# data[].attributes.body
1. 6-8
2. Learning Goal: Students will do a gallery walk and read about diverse historical figures in history.
3. Standards: WHST.6-8.2
4. Rationale: This activity will engage students in reading about diverse people who made their mark in history.
5. Vocabulary: legacy, accomplishments, contributions, historical context, biography, impact, influence, significance.
6. Procedure: Students will walk around the classroom with a 12 box sheet to write down information. As students walk around the room there will be a brief overview of an individual who changed the course of history in their own country. Students will write the name of the individual, some facts from their reading, and what they were known best for in their lifetime and write one question they have if they could speak to the individual. Afterwards, students will return to their seats to review their work. As a class, the students will discuss each figure and their question. From there, students will focus on 1 specific figure to write a 1 page research page on using the citations they used.
7. Assessment: Formative: in-class activity, Q&A, teacher feedback, research paper. Summative: product.

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1. 9-12
2. Learning Goals: Students will be able to research and identify the highlights of a woman in history who made discoveries in science, yet they were looked over because they were female.
3. Standards: WHST.11-12.2
4. Rationale: By understanding the hidden figures in science, especially women and diverse groups of individuals, the hope with this lesson is for students to be able to see themselves as scientists.
5. Vocabulary: theories, experiment, procedure, discovery, prediction, prejudice, diverse, inclusive
6. Procedure: One of the beginning units of study for a high school science classroom is conducting research on women and diverse individuals in science. The goal of the activity, is for students to find hidden figures that are in science which may reflect on them personally, or eye opening on the amount of individuals who were not given credit because of their gender or race. Students will be given 1 week to conduct research on their person of their choosing, who provided scientific advances , however were not given the credit. For instance, Ada Lovelace is considered the first ever woman computer programmer who created the analytical engine during the early 1800's. A student would then go into details about her life, how she came to her discovery, who stole her credit, and is their discovery still relevant today? Students would also use this opportunity to create APA citations for their 2 page research paper.
7. Diagnostic: self-evaluation. Formative: in-class activity, teacher feedback, research paper.

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1. 9-12

2. Learning Goal: Students will analyze a piece of historical document or a part of history that they wish they could change.

3. Standards: RI.11-12.9

4. Rationale: Students will use their knowledge of history and their points of view to rewrite a part of history.

5. Vocabulary: *depends on which part of history is being discussed* historical revisionism, reinvent, analyze

6. Procedure: Students will be allowed to pick any part of history they would wish. This can be a war, document, time period, event, etc. Students will first research their topic and create a summary of the event. From there, students will then begin to create the version of history they would want to occur. For instance, instead of the Holocaust happening, a student may choose to discuss how they would have wanted Hitler to be placed in prison sooner and his book would have never been published, and the Jewish community would have been supported and not scrutinized by society. A historical document could have the language changed to include more diversity in freedom. Students will take 1 week to complete this activity and present their ideas and projects to the class.

7. Assessment: Diagnostic: observation. Formative: Q&A, teacher feedback. Summative: Product

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1. 9-12

2. Learning Goal: Students will be able to listen and connect with Sparsh Shah and his journey to overcoming adversities.

3. Standards: SL.9-10.1, SL.11-12.1

4. Rationale: Students should always be encouraged to listen to someone else's story about overcoming adversities despite their age.

5. Vocabulary: disability, ability, adversities, challenges, overcoming, support

6. Procedure: This lesson is meant to help students refocus in on their own personal struggles and finding ways to overcome them. Students come with a rich background that teachers are unaware of. With this lesson students will listen to Sparsh Shah's encouraging TedTalk and write about a time that they struggled with something personally and how they dealt with this struggle. Tell students that these will be shared at random for peers to read, so their names should not be on them. Have them freely write for a portion or the entire bell period. The educator will read over their responses. The next day, the educator will pass out these papers out at random and the pages will be rotated 3 separate times to other classmates. The purpose of this assignment is for students to know other's stories without knowing who they are. The saying: "You never know what someone is going through, unless you walk a mile in their shoes." holds extreme value. This lesson is also to encourage students to reflect on their actions before saying something that is hurtful to others, because they may be dealing with something no one else knows about.

7. Assessment: Diagnostic: observation. Formative: in-class activity

# data[].attributes.attachment_link.title
How a 13 year old changed 'Impossible' to 'I'm Possible' | Sparsh Shah | TEDxGateway

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1. 9-12

2. Learning Goal: Students will be able to conduct research on their own on their chosen banned book and form a poster.

3. Standards: SL.11-12.1, SL.9-10.1, RH.11-12.8, RST. 11-12.7

4. Rationale: Students will be in a position where they are freely able to question the reasoning behind banning certain books.

5. Vocabulary: censorship, explicit, offensive, unsuited, brainwashing, totalitarianisms, ratings, language

6. Procedure: Students will be challenged to research a list of banned books and choose one to focus on for this assignment. This is a first come basis, where no two books will be done. These banned books do not have to be banned within their city or state, it can be from anywhere in the United States. From there, students will research the selected book, find the themes on why it has been banned and its reasonings. These books can also be at or below grade level, however if students select a primary leveled book, they must complete this activity with 3 primary texts. Students will then give a brief overview of their book in one to two paragraphs. Afterwards, students will create a poster highlighting the main plots in the story that are considered "taboo". They have the option to create a collage of picture, words, or both. Also on their poster they should place text specific evidence which may deem the book inappropriate. Students will be given 1 week to complete their assignment and they will present their finding to the class. Afterwards, and with permission these posters can be displayed outside of the school library or community library for others to observe.

7. Assessment: Formative: in-class activity, teacher feedback. Summative: Product, performance

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1. 9-12

2. Learning Goal: Students will be able to calculate the world's population using statistics. Students will be able to theorize using statistics on what the world's population will be in 2033.

3. Standards: S.ID.2-S.ID.6

4. Rationale: Students will use their knowledge of statistics to calculate the world population in 2033.

5. Vocabulary: demographics, rate, density, variable, sample

6. Procedure: Students will have a basic understanding on statistics and how to calculate probability. Students will then break off into groups and research the population and statistics of the world's continents taking note of large countries' demographics. Afterwards they will find the median life expectancy and fertility rates in each country to use as their parameters. Groups will then work together to formulate a statistics problem to hypothesize what the population will be in 10 years.

7. Assessment: Diagnostic: observation. Formative: Q&A, peer evaluation, teacher feedback. Summative: product.

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1. 9-12

2. Learning Goal: Students will be able to experience a mock trial using a preexisting trial or a simulated trial that is school appropriate. Students will be able to navigate their way to justice through the court system.

