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Exploring Self Identity through Your Family's Identities

By kaleyannawilson
Grade Level
K-2
private
LEARNING PLAN
Essential Question
  • Can people who share my identity still be different from me?
  • How am I the same as other people? How am I different from other people?
  • What are my identities?
  • What groups do I belong to?
  • How do I know I’m part of a group?
  • What identities do I share with my family? What identities do I have that are different from my family?
Texts
Informational

Storm

In this story, the parents of three children decide not to tell people the gender of the third child in an effort to avoid promoting stereotypes. Instead, they allow the child to be a person rather than a pretty girl who wears pink or a strong boy who wears blue.
by
Tamera Bryant
Grade Level
K-2 3-5
Subject
Civics
Topic
Gender & Sexual Identity
Social Justice Domain
Identity Justice
July 9, 2014
Teaching Strategies
Exploring Texts Through Read Alouds

Creating Questions to Engage Critically with Texts

This strategy provides tools to create questions that help students engage critically with Perspectives central texts and examine them for issues of power and social inequity. The activities suggested here also encourage readers to bring their knowledge and experiences to the reading of a text.
Grade Level
K-2
CCSS
RL.K-2.1, RL.K-2.2, RL.K-2.3, RL.K-2.6, RI.K-2.1, RI.K-2.2, RI.K-2.3, RI.K-2.6
July 16, 2014
Exploring Texts Through Read Alouds

Realia

Realia are real-life objects that enable children to make connections to their own lives as they try to make sense of new concepts and ideas. This strategy brings the Perspectives central text to life for students by using everyday objects during the read aloud.
Grade Level
K-2
CCSS
RL.K-2.1, RL.K-2.2, RL.K-2.3, RI.K-2.1, RI.K-2.2, RI.K-2.3
July 13, 2014
Exploring Texts Through Read Alouds

Student Journals

Student journals are a collection of students’ written and illustrated predictions, reactions, understandings and questions based on Perspectives central text read alouds.
Grade Level
K-2
CCSS
RL.K-2.1, RL.K-2.2, RL.K-2.3, RL.K-2.6, RL.K-2.7, RI.K-2.1, RI.K-2.2, RI.K-2.3, RI.K-2.6, RI.K-2.7, W.K-2.2
July 13, 2014
Responding to the Read-Aloud Text

Author's Chair

Using either a Perspectives central text or their original work, children take on the role of “author,” reading the text aloud and facilitating a class discussion.
Grade Level
K-2
CCSS
RL.K-2.9, RI.K-2.9, RF.K-2.4
July 19, 2014
Responding to the Read-Aloud Text

Cracking the Code

During Cracking the Code, students examine texts for bias related to race, gender, class, religion, age and sexual orientation, among other identity categories.
Grade Level
K-2
CCSS
RL.K-2.1, RL.K-2.2, RL.K-2.3, RL.K-2.6, RL.K-2.7, RI.K-2.1, RI.K-2.2, RI.K-2.6, RI.K-2.7
July 19, 2014
Responding to the Read-Aloud Text

Readers' Theater

During a readers’ theater, two or more students dramatize a text by reading expressively.
Grade Level
K-2
CCSS
RF.K-2.3, RF.K-2.4, RL.K-2.1, RL.K-2.3, RI.K-2.1
July 19, 2014
Student Tasks
Do Something

Buddy Share

Students choose a mode of expression—e.g., writing, art or storytelling—to share theme-related ideas and feelings with a “buddy” from outside the classroom.
Grade Level
K-2
July 13, 2014
Do Something

Collage of Concerns

Students create visual artwork combining various images to convey diversity or social justice issues, concerns or themes related to the central text.
Grade Level
K-2
July 13, 2014
Do Something

Community Bulletin Board

Students showcase artwork and nonfiction writing that addresses issues they found in the text. The result is a visual, collaborative and creative representation of student learning and ideas. An alternative to the bulletin board is a community newsletter.
Grade Level
K-2
July 13, 2014
Plan Built By
kaleyannawilson

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