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Overcoming Adversity

By Ssauve
Grade Level
3-5
private
LEARNING PLAN
Essential Question
  • Each our characters have failed, been put down, or struggled, How did each of these characters succeed?
  • How did each of these react to the obstacle?
  • How do you move forward when all of your familiar ways are not available?
  • What were the character thoughts about life, right and wrong, and breaking "the norm/law"-before and after the obstacle, were there changes?
  • What are group identities and how do they describe me? Others?
  • What does it mean to feel good about myself and how can I express that I like who I am?
  • How can I be proud of who I am and celebrate others?
  • How do I benefit from my identities?
  • How do I change because I’m part of different groups?
  • Do all people have the same rights?
Texts
Visual

Hunger

In this cartoon, people of all sexes, ages, shapes and sizes are lined up outside the Gospel Mission, waiting for food. A mother in line remarks that they donated to this Mission just last year, inciting the feeling that circumstances can quickly change.
by
David Fitzsimmons
Grade Level
3-5 6-8 9-12
Subject
Economics
Topic
Class
Social Justice Domain
Diversity Justice
July 9, 2014
Visual

Manzanar, 1942

Following the attack on Pearl Harbor, over 110,000 Japanese Americans, mostly U.S. citizens, were incarcerated in “War Relocation Camps.” These photographs were taken at Manzanar, one of the ten Japanese internment camps, in 1942.
by
Clem Albers and Francis Stewart
Grade Level
3-5 6-8 9-12
Subject
Civics
History
Topic
Race & Ethnicity Rights & Activism
Social Justice Domain
Justice
September 3, 2015
Teaching Strategies
Close and Critical Reading

Annolighting

“Annolighting” (annotating and highlighting) shows students how to identify critical information in a text during close reading. Students learn to annotate text, highlight important facts and summarize what they have read to capture main ideas, concepts and details.
Grade Level
3-5
CCSS
RL.3-5.2, RI.3-5.2, RL.3-5.4, RI.3-5.4, RL.3.5, RI.3.5, L.3-5.4
July 19, 2014
Community Inquiry

Lifting the Text

Students choose an important sentence or phrase from the central text and participate in a structured class discussion about the “lifted” text.
Grade Level
3-5
CCSS
RL.3-5.1, RI.3-5.1, SL.3-5.1, SL.3-5.4, SL.3-5.6
July 13, 2014
Close and Critical Reading

Reading Against the Grain

In reading against the grain students analyze the dominant reading of a text and engage in alternative or "resistant" readings. Resistant readings scrutinize the beliefs and attitudes that typically go unexamined in a text, drawing attention to the gaps, silences and contradictions.
Grade Level
6-8 9-12
CCSS
RL.6-12.1, RL.6-12.2, RL.6-12.6, RI.6-12.1, RI.6-12.2, RI.6-12.6
July 19, 2014
Student Tasks
Do Something

Picture Books

Students work in small groups to write and illustrate an original children's picture book to teach others about a social justice or diversity topic present in the central text.
Grade Level
3-5
July 13, 2014
Do Something

Identity Self-Portraits

Students create visual self-portraits that contain symbols representing the student’s identity, beliefs, values or areas of interest related to diversity, anti-bias or social justice.
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 Mural / Poster Campaign

Students create a large-scale artistic depiction in a community space. As an alternative to the community mural, students can create a set of informational posters that reflect a diversity topic or social justice theme.
Grade Level
3-5
July 13, 2014
Plan Built By
Ssauve

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