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Diversity is Important

By HAvery102
Grade Level
K-2
private
LEARNING PLAN
Essential Question
  • What is diversity and why is diversity important?
  • Why is it important to know about other cultures other than our own?
Texts
Informational

Zahrah’s Hijab

As a young Muslim girl, Zahrah wore her hijab to school on what is considered to be the most important day of the week in Islam—Friday. Not everyone at Zahrah's school understands her religious traditions, but a visit from her mom changes this.
by
Sean McCollum
Grade Level
K-2 3-5
Subject
Civics
Topic
Religion
Social Justice Domain
Identity Diversity Justice
July 9, 2014
Literature

My Name was Hussein

Hussein, the narrator of My Name Was Hussein, lives in Bulgaria. His Muslim family takes great pride in their religion and traditions. But soldiers soon arrive in their village and force all of the Muslims to adopt Christian names, thereby inhibiting their freedom and identities.
by
Hristo Kyuchukov
Grade Level
K-2 3-5
Subject
Civics
History
Economics
Geography
Topic
Race & Ethnicity Religion Rights & Activism
Social Justice Domain
Identity Justice
July 7, 2014
Teaching Strategies
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

Making Connections During Read Aloud

Students make connections to read-aloud texts by relating the text to themselves (lived experiences), to other texts (read in any setting) and to the world (current and historical events)
Grade Level
K-2
CCSS
RL.K-2.9, RI.K-2.9
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
Responding to the Read-Aloud Text

Think Aloud

Think Aloud requires readers to stop during their reading to think, reflect and discuss their process. Readers talk about skipping text, rereading, searching back in the text for information, questioning, clarifying, summarizing, making connections, reflecting, predicting and visualizing.
Grade Level
K-2
CCSS
R.L.K-2.1, R.I.K-2.1
July 19, 2014
Student Tasks
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 Puzzle Mural

Students create a community puzzle mural, a large-scale artistic depiction, usually displayed in a community space. Puzzle pieces covered in student’s artwork relating to diversity, anti-bias or social justice themes from the central text comprise the mural.
Grade Level
K-2
July 13, 2014
Plan Built By
HAvery102

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