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.
Klan groups frequently leave pamphlets on doorsteps and parked cars to spread their message of hate. A group calling itself the Bristol Knights distributed a flier in white Connecticut neighborhoods in the 1980s.
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.
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.
This task helps students consider if the text is a window or a mirror through practicing literacy skills and using technology. Students will decide if author, speaker, characters or content in a text reflect students’ lived experiences (mirror) or provide a window into the lived experiences of people whose identities differ from the students’.
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.
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.