3. Standards: WHST.11-12.1

4. Rationale: Students will learn first hand on how the US court system works by becoming an active participant in the process

5. Vocabulary: defendant, prosecution, judge, witness, jury, district courts, investigation, plea bargaining, preliminary hearing, trial, motions.

6. Procedure: Students will begin he 2 week lesson on learning about the US government and court systems as well as their hierarchy. From there, students will vote on a topic from a list the their court hearing will be about (i.e. petty theft, hate crime, murder). From there, the educator will formulate a story or even find a previous story from a news article or the court records if applicable for students to review. Afterwards, students will pull from a jar of what their role is in the trial (judge, jury, lawyer, defense, etc.). Students who part of the prosecution and defense will group up separately and begin to formulate their stances. The following week, students will dress professionally as if they were appearing in court and act out their roles as the educator is an observer watching the students present their cases and keeping them on task and facilitating what would come next in a courtroom such as telling them to use specific language. After the result of the trial are in and the verdict has been issued, the students will then reflect as a class on how their roles when, what they noticed, and what they would do differently. As a homework assignment, students will type a 1 page report on what they reflected on from their perspective and why trials are important in our governmental system.

7. Assessment: Diagnostic: Observation, interview, self-evaluation. Formative: In-class activity, reflection journal, Q&A, Peer evaluation, Teacher feedback. Summative: Performance

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1. K-5

2. Learning Goal: Students will be able to walk through the school library and identify diverse books. With the help of the librarian, students go on a literary scavenger hunt to find books and identify genres and ethnicities that might be missing from the library. From there, students will return to their classroom and use the library’s database research books they may have missed as well as google books that would be a great addition to the diverse array of books.

3. Standards: RL.1.9, RL.1.10

4. Rationale: In elementary school the librarians allow students to check out books and use the school database to find specific books. With this activity, students will be able to find and research books that relate to them personally, as well as learn how to use the library properly.

5. Vocabulary: Dewey Decimal System, barcode numbers, catalog, diversity

6. Procedure: Students will take note of items in the classroom library and begin to develop a list of books that they would like to add to the collection. From there students will go down to the library and use the database to locate their specific books. With the help of the librarian and classroom educator, students will look for books that reflect themselves. If they do not find any, we will write them on a list. From there, students will go back into the classroom and discuss what they learned about the library and create a letter to our librarian requesting them to increase their diversity on specific groups of individuals and topics. Students will learn how to form a letter including its parts as well as the signature.

7. Assessment: Diagnostic: observation. Formative: in-class activity, Q&A, teacher feedback

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1. K-5

2. Learning Goal: Students will be able to map out their homes using area and perimeter.

3. Standards: 3.MD.5-3.MD.7

4. Rationale: Homes come in many different forms. Some people live in houses, others apartments, multigenerational homes, and modular homes.

5. Vocabulary: area, perimeter, square ft., units, L*W, diversity

6. Procedure: Students will be challenged to complete a home layout of their own homes using learned skills in math. Students will be given a sheet of large graph paper to design their home based on the measurements they can complete with their adults, or give a rough estimate. From there, students will then design each room based on the furniture and label each room. This is a great resource to help students understand area and perimeter in a way that is personal to them. They will also be able to see a wide variety of homes from their peers.

7. Assessment: Formative: Q&A, teacher feedback. Summative: Product

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1. 6-8

2. Learning Goal: In addition to learning about the hydrologic cycle, students will be able to collaborate with peers to design a water filtration system. Students will discuss the issues surrounding individuals world wide who do not have access to clean drinking water and come up with ways they can purify water that is cost effective.

3. Standards: 7.ESS.1, 7.NS.3, 6.SS.16

4. Rationale: Students will learn and understand that there is an issue surrounding access to clean water worldwide, even in the United States (i.e.: Flint, Michigan). By designing and applying their knowledge of the water and hydrologic cycles, students can experiment how to create a filtration system that is cost effective.

5. Vocabulary: hydrologic cycle, filtration, turbidity, sedimentation, activated carbon, backwash, chlorination,

6. Procedure: In addition to learning about the hydrologic cycle, students will research the issues surrounding access to clean drinking water around the world. They will also research existing ways that people filter their water, these will give them ideas of a design. From there, students will collaborate with peers on designing a water filtration system which will purify premade polluted water (pond water, muddy water, other pollutants). Students will be given a set of materials (cups, bins, string, plastic, rods, straws, etc..) and they will complete their working design within 1 week of class period. Once completed, students will then calculate the cost on a larger scale model and determine how many they can create with a budget of $2,000. Afterwards, students will complete an individual 1 page report on their design, how it will benefit their cause, and can their design be modified anymore?

7. Assessment: Diagnostic: observation, interview. Formative: in-class activity, reflection journal, peer-evaluation, teacher feedback. Summative: product/exhibit, performance.

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1. 9-12

2. Learning goal: Students will be able to critically think about Anothony Jack’s TedTalk on diversity. The students will then compose 2 questions they have that they wish to ask the speaker if they were in the audience.

3. Standards: RH.11-12.8

4. Rationale: High school students are close to entering the ‘real world’ where they will need to navigate college, jobs, careers, and finances more so than they might already be doing. Students will be able to understand the concept of what it means for individuals to have access to things like food and education, however 2 out of 5 undergraduates have food insecurity.

5. Vocabulary: diversity, inclusion, privilege poor, insecurities, hidden curriculum, doubly disadvantaged, cultural capital

6. Procedure: Students will begin the discussion by discussing what inclusion and access means, and how these terms are similar and different. Have them create a list of items on things they have access to (ie: free lunches at school) and what things they are included in (ie: extra curricular activities). Discuss with your students what it means to have a hidden curriculum, this idea might be difficult if they haven’t heard the term before. For example: a hidden curriculum within the classroom could be the way a teacher or educator dresses. Whether they dress in professional attire or a relaxed look might alter the way individuals communicate or approach the educator. In professional clothes, a person might appear to be intellectual and business driven and students see that they are going to be asked to complete tasks. Or, if the educator is in jeans and a t-shirt, the students might see that as the educator is relaxed and their expectations are not as high as in business attire.

