, and by various features of Canadian communities and regions (p. 126).

A1.3: explain how various groups have contributed to the goal of inclusiveness in Canada and assess the extent to which Canada has achieved the goal of being an inclusive society (p. 121)

*For the purpose of this lesson, the historical implications/portrayals of women will not be included but can be in a future lesson.

2) Grade 6 The Arts Strand B: Drama

B1: Creating and Presenting: apply the creative process to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and multiple perspectives (p. 124)

B1.3: Plan and shape the direction of the drama or role play by introducing new perspectives and ideas, both in and out of role (p. 125).

*For the purpose of this lesson, the dramatic portion of the lesson (presenting alternative views of media texts) and the curriculum expectations will be used for the final task of this lesson.

**3) Grade 6 Health and Physical Education (see below)

**4) Grade 6 Language Arts (see below)

Curriculum Expectations:
Grade 6 Language Arts: Media Literacy

1. Demonstrate an understanding of a variety of media texts.

-1.2: Interpret media texts, using overt and implied messages as evidence for their interpretations (p. 117).

Grade 6 Language Arts: Oral Communication

1. Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes (p. 108)

-1.8: Identify the point of view presented in oral texts, determine wither they agree with the point of view, and suggest other possible perspectives (p. 109)

Grade 6 Health and Physical Education

C3: Demonstrate the ability to make connections that relate to health and well-being—how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being (p. 171).

C3.3: Assess the effects of stereotypes, including…assumptions regarding gender roles and expectations…on an individual’s self-concept, social inclusion, and relationships with other, and propose appropriate ways of responding to and changing assumptions and stereotypes (p. 177).

Learning Goal(s):

We are learning to listen and interpret oral texts about a social justice issue and make personal or worldly connections.

We are learning to interpret media texts and to identify and justify overt or implied messages based on gender.

Success Criteria:

I can identify the difference between overt and implied messages.

I can identify biases and stereotypes in society based on prior knowledge.

I can identify the main message or goal in a media text (advertisements, commercials, etc.) while considering gender biases/ stereotypes.

I can discuss the effects of stereotypes in an oral or written form.

MODIFICATIONS / ACCOMMODATIONS:

• The short story has YouTube videos available for students that need to hear the book a second time or prefer to use a Chromebook to view the book personally.
• Provide additional time for reflection.
• Instructions written on the board and/or extra visual and verbal cues and prompts.
• Use of a Chromebook or iPad to write reflection. Use of google read-and-write available.
• If necessary, use ability grouping or meaningful pairings in the class.
• Provide a graphic organizer for ELL students or lower level writing students to aid with writing reflection and/or scribe for the student or provide the student with the opportunity to verbally reflect on their learning.

Minds-on: Students will have some prior knowledge about implied/ overt messages and stereotypes in their own lives or in society to be able to call on these experiences and make connections. Students will be engaged by being able to express their own knowledge to start the lesson.

Minutes: 15 minutes

Task:

• Teacher will ask the question, “what is a stereotype?” Using student responses, the teacher will write a definition on the board of what the students came up with.
• Students will be put in groups by being numbered off into numbers 1-6. There will be 6 groups of approximately 4 students.
• Students will be given a piece of chart paper with the drawing of a large box on it. Half the groups (3 groups) will have the word “girl” in the box and the other 3 groups will have the word “boy” in their box. Students will be asked to write gender stereotypes inside the box that they know from either previous experiences or stereotypes they’ve seen or heard someone say.       EXTENSION: This could be done in the form of using magazines and cutting out words/images that perpetuate stereotypes/implied meanings in the form of a collage.
• Students will post their chart papers around the room and share their responses, either using words or by acting it out.
• The teacher will be moving from group to group encouraging discussion and/or asking critical questions. Examples of questions:
• Do you agree with…?
  • What do you think about…?
  • How is… an example of a stereotype?

Action The teacher will introduce the short story, “You Forgot Your Skirt, Amelia Bloomer,” by Shana Corey using critical questions before, during and after reading.

Minutes: 30 minutes.

Task:

• Teacher will read the short story, “You Forgot Your Skirt, Amelia Bloomer,” by Shana Corey and ask questions before, during, and after reading. Questions might be:

BEFORE:

• Tell class they are about to hear a picture book about the life and times of Amelia Bloomer. Show students the cover and ask them to make observations and predictions about the story.

DURING:

• Are there any styles today that your parents disapprove of? Do you agree? Would you wear them? Would you object to other people wearing them?
• Why do you think it was only appropriate for women to wear skirts? Are girls able to do as much as the boys in the book?
• Why does Amelia think it’s so silly that women are expected to dress this way?

AFTER:

• How and why did Bloomer change women’s dress and how did people react to these changes?
• Did you detect any stereotypes in the short story? If so, what were they?
• The story ends with two questions. How would you answer them?
• Does the school have a dress code? What is it? Do you think it’s fair that the school has a dress code?
• Teacher will provide a quick overview of the short story: There were many inequalities between men and women during this time period. Amelia Bloomer decided to go against the social norms of society and do something that made her happy. This made her an “out of the box” character.
• One student from each group will gather their group’s chart paper. Students will be asked to write ways boys/girls could be “out of the box” relating to stereotypes. Students will write their responses visually outside the box on their chart paper.
• Teacher will circulate to observe discussions amongst each group.

Consolidation: Students will be able to reflect on a stereotype they find in the media and offer ways to combat stereotypes.

Minutes: 15 minutes

Task:

• Students will research or use a magazine to find a commercial or advertisement that perpetuates a gender stereotype.
• Students will be given an opportunity to write in their response journal and will be given a list of guiding questions:
• What is a gender stereotype? Have you experienced a gender stereotype in your life? How is the example you found a gender stereotype?
• Using your example, how might gender stereotypes be negative? Positive?
• Using your example, how could gender stereotypes be implied or overt? Is your example an example of an implied or overt stereotype? How do you know?

Assessment: Assessment for learning using a checkbric (using the learning goals) with a section on written feedback and next steps.
Students will be assessed on their ability to identify the difference between overt/implied messages and detect biases and stereotypes by picking an example of one in the media/online. Students will also be assessed on their ability to make personal or worldly connections to stereotypes. Students will also be assessed on their ability to discuss the effects of stereotypes in an oral or written form.

MATERIALS:

• 6 chart papers with a box drawn on it/markers.
• White board with markers.
• Magazines with scissors and/or glue.
• iPads, Chromebooks/ access to internet.
• Short story entitled “You Forgot Your Skirt, Amelia Bloomer” by Shana Corey.

REFLECTION: Questions to determine the success of your lesson:

• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my instructional decisions meet the needs of all students? If not, what are my next steps?
• What worked well and why?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?
• What are the next steps for my professional learning?

FINAL TASK:

Students will use the example of the commercial or magazine/online stereotyped advertisement they found to create an alternate version of it that doesn’t perpetuate a stereotype. Students will be able to create their own dramatic skit or use technology to recreate the commercial/ advertisement.

*Students will be assessed using overall expectation 3 in the grade 6 media literacy strand (creating media texts).

Author(s): Marcus Ewert & Rex Ray

Links:
Amazon: https://amzn.to/2FnYZxx
Indigo: https://bit.ly/2JM34zS

Social Justice focus: Gender roles/ Women’s rights

Synopsis: This picture book is a modern-day fairy tale that explores the possibility of becoming the person you feel you are on the inside. Dreams are not bound by gender roles. Everybody has their own imagination and outlook towards life. The story of Bailey, a boy who is fascinated by dreams about magical dresses every night. Even his parents do not acknowledge his passion. However, he does realize his dreams as he finds a companion Laurel and the two work together to make dresses.

Lesson Plan: Emily Todd

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Social Justice Topics in Picture Book

Grade: 8

Lesson: Breaking Down Gender Stereotypes with “10,000 Dresses”

Curriculum Expectations:

Language Arts

• Oral Communication- Listening to Understand, Making Inferences/ Interpreting Texts 1.5: develop and explain interpretations of oral texts using the language of the text and oral and visual cues to support their interpretations
• Media Literacy- Producing Media Texts 3.4: produce a variety of media texts of some technical complexity for specific purposes and audiences, using appropriate forms, conventions, and techniques.

Health and Physical Education

• Healthy Living- Human Development and Sexual Health D1.5: demonstrate an understanding of gender identity (e.g., male, female, Two-Spirit, transgender), gender expression, and sexual orientation (e.g., heterosexual, gay, lesbian, bisexual, pansexual, asexual), and identify factors that can help individuals of all identities and orientations develop a positive self-concept.

Learning Goal(s):

• Understand the importance of freedom of gender expression and identity.
• Keep an open mind during class discussions to learn about and accept new opinions.
• Listen to an oral text to make interpretations and draw conclusions about the characters’ development.

Success Criteria:

• Represent my understanding of gender identity using a visual poster.
• I can use the text to promote equity and eliminate gender stereotypes, using the poster.
• I can contribute to the class discussion (Ladder of Inference).
• I can work independently to create my poster.

______________________________________________________________________________

MODIFICATIONS / ACCOMMODATIONS:

• Students can be given a list of vocabulary associated with the lesson (i.e., gender, identity, expression).
• Students can present their media poster in a variety of ways: drawn poster, Google Doc or Slides, Book Creator, website, video, etc.
• Students can be given a checklist of what is expected for the task.
• Students can have a conversation with the teacher about their understanding of gender identity and expression, instead of writing an exit ticket.

________________________________________________________________

MINDS- ON: 20 minutes

Task:

1. Teacher will read the book, “10,000 Dresses,” aloud to students.
   • Students can sketch note during the reading, drawing images of what the text means to them, writing down key terms and ideas.
2. Ladder of Inference: students come together in a circle to discuss the following questions, using the “Ladder of Inference” framework.
   • Guiding questions:
     • What do you see, describe the main character? The mother and father?
     • What assumptions can we make about their appearance? How does this relate to their character development in the story (consider their relationships to other characters, their own self-identity and self- expression).
     • What real-world connections can we make?

Assessment:

• Anecdotal notes: the teacher can record which students are participating in the discussion.
• Checklist (Y/N): the teacher can collect the students’ sketch notes to determine who was listening to the reading, what ideas they formed, etc.

________________________________________________________________

ACTION: 30 minutes

Task:

1. The teacher will show the following video to students, and ask them to make connections between what they see, and themes in the book:
   • https://www.youtube.com/results?search_query=boys+and+girls+can+do+anything
2. The teacher will show students examples of gender equity posters from the CCGSD website, as students will be creating their own:
   • http://ccgsd-ccdgs.org/gender-elephant/
   • Using the book and video as inspiration, students will create a poster promoting gender equity and the freedom to express gender.

Assessment: Rating scale- using the success criteria, students will be assessed using a + or – to determine if they met or exceeded the criteria.

CONSOLIDATION: 5 minutes

Task: Students will complete an exit card to reflect on the class activity. They will answer the question: “why do you think it is important for individuals to have the freedom to express their gender identity?”

Assessment: Students will be given feedback on their answer, based on their ability to answer the question, make connections to the text(s), and real-world connections.

________________________________________________________________

MATERIALS:

• Cue cards
• Ladder of Inference Framework: https://methods.sagepub.com/reference/encyclopedia-of-action-research/n191.xml
• Poster paper, pencil crayons, markers
• Book, “10,000 Dresses”
• CCGSD sample gender equity poster
• Video: Boys and girls can do anything
• Chromebooks

REFLECTION: Questions to determine the success of your lesson:

• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my instructional decisions meet the needs of all students? If not, what are my next steps?
• What worked well and why?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?
• What are the next steps for my professional learning?

Author(s): Cheryl Kilodavis and Suzanne DeSimone

Links:
Amazon: https://amzn.to/3eAxdxD
Indigo: https://bit.ly/2uxjRwe

Social Justice focus: LGBTQ+

Synopsis: My Princess Boy is a nonfiction picture book about acceptance and kindness. Cheryl Kilodavis’s son loves to wear dresses so she wrote this book to promote compassion and unconditional friendship. This book explores how everyone is unique, and it is our responsibility to respect everyone for who they are!

Lesson Plan: Natasha Lundy

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Social Justice Unit – Friendship and Kindness

Grade: 4

Lesson: My Princess Boy – A lesson on unconditional friendship and acceptance

Curriculum Areas: Language Arts (reading and oral communication) and Dramatic Arts

Curriculum Expectations:

Language Arts:

Overall Expectations (Oral Communication):

2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes

Specific Expectations (Oral Communication):

2.3 communicate in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form

2.5 identify some vocal effects, including tone, pace, pitch, volume, and a range of sound effects, and use them appropriately

Overall Expectations (Reading):

1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning

Specific Expectations (Reading):

1.6 extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them

Drama Expectations:

Overall Expectations:

B1. Creating and Presenting: apply the creative process (see pages 19–22) to dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas, and stories;

Specific Expectations:

1.3 plan and shape the direction of the drama or role play by posing questions and working with others to find solutions, both in and out of role

Learning Goal(s):

We are learning to:

• make connections between My Princess Boy and our own personal experiences
• communicate our ideas and opinions in a clear and coherent manner
• be mindful of our pace and volume while presenting our skit
• plan and create our own skit by working collaboratively with our group
• understand how to be kind to others and what kindness looks like

Success Criteria:

• I can make connections between myself and the reading
• I can clearly share my ideas with my classmates
• I can speak loud enough for everyone to hear when I am presenting my skit to the class
• I can speak at the right pace when I am presenting my skit to the class
• I can be kind and work well with my group members
• I can understand what it means to be a kind person

MODIFICATIONS / ACCOMMODATIONS:

• Provide students with a list that gives various examples for how to be kind to others (pictures included)
• Conference one-on-one with groups
• Complimentary group pairings
• Give prompts or examples to students needing some help with their skit
• Give students a checklist for the different tasks they need to accomplish throughout the lesson
• Instead of presenting in front of the class, students can present in small groups or just in front of the teacher

Minds-on:

Minutes: 10 minutes

Task:

Have a class discussion with the students with the following prompts:

• When is one time that you got made fun of or teased?
• How does it make you feel when someone laughs at you?

Engage in a class discussion with the students. Students will have time to think/pair/share their ideas with their elbow partners.

After students are given enough time to talk with their elbow partner, the class will engage in a whole class discussion.

The teacher will record the different answers on the white board or chart paper for students to see.

Assessment:

• Using anecdotal notes, students will be assessed on their participation in the class discussion
• The teacher will ensure that students are communicating their opinions in a clear and coherent manner to their peers.

Action:

Minutes: 30 minutes

Task:

Read The Princess Boy by Cheryl Kilodavis to the entire class.

During the reading, make sure to pause and ask students:

• how do you think the princess boy is feeling?
• what are the pictures showing you?

Review with students what kindness means. Ask students to give their own definitions of kindness and write these on the board. Make sure to ask students how they believe they can show kindness to others.

