After spending months talking to women in Afghan refugee camps, Deborah Ellis penned this timely novel about life under Taliban rule. Living in Afghanistan with her family, Parvana is a rarity—a girl who can read and experiences life, even for just a few hours, outside the four walls of her home.
In this excerpt, the reader meets two characters from The Misfits: Addie, a girl who is exceptionally tall and smart for a middle schooler and Joe, who is creative and feminine in a way that makes his peers nervous.
Maleeka gets made fun of at school about her clothes, her grades, even the color of her skin. In this chapter, she talks about getting teased on a school trip and how even her friend Char was ashamed to be seen with her because of her clothes.
In her nonfiction book, Abigail Garner demystifies the coming out process for LGBT parents and children using their voices and experiences. This excerpt focuses on the impact of coming out in the school environment with teachers, peers, and other parents.
The American Psychological Association (APA) published “Facing the School Dropout Dilemma: The interaction of sexual orientation with school dropout rates” on its website in 2012. The APA is widely regarded as the most prominent professional organization for psychologists in the United States.
Linda Schubert recounts the fear that consumed her Jewish family living in Nazi-Germany in the late 1930s. Each family member endured individual stress and anxiety, but each also contributed to the family's greater good of the family.
After her father's death, Esperanza and her mother are left with few options and forced to flee to America. The immigration officers are only the first obstacle they must face. Beyond them, the Great Depression and an uncertain future awaits.
This excerpt focuses on the lives of African-American students during the civil rights movement. After reading Dr. Martin Luther King’s “I Have A Dream” speech in class in 1963, students in main character C.J.'s school are asked to share their dreams at a school assembly.
In this blog post, Houska emphasizes the enduring spirit of the Native American people and their culture, outlines the group’s past and present obstacles and calls to action young Native Americans to carry on the torch of resilience.
In this essay, the author identifies vague terminology used by the United States government during World War II to describe their actions toward Japanese Americans and outlines terms that would more appropriately describe the government's actions.
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.
In this ironic cartoon, the same man is depicted twice—once with tattered clothing and unkept body hair as a poor man and a second time in a suit with a clean-cut image as a rich man. As a poor man, he's regarded as crazy, but as a rich man, he's eccentric.
Students predict the meanings of vocabulary words before reading and confirm the accuracy of their predictions during and after reading. Students identify context clues from the text and revise their definitions accordingly.
This contextual redefinition strategy encourages students to use the structure and context of words to predict their meanings. Students arrive at the definition through exposure to increasingly rich clues.
A tableau is a representation of a scene or picture by people posing silently without moving. In a vocabulary tableau, a group of students use their bodies to create a frozen picture of a vocabulary word.
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.
Shared reading combines aspects of guided reading and read-aloud strategies. During shared reading, a teacher or proficient student reads the text aloud, pausing at pre-selected moments to discuss content and analyze the text. This strategy facilitates close reading of a complex text in small or whole group settings.
This strategy exposes students to multiple short pieces of a text before they read it in its entirety. Students read selected quotes out of context and comment on both the selection and the comments of other students. The activity ends with students reflecting on their reactions to and predictions about the text.
Readers must refer back to the central text to answer text-dependent questions and provide evidence from the reading to support their answers. Students provide accurate, relevant and complete evidence. To do this well, students will often need to re-read the text several times. This approach privileges the text over prior knowledge, personal experience and pre-reading activities.
Thinking notes are text annotations (highlights, underlines or symbols made on the text or in the margins) that document student thinking during reading. Depending on how you structure the task, these notes can indicate agreement, objection, confusion or other relevant reactions to the text.
A guide to help students interpret, analyze and evaluate information encountered in a variety of media formats. Use this guide with the spoken and performed texts included in the Perspectives anthology.
A strategy to introduce the anti-bias framework into group discussion and textual analysis. Students respond to and pose questions from the four anti-bias domains: identity, diversity, justice and action.
A strategy for organizing medium- to large-group discussions. Students are separated into an inner and outer circle. In the inner circle, or fishbowl, students have a text-based discussion; students in the outer circle listen to the discussion and take notes.
A discussion strategy that asks students to infer how a particular author or character from a text would respond to questions and scenarios. Students must defend their conclusions using evidence from the text.
Estimated time Two to three weeks Why? One of the ways young students become invested in the democratic process is by become empowered advocates for civic participation in their local communities. When younger students
Students investigate, interview and profile a person working for equity and social change. The person can work on the local, national or international level, with an organization or as an individual. The compiled profiles will form a resource for other students in the future.
Students use online resources to analyze current voter registration and turnout rates in their state and local community. They also explore potential roadblocks to the voting process (e.g., felon disenfranchisement and voter fraud).
Select the parts of your Learning Plan you'd like to print. If your Tasks or Strategies have PDF handouts, they'll need to be printed separately. These are listed on the left side of each Task or Strategy page.