Next, have students listen to the TedTalk by Anthony Jack and write down some of their takeaways such as, how the TedTalk changed their definition of diversity and inclusion, what is your definition of ‘privilege poor and doubly disadvantaged’, and what hidden curriculums they have encountered personally. The major question you would want students to answer is what surprised them in the TedTalk? For me, it was the young woman who didn’t have access to food during spring break at college and she used dating apps to secure a date with others to get a free or reduced meal.

1. Assessment

1. Diagnostic: self-evaluation, observation

2. Formative: Q&A, teacher feedback

# data[].attributes.attachment_link.title
On Diversity: Access Ain’t Inclusion | Anthony Jack | TEDxCambridge

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1. 4-5

2. Learning goal: Students will be able to create their own poetry over a topic that they are passionate about.

3. Standards: W.5.1, W.5.2, RF.5.3, L.5.1, L.5.3, L.5.5

4. Rationale: Students will have previous knowledge on poetry, rhyming, verses, and rhythm. With this activity students will be able to use their language skills to produce their own poetry on a topic that they are passionate about (ie: equality, diversity, peace, etc).

5. Vocabulary: alliteration, allusion, black verse, end rhyme, figurative language, simile, metaphor, free verse, haiku, imagery, onomatopoeia

6. Procedure: Students will collaborate with peers to compose a list of items that they are passionate about. This is an open concept where ideas are welcomed and students have the opportunity to take ownership of this activity. All students come from diverse backgrounds and each have their own interpretation of what they are passionate about. Some may be passionate about their families, sports, social justice, equality, etc.

Allow students to pair up with individuals who want to focus their poems on a specific item, and help those individuals who are working alone and provide them scaffolding along with all the other students. This activity can take 2-3 days to complete. Once the students have a rough draft completed, provide them with cardstock paper where they can transfer their poem and they can create designs that represent what their work is about. For example, if a student wrote a poem about power, they might draw pictures of a scale that is unbalanced or a foot that is overtop a selected group of people. Once completed, students are welcomed to read to their peers their work and display them around the classroom or in the halls.

1. Assessment

1. Diagnostic: self-evaluation, observation

2. Formative: in-class activity, peer-evaluation, teacher feedback

3. Summative: product, performance

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1. 4-5

2. Learning goal: Students will be able to research and explore diverse science icons such as Dorothy Hodgkin, Katherine Johnson, George Washington Carver, Ronald McNair, Nicole Hernandez Hammer, etc.

3. Standards: W.5.7, W.5.8, RI.5.2

4. Rationale: Students come from diverse backgrounds and likewise, many hidden figures in history also come from diverse backgrounds. With this activity, students will be able to research, and create a timeline of their Hidden Figures life, accomplishments, struggles, and groundbreaking discoveries.

5. Vocabulary: discourse, progressive, stereotype, propaganda, counterpart, commitment

6. Procedure: Students will be given time to think about and research hidden figures in history. These people can and are encouraged to be from diverse backgrounds and careers. Encourage students to look for a person who isn’t well known like Albert Einstein and find individuals who haven’t been talked about in quite some time. Listed above in the Rationale are some examples of women, African Americans, Latino, Asian individuals who played an intricate role in history and science.

Students will be given 1 week, 2 of those being in the computer lab to research and create their projects. Each student will present their own figure. This will allow different perspectives and having between 15-30 individuals to be presented on. Students will present their projects to their peers and given roughly 5-7 minutes to highlight key parts of their figure’s accomplishments.

1. Assessment:

1. Diagnostic: self-evaluation, observation

2. Formative: in-class activity, teacher-feedback

3. Summative: product/exhibit, performance

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1. K-5

2. Learning Goal: Students will be able to identify the protagonist and antagonist of the fairy tale of their choice of a selection provided by the teacher.

3. Standards

RL.5.2, RL.5.3 RL.5.5, RL.5.6, RL.5.9

1. Rationale

Students have already been introduced to fairy tales in the younger grades. This time, students will read, analyze, and identify the protagonist and antagonist of the story as well as the moral/theme of the story.

1. Vocabulary: resolution, protagonist, antagonist, conflict, plot, moral, characters, obstacles

2. Procedure

1. Students will be given a list of fairy tales (ie: Jack and the Beanstalk, Hansel and Gretel, Rapunzel, Little Red Riding Hood). Students will then read and listen to the story and analyze with their group what the plot, protagonist/antagonist, conflict/resolution are within the story. Afterwards, each student will design a Wanted poster for the antagonist in the story and the reason they are wanted.

As an extension activity, have the students rewrite the fairy tale, however this time have them write it from the perspective of the antagonist. Students can create their own book or comic strip along with their minimum 1 page story.

1. Assessment

1. Diagnostic: self-evaluation, observation

2. Formative: in-class activity, Q&A, peer-evaluation, teacher feedback

3. Summative: product

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1. 6-8

2. Learning Goals

1. Students will be able to determine the meaning of words and phrases within a song including figurative language and connotative meanings

3. Standards

1. RL.6.4, RL.6.5

2. RL.7.4, RL.7.5

3. RL. 8.4, RL.8.5

4. Joy

1. Students will have the autonomy to pick their own songs to analyze that are school appropriate. This will bring a diverse selection of songs within the classroom.

5. Vocabulary

1. Lyrics, stanza, chorus, verse

6. Procedure

1. Students will be given the task to find a school appropriate song to analyze. They will find and print off the lyrics for their selected song. This will be easy for them to see the entire song and identify the part of speech, figurative language, and connotative meanings. From there, students will then interpret the lyrics and discuss what the author’s purpose is for writing the song. What type of emotions are they trying to express and evoke within the listener?

An example of this could be Thunder by Imagine Dragons, within the first stanza the author is acknowledging that he is uptight and needs a way to relax from all his energy. He was currently unhappy in his current situation and wanted to find a bigger and better opportunity for himself. The lyric “I was lightning before the thunder” shows that something better was going to happen to him.

Students then will create a mini poster with their selected song stanza and decorate it with images, words, and pictures of what the section of song is about. Have them discuss within small groups and give students the opportunity to share the class. Afterwards, have the activity within the room to show student work.

1. Assessment

1. Diagnostic: self-evaluation

2. Formative: Teacher feedback, peer-feedback

3. Summative: final product

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1. 6-8

2. Learning Goal

Students will be able to read, conduct research, and present on famous diverse members of society.

3. Standards

W.7.3, SS.1, SS.16

4. Critical Consciousness

Students will be able to choose their icon 9 times during the academic year. Students have the autonomy to choose their own icons focusing on diversity and multiethnic icons who have contributed to the advancement of society as well as breaking barriers that have previously existed in history.