Separate students into groups of 3 or 4 depending on the class size. Taking the examples that students gave during the Minds On in regards to times they had been made fun of or laughed at, students will brainstorm in their group how they could change that situation and show kindness to the individual who was teased.

Make a co-created success criteria with students regarding their drama presentation. (ie: tone, pace, etc.).

Students will have some time to brainstorm how they would act out the scene they were given, changing the scenario from a negative situation to a positive situation.

Have students act out in their groups how they would ensure that their friend was shown kindness instead of being laughed at or teased.

Students will present the skits they have created in front of the class. Students will be asked to tell the rest of the class what their initial situation was. After that, students will present their skit to the class.

Assessment:

• Anecdotal notes based on whether students are able to make connections with themselves and the reading.
• The teacher will co-create the success criteria with the students and make this into a rating scale rubric for the skits.
• On this rating scale rubric, students will be assessed on their ability to work in their group and their presentation skills (tone and pace).

Consolidation

Minutes: 5-8 minutes

Task:

Exit Ticket:

After students finish their presentation, students will be given an exit ticket to complete to ensure they understand what it means to be kind.

Write the following question on the board:

“What is one thing you learned from reading this book today?”

Assessment:

• The teacher will use a checklist to ensure that students understand the theme of the book and are able to communicate their ideas in a clear and coherent manner

MATERIALS:

• My Princess Boy – picture book
• Co-created success criteria
• Whiteboard + whiteboard markers
• An open space (in your classroom works as well)
• Anecdotal notes sheet
• Rating scale rubric for the presentations
• Sticky notes for the exit ticket
• Checklist for the exit ticket

Author(s): Robb Pearlman & Eda Kaban

Links:
Amazon: https://amzn.to/2RWDRUZ
Indigo: https://bit.ly/34SAXWC

Social Justice focus: Societal Norms, Equality and Binary

Synopsis: This book explains in simple form how all colours can be liked by girls and boys, as well as the items that go with them, such as a brown teddy bear, green grass, blue sport uniforms and yellow crowns. It is an empowering picture book that demonstrates that any color can be like by anyone, irrespective of the gender.

Lesson Plan: Emma MacDonald

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Unit/Topic: Societal Norms using media literacy and visual arts

Grade: 5

Lesson: What is the focus of this lesson in relation to the unit?

This lesson will focus on social justice through the use of a picture book. Specifically, societal norms and equality using media literacy, writing and visual arts will be addressed to junior students.

Curriculum Areas: What are possible connections to other curricular areas?

Visual arts will be used as a way for students to display their findings:

D1. Creating and Presenting: apply the creative process (see pages 19-22) to produce a variety of two and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;

D1.1 create two- and three-dimensional art works that express feelings and ideas inspired by their own and others’ points of view

Curriculum Expectations: What Overall and Specific Expectations will be addressed?

Media Literacy:

1. Demonstrate an understanding of a variety of media texts

1.1 Identify the purpose and audience for a variety of media texts

1.2 Use overt and implied messages to draw inferences and construct meaning in media texts

1.3 Express opinions about ideas, issues, and/or experiences presented in media texts, and give evidence from the texts to support their opinions

Writing:

2. Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;

2.2 – Establish an appropriate voice in their writing, with a focus on modifying language and tone to suit different circumstances or audiences

2.5 – Identify their point of view and other possible points of view, and determine, when appropriate, if their own view is balanced and supported by evidence

Learning Goal(s): What are students expected to know, do and understand? We are learning to….

We are learning to identify how our world separates things for boys and girls differently

We are learning to read advertisements for reasons of how companies can improve their separation of toys between genders

We are learning to write with the purpose of finding a solution to advertising for one gender

We are learning to present our ideas and corrections by creating a picture

Success Criteria: How will students know they have met the learning goal? I can….

I can give examples of places I have seen objects separated into separate boys and girls sections

I can use my advertisement to find problems with the advertisement and come up with better ways to sell the toys

I can create a picture to show how the add should be presented

I can write to the company to explain my point of view on their advertisement

MODIFICATIONS / ACCOMMODATIONS:

How will I meet the needs of my students? Have I addressed any IEPs?

Allowing opportunities for learning and presenting their learning using written words, visual using collages or drawn pictures of some type and giving visual representations of the main message of gender norms and segregation using images of advertisements. Students can have more time if needed to complete activities as well as use technology to assist in the completion of work.

Minds-on: How will I connect to prior and future learning? How will I engage students and set the context for learning?

Minutes: 10 minutes

Task: What will I be doing? What will students be doing?

We will begin with a think pair share where students will discuss in their groups a question posed by the teacher: “Can you think of examples of when there were outline things for “boys” and “girls” separately?”. Once the students have discussed it in their groups the teacher will direct a large group discussion. Some ideas that may come up:

• Clothing in stores
• Toys in toy store and colours used (pink and blue)
• Sports they can play and the rules used
• The teacher will then read the book: Pink is for boys aloud to the class

Assessment: What is the Nature and Purpose of assessment?

Assessment for learning – Anecdotal record – looking for students to relate this concept to real world examples and situations they have come across in real life as well as collaboration as the LS/WH.

Action: How will I introduce new learning / reinforce prior learning / practice learning / scaffold learning?

Minutes: 30 minutes

Task: What will I be doing? What will students be doing?

After reading the book as a read aloud, discuss what book is telling us in terms of social norms and gender roles/equality between genders (girls and boys can like all colours and partake in all activities and should be accepted and not made fun of for it).

• Each student/ pair of students if it is a large class who works well with collaboration, will choose an advertisement from the printed ones that the teacher has
• They will discuss with their partner what is wrong with the advertisement and what it is telling the viewers
• Students will then brainstorm how the advertisement can be improved using a type of graphic organize to help organize their thoughts independently using a graphic organizer of their choice
• They will then independently write a letter to the company explaining what they could do better to not fall to societal norms and improve their advertisement

Assessment: What is the Nature and Purpose of assessment?

AFL – Anecdotal notes about ideas that come up regarding how the advertisements are specific to boys vs. girls and why this should change/how it can change.

AOL – written letter to assess using check rubric for writing with a purpose using voice and point of view to get their message across accurately with social justice topics addressed and how adds were specific to boys or girls.

Consolidation: How will I reflect on the learning goal? How will I have students reflect on the learning goal?

Minutes: 20 minutes

Task: What will I be doing? What will students be doing?

• Students will create their own advertisement that shows equity and is not aligned with societal norms/ gender roles using hand drawing, cut outs from magazines, online collage, or another digital source to create a 2-D visual representation of the corrected advertisement
• Students will show their learning by creating their own advertisement of the same product but without segregating by gender and falling victim to gender roles and social norms, as explained in their written assignment

Assessment: What is the Nature and Purpose of assessment?

AOL – Visual product to show the solution of how the company can improve their advertisement to reach all genders rather than just including one gender

MATERIALS: What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need?

• Pink is for boys book, advertisement’s printed off, magazines for collage, markers, paper, pencil crayons

REFLECTION: Questions to determine the success of your lesson

Author(s): Michael Hall

Links:
Amazon: https://amzn.to/2XpHEgU
Indigo: https://bit.ly/3dFuAK9

Social Justice focus: Identity Crisis

Synopsis: This book is based on the theme of identity crisis, whereby Michael Hall emphasizes on the importance of being true to your inner self and follow your own unique path despite the obstacles that one faces along the way. Red and blue are two different colours, offering two different perspectives and both are beautiful in their own ways.

Lesson Plan: Victoria Nestico

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Gender Identity, Gender Expression and Sexual Orientation

Grade: 7

Lesson: What is the focus of this lesson in relation to the unit? This lesson will focus on the LGBTQ+ community and allowing students to understand and distinguish between gender identity, gender expression and sexual orientation using the book Red as a source of inquiry.

Curriculum Areas: Language Arts, Health & Phys-Ed, Drama

Curriculum Expectations: What Overall and Specific Expectations will be addressed?

Overall Expectations:

Language Arts: Reading

1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning
2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

Drama

B1.Creating and Presenting: apply the creative process (see pages 19–22) to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and multiple perspectives

B2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;

Health and Physical Education: Healthy Living

D2. demonstrate the ability to apply health knowledge and social-emotional learning skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being;

Specific Expectations:

Language Arts: Reading

1.1 read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts

1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts

1.5 develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations

1.6 extend understanding of texts, including increasingly complex or difficult texts, by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them

2.4 identify various elements of style – including foreshadowing, metaphor, and symbolism – and explain how they help communicate meaning and enhance the effectiveness of texts

Drama

B1.1 engage actively in drama exploration and role play, with a focus on examining multiple perspectives related to current issues, themes, and relationships from a wide variety of sources and diverse communities

B1.2 demonstrate an understanding of the elements of drama by selecting and combining several elements and conventions to create dramatic effects

B1.3 plan and shape the direction of the drama by working with others, both in and out of role, to generate ideas and explore multiple perspectives

B2.1 construct personal interpretations of drama works, connecting drama issues and themes to their own and others’ ideas, feelings, and experiences

Health and Physical Education

D2.4 demonstrate an understanding of physical, emotional, social, and cognitive factors that need to be considered when making decisions related to sexual health

Learning Goal(s): What are students expected to know, do and understand?

We are learning to….

Read and understand a variety of texts

Develop and explain interpretations of texts using stated and implied ideas

Connect ideas from a text to the world around us, and our prior knowledge

Identify metaphors and symbolism in the mentor text

Engage in drama role play with a focus on perspectives related to the text

Demonstrate an understanding of the elements of role on and the wall and tableaux

Construct meaning from our interpretation of a drama work

Demonstrate an understanding of the physical, emotional, social and cognitive factors about our sexual health

Success Criteria: How will students know they have met the learning goal?

I can….

Read the picture book Red by Michael Hall and make connections between myself and the world around me

Explain interpretations of the book to my classmates

Identify metaphors and symbolism in the mentor text

Participate in the Role on the Wall activity with my group members

Create a variety of tableaus to represent my interpretation of implied information from the text

Distinguish between sexual orientation, gender identity, gender expression

MODIFICATIONS/ACCOMMODATIONS: How will I meet the needs of my students? Have I addressed any IEPs?

Modifications:

Can be made according to students and their IEP recommendations. Modifications can be made to the reading expectations, health expectations or drama expectations depending on the student.

Accommodations:

• Audiobook of Red by Michael Hall available on YouTube here for students who may need it https://www.youtube.com/watch?v=ytZ2fhuj6kA
• Strategic grouping for the collaborative aspects of the tasks
• Genderbread answer key provided for the worksheet for students.
• Extended time for students to complete their tableaux and worksheet

Minds-on: How will I connect to prior and future learning? How will I engage students and set the context for learning?

Minutes: 15 mins.

Task: What will I be doing? What will students be doing?
Give each student a mislabelled crayon and get them to draw something that is not the colour of the crayon. For example: give someone a green crayon mislabelled as yellow crayon and get the student to draw a sun. Tell the students that they cannot switch crayons with anyone else and they must draw what they were told to draw. Ask the students how they felt when they couldn’t properly draw what they were told to do? How could they solve the issue? Did they feel as though someone was asking them to do something that they were not able to do?

After they discuss, get the students to draw something with the crayon that they feel represents their colour more. What did you choose to draw? Why? How did it make you feel when you could draw what represented your colour more?

Read the book Red by Michael Hall to the class.

Ask the students: What is this book talking about? What perspective is the story being told from? Is there a narrator for the story?

What is gender identity? – Get the students to use sticky notes to write a short definition of what they know as gender identity and place it on the board.

What is sexual orientation? What is gender expression?

Discuss with students what these terms mean.

Play the YouTube video: https://www.youtube.com/watch?v=Vlx9iZ9g_9I

Assessment: For learning- Anecdotal Records of the conversations occurring with students. Do they understand the premise of the book? Do they understand the difference between sexual orientation, gender expression and sexual orientation? Can the students make connections between the text and the definition of gender identity?

Action: How will I introduce new learning / reinforce prior learning / practice learning / scaffold learning?

Minutes: 30 mins.

Task: What will I be doing? What will students be doing?

After the students have had a discussion about gender identity, gender expression and sexual orientation, organize the students into groups of 3-4. Provide each group of students with a chart paper and markers. They will be required to draw the outline of a person. Each group will be assigned a different character from the book (Group 1: Red crayon, Group 2: purple crayon, Group 3: Red crayon). Get the students to conduct the Role on the Wall activity. The students will put words inside the outline of the body that represent how the character feels and what the character feels people think about them. The students will write words outside of the outline of the body that represent how other people perceived them/what they thought about them.

Get the students to work on this portion of the lesson for 20 mins. Go around the room and ask/pose questions about how the emotions of what they were feeling and what people were saying about them relate to gender identity. How do they relate to the story?

Get the students to present their posters and quickly explain why they chose the words inside/outside of the outline. Is there any textual evidence to support your word? Did you have to imply information to make these connections about emotions?

Students will make a series of tableaus to represent their role on the wall activity, students will present these to the class. The teacher will prompt the students with: what emotion did you feel when you watched the tableaux?

Assessment: For learning- anecdotal records of the conversations that students are having with each other. Circulate through the classroom and ask the different groups how the words they chose can relate to gender identity? Did you experience similar feelings to the characters when we did the task at the beginning of the lesson?

Consolidation: How will I reflect on the learning goal? How will I have students reflect on the learning goal?

Minutes: 10 mins.

Task: What will I be doing? What will students be doing?

After discussing gender identity, sexual orientation, gender expression, hand the students the Genderbread worksheet [Appendix A].

In pairs, the students should distinguish between the various parts of the Genderbread and determine which parts represent the definitions mentioned in the Minds On. The Genderbread worksheet will be used as an assessment tool to ensure that students can distinguish between gender identity, gender expression and sexual orientation.

Assessment: For learning – exit ticket.

MATERIALS: What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need?

• Red by Michael Hall
• Chart Paper
• Markers
• Genderbread worksheet

REFLECTION: Questions to determine the success of your lesson:

• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my instructional decisions meet the needs of all students? If not, what are my next steps?
• What worked well and why?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?
• What are the next steps for my professional learning?

The Peace Book
– Todd Parr

Amazon: https://amzn.to/2HJRYZu
Indigo: https://bit.ly/2uwEjNW

Focus: Peace

Recommended Grade: 5

Contributor: Alexandra Markes

What does peace feel like?
– Vladmir Radunsky

Amazon: https://amzn.to/2Ybn9TB
Indigo: https://bit.ly/2uwEjNW

Focus: Peace

Recommended Grade: 4

Contributor: Rachel Sawatsky

Sea Prayer
– Khaled Hosseini

Amazon: https://www.amazon.ca/Sea-Prayer-Khaled-Hosseini-author/dp/0525539093
Indigo: https://www.chapters.indigo.ca/en-ca/books/sea-prayer/9780735236783-item.html

Focus: Refugee Crisis

Recommended Grade: 7

Contributor: Nicole Ruegg

Author(s): Todd Parr

Links:
Amazon: https://amzn.to/2HJRYZu
Indigo: https://bit.ly/2uwEjNW

Social Justice focus: Peace

Synopsis: Each page of this simply illustrated picture book provides a different explanation of peace, following the pattern “Peace is…”

Lesson Plan: Alexandra Markes

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Poetry

Grade: 5

Lesson: This lesson aims to show students that profound messages can come from simple words.