5. Vocabulary

1. Depends on the text

6. Procedure

Students will be given the opportunity to choose what non fiction text they would like to focus on. The non fiction text will be on individuals from multi-ethnic backgrounds in history such as Indigenous icons (Squanto, Pocahontas, Sacagawea, Sitting bull) , African American icons  (Martin Luther King Jr., Harriet Tubman, Maya Angelou), Hispanic icons (Cesar Chavez, Frida Kahlo, Danny Trejo), and Chinese icons (Dr. Chien-Shiung Wu, Grace Lee Boggs, Kalpana Chawla, Yo-Yo Ma), and Concussion icons (Abraham Lincoln, Albert Einstein, Benjamin Franklin). Each month students will choose a different icon to read, write, and present about within a small group, or independently. This lesson will encourage students to conduct research on 9 diverse individuals in history, what they were famous for, why they chose the icon, and what significance they played in society. Students will write a 1 page paper on their icon then present their findings to the class about the significance of their chosen icon.

7. Assessment

Students will be assessed based on their research, ability to write a research paper, and present their findings to the class. They will be given time to work on their project in class with the use of the computer labs for research and writing their paper. Observation from the educator will also be used.

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1. 6-8

2. Learning Goal: Students will create a story-line for a video game they would like to design. This lesson is designed to allow students the opportunity to create a game based around something they value (ie: a video game on how to establish your own salon).

3. Standards: 6-8.ST.1.d. 6-8.ST.3.a. 6-8.ST.3.b. 6-8.ST.3.e.

4. Rationale

1. Video gaming has become an increasingly popular pastime activity for children and adults. With this lesson, students are able to create their own storyline with problems and solutions, and a resolution. Video game design is a growing field that is primarily male driven. Introducing women and diverse individuals to design at an early age will open opportunities for their future.

5. Vocabulary

1. Programming, platform, graphics, resolution

6. Procedure

1. Students will begin this activity by discussing their own experiences with video games, what games they have played, and what games they want to play in the future. Students will remain in groups for this project as diverse ideas can be helpful for design purposes. They will then collaborate on ideas for what they would like their game to be about, what is the purpose of their design, and what market they would like their audience to be. Thinking about areas in history they want to visit and what problem/solution they want to solve.

An example of this would be creating a design during the 1860’s of African American slaves escaping their owners for freedom in Canada. Students will create ideas of how their characters will escape, how they avoid being captured, what problems they will face during their way to Canada (wild animals, rivers, law enforcement, owners, dogs, etc.). This simulation is similar to the popular Wagon Trail simulation from the early 2000’s. Students will be given ample class time to work and collaborate with their classmates and present their ideas to the class as well as other adults such as admin and other educators.

1. Assessment

1. Diagnostic: Observation

2. Formative: In-class activity, Q&A, Peer evaluation, teacher feedback,

3. Product/exhibit

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1. 6-8

2. Learning goal: Students will be able to research one of the United States National Parks and create a presentation and map design signifying landmarks, history, biodiversity, location, and conservation efforts.

3. Standards

1. 6.SS.2- 6.SS.7, 7.LS.2

4. Rationale

1. Despite the ever growing use of technology, students should still understand the concepts of a map. In elementary school, students understand the basics of cardinal directions. With their background knowledge, students will be able to design a map layout of a National Park of their choice.

5. Vocabulary

1. Cartographer, aerial, planning, title, scale, legend, compass, latitude and longitude, biodiversity, conservation, naturalist

6. Procedure

Students are given the opportunity to form small groups and research dozens of National Parks in the United States. Each group must produce a Google Slide and a drawn map of their park. They must include landmarks, history (who founded the park, and when), biodiversity, location, conservation efforts, and other information they wish to include. Each member is responsible for their share of the information, and students should begin to divide the workload among each other. This activity will take roughly a week to complete from start to finish. Have students also create a shared document where they are able to put their citations and references. Once students have compiled their information, they must begin their map designs. Given a 24”x 36” poster paper, have students collaborate and use resources to create an aerial layout of their park. Noting their scale model, latitude and longitude, as well as legend. Allow them to use printed pictures of animals and landmarks to move the project forward more efficiently, however give students the opportunity to draw these as well. Noting specific animals in different habitats (i.e.: bighorn sheep in the mountains, and not valleys). Students should also make time to work on their presentation designs and collaborate with one another. At the end of the work week, all students in the group should know the facts and histories of their chosen park to present to the class. Depending on class size, there should be at least 6-10 presentations on different National Parks.

1. Assessment

1. Diagnostic: observation, self-evaluation

2. Formative: in-class activity, Q&A, peer-evaluation, teacher feedback

3. Summative: Product/exhibit, performance

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1. 6-8

2. Learning Goal

1. Students will be able to identify and discuss the theme of family unity and social justice issues and economic injustices African Americans faced in the South

3. Standards

1. L.6.3, RL.7.4., RL.7.6, SS.1.

4. Critical Consciousness

1. Students will discuss the social justice theme of the story that takes place a half a century ago and compare it to social issues that are present in today’s society.

5. Vocabulary

1. Maverick, lynched, resiliency, malevolently, boycott, condescending

6. Procedure

1. Prior to reading Roll of Thunder Hear my Cry, students will be introduced tothe historical context of the novel. Students will be prompted to discuss what they know about segregation in the South at the time of the book. Students will read Roll of Thunder Hear my Cry in diverse groups (whole, small, teacher directed, and independent reading). As students read they will be given prompts to read for each section of chapters focusing on social justice issues, the main character and her family experience throughout the book. Noting especially important areas where the students feel specific emotions (ie: anger, surprise, etc.) during the readings. Challenge students to discuss with their group how they would feel if they were experiencing the same events as the main characters. What would they do differently compared to the characters in the book? What type of sentence patterns do you notice in the text?

From there, students will be challenged to create a letter to the main character, Cassie about the social advances that modern day society has made since the time of this book. This letter can be collaborative among students and they can create a list of ideas in small and whole groups. Also discuss what issues are still in progress such as poverty, homelessness, profiling, prejudice, ect.

7. Assessment
a. Students will be assessed on their knowledge of interpreting, inferring, relating, and collaborative work on assignments throughout the text. This lesson can be done in a span of 2 weeks or more.

# data[].attributes.body
1. 6-8

2. Learning goal

1. Students will be able to create a character analysis during the author study and choose between Projekt 1065 or Refugee by Alan Gratz. Students will be able to read and understand from the perspective of a young boy who is similar in age as the reader about life growing up in Nazi Germany. Students will have conversations about the anti-Semitic violence witnessed in the book and discuss what type of violence they know or have known in their own life or community.