Curriculum Areas: Physical Education – Healthy Living

Overall: C3. Demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.

Specific: C3.2 Personal Safety and Injury Prevention – explain how a person’s actions (negative & positive) can affect the feelings, self-concept, emotional well-being, and reputation of themselves and others [PS, IS]

Curriculum Expectations:

Reading

Overall: 1. Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

Specific: 1.6 Extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them

Media Literacy:

Overall: 3. Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques

Specific: 3.4 produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques

Learning Goal(s): What are students expected to know, do and understand? We are learning to….

We are learning to connect our understanding of the text to our own experiences by creating a collage of what peace means to us in order to promote positive behaviours among students in our school.

Success Criteria: How will students know they have met the learning goal? I can….

I can brainstorm ideas about what peace means to me.

I can create a collage, using PicCollage, which includes attractive texts, pictures of peace taken from the Internet and pictures of examples from around the school.

I can share my ideas about why it is important to make and keep peace in my life.

I can list ways to make and keep peace in my life.

I can work respectfully in a group.

INSTRUCTIONAL LENS: What non-curriculum considerations can be addressed in this lesson?

Peace

MODIFICATIONS / ACCOMMODATIONS: How will I meet the needs of my students? Have I addressed any IEPs?

Students will work in small groups of 3.

Instructions will be shared orally and written on the board.

Students will use a graphic organizer to organize their ideas.

Students can sit wherever they will be most productive in the classroom.

Minds-on: How will I connect to prior and future learning? How will I engage students and set the context for learning?

Minutes: 10 mins

Task: What will I be doing? What will students be doing?

Students will write what peace means to them, with a “Peace is…” sentence.

I will read The Peace Book by Todd Parr.

Students will add to their definitions of peace and share their ideas with an elbow partner.

In groups of 3, students will brainstorm the importance of making and keeping peace as well as how to make and keep peace in their live, including at school. Students will be provided with a worksheet to record their thinking.

Assessment: Diagnostic and Assessment For Learning

Action How will I introduce new learning / reinforce prior learning / practice learning / scaffold learning?

Minutes: 30 mins

Task: In groups of 3, students will be using the application, PicCollage on the iPads to create a collage about what peace means to them, why it is important to make peace and examples of peace they find on the Internet and around the school.

I will be walking around, monitoring student progress and guiding their thoughts as they go.

Assessment: Formative. Assessment as Learning

Consolidation: How will I reflect on the learning goal? How will I have students reflect on the learning goal?

Minutes: 10 mins (5 mins per group)

Task: Students will share their PicCollage collages with another group.

Assessment: Formative. Assessment as Learning

MATERIALS: What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need?

iPads from the library or classroom (Access to the Internet)

The Peace Book by Todd Parr from the library (or IRC)

Peace worksheets

Pencils

REFLECTION: Questions to determine the success of your lesson:

• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my instructional decisions meet the needs of all students? If not, what are my next steps?
• What worked well and why?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?
• What are the next steps for my professional learning?

Author(s): Vladmir Radunsky

Links:
Amazon: https://amzn.to/2Ybn9TB
Indigo: https://bit.ly/2uwEjNW

Social Justice focus: Peace

Synopsis: This picture book explores the meaning of peace from the perspective of the senses, using a simile for each. It also provides the word for “peace” in many of the world’s languages.

Lesson Plan: Rachel Sawatsky

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Language Arts/Writing

Grade: 4

Lesson: The focus of this lesson is for students to reflect on the peace that different kids around the world experience. Students will have the chance to brainstorm their ideas, turn them into a poem. Afterwards students have to communicate their poem in a different way, into a picture.

Curriculum Areas: Visual Arts

D1.3 use elements of design in art works to communicate ideas, messages, and understandings (e.g., create a poster using colour and cropping of space to propose a solution to climate change; use contour lines of various weights in a charcoal gesture drawing of a person to capture the impression of movement; create a paper sculpture portrait of a favourite comic character that explores positive and negative space, using techniques of folding, scoring, fringing, and crimping)

Curriculum Expectations: Language Arts – Writing

1.2 generate ideas about a potential topic using a variety of strategies and resources (e.g., brainstorm; formulate and ask questions to identify personal experiences, prior knowledge, and information needs)

2.3 use specific words and phrases to create an intended impression (e.g., compara tive adjectives such as faster; words that create specific effects through sound, as in alliteration for emphasis: rotten rain)

3.1 spell familiar words correctly (e.g., words from their oral vocabulary, anchor charts, and shared-, guided-, and independent- reading texts; words used regularly in instruction across the curriculum)

Learning Goal(s): We are learning to…. reflect on our own experiences and create a 3-line poetry piece and artwork based on our personal reflections.

Success Criteria: I can…. Brainstorm ideas about what peace is to me using the graphic organizer.

I can… Use my graphic organizer to create a 3-line poem about what peace is to me.

I can communicate my ideas/ my poem in a visual manner with art supplies.

MODIFICATIONS / ACCOMMODATIONS:

To meet the needs of students there is a variety of tasks that involve group work, written work, independent work, drawing, and creativity. If a student needs speech to tech software they will have access to that. As well as all students will have access to the book throughout the whole assignment.

Minds-on: Read book “What Does Peace Feel Like?”

Minutes: 5 minutes

Task: I will be reading the book to students and they will listen and look at the pictures.

Assessment: Are students listening? Students graphic organizer that will be created will reflect their listening.

Action Introduce my example of the graphic organizer. Students will create their own graphic organizer (15) with either drawings, words or both. The purpose of this is to get their thoughts out on paper before they know they have to write a poem. This will help the students to have ideas without second guessing them. Students then share their graphic organizer with a peer then with their table group (10). I will then show students a three line poem about what peace is to me. And have them recreate it using their own mind maps. (20 )

Minutes: 45 minutes

Task: I will be introducing the task and walking around seeing if students are first able to work independently, then in groups. I will be looking if students can stay on task.

Assessment: Assessment of Learning. What did students learn from reading the peace book?

Consolidation Students will reflect on their learning by having a discussion about other places that do not experience peace such as some native reserves, or people living in war torn countries. As a class we will come up with these ideas based on what we thought peace was. Asking questions such as do these people experience the same peace as I do

Minutes: 15 mins

Task: I will record the info on a mind map for the whole class to see, as I record info on the mind map I will check off students names who participate in the math lesson.

Assessment: Assessment of Learning. Were students able to relate their own experiences to those of others around them?

MATERIALS:

Arts supplies (markers, crayons, pencil crayons, paper, pens, pencils, rulers, tape, glue, ruler)

Paper for graphic organizers

What does peace feel like book.

Document camera

Anecdotal notes for walking around classroom

Class checklist for consolidation

Rubric For Action Activity

REFLECTION:

• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my instructional decisions meet the needs of all students? If not, what are my next steps?
• What worked well and why?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?
• What are the next steps for my professional learning?

Author(s): Khaled Hosseini

Links:
Amazon: https://www.amazon.ca/Sea-Prayer-Khaled-Hosseini-author/dp/0525539093
Indigo: https://www.chapters.indigo.ca/en-ca/books/sea-prayer/9780735236783-item.html

Social Justice focus: Refugee Crisis

Synopsis: A short, powerful, illustrated book written by Khaled Hosseini in response to the current refugee crisis, Sea Prayer is composed in the form of a letter, from a father to his son, on the eve of their journey. Watching over his sleeping son, the father reflects on the dangerous sea-crossing that lies before them. It is also a vivid portrait of their life in Homs, Syria, before the war, and of that city’s swift transformation from a home into a deadly war zone.

Contributor: Nicole Ruegg

Curriculum Area: Language Arts

Lesson Plan: Grade 7

Oral Communications:

Overall Expectations: 

1. Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes (p. 124)
2. Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes

Specific Expectations:

1.3 Identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of increasingly complex or challenging oral texts (p.124)

1.5 Develop and explain interpretations of oral texts using stated and implied ideas from the texts to support their interpretation (p. 124)

1.6 Extend understanding of oral texts, including increasingly complex texts, by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them (p. 124-125)

1.8 Explain the connection between a speaker’s tone and the point of view or perspective presented in oral texts

2.2 Demonstrate an understanding of appropriate speaking behaviour in most situations, adapting contributions and responses to suit the purpose and audience (p. 125)

Learning Goals: 

Students can choose the appropriate listening strategies for a task

Students will share my opinions while respecting the opinions of others

Students can make inferences based on the clues from the text and my prior knowledge

Students can use connecting, comparing, and contrasting to help me understand the text

Success Criteria: 

Students will demonstrate active listening skills

Students will understand the meaning of the text

Students will form an opinion on the text and the questions to share with the classStudents will make connections from the text to other texts as well as the world around me

Students will make inferences about the text Students will share my ideas respectfully and collaborate with the class in discussion

Students will think critically about what I am seeing and hearing

Students will connect my thoughts and contributions to class conversation to the social justice picture book

Modifications/Accommodations: 

Esme will work with her Educational Assistant to answer individualized questions about the text at her grade level while still being given the opportunity to be involved in class discussion

Mikhail, Leah, Hassan, and Nadia will be given extra time to re-listen to the text

Jonah and Yvonne can use personal laptops to type answers

MINDS-ON: 

Kahoot! Game (10 minutes)

At the beginning of the period, students will go to their seats with either a Chromebook or an iPad

They will access the Kahoot website and answer the questions that connect to the upcoming lesson

Questions will draw on prior experience/learning and can also be used to help the teacher gauge student understanding and schema (e.g., what is the definition of a refugee?, what is the definition of a migrant?, what are some examples of good listening skills?, what are some examples of good communication skills?)

This activity will engage students and create a positive atmosphere before dealing with subject matter that can be more challenging

Each question will be answered and then briefly explained

Teacher will then give an introduction to the lesson and what is expected

ACTION: Critical Listening and Hosseini’s Sea Prayer  

1. Play the audio/visual recording of Khaled Hosseini’s Sea Prayer to the class (6 minutes)

a.      Have the class respond to lower-level thinking questions to get them warmed up (e.g., What was this story/poem about? What are your opinions about the text so far?) (10 minutes)

2.     Select several questions that relate to context, audience, and key literary features of the text and have students answer these questions while listening to the text a second time (10 minutes) (e.g. What is the speaker hoping to achieve? How does the speaker’s context or identity influence the way the text is presented? What might a listener bring to this text that could influence the way they interpret the content?))

a.      Have the class respond to the questions using the Think/Pair/Share model, giving the students opportunity to practice sharing their opinions and ideas about the text with a partner before sharing with the class (10 minutes)

b.     Be sure to write all questions on a whiteboard or Smart Board so students can refer back to them

c.      Give students time to write answers and do Think/Pair/Share

3.     Pose several higher order thinking questions (e.g. What might the author be feeling while writing this text?) and questions from the Critical Listening Guide (preferably ones that are higher numbers and are more challenging to answer) and have students answer these questions while listening to the text a third time (10 minutes)

a.      Have the class do the Think and Pair portion on the Think/Pair/Share model to prepare answers for the class discussion (10 minutes)

b.     Give students extra time to write answers and participate in the Think/Pair

4.     Have students move away from the desks to sit in a circle and discuss the questions as a group (25 minutes)

a.      Allow students to share their ideas, debate between themselves, and think critically about both the text and the subject matter

CONSOLIDATION AND CONNECTION: Exit Card (10 minutes)

Students will complete an exit card before leaving class

Write exit card questions on the board for students to answer (e.g., how did this lesson expand your understanding on refugees/migrants? How did this lesson expand your knowledge on listening/oral communication? List one thing that you learned from one of your peers during the class discussion or Think/Pair/Share, or List one thing that you agreed or disagreed with during the class discussion)

Completing an Exit Card will allow students to reflect on their learning as well as give the teacher a good picture of what was learned during the lesson or what needs to be expanded on

Materials: 

Print copies of the text to hand out to students to be marked-up

–        YouTube video (Sea Prayer: a 360° illustrated film by award-winning novelist Khaled Hosseini)

–        Assessment checklist (See Appendix One)

Appendix One: Checklist

Those shoes
– Maribeth Boelts & Noah Jones

Amazon: https://amzn.to/2WdqQ9c
Indigo: https://bit.ly/2I2AojV

Focus: Poverty

Recommended Grade: 4

Contributor: Jordan Huffman

Being Me
– Rosemary McCarney

Amazon: https://amzn.to/3c3MBAZ
Indigo: https://bit.ly/3dat41I

Focus: Being young doesn’t mean being powerless

Recommended Grade: 5

Contributor: Alessia Bisogni

Lessons from a street kid
– Craig Kielburger

Amazon: https://amzn.to/3dsBBgT
Indigo: https://bit.ly/2WqHDaJ

Focus: Generosity

Recommended Grade: 5

Contributor: Chris Hehenkamp

Beatrice’s goat
– Paige McBrier & Lori Lohstoeter

Amazon: https://amzn.to/2L5HOTr
Indigo: https://bit.ly/3c44kZ5

Focus: Poverty & Education

Recommended Grade: 5

Contributor: Danielle Boiago

Gandhi’s glasses
– Students in Model Schools for Inner Cities, Cluster A, Toronto, Ontario

Amazon: N/A
Indigo: N/A
Available at https://bit.ly/2SB6yr2
(Toronto District School Board)

Focus: Justice for all

Recommended Grade: 5

Contributor: Laura Dusmet

The lunch thief
– Anne C. Bromley and Robert Casilla

Amazon: https://amzn.to/3b2PzUT
Indigo: https://bit.ly/2WkFxsM

Focus: Poverty

Recommended Grade: 5

Contributor: Nick Bruccoleri

A life like mine
– DK and UNICEF

Amazon: https://amzn.to/3c6lWU2
Indigo: https://bit.ly/2SDBSW3

Focus: Global poverty, diversity and refugees in Civil War

Recommended Grade: 6-8

Contributor: Laura Harris

Author(s): Maribeth Boelts & Noah Jones

Links:
Amazon: https://amzn.to/2WdqQ9c
Indigo: https://bit.ly/2I2AojV

Social Justice focus: Poverty

Synopsis: A touching story about a boy who wants the latest shoes but whose grandmother is unable to buy them for him. He is given a pair of shoes by his school guidance counsellor but is teased by his classmates because they are meant for a younger child. He strikes up a friendship with a boy in his class who is also without the “in” shoes.