3. Standards

RL.8.1-RL.8.6, W.8.3,

1. Rationale

1. Students at the middle school level have the basic knowledge of the Holocaust, by using book characters that are similar in age to the reader will allow a connection between the reader and the character in the novel.

2. Vocabulary

1. Magnanimous, ignoramus, acrophobia, reconnaissance, recuperation, rendezvous, bureaucratic, zealot, fascism

3. Procedure

1. Students will be able to choose between this novel and Refugee (listed below) during the author study on Alan Gratz. In this lesson students will begin by learning a brief history of the Holocaust and learn or relearn the lasting effects this played on history. Afterwards, students will be able to choose their books and break into small groups or begin to read independently. Students should read the first 3 chapters noting the characters, setting, time period, conflict, and vocabulary words they are unfamiliar with. As a whole group, discuss with your students parts of the novel that they do not understand, such as anti-Semitic violence towards a Jewish faith. Challenge your students to discuss ways that are similar and different to today’s society. Do we still have some forms of antisemitism within the United States, what about the world? As your students read, have them fill out a running document between their peers with questions, comments, an ‘aha’ moment, or anything else they wish to add. In addition, students will complete 3 FlipGrid responses at the beginning, middle, and end of the chapter discussing what their group has learned and discussed.

After the book is complete, this may take 2 weeks or more to complete. Students should begin collaborating with their peers in small and whole groups to discuss the character analysis of Michael O’Shaunessey, pointing out that he is a 13 year old boy, who has similar aspirations to those of the students. Instead, Michael has to put his dreams aside in order to help fight injustice for the Jewish people in his community. Students will individually create a Body Biography on Michael discussing his age, background, quotes, major events in the book (ie: book burning parties), as well as his motives behind his actions. This lesson will combine ELA and Art as students will have the autonomy to use resources to create their poster. Students will then present to their peers their project and these will be hung in the hallway. Students who read Refugee will also be given the opportunity to create similar Body Biographies as well.

1. Assessment

1. Diagnostic: self-evaluation

2. Formative: peer-evaluation, teacher feedback, reflection response, in-class activity

3. Summative: Performance, product, unit test.

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1. 9-12

2. Learning Goal: Students will be able to explore through symbolism how the main character, Bruno’s perspective changes throughout the book and he learns more about his father’s involvement in the Nazi regime. Students will then be able to compare and contrast the novel with the movie.

3. Standards:

4. Critical Consciousness

1. Students will learn how the use of propaganda alters and manipulates people’s actions and beliefs which leads to oppression of mass groups of individuals.

5. Vocabulary

1. Conviction, incredulous, escapade, puckish, forlorn,

6. Procedure

Students will take 2 weeks to read and discuss The Boy in the Striped Pajamas as a whole class and in small groups. Depending on time, students may have to read chapters at home. This reading will enable students to think critically of the effects propaganda played during the Holocaust. Students will also be encouraged to think about ethics and morals throughout the readings and text analysis. For example, when the young German boy, Bruno found out what his father’s responsibility was for the Nazi party, what would you have done differently if you were Bruno? After the classroom reads and completes a comprehension packet (filled out while reading), students will write a 2 page, double spaced reflection of the book discussing the themes, ideas, and injustice that occurred in the book. The class will take 2 class periods to watch the movie and write down themes and ideas that are consistent with the text and those that are different.

7. Assessment

1. Formative: In-class activity, reflection journal, Q&A, teacher feedback

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1. 9-12

2. Learning Goal: Students will learn about parts of a play. Students will also research and analyze the time period which this play takes place.

3. Standards: W.11-12.2, W.11-12.3

4. Rationale: This play is a great resource to teach students the cause and effect of mass hysteria and how quickly rumors spread. Students will be able to discuss how in today's society how quickly rumors, misinformation, and accusations spread with the use of the media.

5. Vocabulary: abomination, affidavit, anonymity, befoul, contemptuous, penitence, perjury, witchery

6. Procedure: Students will first do a little research on the time period that The Crucible takes place. Noting that it occurred during the late 1600's in Massachusetts, students will discuss the reasons why women were considered witches, and what were the effects of this mass hysteria. From there, students will take approximately 4-5 days to read and analyze the 4 acts in the play. These readings will be in small/whole group and individual readings. During whole group readings, students will place their desks in a circle around the room where everyone can see one another and students can volunteer to act out parts of the play at designated times. The same or different students can the character's parts. Afterwards, students will discuss the readings and how mass hysteria has and can effect our world. Some examples can be Covid19, Monkey Pox, and the Apocalypse. Students will then complete a unit test on The Crucible and a 1 page analysis of the play and how we see the theme in modern society.

7. Assessment: Diagnostic: observation, Formative: in-class activity, reflection journal, Q&A. Summative: Unit test

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1. 9-12

2. Learning Goal: Students will be able to analyze and read Poe's famous poems.

3. Standards: RL.9-10, RL.11-12

4. Rationale: Students will be able to use figurative language in their poems after analyzing The Pit and the Pendulum

5. Vocabulary: aghast, Spanish Inquisition, annihilate, prostrate, ravenous, gossamer, imperceptible

6. Procedure: Students will read The Pit and the Pendulum as a whole and small group setting. Each student will have their own copy of the poem and annotate as the video plays. Afterwards, students will break off into groups to discuss selected parts of the poem to analyze and present to the group. A creative extension activity is to have students create their own version of a horror poem/story, and if this is not their style allow them to create their own version of a poem with text features, poetry structure, symbolism and imagery. Students will have 1 week to complete their activity to present to the class.

7. Assessment: Diagnostic: self-reflection, observation. Formative: in-class activity, teacher feedback. Summative: Product

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Edgar Allan Poe - The Pit and the Pendulum with subtitles (Read by Christopher Lee)

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1. 9-12

2. Learning Goal: Students will be able to analyze Maya Angelou's 9 stanza poem and discuss the meaning behind the poem.

3. Standards: L.11-12.5

4. Rationale: Students will analyze the poem and discuss the purpose of the poem and what the author's purpose was to write this work.