Lesson Plan: Jordan Huffman

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Those Shoes by Maribeth Boelts

Grade: 4

Lesson: What is the focus of this lesson in relation to the unit?

This lesson focuses on engaging student’s critical literacy abilities by having students examine the feelings of the characters, supported by evidence from the text, and make meaningful connections to their own lives.

Curriculum Areas: What are possible connections to other curricular areas? (please see below)

Curriculum Expectations: What Overall and Specific Expectations will be addressed?

Language Arts

Overall:

Oral Communication 1: Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes

Specific:

1.4 Demonstrating Understanding: Demonstrate an understanding of the information and ideas in a variety of oral texts by summarizing important ideas and citing important details

1.6 Extending Understanding: Extend understanding of oral texts by connecting the ideas in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them

Overall:

Reading 1: Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning

Specific:

1.5 Making Inferences/Interpreting Texts: Make inferences about texts using stated and implied ideas from the texts as evidence

1.6 Extending Understanding: Extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them

Overall:

Writing 1: Generate, gather, and organize ideas and information to write for an intended purpose and audience

Specific:

1.3 Research: Gather information to support ideas for writing using a variety of strategies and oral, print, and electronic sources

1.6 Review: Determine whether the ideas and information they have gathered are relevant and adequate for the purpose, and do more research if necessary

Social Studies: Heritage and Identity: Early Societies to 1500 CE

Overall:

A1. Application: compare key aspects of life in a few early societies (to 1500), including at least one First Nation and one Inuit society, each from a different region and era and representing a different culture, and describe some key similarities and differences between these early societies and present-day Canadian society

Specific:

A1.2 compare aspects of the daily lives of different groups within a few early societies, including at least one First Nation and one Inuit society

Description:

This story explores needs versus wants. Very relevant connections can be made to social studies by asking students to compare their own needs and wants to those of a First Nations group residing in Ontario for example.

Social Studies: Religion: Living a Moral Life

Overall:

ML1: Christian Morality as a living response of our human vocation to life in the Spirit as revealed by reason, the Scriptures and Tradition

Specific:

ML1.3: Identify efforts being made by your family, school community and Church to live according to the Ten Commandments

Description:

The theme to catholic social teachings for grade 4 is the option for the poor and the vulnerable, which directly relates to the theme of the book. As planned in my consolidation activity, students reflect upon ways in which they can help those in need, just like Jeremy helped Antoine in the story.

Learning Goal(s): What are students expected to know, do and understand? We are learning to….

We are learning to identify the difference between wants and needs.

We are learning to support our ideas by finding evidence in the text.

We are learning to make connections between the story read aloud in class, and our own life experiences.

We are learning to organize our ideas using technology (Padlet).

We are learning of ways to help the poor and vulnerable through our Catholic Faith.

Success Criteria: How will students know they have met the learning goal? I can….

I can explain the differences between a need and a want.

I can find evidence in the text to support my ideas.

I can use Padlet to communicate my learning.

I can show my understanding of the text by writing at least one-way that I can help the poor and vulnerable using complete sentences and proper conventions.

MODIFICATIONS/ACCOMMODATIONS: How will I meet the needs of my students?

• Bring in concrete materials when discussing the difference between needs and wants
• Graphic organizer available for students to gather their ideas
• Electronic copy of graphic organizer available for students
• Distribute copies of the story text for students to reference (can highlight key words/ideas)
• Review active listening skills as a class
• Provide an example of evidence pulled from the story (model for students)
• Co-create criteria for evidence that can be used from the story
• Pair oral and written instructions
• Peer scribe or use of assistive technology to dictate notes/ideas (ie. Dragon Dictation)
• Use Padlet as an online platform for sharing
• Provide students with sentence starters to guide their thinking

Minds-on: How will I connect to prior and future learning? How will I engage students and set the context for learning?

Minutes: How much time will I allocate? 15 minutes

Task: What will I be doing? What will students be doing?

Bring in basket of items that include both wants and needs (ie. food, clothing, toys, etc.). Through whole class discussion, students will decide which items are considered wants and which are considered necessary. Teacher will generate the list on chart paper, and visually organize the items into ‘wants’ and ‘needs’ based on the class discussion

Guiding Questions:

• What differentiates a want from a need?
• What is something children your age want?
• What is something children your age need?
• Is brand name clothing a need?

Show students the front cover of the book, Those Shoes by Maribeth Boelts. Read the title aloud. Draw attention to the four boys on the cover and the shoe adjacent to the title. Note the facial expressions of the four boys. Provide students with the opportunity to ask questions and to make predictions about the story after having the chance to make observations about the cover of the book.

Guiding Questions:

• What questions come to mind after seeing the front cover of the book? What do you wonder?
• What do you think the title means? Why?
• What do you think this story is about? Why?
• Who is the author? – Ask students to keep the author in mind when listening to the story.

Assessment: What is the Nature and Purpose of assessment?

Assessment For Learning

Make anecdotal record of students who are able to pose critical questions/observations about the story and those who can differentiate between a want and a need in their own life.

Action: How will I introduce new learning / reinforce prior learning / practice learning / scaffold learning?

Minutes: How much time will I allocate? 60 minutes

Task: What will I be doing? What will students be doing?

During the read-aloud, students will be actively listening. Prior to starting, review active listening strategies with the class (ie. ‘Give me 5’ – eyes watching, ears listening, mouth quiet, hands still and brain turned on). Encourage students to search for the answers to the questions they came up with.

After the first read aloud, return to the front cover of the book. Guiding questions:

• Were you able to find answers to your questions after listening to the story? Provide students will the opportunity to share.
• Were your predictions about the title and the story accurate?
• What is the main message in this story?
• Opportunity for Critical Literacy:
• Why do you think the author chose to write the story?
• Do you think this happens at our school?

Return to the class-generated list of needs and wants. As a class, students will identify Jeremy’s needs and wants as we know them from the story. They will be added to the list in a different colour. Students will also have the chance to revise the list they have generated based on what is presented in the story. (i.e., Is there anything missing from our list?)

Students will independently re-read the story using a paper copy or, if tablets are available, an electronic copy of the text. Students will be asked to place smiley stickers/sad stickers beside the sentence(s) in the story that act as evidence describing how Jeremy is feeling. Students will be provided with a maximum of 6 stickers (3 of each). Encourage students to use their stickers wisely, thinking deeply about the best choice of evidence.

Students will then be asked to share their observations with a partner, comparing the evidence they identified in the text. If there are any differences, have students explain their reasoning.

Working in partners, students will be asked to record evidence of the main character’s feelings. The pair will decide upon a minimum of one piece of supporting evidence to post onto the class Padlet. A paper graphic organizer will be available for students who may benefit. Encourage students to use words besides ‘happy’ and ‘sad’ to describe how Jeremy is feeling.

The teacher and students will co-create the first example and discuss what constitutes valid evidence (Ex. Jeremy was upset when his grandmother told him he needed new boots instead of the high-top shoes he wanted. Evidence – Jeremy believes that he is no longer the fastest runner because he doesn’t have the shoes).

Guiding Questions:

• What clues in the illustrations help us to know how Jeremy is feeling? (Ex. facial expressions, hunched shoulders at door to classroom.)
• What clues in the words help us to know how Jeremy is feeling? (Ex. He says, “…my grip is so tight on my pencil I think it might bust.”)

Critical Literacy Opportunity: Through classroom discussion, students are asked to examine multiple perspectives in the story (both Jeremy and Antonio), putting themselves in the shoes of each character.

Guiding Questions:

• How would you feel if you were Jeremy?
• How would you feel if you were Antonio?
• Jeremy feels both happy for Antonio and mad about the “Mr. Alfrey” shoes. Ask: Can we feel both happy and sad at the same time? Explain, using personal experience if possible.

Emphasize that although Jeremy really wanted those shoes, he felt happy when he was able to give them to Antonio, who needed a new pair of shoes.

Assessment: What is the Nature and Purpose of assessment?

Assessment For Learning

The teacher will conference with students working in pairs, providing feedback and suggesting areas for improvement. Students will demonstrate their ability to support their ideas with evidence from the text through their Padlet post. Checklist: valid evidence, a good descriptive word.

Consolidation: How will I reflect on the learning goal? How will I have students reflect on the learning goal?

Minutes: 15 minutes

Task: What will I be doing? What will students be doing?

Critical Literacy Opportunity: This activity provides students with the chance to take action, recognizing that the story can extend to our own lives.

Students will work independently to brainstorm ways they can help those in need in their own community. On the shoe cut-out provided, students will write about an important need they would like to satisfy for someone and how they might accomplish it.

Students will do a gallery walk to share ideas and consolidate their learning.

Assessment: What is the Nature and Purpose of assessment?

Assessment For Learning, Assessment As Learning

Teacher will collect the shoe cut outs, checking for writing conventions and connections made to their own lives. Rubric addressing the communication and application (i.e., the use of conventions and making connections within and between various contexts)

MATERIALS: What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need?

Picture book (Those Shoes – Maribeth Boelts)

Paper copy of the text (http://files.baudashistorias.webnode.pt/200000190-0a7720abf1/Those%20shoes%20-%20Maribeth%20Boelts.PDF)

Chart paper, markers

Graphic organizer

Padlet (https://padlet.com/miss_jhuffman/85pkvv757cwg)

Internet connection

Access to ipad/computer

Handout: Shoe cut-out

Items to sort (wants and needs)

Stickers (happy/sad face)

Author(s): Rosemary McCarney

Links:
Amazon: https://amzn.to/3c3MBAZ
Indigo: https://bit.ly/3dat41I

Social Justice focus: Being young doesn’t mean being powerless

Synopsis: Eager to help the world, Rosie is thinking about what she’ll be when she grows up, but she doesn’t have an answer just yet. However, she does believe that she can still do lots of terrific things right now. After a walk with her dad, Rosie is introduced to the local food bank where the manager, Mr. Santino, shows them around the busy warehouse and allows them to help pack cartons. While there, Rosie spots her friend Sam and his mother getting a box of food. Because he’s obviously embarrassed, Rosie spends the rest of the day thinking about how she could make him feel better.  Eventually, Rosie comes up with a plan to help the food bank and Sam both.

Lesson Plan: Alessia Bisogni

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Making a Difference

Grade: 5

Lesson: What is the focus of this lesson in relation to the unit?
Using a variety of media texts, forms, conventions, and techniques to display how students would use their strengths to face a social justice challenge in our world.

Curriculum Areas: What are possible connections to other curricular areas?
Visual Art
Overall Expectations
D1. Creating and Presenting: Apply the creative process to produce a variety of to-and three-dimensional art works, using elements, principles, and techniques to visual art to communicate feelings, ideas, and understandings;
Specific Expectations
D1.3 Use elements of design in art works to communicate ideas, messages, and understandings

Family Life
E1. Appreciating God’s Goodness: Appreciate that humans are called to image the love of God by caring for all of God’s gifts of creation.
E1.1 recognize and appreciate the importance of using their gifts to make the world a better place for everyone

Curriculum Expectations: What Overall and Specific Expectations will be addressed?
Oral Communication
Overall Expectations
2. Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
Specific Expectations
Interactive Strategies
2.2 demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large- group discussions
Clarity and Coherence
2.3 communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form
Appropriate Language
2.4 use appropriate words and phrases from the full range of their vocabulary, including inclusive and non-discriminatory language, and stylistic devices suited to the purpose, to communicate their meaning accurately and engage the interest of their audience

Media Literacy
Overall Expectation
3. Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

Specific Expectations
Purpose and Audience
3.1 describe in detail the topic, purpose, and audience for media texts they plan to create
Form
3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create, and explain why it is an appropriate choice
Conventions and Techniques
3.3 identify conventions and techniques appropriate to the form chosen for a media text they plan to create, and explain how they will use the conventions and techniques to help communicate their message
Producing Media Texts
3.4 produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques

Learning Goal(s): What are students expected to know, do and understand? We are learning to….
I will produce a media text for a specific purpose
I will utilize an appropriate form to suit the specific purpose and audience for a media text
I will incorporate conventions and techniques appropriate for the media text and explain how these conventions and techniques help communicate my message
I will demonstrate an understanding of appropriate speaking behaviour in a variety of situations
I will communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form

Success Criteria: How will students know they have met the learning goal? I can….
I can effectively create a media text for a specific purpose
I can choose an appropriate form to suit the purpose of a media text
I can implement effective conventions and techniques for the media text and clearly articulate how these conventions and techniques help communicate my message
I can appropriately and effectively articulate my ideas, opinions, and information in a variety of situations

MODIFICATIONS / ACCOMMODATIONS:

How will I meet the needs of my students? Have I addressed any IEPs?
Students will be given oral and written instruction.
Students are able to create their media text using technology resources or devices if they choose.
Students are also able to create their media text by hand if they choose.
Students can share their ideas and understanding orally in class discussion or written (by hand or tech device) by submitting their ideas at the end of class.
Students can be provided with checklists and anchor charts to help organize and guide their ideas.

Minds-on:

How will I connect to prior and future learning? How will I engage students and set the context for learning?
Have students independently brainstorm personal strengths (through written work or pictures) on a piece of paper.
With their elbow partner, have students think, pair, share and document some problems/issues in their school, community, country, world.

Minutes: How much time will I allocate? 10 mins

Task: What will I be doing? What will students be doing?
I will be observing student conversation during think, pair, share. and using a check-brick to see if they are meeting oral communication expectations.
Students should be actively brainstorming and reflecting on personal strengths and social issues.
I will also be taking note of LSWH during the independent task.

Assessment: What is the Nature and Purpose of assessment?
Assessment as learning, as students are actively engaged in this assessment process: that is, they monitor their own learning during individual tasks and think, pair, share.

Action: How will I introduce new learning / reinforce prior learning / practice learning / scaffold learning?
Read the story “Being Me” by Rosemary Mccarney.
Have students write down questions they may have during the reading

Conduct a class discussion and ask the following inferential questions on the book “Being Me”
Why do you think people believe kids like Rosie can’t make a difference?
Do you think there is a certain age in which you can make a difference?
What personal strengths did Rosie have?
How did Rosie make a difference?
How do you think Sam felt after Rosie proposed to do a food drive at the school?
How is Rosie similar to you?

Minutes: How much time will I allocate? 25 mins

Task: What will I be doing? What will students be doing?
I will be observing and taking anecdotal records of class discussion.
Providing effective oral feedback during discussion, in the form of verbal appraisal or affirmation.
Students should be actively participating during discussion to help draw connections and ideas which will further assist them in their media text task.

Assessment: What is the Nature and Purpose of assessment?
Assessment as learning, as students are actively engaged in this assessment process: that is, they monitor their own learning during class discussion; use assessment feedback from teacher, self, and peers to determine next steps; and set individual learning goals.

Consolidation How will I reflect on the learning goal? How will I have students reflect on the learning goal?
Students are required to create a media poster, of their choosing (technological or hand-made), about themselves that demonstrates and highlights their personal strengths and ways they can use these to face a social justice issue that they’ve identified in their school/community/country.

Minutes: How much time will I allocate? 25 minutes

Task: What will I be doing? What will students be doing?
I will be assessing through observation and check-brick to see if students are able to create an effective media text for a specific purpose, choose an appropriate form for their media text ,and implement effective conventions and techniques to communicate their overall message.
Students will be actively working on their media text individually.

Assessment: What is the Nature and Purpose of assessment?
Assessment of learning through demonstration of how their personal strengths can be used to create positive change in the world around us. Demonstrate this learning through media text.

MATERIALS: What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need?
Paper
Writing Utensils
Colour Utensils
“Being Me” by Rosemary Mccarney
Smart board for presentation and instructions

REFLECTION: Questions to determine the success of your lesson:

• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my instructional decisions meet the needs of all students? If not, what are my next steps?
• What worked well and why?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?
• What are the next steps for my professional learning?

Author(s): Craig Kielburger
Illustrators(s): Marisa Antonello & Victoria Laidley

Links:
Amazon: https://amzn.to/3dsBBgT
Indigo: https://bit.ly/2WqHDaJ

Social Justice focus: Generosity

Synopsis: In this book, Craig visits Brazil as a teenager. While there he notices that a lot of children around his age are working in the streets. While there, he meets Jose, a homeless kid selling oranges. Jose brings Craig to where he lives in a bus shelter and shows him what generosity is truly about. Jose has nothing but is willing to give away his most prized possession despite this.

Lesson Plan: Chris Hehenkamp

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Language

Grade: 5

Lesson: Lessons from a street Kid

Curriculum Areas: Language, social studies

Curriculum Expectations: Social Studies – B1.2, B3.1, B3.7

Oral Communication

Overall Expectations:

1. Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes

Specific Expectations:

Demonstrating Understanding

1.4 Demonstrate an understanding of the information and ideas in oral texts by summarizing important ideas and citing a variety of supporting details

Extending Understanding

1.6 Extend understanding of oral texts by connecting the ideas in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them

Point of View

1.8 Identify point of view presented in oral texts and ask questions to identify missing or possible alternative points of view

Media Studies

Overall Expectations:

1. Demonstrate an understanding of a variety of media texts

Specific Expectations:

Purpose and Audience

Identify the purpose and audience for a variety of media texts

Point of View

1.5 Identify whose point of view is presented or reflected in a media text, ask questions or identify missing or alternative points of view, and, where appropriate, suggest how a more balanced view might be represented

Social Studies

Overall Expectations

B1: Application: Assess responses of governments in Canada, including First Nations, Metis, and Inuit governments, to some significant issues, and develop plans of action for governments and citizens to assess social and environmental issues (Focus On: Interrelationships; Cause and Consequence

B3: Understanding Context: Demonstrate an understanding of the roles and key responsibilities of citizens and of the different levels of government in Canada, including First Nations, Metis, and Inuit governments (Focus On: Significance).

Specific Expectations

B1.3: Create a plan of action to address an environmental issue of local, provincial/territorial, and/or national significance.

B3.1 Describe the major rights and responsibilities associated with citizenship in Canada

B3.7 Describe key actions taken by governments, including Indigenous governments, to solve some significant national, provincial/territorial, and/or local issues

Application

Possible connections to Religion – Living a Moral Life- ML2.3: Describe the three sources of morality outlined in the moral teachings of the Church upon which the morality of a human act depends (i.e. the morality of a human act depends on: the object of the act that is chosen, the intention of the person acting, and the circumstances of the action) and apply them to an analysis of various moral dilemmas a person might face.

Learning Goal(s): I will…

Be able to follow along with a book reading to discover the meaning of generosity and connect it to my own experiences.

Be able to identify the point of view of the storyteller and the point of view of others in the story.

Be able to understand my responsibility as a citizen to improve my community.

Success Criteria: How will students know they have met the learning goal? I can….

Explain what generosity means using my own experiences to convey meaning

Explain how both Jose and Craig may have felt and why they chose to be generous

Demonstrate through my exit ticket, my understanding of generosity and how it may affect the receiver of my gift.

MODIFICATIONS/ACCOMMODATIONS: How will I meet the needs of my students? Have I addressed any IEPs?

• Students needing extra assistance can discuss possible answers and ideas with elbow partners

Minds-on: How will I connect to prior and future learning? How will I engage students and set the context for learning?

Minutes: 5 minutes

Task: What will I be doing? What will students be doing?

Students will be asked 2 questions:

• “What does it mean to be generous?”
• “Do you need to have a lot (of money or things) to be generous?”

Students will be given 2 minutes to consider their answers and ideas around these questions

Teacher will then have a class discussion, first asking students to all raise their hands if they have thought of an answer to the questions. Students will then volunteer their answers.

Assessment: What is the Nature and Purpose of assessment?

AFL – formative

• Teacher will monitor students, making sure they are focused on the question
• Using the hands up method of determining if everyone has considered the question, teacher can make anecdotal notes of any students that may have been hesitant to raise their or who didn’t raise their hand at all

Action: How will I introduce new learning / reinforce prior learning / practice learning / scaffold learning?

Minutes: How much time will I allocate? 25 minutes

Task: What will I be doing? What will students be doing?

Teacher will read the story “Lessons from a Street Kid” to the class.

Class discussion, teachers will lead the discussion using the following questions:

• “What do you think about this story?” – Get a general feeling of how students may have felt, what messages they may have taken from the story
• Who was generous in the story? How were they generous?
• Did you feel like any characters in the story were being “greedy” at any point?
• How did the generosity effect others in the story?
• Why might Jose have been so willing to give?
• How does it feel to give a gift compared to getting a gift?
• How can you be generous to those in your lives?
• Have you ever given someone a gift, or received a gift? How did it make you feel?
• Who in the story do you think was affected more by the generosity of the other? Why?
• Who do you think benefits from reading this story?
• Do you have to be rich or have a lot to give?

Some of these questions may naturally come up through conversation, if that happens the questions do not need to be ask again.

Assessment: What is the Nature and Purpose of assessment?

AFL – formative

• Teacher will monitor students, making sure they are focused on the question
• Anecdotal notes tracking participation

Consolidation: How will I reflect on the learning goal? How will I have students reflect on the learning goal?

Minutes: 15 min

Task: Writing and providing feedback

Students will come up with a gift that they can give someone that will help that person. (Not just, “I will give them an iPad because it is cool”, or “I’d give them $1,000,000”)

(Giving their time, doing something for some one, giving a physical item that will really help that person, etc.)

Students will be given a white piece of paper and they will write what the gift is, and how it will help that person.

Students will write their name on the back. Gifts will be displayed in the classroom for a time to help students be mindful of how our generosity and gifts can help others.

Students will be given an opportunity to do a “gallery walk” to see what other students have given as gifts, students will be given post it notes to add a comment/suggestion/feedback to one gift. (Writing their name on the back of the sticky-note)

Before sending students to provide their feedback, review how to give good feedback. Positive feedback, things that can help make their gift better, reasons why they think the gift is great, etc.

Assessment: for and as learning. Students will have an opportunity to receive feedback from peers and teacher, as well as by looking at other students’ gifts and feedback, and have the opportunity to revise their gift.

Teacher will collect gifts and feedback, making anecdotal notes regarding both the student’s gift and their feedback they provided to other students. This will help the teacher determine each student’s learning from this lesson.

MATERIALS: What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need?

• Book “Lessons from a Street Kid”.
• paper squares roughly 5” x 5” for students to write their gift on.
• Post it notes for students to provide feedback.
• PowerPoint presentation.

REFLECTION: Questions to determine the success of your lesson:

• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my instructional decisions meet the needs of all students? If not, what are my next steps?
• What worked well and why?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?
• What are the next steps for my professional learning?

Author(s): Paige McBrier & Lori Lohstoeter

Links:
Amazon: https://amzn.to/2L5HOTr
Indigo: https://bit.ly/3c44kZ5

Social Justice focus: Poverty & Education

Synopsis: Beatrice’s Goat is a story about a young girl living in Uganda who longs to be a schoolgirl. However, in their village only children who can afford a uniform are allowed to attend school. Beatrice, who lives with her mother and 5 siblings, must work in order to help keep her family afloat. There is no money for Beatrice to attend school and she must help take care of her younger siblings. This all changes when Beatrice’s family receives a special gift: a goat named Mugisia. With plenty of milk to drink and sell, as well as baby goats on the way, Beatrice’s dream of attending school becomes a reality.

Lesson Plan: Danielle Boiago

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Media Literacy & Oral Communication- Social Justice Issues

Grade: 5

Lesson: The purpose of this lesson is to have students ponder and reflect on social justice issues, such as education and poverty, and have students communicate their opinions on these issues.

Curriculum Areas:

Religion

OE: ML3: Explain the importance of the teaching role of the Church in assisting society and individuals to reflect on moral issues and to respond in ways that promote the dignity of the human person and the call to holiness.

SE: ML3.3: Identify the principles of social justice outlined by the Magisterium of the Church and explain why they are teachings that address communal social sin and are called to holiness.

Curriculum Expectations:

Media Literacy

OE: 1. demonstrate an understanding of a variety of media texts

SE: 1.3 express opinions about ideas, issues, and/or experiences presented in media texts

Oral Communication

OE: 2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes

SE: 2.2 demonstrate an understanding of appropriate speaking behaviour in a variety of situations

2.3 communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form.

Learning Goal(s): What are students expected to know, do and understand? We are learning to….

I am learning to:

• Independently reflect, ponder, and ask questions about education and poverty
• Form an opinion on a social justice statement with some reference to the Catholic teachings
• Orally communicate my opinion with small and large groups

Success Criteria:

I can:

• Formulate questions based off what I have heard in a story as well as my prior knowledge
• Use the information I have been provided as well as my own personal thoughts and ideas to formulate an opinion
• Express and share my opinion with others in a clear and coherent manner
• Use the Catholic teachings to reflect on what I have learned and ask additional questions that I am unsure about

MODIFICATIONS/ACCOMMODATIONS:

How will I meet the needs of my students? Have I addressed any IEPs?

Every student will be provided with the accommodations that they need in order to be successful in this task. Some of these accommodations may include but are not limited to:

• Writing down opinions instead of sharing them orally
• Sharing opinions with just the teacher instead of a small or large group
• Using technology to type/have opinions read out loud
• Draw a picture of ideas
• Work with a peer tutor
• Provided with additional clarification of the statements
• Provided with more time to decide on an opinion
• Provided with additional one on one teacher support

Minds-on:

How will I connect to prior and future learning? How will I engage students and set the context for learning?

Minutes: 10 minutes

Task:

In this minds on task, I will be reading the picture book, Beatrice’s Goat to the students. After the book has been read, students will be given a couple minutes to think about the story that they have just heard and to write down any questions or concerns that they might have about the story.

Assessment: AfL – Formative – Observation

Through observation, I will be scanning to see which students are able to generate questions based on the story they have read as well as their prior knowledge and which students are struggling to do so.

Action:

Minutes: 20 minutes

Task:

Students will be taking part in a 4 corner debate. They will be provided with statements that are related to the story or the social justice issues that the story discusses. Upon hearing the statement, students will then decide if they strongly agree, agree, disagree, or strongly disagree with what has been said. They will then move to the respective corner of the room and will discuss with their peers that also chose that stance why they feel that way about the statement. Students from each corner will then be able to share with the whole class what their small group discussed. It is imperative for students to remember that everyone has different opinions on social justice issues and it is important that everyone listens to all points of view without judgement. After each group has had a chance to share, the students will then be given another statement and will once again decide whether they agree with the statement or not.

Some possible statements:

• I would go to school if I didn’t have to
• It is the responsibility of the oldest child to take care of their younger siblings
• A child can lift their family out of poverty
• We would not be able to succeed without the help of others
• It is better to help those in our own country than those that live far away

Assessment: AfL – Formative – Observation

Through observation of the debate, the teacher will be looking to see if students are able to form an opinion on the statement presented to them using information from the story and their prior knowledge. The teacher will also be listening in on small and large group conversations to see if students are communicating in a clear and coherent manner.

Consolidation How will I reflect on the learning goal? How will I have students reflect on the learning goal?

Minutes: 5 minutes

Task:

Students will be reflecting on the questions that they initially wrote down after hearing the story of Beatrice’s Goat. They will be asked to think about whether these questions were answered for them throughout the 4 corner debate activity. Students will be asked to write down any questions that have not yet been answered on a sticky note and place them on the “parking lot” for further discussion next class. Students will also be asked to share how listening to their classmate’s thoughts and ideas might have changed their opinion on a particular statement.

Additionally, this story provides an excellent opportunity to take on a social justice class initiative. The class can work together to donate funds to the Heifer Project International who sends livestock to families in poor communities around the world so that another family like Beatrice’s can send their kids to school.

Assessment: AfL – Formative – Observation

The teacher will be looking to see if students are able to reflect on the content of the debate using a Catholic lens and if they are able to ask questions that they are still interested in finding out the answers to.

MATERIALS: What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need?

• The picture book – Beatrice’s Goat
• Paper
• Pencils
• Signs
• Tap
• Sticky Notes
• Personal Assistive Technology

________________________________________________________________

REFLECTION: Questions to determine the success of your lesson:

• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my instructional decisions meet the needs of all students? If not, what are my next steps?
• What worked well and why?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?
• What are the next steps for my professional learning?

Author(s): Students in Model Schools for Inner Cities, Cluster A, Toronto, Ontario

Links:
Amazon: N/A
Indigo: N/A
Available at https://bit.ly/2SB6yr2
(Toronto District School Board)

Social Justice focus: Justice for all

Synopsis: Gandhi’s Glasses is a story about a little girl named Asha who is empowered to be the change she wants to see in the world after she learns about Mahatma Gandhi and finds a pair of shiny gold glasses that help her see the world differently.

Lesson Plan: Laura Dusmet

Primary/Junior/Intermediate Lesson Plan (ABBREVIATED TEMPLATE)

Consecutive and Concurrent Programs

Unit/Topic: Language arts – Social Justice and My impact through action

Grade: 5

Lesson: What is the focus of this lesson in relation to the unit?

This lesson focuses on oral communication, and visual arts. It is addressing different points of view and asking students to communicate their thoughts clearly to express their relation to the story and how they themselves can improve on their impacts to society. This also sees that students understand how others might be feeling in these situations.

Curriculum Areas: What are possible connections to other curricular areas?

Science Interactions in the environment), Social Studies (Environmental impact), Health and Physical Education (Safety online), Visual Arts.

Curriculum Expectations: What Overall and Specific Expectations will be addressed?