5. Vocabulary: trod, sassiness, haughtiness, wondrously

6. Procedure: Students will read the poem "Still I Rise" during a 1 period session. To begin, all students will be given a copy of the poem followed by the educator reading the poem aloud. Afterwards, students will break apart into 9 groups, each taking a stanza to analyze and discuss. This part should take 10 minutes. Afterwards, each group will read their stanza and discuss what they believe the author was trying to say. Other students will then be annotating their poem as each group shares. Students should focus on literary devices such as similes, metaphors, and personification. As an extension activity, students will be challenged to create their own poem discussing how they showed resiliency and strength during a particular part of their life.

7. Assessment: Diagnostic: observation, Formative: in-class activity, Q&A, Summative: poem

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Still I Rise by Maya Angelou | Poetry Foundation

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The Rough-Faced Girl

1. 6-8

2. Learning Goal

Students will be able to compare and contrast the story of Cinderella and The Rough-Faced Girl.

3. Standards

1. RL.6.7, RL.6.9, W. 6.3, SL.6.1,

2. RL.7.7, RL.7.9, W. 7.3, SL.7.1

3. RL.8.7, RL.8.9, W. 8.3, SL.8.1

4. Critical Consciousness

1. This is a comparative fairy tale lesson plan between the European version of Cinderella and the Algonquin Rough Faced-Girl story. Both versions’ lessons teach power of inner beauty, self-love, and confidence. Students will gain a deeper understanding of diversity and respect for different cultures.

5. Vocabulary

1. Rough-Face Girl: Cruel, hard-hearted, charred, miserable, haughtily, feverishly,

6. Procedure

Students will begin with an introduction to the Algonquin tribe’s traditions and beliefs. From there, students will begin reading and analyzing the two tales of the European Brother’s Grimm Cinderella story and the Algonquin Rough-Faced Girl version. After reading, students will be able to compare and contrast the main characters within each story, specifically focusing on their personalities, motivations, and actions. This can be done within a Venn diagram or chart paper. From there, students will be challenged to create their own modern retelling of the classic tales.

7. Assessment

1. Students will be assessed on their ability to discuss each version of the Cinderella story on a written and multiple choice quiz as well as their own modern tales of the Cinderella story.

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The Rough-Face Girl | Children's Book Read Aloud

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1. K-5

2. Learning Goal: Students will be able to identify the theme of the story, discuss what it means to feel worried, or of a time one felt worried. Then students will design their Worry Monster, and what they imagine it would look like.

3. Standards: SL.1.1, SL.1.2, RL.2.1

4. Critical consciousness

1. Joy- Students will be able to identify with Ruby as she faces her fears throughout the story. Students will then be able to identify with each other and discuss common worries/fears they all have.

2. Rationale- Mental health is a huge priority in many public schools. By giving students a platform where they can freely express themselves will allow them to be more connected with others and themselves.

3. Intellect- Students will become smarter about identifying their emotions, and be able to self-regulate themselves and seek help from a trusted adult.

5. Vocabulary- Worry, Enormous, hovering, shrink,

6. Procedure

1. K-2 students will gather at a meeting area and read Ruby Finds a Worry by Tom Percival. Discuss with them what this book might be about based on the cover. While you read, discuss what is happening to Ruby’s worry (it becomes bigger). Ask your students if they have ever felt the way that Ruby is. This is an open discussion on feeling sad and worried, giving students time to discuss. Also, have students discuss with each other how Ruby could solve her problem when having a worry. What are some strategies she could use to help her feel less worried? After you finish reading, have students create their own worry monster, and write about strategies they use when they feel sad/worried as well as a time they felt worried. These prompts can be displayed inside and outside of the classroom for students to use for resources. Have students discuss ways they can help themselves when they are having trouble with a worry.

2. For 3-5th grade students have them go down to the library and find books that discuss the topics of emotions. Have students read their books in small groups (2-3 people) and create a flipgrid together on how they can help younger students regulate their emotions. This project can have multiple options for students to complete. Allow them to choose from a poster, flipgrid, rap, poem, etc. to help other students know that it’s okay to ask for help and talk about emotions with a friend and trusted adult.

7. Assessment

1. Diagnostic: Observation, Self-Evaluation

2. Formal: Peer evaluation, Q&A, Teacher feedback, in-class activity,

3. Summative: Product/exhibit

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💥Ruby Finds a Worry | Ruby's Worry (Read Aloud books for children) | Emotions

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If I Built a School by Chris Van Dusen (STEM)

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If I Built a School by Chris Van Dusen (STEM)

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1. K-5

2. Learning goal

1. Students will be able to analyze the text if it is fiction or nonfiction.

2. Students will be able to discuss and create their own school with peers using area and perimeter.

3. Students will be able to design their school using a blueprint model

4. Students will be able to collaborate with peers in deciding on menu options for the cafeteria using nutritional and unique options.

3. Standards

RL.2.7, L.2.1, SS.2.3, SS.2.7

1. Critical Consciousness

1. Joy- If I Built a School is a series book which allows students to think outside of the box. The illustrations are bright and colorful which will help engage students from kindergarten and beyond. Allowing students to use their own autonomy in creating a futuristic school that is designed by kids, for kids, will give them a sense of creativity and purpose.

2. Rationale- Students of all ages are encouraged to create and design a learning environment where they feel they would be the most successful.

3. Intellect- Students will use their knowledge of area, perimeter, creativity, and peer collaboration to design a futuristic school.

2. Vocabulary

1. Pitiful, flock, collide, perimeter, genetically modified

3. Procedure

1. K-2 students will begin by reading the book as a class. After you read, have students turn and talk about the book and what they would like to have in their futuristic school. Allow all the students to have the opportunity to talk with their partners as this is a critical step in the thinking process. Once they have talked with their peers, create a list on an anchor chart about ideas students have for their school. Using the share the pen strategy, allow students to write their own ideas in a few words. Afterwards, have students break off into small groups and pass out a large piece of paper. Students will then collaborate with one another in designing their own futuristic school. Give students the opportunity to also work independently if that’s what they would like, student choice is also giving them autonomy in their work. This activity may take a day or two to complete. After they are finished, have them describe at least 3 items on their blueprint in sentence format.

2. Grades 3-5 students can be given the same procedure as K-3, however after students turn and talk with their peers, they can use sticky notes to write down several ideas and post them on the anchor chart. If your students use technology, use a Google JamBoard to begin gathering ideas. Afterwards, pass out blueprint paper (if available) and encourage them to use their knowledge of area and perimeter to measure out their school, rooms, cafeteria, gym, etc. Students can also create their own menu for the cafeteria. Again, this activity will take several days to complete. Once students have finished their blueprint, have the students type a 1 page document that describes at least 5 of their items on their blueprint and why they chose the item (ie: what is the purpose of ____ in your school?). For all grade levels, display your students' work either in the classroom or in the hallways.