Overall Expectations:

Oral Communication:

1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

Visual Arts:

D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;

Specific Expectations:

Oral Communication:

1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in groups

1.4 demonstrate an understanding of the information and ideas in oral texts by summarizing important ideas and citing a variety of supporting details

1.5 make inferences about oral texts using stated and implied ideas in the texts as evidence

1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them

1.8 identify the point of view presented in oral texts and ask questions to identify missing or possible alternative points of view

1.9 identify a range of presentation strategies used in oral texts and analyse their effect on the audience

2.3 communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form

2.4 use appropriate words and phrases from the full range of their vocabulary, including inclusive and non-discriminatory language, and stylistic devices suited to the purpose, to communicate their meaning accurately and engage the interest of their audience

2.7 use a variety of appropriate visual aids

Visual Arts:

D1.2 demonstrate an understanding of composition, using selected principles of design to create narrative art works or art works on a theme or topic

D1.3 use elements of design in art works to communicate ideas, messages, and understandings

Learning Goal(s): What are students expected to know, do and understand? We are learning to….

We are learning to recognize how our actions impact the everyday lives of others

We are learning to understand that being a bystander is just as bad as committing the crime

We are learning the value in standing up for what we believe is right

Success Criteria: How will students know they have met the learning goal? I can….

I can take initiative when I see litter on the ground

I can stand up for people when they are being mistreated (so long as I am not in harm’s way)

I will help others instead of standing aside

________________________________________________________________

MODIFICATIONS/ACCOMMODATIONS:

How will I meet the needs of my students? Have I addressed any IEPs?

For students that read slowly/ are visual learners I have provided the pictures from the story to help remind them what they heard

For students that speaking in from of the class/have anxiety I have provided options for them as to how they can present their information and drawings

________________________________________________________________

Minds-on: How will I connect to prior and future learning? How will I engage students and set the context for learning?

We will talk about the word ‘Bystanders’

What do you think of when you think of this word? Is it positive or negative? How does it make you feel and why?

Minutes: How much time will I allocate? 15 minutes

Task: What will I be doing? What will students be doing?

Reading of Gandhi’s Glasses (first half)

How did these situations make you feel? Would you have done anything different?

Assessment: What is the Nature and Purpose of assessment?

Making sure that students understand the value of not being a bystander and acting out to the right thing – assessment will happen through assessing the classes’ discussion.

Action: How will I introduce new learning / reinforce prior learning / practice learning / scaffold learning?

Minutes: How much time will I allocate? 15-30 minutes

Task: What will I be doing? What will students be doing?

Students take a situation of Asha’s where she walked away

They will create a list of who’s there and how do they feel

They are drawing a solution to the problem to create a visual to explain what went wrong and how it could be done better.

The students will then develop their own stance on the issue and then we will discuss the issues as a class.

Consolidation How will I reflect on the learning goal? How will I have students reflect on the learning goal?

Reading of second half of Gandhi’s Glasses

Remember how we talked about how we feel about the word bystander?

Now that you’ve considered it from different perspectives and we’ve read this cool book, what does it mean to you now? Has it made you revaluate how you see it?

Minutes: How much time will I allocate? 10 minutes

Task: What will I be doing? What will students be doing?

Can you come up with a situation that you can think of where you walked away instead of doing something? What could you have done instead?

Assessment: What is the Nature and Purpose of assessment?

Assessment will be the chart paper that students hand in of the drawing and the written component from the handout.

________________________________________________________________MATERIALS: What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need?

Chart paper

Markers

Gandhi’s Glasses (the book)

Work sheet (1 per group) (https://docs.google.com/document/d/1z2k-1fdQrUugZdqWMHX4109f2yriIrmI_5VCFzQ4Us4/edit?usp=sharing)

Photos of pages from the book for each group

________________________________________________________________

REFLECTION: Questions to determine the success of your lesson:

• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my instructional decisions meet the needs of all students? If not, what are my next steps?
• What worked well and why?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?
• What are the next steps for my professional learning?

Resources:

Lynch, M. January 9th, 2019. Teaching Social Justice in your Classroom. January 16th/2020, from https://www.theedadvocate.org/teaching-social-justice-in-your-classroom/

Anecdotal Checklist

Author(s): Anne C. Bromley and Robert Casilla

Links:
Amazon: https://amzn.to/3b2PzUT
Indigo: https://bit.ly/2WkFxsM

Social Justice focus: Poverty

Synopsis: Someone stole Rafael’s lunch, leaving him quite hungry. His mom packed his lunch bag and it contained two burritos, a bag of corn chips, some carrots, and an apple. Rafael saw Kevin, a new student in his class, sneak his lunch bag from underneath his desk and tuck it in his backpack. Rafael is never one to fight, so he tried to find another solution. Inspired by his mother’s advice to “use your mouth before your fists,” Rafael bides his time, but other kids’ lunch are disappearing too. While running errands with his mom, Rafael sees Kevin carrying a basket of laundry into a motel room, and his mom tells him Kevin’s family might be one of the families who lost their homes in the recent wildfires. The next day, instead of accusing Kevin, Rafael invites him to share his lunch, offering a friendship as well as lunch.

Lesson Plan: Nick Bruccoleri

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Social Justice/ Prediction

Grade: 4

Lesson: What is the focus of this lesson in relation to the unit?

Students will begin to understand how students in a classroom have unique stories and it may not be similar to their own, also, how to understand why some people do the things they do.

Curriculum Areas: What are possible connections to other curricular areas?

Literacy: Prediction

Health: Healthy Living/ nutrition

Curriculum Expectations: What Overall and Specific Expectations will be addressed?

Literacy Overall Expectations:

1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

Literacy Specific Expectations

1.4 Demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details

1.5 Make inferences about texts using stated and implied ideas from the texts as evidence

1.6 Extend understanding of texts by connecting the ideas to their own knowledge, experience, and insights, to other familiar texts, and to the world around them

1.7 Analyze texts and explain how specific elements in them contribute to meaning

Health Overall Expectation:

D3. demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.

Health Specific Expectations:

D3.1 Identify ways of promoting healthier eating habits in a variety of settings and situations

Learning Goal(s): What are students expected to know, do and understand? We are learning to….

• I can look at the cover, title and illustrations in the book to predict the ending of the story
• I understand the connection of nutrition (from the news article) to the story The Lunch Thief
• I can draw on personal experiences to resonate with Rafael/ and or Kevin
• I can read the story to identify certain themes

Success Criteria: How will students know they have met the learning goal? I can….

• I will ask questions if I do not understand a word or phrase
• I can read silently
• I can participate in partner discussion by sharing my opinion
• I will actively listen to the story when it is being read to me

MODIFICATIONS / ACCOMMODATIONS: How will I meet the needs of my students? Have I addressed any IEPs?
N/A

Minds-on: How will I connect to prior and future learning? How will I engage students and set the context for learning?

Minutes: How much time will I allocate? 15 minutes

Task: What will I be doing? What will students be doing?

Inform students that they will be reading a short story entitled the The Lunch Thief and that there is an emphasis on the need for a nutritional diet in order to learn and grow as a student.

Students will read the following news article:

https://www.publicschoolreview.com/blog/how-diet-and-nutrition-impact-a-childs-learning-ability

Students will be asked to read the news article provided, which talks about the benefits of students eating “healthy” foods and what effect it has on student’s learning. After reading the article, students will then be asked to do a think-pair-share with their elbow partner to discuss why they think it is important to eat properly and if they have any personal experiences of a time, they think being hungry effected their learning.

Assessment: What is the Nature and Purpose of assessment?

Assessment as learning: Students will be assessing their own learning through discussion with a partner to see what each individual was capable of pulling from the article and ability to draw on personal experiences.

Action: How will I introduce new learning / reinforce prior learning / practice learning / scaffold learning?

Minutes: How much time will I allocate? 55 minutes

Task: What will I be doing? What will students be doing?

Read aloud The Lunch Thief until page 22. Inform the student to pay attention the illustrations and to listen carefully to determine what is happening in the story.

After each page, stop and ask the students: “What is happening?” the follow up question would be “How do we know this?”

If there are any words you think students may not understand, stop and explain the word. (first ask the class to see if any students know.. explanation from teacher is last resort).

Once you have reached page 22, ask the students what they think is going to happen next in the book based on the pages they have already read. Provide students with the handout attached to the lesson which students will have to complete based on the story.

Make sure to walk through the worksheet with the students so they understand the expectations. Students will first have to determine what they think the ending of the book is. They then have to provide three pieces of information that led them to think of their ending (the proof), this could come from the illustrations or the text. Last, students will then have to explain why they think their proof supports their ending.

AFTER ALL STUDENTS HAVE COMPLETED THE WORKSHEET you can then continue to read the rest of the story to the students.

Upon completion of the story, have a group discussion on whether the endings they had come up with are close to what happened in the book.

Continue the discussion by asking what types of themes they can see in this short story (probe for nutrition and how some students do not have the same opportunity of receiving proper nutrition like some students do.

Assessment: What is the Nature and Purpose of assessment?

Assessment for learning: During class discussion anecdotal note taking will take place to see the students ability to identify theme and ability to use proof from text to come up with their own ending of the book.

Consolidation: How will I reflect on the learning goal? How will I have students reflect on the learning goal?

Minutes: How much time will I allocate? 10 minutes

Task: What will I be doing? What will students be doing?

Students will complete an exit card, the objective is to make connections between the article about nutrition and the story (2-3) connections.

Assessment: What is the Nature and Purpose of assessment?

Assessment for learning: students will show their ability to make text-to-text connections between the story and news article. Upon collection of exit tickets, students will be given written feedback.

_______________________________________________________

MATERIALS: What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need?

• Copy of The Lunch Thief (hard copy or online for smart board)
• Class set of worksheets (provided below)
• Copy of news article (most likely online)

Author(s): DK and UNICEF

Links:
Amazon: https://amzn.to/3c6lWU2
Indigo: https://bit.ly/2SDBSW3

Social Justice focus: Global poverty, diversity and refugees in Civil War

Synopsis: This book reflects upon the lives of children across the globe leading their lives in fascinating ways. DK and UNICEF published the results of the convention on the Rights of the Child after ten years of consultation. The book highlights stories from both developed and developing nations in this special volume. It is a launching place for inquiry into globalization and the ways that other people live around the world. The book “Where Will I Live” could be a nice compliment to this book.

Lesson Plan: Laura Harris

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Language/ social justice

Grade: 6-8

Lesson: How do other children/people live around the world

Curriculum Areas:   Language and social studies

Curriculum Expectations:

Language:

S. 1.3 evaluate the effectiveness of the presentation and treatment of ideas, information, themes, opinions, issues, and/or experiences in media texts (e.g., evaluate the coverage of the same news item in a newspaper article, a segment of a news program, a website, and/or a blog; evaluate the effectiveness with which themes are developed, supported, and illustrated in a movie or music video).

Point of View 2.5 identify their point of view and other possible points of view; determine, when appropriate, if their own view is balanced and supported by the evidence; and adjust their thinking and expression if appropriate

Social studies:

B2. Inquiry: use the social studies inquiry process to investigate some global issues of political, social, economic, and/or environmental importance, their impact on the global community, and responses to the issues (FOCUS ON: Cause and Consequence)

B3.5 identify some significant political, social, and economic interactions between Canada and other regions of the world, and describe some ways in which they affect these regions (e.g., the stabilization of regions resulting from Canada’s peacekeeping efforts; the development of maquiladoras as a result of trade agreements; change in the status of women as a result of education projects in a developing region)

Learning Goal(s):  

• I can read/ learn about different cultures globally. I can acknowledge my own perspective as well as the position of others.
• I know that other cultures around the world live in different homes and eat different food than I do
• I can collaboratively share ideas with my peers
• I can select an independent case study for further research

Success Criteria:

• I can critically read for understanding and to learn about new perspectives
• I have learned about how different children live globally
• I can work with my classmates to brainstorm what a typical Canadian life might look like in any given city (I realize the need to use caution here and avoid over generalizing and perhaps alienating students who come from different backgrounds).
• I can research and record (using technology or hand printed) my findings on a case study
• I can share my findings with my classmates

MODIFICATIONS/ACCOMMODATIONS:

• Students are welcome to make use of technology to access their learning, for example, students could search information on case studies and have text read to them using Google read and write.
• The photo journalism component of the Time Magazine article also makes the lesson quite accessible for students, as a launching point into a discussion

Minds-on:

I will ask students to review the photographs from the article below, What the World Eats. We will then discuss our reflections on the questions and create list of questions about them. For example, I could ask: “Why do you think people eat different foods based upon where they live?” or “What are the environmental and health related implications associated with the type of food one eats?”

Article to view:

Time magazine: “What the world eats”

 https://time.com/8515/what-the-world-eats-hungry-planet/

Minutes: 15 minutes for students to look through pictures and discuss

Task: Students will take turns flipping through the book and also looking at the online images from “What the world eats”

Assessment: Here I will conduct an assessment of learning as I make anecdotal notes on student engagement. I will also make notes on a checklist to reflect the student’s level of participation, ability to focus during an independent activity and ability to work well with others when sharing a common resources.

Action:   The second part of this lesson will include sharing the stories from the book with the class and having discussions after each section is shared. The discussion will likely include questions about the types of schools children attend globally, what foods they eat, which types of homes they live in etc.

During our action portion, as a group, we will come up with a sample info graphic, aimed at providing information to a newcomer to Canada. Our info-graphic will explain: the various types of homes people in Canada live in, which types of food we eat, what our schools look like, our transportation options.

Minutes:     30 minutes

Task: I will be reading excerpts from the book to the class, pausing for questions and reflections. What does what we have read make us think about? Which questions do we have. During our brainstorming for our Canada info graphic, I will record the comments and data shared by the class (or I will ask a student volunteer to be our recorder, so that I can focus on classroom management).

Assessment: What is the Nature and Purpose of assessment?

Consolidation   The consolidation for this lesson will be for students to select a Country or regional case study that they wish to explore further. Their task will be to explain, which type of school students attend in their case study, what families eat, the type of transportation they use, which types of homes do they live in. A bonus could be for students to explore the political structure governing the area they have chosen to research.

Minutes:        15 minutes and likely into future lessons

Task: I will be consulting with students, walking around the room to check in with them and answer any questions that may arise

Assessment: Exit card, student’s exit card will be for them to have selected a case study and shared their choice with me.

MATERIALS: What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need?

REFLECTION: Questions to determine the success of your lesson:

• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my instructional decisions meet the needs of all students? If not, what are my next steps?
• What worked well and why?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?
• What are the next steps for my professional learning?

Notes:

In the success criteria section, imagine what you will see and hear from students while they are completing the lesson. Indicators should be action oriented. Eg. Moving from phase to phase, students are modelling for each other, seeing discussion, questions are being asked, noises being made.

Anecdotal notes: what are you recording? Which phase of a lesson are you looking at and how will you know things have been done correctly.

The story of Ruby Bridges
– Robert Coles

Amazon: https://amzn.to/2TO0Tka
Indigo: https://bit.ly/2YuzimH

Focus: Racism

Recommended Grade: 5

Contributor: Rosanna Bernardo

Henry’s freedom box
– Ellen Levine and Kadir Nelson

Amazon: https://amzn.to/2SBpbeq
Indigo: https://bit.ly/2SCN9WB

Focus: Racism

Recommended Grade: 5

Contributor: Hayley Lukich

Author(s): Robert Coles

Links:
Amazon: https://amzn.to/2TO0Tka
Indigo: https://bit.ly/2YuzimH

Social Justice focus: Racism

Synopsis: This is the story of Ruby Bridges, who at age 6 became the first Afro-American to be sent to an all-white school in New Orleans. She needed to be escorted to school by Federal Marshalls and for most of her first year Ruby sat alone in an empty classroom with her teacher. The other children had been kept home by their parents.

Lesson Plan: Rosanna Bernardo

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Social Justice in Literature

Grade: 5

Lesson: The Story of Ruby Bridges

The focus of this lesson is to have students reflect on the words: segregation and equality. Students will understand how powerful these words are, and how they’ve impacted our society. Students will be asked to participate in a multitude of activities that will foster their oral communication skills and deepen their comprehension on the topic.

Curriculum Areas: What are possible connections to other curricular areas?

This lesson could connect with Social Studies – specifically the Grade 5 Unit “The role of Government and Responsible Citizenship” as students will address how history changed when the law stated that black children will be integrated in all-white elementary schools. Students will also analyze the impact Ruby Bridges made on society by facing prejudice with grace and courage.

Social Studies Curriculum Connection: Grade 5 Unit – The Role of Government and Responsible Citizenship:

• B1.2 create a plan of action to address a social issue of local, provincial/territorial, and/or national significance specifying the actions to be taken by the appropriate government or governments, including Indigenous governments, as well as by citizens.
• B3.8 explain why different groups may have different perspectives on specific social and environmental issues

This lesson could also be connected to Visual Arts Curriculum as students will consolidate this lessons’ learning by creating a visual representation of their reflections on The Story of Ruby Bridges, their understanding of prejudice and segregation, as well as their opinions on equality.

Visual Arts Grade 5 Unit:

• D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;
• D2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences;

Curriculum Expectations: What Overall and Specific Expectations will be addressed?

Oral Communication: Overall Expectations

1. listen to understand and respond appropriately in a variety of situations for a variety of purposes;

2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

Writing:

1. generate, gather, and organize ideas and information to write for an intended purpose and audience;

Oral Communication: Specific Expectations:

Active Listening Strategies

1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a range of situations, including work in groups

Purpose

2.1 identify a variety of purposes for speaking

Visual Aids

2.7 use a variety of appropriate visual aids to support or enhance oral presentations

Writing: Specific Expectations:

Purpose and Audience

1.1 identify the topic, purpose, and audience for a variety of writing forms

Learning Goal(s): What are students expected to know, do and understand? We are learning to….

Students will recognize the importance of character and individual action. (K)

Students will reflect on how Ruby Bridges and others have faced prejudice and overcome social justice issue. (T)

Students will choose words that reflect their comprehension based on the criteria discussed in class. (T)

Students will work in groups to create a word wall as a representation of what the Story of Ruby Bridges means to them. (A) and (T)

Students will share their group work with the class. (C)

Success Criteria: How will students know they have met the learning goal? I can….

I will define what it means to be a real hero and identify leadership qualities. (K)

I will reflect on the value of civil rights, the intent to protect humanity, and how they have and continue to impact our society. (T)

I can express the significance of my words of choice. (A)

I will share, discuss, and present my final work with the class. (C)

I will collaborate contribute and participate during the presentations of my peers. (C)

MODIFICATIONS / ACCOMMODATIONS: How will I meet the needs of my students? Have I addressed any IEPs?

Accommodations:

Construct word wall using a digital media resource instead of writing.

Present their work in a small group setting or to the teacher individually.

Take more time to complete the task.

Arrange a ‘check-in’ time to discuss the progress of the task.

Modifications:

Create an alternate task.

Provide a word list for students to use rather than coming up with their own, they can choose from the list.

Student can work with a partner rather than a group.

Minds-on: How will I connect to prior and future learning? How will I engage students and set the context for learning?

The Minds-On Activity will incorporate visuals to stimulate higher-order thinking. It will require partner and group work which will foster student motivation and engagement. Students will be asked a series of open-ended questions so that they can discuss, reflect, make connections, and draw conclusions.

Minutes: 15 min

Task: What will I be doing? What will students be doing?

Step One: Show the student two peeled hard-boiled eggs. Ask the students if these two eggs are more different or alike.

Ask the following questions to stimulate critical-thinking skills and promote comprehension:

• Will they taste the same?
• Will they both be nutritious?
• Is the texture the same?
• Do they both have a yolk?

Step Two: Ask if the students could tell that in fact one of these eggs had a brown shell and one a white shell.

• Does anything about these eggs change with this new information?
• How can what we just learned, be used as a metaphor for people? (Allow students to discuss with a peer before sharing with the class)

Step Three: Next, have students turn to their elbow partner and each one writes down the differences they note among their classmates. I.E what color eyes do they have, what color hair, what languages do they speak, etc.

The teacher will then chart down a few differences from groups that volunteered to share their answer. The teacher will point out that we are all different, possessing a variety of qualities that makes us unique. Although we are all unique, we all have an equal right to live and learn. Teacher makes note that our differences do not make one person better than the other. Relate it back to the egg activity where some eggs were given the privilege of being eaten while the other eggs could not – just for being different.

Introduce the book “The Story About Ruby Bridges” and explain that this is a true story about a girl who was told she could not have certain opportunities or privileges just because of the colour of her skin.

Introduce the term ‘segregation’ and ‘equality’. Define the term with the class and write the definition you’ve created on the board or in the slide.

Assessment: What is the Nature and Purpose of assessment?

The Action piece of this lesson is designed to be an Assessment for Learning. Here I will be taking Anecdotal Notes, observing how my students are collaborating, sharing ideas, and listening to one another’s perspectives. This book provides a relevant and historically appropriate opportunity to speak openly with one another about serious topics such as discrimination, privilege, prejudice, and heroism. My goal is to help students gain a deeper understanding of social justice and civil rights, thus the learning will stem from discussion. As I hold the class discussion, I will monitor how students as responding to the lesson and the questions. This will help both myself and the students because I will gain a better understanding of what my students have learnt, what they still need to know, and how I can improve the lesson to make it more effective.

Action How will I introduce new learning / reinforce prior learning / practice learning / scaffold learning?

Minutes: 80 minutes (Two 40-minute periods)

Task:

Step One:

As a class, the teacher will read The Story of Ruby Bridges.

Use the Digital Resource – Wordle (Wordle is a tool for creating a text cloud that uses the size of the text to represent the frequency of each word in the source sample)

The teacher asks the questions and the students will respond. Note which words grow larger – which will mean that multiple students are using the same word. Together you see opinions become artwork. Words will populate, and the teacher will address them. The answers are anonymous, so students can privately share their ideas.

Teacher: Use one word to represent your answer to the following questions: (Teacher will hold a brief discussion after receiving all the answers)

• In your opinion, who was Ruby Bridges?
• What did Ruby Bridges represent?
• Why do you think Ruby was titled a hero?
• Who is a hero to you?
• How would you feel if you were Ruby? (Teacher will ask students who would like to elaborate as to why they wrote that word – this question highlights empathy and perspective)
• What was the most inspiring part about Ruby’s story?

Step Two:

Next, ask a yes or no question which will spark class discussion: Does segregation still exist?

In groups of 4 – 5, students will create their own physical “Wordle word wall” using a Bristol board. The Word Wall topic will surround Ruby Bridges, equality, and segregation. Allow the groups to come up with a title of their choice. Encourage the students to use words that reflect and depict how this book made them feel. Provide students enough time to gather their thoughts.

The group will present their word wall to the class and share what their group has discussed.

Assessment: The purpose of this Assessment will be For Learning and As Learning.

For Learning: During the group work and presentations of their Word Wall, the teacher will take down notes on how students are working, behaving, responding to the learning content. Were students voicing their ideas/opinions/thoughts with their peers? Were they maintaining open communication with their group? The teacher will also take photos of each word wall and write down key points made during their presentation. This will demonstrate how rich the learning has been and if this activity was effective.

As Learning: Students will build their metacognition skills as they are reflecting on what they have taken from the book and what they learnt from the class discussions. Students will write the words that they have chosen to represent their own ideas about the topic – what matters to them and why?

Consolidation How will I reflect on the learning goal? How will I have students reflect on the learning goal?

Minutes: 25 – 35 min (Depending on the amount of time needed to finish)

Task: What will I be doing? What will students be doing?

Students will individually create an image using artistic tools of their choice to reflect what they’ve understood from The Story of Ruby Bridges, what equality means to them, and what kind of future they want for humanity. The students will attach their images as a border around their groups’ Word Wall. The teacher will put up the images around the classroom.

Assessment: What is the Nature and Purpose of assessment?

As this topic requires a significant amount of reflection, I have chosen to make the assessment of this task Assessment as Learning as students will have to think individually and privately throughout the entire lesson.

MATERIALS:

Minds On: Brown Eggs, White Eggs, Paper, Pens

Action: Wordle, Smart Screen, Chromebooks, Bristol Board, Markers

Consolidation: White drawing paper, Art tools (crayons, pencil crayons, paint, etc.)

Potential Resources: Individual Chromebooks, Laminator for final product of task

REFLECTION: Questions to determine the success of your lesson:

• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my instructional decisions meet the needs of all students? If not, what are my next steps?
• What worked well and why?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?
• What are the next steps for my professional learning?

Author(s): Ellen Levine and Kadir Nelson

Links:
Amazon: https://amzn.to/2SBpbeq
Indigo: https://bit.ly/2SCN9WB

Social Justice focus: Racism

Synopsis: This is a gripping story of Henry Brown, who is unaware of his age. He is a slave who dreams of freedom. He hopes to celebrate his birthday once he seeks freedom breaking the shackles of slavery. He grows up in a warehouse away from his family. After he is married, things get worse as his family is sold at the slave market. One fine day, he decides the break the chain of slavery by mailing himself north in a crate. He finally celebrates his birthday the day he seeks freedom.

Lesson Plan: Hayley Lukich

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

8P43: Henry’s Freedom Box

Grade(s): 5

Lesson Topic/Title: Henry’s Freedom Box

Subject(s): Language, Drama, and Social Studies

Strand(s): Oral Communication & Reading, Creating and Presenting & Reflecting, Responding, and Analyzing, & Understanding Context

CONTENT STANDARDS & PERFORMANCE STANDARDS: What are students expected to learn? Which Achievement Chart Category(ies) will be addressed?

Overall Expectation(s):

• Oral Communication: 1 & 2
• Reading: 1
• Drama: B1 & B2
• Social Studies: A3

Oral Communication

1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

Reading:

1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning

Drama:

B1. Creating and Presenting: apply the creative process (see pages 19–22) to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and stories;

B2. Reflecting, Responding, and Analyzing: apply the critical analysis process (see pages 23–28) to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;

Social Studies

A3. Understanding Context: demonstrate an understanding of significant experiences of, and major changes and aspects of life in, various historical and contemporary communities in Canada

Specific Expectation(s):

• Oral Communication: 1.1, 1.2, & 2.1
• Reading: 1.7
• Drama: B1.1 & B1.2
• Social Studies: Understanding Context: A3.1

Oral Communication

Purpose

1.1 identify a range of purposes for listening in a variety of situations, formal and informal, and set goals related to specific listening tasks

Oral Communication

Active Listening Strategies

1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a range of situations, including work in groups

Oral Communication

Purpose

2.1 identify a variety of purposes for speaking

Reading

Analysing Texts

1.7 analyse texts and explain how various elements in them contribute to meaning

Drama

Creating and Presenting

B1.1 engage actively in drama exploration and role play, with a focus on examining issues and themes in fiction and non-fiction sources from diverse communities, times, and places

Drama

Reflecting, Responding and Analysing

B2.1 express personal responses and make connections to characters, themes, and issues presented in their own and others’ drama works

Social Studies

A3.1 identify the main reasons why different peoples came to Canada

Achievement Chart Category(ies)

Knowledge & Understanding

• students will build on prior knowledge of equity and freedom
• students will interpret the books meaning and significance (true story)
• students will consider the box that was brought in and what it represents

Thinking

• students will consider what freedom means to them and how is that idea changing
• students will compose meaningful questions for the person in the hot seat
• students will think critically about their freedom wall comment

Communication

• students will communicate their thoughts, wonderings, and/or experiences with the class
• students will ask any questions or wonderings they may have

Application

• view and compare their ideas and add to their perspectives through a gallery walk of a Freedom Wall

LEARNING SKILLS AND WORK HABITS: Responsibility, Independent Work, Collaboration, Initiative, Self-Regulation

• Responsibility – students will actively listen and show they can be responsible for their behavior
• Independent work – students can come up with a question on their own
• Collaboration – students will discuss and build on their perspectives by learning from one another
• Initiative – students will ask questions and share ideas without hesitation
• Self-Regulation – students can monitor, assess and control their own behaviours to suit the needs of the class and activities

ASSESSMENT:

LEARNING GOAL(S):

• I can listen actively to the story and understand why it is important to listen
• I will ask thoughtful questions when it is time to do so and when I am unsure of something
• I will reflect on the fact that this is a true story with real life significance and consequences
• I can share my thoughts and ideas both verbally and written
• I can self-regulate my behaviours to suit the needs of the classroom and activity

ASSESSMENT TASK /STRATEGY: Observation/Conversation/Product

PURPOSE: For/As/Of NATURE: Diagnostic/Formative/Summative

Diagnostic/Formative Assessment

FOR/AS Learning – this lesson is designed as the beginning of a deeper unit on social justice and literacy. Students will learn about social justice issues while instilling reading, listening and speaking strategies.

Diagnostic – Getting an idea of what students think and how they see the world is incredibly important so that teachers can start to lay the foundation of a topic. The freedom wall will help inform me of various mindsets in my classroom.

Observation – I will observe my students and take Anecdotal notes to indicate who is a respectful listener, and is thoughtfully able to compose a question, as per the language curriculum.

Conversation – I will assess the mindfulness of the questions asked, and the depth of the conversations between students’ groups. I will add details to my anecdotal notes.