4. Assessment.

1. Diagnostic: observation

2. Formative: In class work, Q&A

3. Summative: Student created product

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Magical Little Minds - Read Along Storytime

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Kids Book Read Aloud Story 📚If I Built a School 🏫 by Chris Van Dusen 🚌

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1. K-5

2. Learning Goals

1. Students will be able to identify areas in the book that made the main character feel angry. Students will be able to collaborate and identify strategies the main character can use to take control of his emotions so his temper doesn’t erupt. Students will collaborate with peers to identify additional strategies to help individuals who are feeling angry and don’t know how to cope.

3. Standards

1. SL.1.1, SL.1.2, RL.2.1

4. Critical Consciousness

1. Joy- Students will find joy in learning about social emotional well being as well as self-control and anger management. By collaborating and learning strategies to help students work through large emotions, students will hopefully be able to regulate their emotions more effectively.

2. Rationale- Mental health in public education has become more popular over the last several years. Providing strategies for students to cope with large emotions can help students regulate themselves independently, or with minimal support.

3. Intellect- Students will collaborate with peers to identify strategies that could have helped the main character cope with his temper.

5. Key Vocabulary

1. Begrudgingly, temper, compromise, angry, fiery, mean, sulked

6. Procedure

1. With K-2 students, begin the activity by reading aloud My Tiny Temper to your students. As you read, begin to ask your students questions about how the main character expresses his emotions. Does he express them or does he talk to someone, or does he suppress them and keep his emotions bottled up inside. Why do you think this is an unhealthy way of handling anger?

2. After reading the poem, have students break into small groups and begin to brainstorm different ways of expressing anger.

3. For grades 3-5 students you can read the book aloud similar to K-2, or you are able to turn on the read-aloud. Discuss with your students why it’s dangerous to suppress major emotions such as anger. What can that do to an individual if they bottle their emotions up over time? Challenge your students to create their own poem about anger or an emotion of their choosing. This can be a personal story of a time they felt angry or another emotion and how they coped with this feeling. Allow students time to work on their activity, this might take students a few days to complete. Prepare a time slot during your day for those students who are willing to share their poem.

7. Assessment

1. The students will be assessed on their ability to examine the poem and create their own poem using text features.

2. Diagnostic: observation

3. Formative: In class work, Q&A

4. Summative: Student created product

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Kids Book Read Aloud: My Tiny Temper by Christopher Fequiere

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 My Magical Feelings (Social-emotional learning)

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 My Magical Feelings (Social-emotional learning)

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1. K-5

2. Learning Goals

1. Students will be able to identify different types of emotions within the text. Students will reflect on their own experiences and using sentence structure, write about them.

3. Standards

1. SL.1.1, SL.1.2, RL.2.1

4. Critical consciousness

1. Joy- Students will feel a sense of joy as they identify emotions within the text and apply it to their lives. Emotions come in all different forms and students will be creative during these activities.

2. Rationale- Social-emotional learning is extremely important for all students despite their grade level band. Learning about one’s mental health can enhance the chances of students seeking assistance when they are in need of emotional support.

3. Intellect- Students will learn about the 6 key emotions: sadness, happiness, fear, anger, surprise and disgust. Students will then learn that we can have different emotions that feel like one of the 6, such as annoyance instead of anger or grief instead of sadness.

5. Key Vocabulary

1. feelings, joy, lonely, accepted, angry, loved, embarrassed, mistakes, apologize, safe, shy, bold,

6. Procedure

1. K-2 Students will read the text as a class and discuss a time they felt a particular emotion as the educator is reading the book. This is a great opportunity for a turn-and-talk strategy where students make connections with their peers. This is a working and listening activity where students can validate their peer’s feelings and experiences. If appropriate for your grade, and the time of the year, have your students create a feelings journal that they can begin writing in. During the story, students can talk with their peers and write inside their journals about each emotion the character is feeling. At the end of this activity, students can share one or two of their feelings and experiences. The educator should model with students how to listen and validate another’s feelings.

2. Grades 3-5 can have a very similar beginning experience. Students can stay in their seats for the reading. You can take this opportunity to have the students take turns reading each page(s). Students can then discuss with peers about similar experiences and/or they can write in their feelings journal. Journaling is a great way to channel feelings into words when an individual is struggling and by beginning this at an early age, students have the opportunity to continue writing outside of school and in their future.

1. After reading another activity to do with your students is to create a vision board. This can be a bulletin board in your classroom, or students can create their own on poster paper. Students can then get into small groups and choose 1 emotion to focus on. To avoid any issues, these emotions can be drawn at random. Challenge your students to create a definition for the emotion and write it on the poster. Give the groups several minutes to complete, once they are done, have the 6 groups rotate to another poster and read what the previous group wrote, and try to come up with another definition. Also, ask students to create a list of other emotions that might correlate with their assigned emotions. This activity can extend the length of the class period and continue to the next day.

As “homework” ask students to find artifacts (pictures, memes, etc.) that represent the 6 emotions. Students can then print out these artifacts and bring them to class. Discuss with the educator and/or peers of why they chose the piece and attach it to the poster. These posters can remain displayed year round and used as a resource for students. In addition to their journaling.

1. Assessment

1. Educators can create a cut and sort for K-2 with students identifying emotions, or how certain actions can make us feel. Such as a picture of a  toy breaking, students can cut this out and paste it under sadness.

2. Grades 3-5 students can be given an assessment sheet with the 6 key emotions. Given a word box of at least 12 other emotions, students must identify which key emotion the word is associated with. For instance, annoyance can be associated with anger along with rage. Both of these words are associated with anger, yet they are different variations of the emotion.

3. Diagnostic-observation, self assessment

4. Formative- in class activity, reflection journal, Q&A

5. Summative- product, quiz

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The Magic of Me: My Magical Feelings by Becky Cummings (Read Aloud for Children) Storytime by Ilona

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1. Grade Band: K-5

2. Learning Goals

1. Students can identify moments when they feel scared. Students can identify when weather changes a certain way there is a possibility of a thunderstorm. Students will be able to know the cause and effect of a thunderstorm. Students can compare how they feel during a storm.

3. Standards

1. K.ESS.1, 2.SS.1, 2.ESS.2, 2.ESS.3

4. Critical Consciousness

1. Joy: Students will be able to relate with each other on how they feel or felt during thunderstorms. They will discuss how they cope with severe weather within themselves such as breathing, holding an item, or trying to relax.