Product – Students will add a card to the Freedom Wall with a comment or word of their choice. This activity is meant to collect thoughts into one place, and get students to reflect on various aspects of social justice

SUCCESS CRITERIA:

• Students will listen actively to the story and understand why it is important to listen
• Students will ask thoughtful questions when it is time to do so and when I unsure of something
• Students will reflect on the fact that this is a true story with real life significance and consequences
• Students will share thoughts and ideas both verbally and written
• Students will self-regulate behaviours to suit the needs of the classroom and activity
• Students will ask meaningful questions related to the themes presented
• Students will use text evidence to support thinking and questions

ASSESSMENT TOOL(S) – Anecdotal Record

• Anecdotal notes will be taken to indicate who is a respectful listener, and on the depth of student comments, questions and peer discussions. I will use this form of assessment to get an idea of what students think and how they see the world, and so that that I can start to lay the foundation of what this unit needs to touch on

PRIOR LEARNING:

• Prior to this lesson students will have a base knowledge understanding of equity, freedom and slavery. This lesson will introduce the idea of escape and the underground railroad in North America for subsequent lessons to build upon

Accommodations: Helps teach same material and same expectations

Student A – will sit next to peer models and be given copies of the text to help guide him. He will highlight text evidence that exhibits Henry’s bravery in his pursuit of freedom to help guide him compose a question

Modifications: Changes learning and expectations

Student B (ELL) – will work on his letters and sounds using his iPad during the freedom wall activity. Associated words will be included in his work to build the connection to the story. I will check in often to ensure he is on task

MATERIALS:

• My iPad
• iPad slide show with pictures of ways people tried to obtain freedom for visual reference (pews, boxes, etc.)
• Connection to Apple TV or projector
• A BIG box – minds on – to encourage students to think about the ways people were willing to go to obtain freedom
• Physical book: Henry’s Freedom Box book by Ellen Levine and Kadir Nelson
• Notes ready in Henry’s Box book for prompting
• Photocopies of text evidence for target group
• Construction paper
• Tacks
• Blank paper for all students
• Pencils and erasers for all students

MINDS ON:

The Box (10 minutes)

• I will have the students sit on the carpet
• HOOK
  • I will bring in a big cardboard box in that can fit a person inside!
  • We will talk about what it would be like to be in a box like that…
• I will ask the students questions to generate discussion:
  • 1) What would be difficult about being in that box?
  • 2) How long do they think they could stay in that box?
  • 3) What reasons would they need to be in that box?
• We will then talk about freedom:
  • Explain how slaves had to make sacrifices in order to obtain/find freedom
  • I will then share some pictures from my iPad/Apple TV connection of other ways people escaped to freedom (eg. church pews, boxes, mail, etc.)
  • Very small introduction to Underground Railroad – a system of paths, safe houses, secret codes, etc. to obtaining freedom across north America and beyond
  • Introduce book

ACTION:

Read Aloud (20 minutes)

• I will read aloud Henry’s Freedom Box book by Ellen Levine and Kadir Nelson
• I will providing prompting questions throughout the read aloud to encourage students to think about freedom, racism, prejudice and social justice, and slavery deeply

Hot Seat Activity (10 minutes)

• I will have a volunteer come up and sit on the “hot seat”
• The volunteer will take on the character of Henry. They will answer the audience’s questions by pretending to be the character and speak from his point of view
• I will model the first question
• I may have a second set of volunteers come up and pretend to be Henry’s children or wife if time allows

CONSOLIDATION AND CONNECTION:

The Freedom Wall and Gallery Walk (10 minutes)

• We will share some written thoughts and ideas aloud on the carpet, and once shared aloud (and approved), we will have a discussion about its value to the Wall, and add the card to the Freedom Wall
• Finish by having the students look at the Freedom Wall in a gallery walk and reflect alone or in a Think, Pair, Share

REFLECTION:

1. Were my students successful in meeting the learning goals and success criteria? How do I know
2. Did my instructional decisions meet the needs of all students? If not, what are my next steps?
3. What worked well? Why?
4. What will I do differently:
   • When teaching this lesson again?
   • For the subsequent lesson?
5. What are the next steps for my professional learning?

Winston of Churchill
– Jean Davies Okamoto & Jeremiah Trammell

Amazon: https://amzn.to/2UHlrqN
Indigo: N/A

Focus: Environment – Climate change

Recommended Grade: 7

Contributor: Kait Principi

Just a Dream
– Chris Van Allsburg

Amazon: https://amzn.to/2uft2kT
Indigo: http://bit.ly/3aD7WQn

Focus: Environment – Respect for the Environment

Recommended Grade: 4

Contributor: Nigel Kennedy

One plastic bag
– Miranda Paul and Elizabeth Zunon

Amazon: https://amzn.to/35xuPDz
Indigo: https://bit.ly/2SCsz8M

Focus: Environment – Environmental/Plastic pollution

Recommended Grade: 4

Contributor: Aatiqiha Abdin

Lessons from Mother Earth
– Elaine McLeod & Colleen Wood

Amazon: https://amzn.to/2WmPWEw
Indigo: https://bit.ly/2W4L7Ri

Focus: Environment – Environmental Stewardship

Recommended Grade: 4

Contributor: Daniela Presutto

Sandy’s incredible shrinking footprint
– Femida Handy & Carole Carpenter

Amazon: https://amzn.to/3dgEJMv
Indigo: https://bit.ly/2ywCF4n

Focus: Environmental

Recommended Grade: 7

Contributor: Karly Bignell

Seeds of change
– Jen Cullerton Johnson

Amazon: https://amzn.to/3chBQv3
Indigo: N/A

Focus: Environment

Recommended Grade: 6

Contributor: Toni Macdonald

Planting the trees of Kenya
– Claire A. Nivola

Amazon: https://amzn.to/3czVYI7
Indigo: https://bit.ly/2z3dmqL

Focus: Environmental degradation

Recommended Grade: 7

Contributor: Sarah Castelli

Author(s): Jean Davies Okamoto & Jeremiah Trammell

Links:
Amazon: https://amzn.to/2UHlrqN
Indigo: N/A

Social Justice focus: Environment – climate change

Synopsis: Winston, a polar bear who lives near Churchill, Manitoba, teaches other bears about climate change and its impact on the North. She leads a protest against the habits of tourists who come to Churchill. There are many parallels to Sir Winston Churchill and his leadership in Britain during World War II.

Lesson Plan: Kait Principi

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Writing and Media/ Understanding and creating media based on global warming and supporting evidence from the book Winston of Churchill

Grade: 7

Lesson: What is the focus of this lesson in relation to the unit?

The focus of this lesson is to challenge students to think on an individual level about how they can contribute to slow the process of global warming. Students will focus on how their individual contribution adds to the bigger perspective (national and international levels).

Curriculum Areas: What are possible connections to other curricular areas?

The main curriculum areas for language arts that this lesson will focus on will be the strands of writing and media literacy. The cross curricular strands that will be explored throughout this lesson will be geography and science.

Curriculum Expectations: What Overall and Specific Expectations will be addressed?

Overall expectations:

Language arts:

• Writing: Generate, gather, and organize ideas and information to write for an intended purpose and audience.
• Media Literacy: Identify some media forms and explain how the conventions and techniques associated.

Science:

• Understanding Earth and Space Systems: Heat in the Environment: Assess the costs and benefits of technologies that reduce heat loss or heat-related impacts in the environment.

Geography

• Physical Patterns in a Changing World: Analyze some challenges and opportunities presented by the physical environment and ways in which people have responded to them.

Visual Arts

• Creating and Presenting: Apply the creative process to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies.

Specific Expectations:

*Students will not be assessed on science, visual arts, or geography expectations. The assessment of specific expectations will focus on language arts*

Language arts:

Writing:

1.2 Generate ideas about more challenging topics and identify those most appropriate for the purpose.

2.5 Identify their point of view and other possible points of view, evaluate other points of view, and find ways to acknowledge other points of view, if appropriate.

Media Literacy:

1.2 Interpret increasingly complex or difficult media texts, using overt and implied messages as evidence for their interpretations.

Learning Goal(s): What are students expected to know, do and understand? We are learning to….

We are learning to analyze different types of media for the purpose of building widespread understanding of our country’s involvement in the world’s environmental issues.

Success Criteria: How will students know they have met the learning goal? I can….

I can… use supporting details from the text to prove my understanding of the author’s message.

I can… connect my ideas on my poster tile to what is happening in the world around me.

I can… collaborate artistically with my fellow students.

MODIFICATIONS / ACCOMMODATIONS: How will I meet the needs of my students? Have I addressed any IEPs?

• In order to reach every student in my class I will modify by having students on language arts IEPs write fewer than 8 sentences in their paragraphs
• In order to reach every student in my class I will accommodate by allowing students to capture their responses on their sticky notes and for their paragraphs by using an audio recorder.

Minds-on: How will I connect to prior and future learning? How will I engage students and set the context for learning?

• I will connect to prior learning by engaging students to sit in a circle and observe photos related to the topic at hand.

Minutes: How much time will I allocate?

• I will allocate approximately 20 minutes to this part of the learning.

Task: What will I be doing? What will students be doing?

• Before reading Winston of Churchill, students will gather on the carpet.
• Students will watch ‘Meltdown’
• Teacher will lead students in a discussion about what types of information they recognize from the media shown.
• Teacher will write down on chart paper some of the answers to these questions.

Teacher prompts:

1. “Why do the polar bears leave their home?”
2. “How did the polar bear(s) do at their new job?”
3. “What do the new jobs say about adaptation?”
4. “What is the significance of the ice cubes at the end of the film?”

• Students will stay on carpet and listen to Winston of Churchill
• Students will attain sticky notes from teacher

Assessment: What is the Nature and Purpose of assessment?

• By using the teacher prompts, students will be assessed using strategic questioning.

Action: How will I introduce new learning / reinforce prior learning / practice learning /scaffold learning?

• After students listen to the book and create their own images and write ups that can be added to a larger mural that the class will create.

Minutes: How much time will I allocate?

• I will allocate 30 minutes for the remainder of the first class.
• An additional language arts period may be allocated to finish researching, writing a paragraph, and drawing their tile poster.

Task: What will I be doing? What will students be doing?

• Students will go back to their desks and fill out their KWL sticky notes (making sure to leave the ‘L’ sticky note blank until after research and completion of paragraph).
• Students will add their sticky notes to the white board chart
• Students will okay their “what I want to know about global warming sticky notes with teacher and will attain an ipad for their research.
• Students will research individual responsibilities they can take to slow the effects of global warming on our earth
• Students will take a tile paper for their mini posters and sketch their ideas from their research
• Students will write their paragraph about their responsibility they will take on in order to remain environmentally friendly.
• Students will complete their tile poster and hand it in to the teacher to be assessed.

Assessment: What is the Nature and Purpose of assessment?

Students will be assessed using a checklist that they will fill out upon handing in their projects. There will be space on the checklist for teachers and students to fill out corresponding checks.

Consolidation: How will I reflect on the learning goal? How will I have students reflect on the learning goal?

Students will write an exit card to show their understanding and completion of the task.

Minutes: How much time will I allocate?

I will allocate 5 minutes to consolidate.

Task: What will I be doing? What will students be doing?

Students will write their final sticky note about what they will do in order to maintain a healthy environment (this is the ‘L’ portion of the KWL sticky notes). They will add a checkmark to the sticky note if they have finished their assignment and hand it in as an exit card.

Assessment: What is the Nature and Purpose of assessment?

Teacher uses a checklist to evaluate who is finished their work and who needs more time.

MATERIALS: What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need?

• chart paper
• Projector for film
• Sticky notes
• Tile poster paper
• Write up paper
• iPads

REFLECTION: Questions to determine the success of your lesson:

• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my instructional decisions meet the needs of all students? If not, what are my next steps?
• What worked well and why?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?
• What are the next steps for my professional learning?

Author(s): Chris Van Allsburg

Links:
Amazon: https://amzn.to/2uft2kT
Indigo: http://bit.ly/3aD7WQn

Social Justice focus: Respect for the Environment

Synopsis: Walter is a boy who shows no concern or respect for the environment. That night he has a series of disturbing dreams of what the future will be like if current practices continue. Walter wakens and vows to change his habits.

Lesson Plan: Nigel Kennedy

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Reading Comprehension/Environmentalism

Grade: 4

Lesson: I am teaching students to find the inferred message within the text

Lens: Environmental Education

Curriculum Areas: Science and Technology

Curriculum Expectations:

Reading

1 Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning

2 Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning

3 Use knowledge of words and cueing systems to read fluently

1.1 Read a variety of texts from diverse cultures, including literary texts, graphic texts, and informational texts

1.3 Identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts

1. 5 Make inferences about texts using stated and implied ideas from the texts as evidence

1.6 Extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them

1.8 Express opinions about the ideas and information in texts and cite evidence from the text to support their opinions

1.1 Automatically read and understand high-frequency words, most regularly used words, and words of personal interest or significance in a variety of reading contexts

1.3 Read appropriate texts at a sufficient rate and with sufficient expression to convey the sense of the text readily to the reader and an audience

Oral Communication

2 Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes

1.2 Demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing and small- and large-group discussions

1.3 Communicate in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form

Science and Technology

1 Analyse the effects of human activities on habitats and communities

1.1 Analyse the positive and negative impacts of human interactions with natural habitats and communities taking different perspectives into account, and evaluate ways of minimizing the negative impacts

Learning Goal(s):

[R 1.1, 3.1] We are learning to read a literary text by automatically understanding common words and words that we are interested in

[R 1.3, 3.3] We are learning to use reading strategies before, during, and after reading to help us read at good pace and convey the meaning of the text

[R 1.5, 1.6] We are learning to read beyond the text and understand the greater meaning of a literary text so that we can connect it to our own knowledge and experiences

[R 1.8] We are learning to convey our own opinions about the text by citing evidence from the text

[OC 2.2, 2.3] We are learning to use appropriate speaking behaviours to communicate, in a clear and coherent manner, our ideas in group discussions

[ST 1.1] We are learning about the impact human actions have on the environment

Success Criteria:

I can read by using different strategies before, during, and after reading to understand the greater meaning behind a literary text

I can use information from the story to infer meaning that isn’t directly given in the text

I can convey my ideas in a group discussion by using appropriate speaking behaviours and communicating in a clear coherent manner

I can explain certain negative impacts that human actions have on the environment

MODIFICATIONS/ACCOMMODATIONS:

How will I meet the needs of my students? Have I addressed any IEPs?

A printed copy of the text will be made available to students that have poor eyesight or prefer to make notes to help them read

With a digital copy, students could have Google read and write read the story to them in private

Students could pair up or work in small groups to help each other read the book

Students could be allowed to go to the library to have a quiet reading space

Students would be allowed to type their writing piece if it is easier for them

Minds-On:

Minutes: 10 minutes

Task: As a class we will discuss what we think the future will look like using the following prompts:

• What will cities look like?
• How will people get from one place to another?
• What kind of technology will we have?
• Where might people live?