2. Rationale: Students of all ages have either experienced or have been caught out in the rain before. This can be a talking point among the peers as they can relate with one another.

3. Intellect: Students will learn about thunderstorms or reflect on their prior knowledge about why storms occur.

5. Key Vocabulary

1. Thunder-boomer, hail, lightning, thunder

6. Procedure/Step-by-Step instruction

1. Prior to reading: Read the title page and ask students to make predictions and inferences about what this story might be about. Ask them to identify their reasoning by using the illustrations.

2. During reading: While reading, students will be able to apply text evidence based on the illustrations to identify what is happening on each page. There is a lot of onomatopoeia in this book, and students will be able to identify what is occurring. Ask K-2 students why they think the mom said they need a ‘thunder-boomer’? What describing words did you hear that helped you understand what the mom meant? Grades 3-5 will be able to identify similes and metaphors throughout the story, reflecting on their prior knowledge (ie: “The rain was like a faucet”.) Students will also be able to know the difference between hail and rain using background knowledge from types of weather.

3. After reading: Discuss how the different family members reacted to the storm. Did the dog act the same way towards the storm as their dad? How did the pictures in the story change throughout the story? You may want to quickly flip through the book again to help students remember.

4. Extension activity: Something I have done in the past was creating a classroom thunderstorm. I did this with my kindergarten class, and I’m sure upper grades will also enjoy it. Start by having students stand or sit in a circle while you are in the middle. Begin by having them rub their hands together one by one as you rotate pointing slowly to every student. From there have them snap their fingers again going into a circle followed by clapping their hands on their legs, and finally stomping their feet. This is a great kinesthetic way for students to create with their peers. K-2: Have students create a picture of a time where they were caught out in a storm with their families or friends. What was it like at the beginning vs. the end of the storm? Grades 3-5 are able to discuss why and how storms develop, why it’s important to have storms, reflect on prior discussion during the weather unit such as what clouds form during thunderstorms?

7. Assessment/ Activity

1. Formal: Question and answer

2. Diagnostic: observation

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1. Grades K-5

2. Learning Goals

1. I can identify the similarities and differences among peers around me. I can represent myself in a picture/describe myself in sentence or paragraph format. Students will be able to reflect on their experiences and write a reflective journal prompt.

3. Standards

1. RL.K.3, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.6,  RI.K.7

4. Critical Consciousness

1. Joy: Students will create a joy of learning together in a variety of ways by getting to know each other through activities and discussions.

2. Rationale: All students are nervous at some point in their academic career, especially those students who enter school for the first time or at the beginning of the school year. This book focuses on the beginning of the school year and welcomes the diversity of students and families into the classroom to interact and participate with one another.

3. Intellect: Students will learn new strategies of introducing themselves to others and listen to their peers and ask questions to find similarities between themselves and their classmates.

5. Key Vocabulary

1. Community, diversity, adversity

6. Procedure/Step-by-Step Instructions

1. Before Reading: This book is perfect for the first day of school for early education students. Ask your students if they are nervous about the new school year, if they feel that peers would not welcome them or maybe they are worried that they will not find friends. Have students view the cover and see if they can identify any similarities and differences among the children on the page.

2. During Reading: Show your students the diversity of ways that the students and their families interact with one another. Take a look at the morning routines, the clothes they’re wearing, and the food they bring to lunch. Do you see any similarities in your life? Connect the text to the student’s personal experiences such as how they arrive at school and the way they greet each other.

3. After Reading: Ask your students how they think the children in this story are feeling towards one another. Do they think the students are getting along nicely with each other? In what ways can we learn something from others who are different from us?

4. Extension Activity: K-2 students can create their own drawing and writing about themselves, and why they are unique compared to their peers. If applicable, have them write a few sentences describing themselves, routines, favorite foods, etc. Grades 3-5 students have them write themselves a letter on the first day of school describing their feelings, what they want to learn about, what their goals are for the year either academic or personal, and what they are worried about. Save these in envelopes addressed to the students and save them until the end of the year. At the end of the year, pass these back out to students for them to read. Finally, have students write about their experiences and reflect upon their accomplishments during the year and how they overcame their fears during the year. Or students can collaborate together in small groups to create a welcome poster that represents the individuals in their groups. This will create an appreciation of differences within the group and classroom. After the activity, showcase the posters and have students describe what they drew/wrote, and hang them in the classroom for a few days or even a few weeks. This will be the first piece of work that shows student representation.

7. Assessment

1. Diagnostic: observation, self-evaluation

2. Formative: in-class activity, reflective journal, teacher feedback

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All Are Welcome – 🏫 Read aloud kids book about diversity and going to school!

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1. K-5

2. Learning Goals

1. Students will be able to identify the significance of a powwow and the Jingle Dance. Students can connect the healing traditions from the story to their own lives and discuss what their families do when family members are sick or ill. Students will be able to identify where in their community they feel the most connected with (ie: school, church, etc.)

3. Standards

1.  RL.2.1, RL.2.3, RI.2.3, W.2.1, L.2.1, L.2.2, SS.2.8, SS.2.9

4. Critical Consciousness

1. Joy: Students will see another culture’s tradition that they may not have seen before. This will broaden their sense of community as there may be some Indigenous members in their community.

2. Rationale: Prior to reading this story, reflect upon your classroom, community, and the district you live in. There’s a good chance that there is a small population of Indigenous members that are not represented as much and this is a great opportunity for an introduction. Depending on where you live, different Nations have diverse ways of representing themselves.

3. Intellect: Students will learn about the Ojibwe traditional Jingle Dress which is a traditional dance performed by women to promote healing within the community. Since River is sick, this dance means a lot to her and her family as the community rallies behind her to ask the Creator to help heal her.

5. Key vocabulary

1. Intertribal, traditional, Powwow, Grand Entry, Dances, Emcee

6. Procedure/ Step-by-step instruction

1. Powwow Day is a great resource for students to learn about Indigenous cultural traditions. November is National Native American History Month and this read aloud would be a great way to introduce students to tribal traditions. However, this story can be used all year round, do not limit yourself to one month for Indigenous culture books. Prior to this lesson, I encourage you to research the significance of a powwow, what they are meant for, and tribal nations that participate in the Jingle Dance. This will allow you to have prior knowledge of the topic.

2. Prior to reading, have students examine the title page. Ask them what they see and what the characters might be doing. You can also ask if they have ever been to a powwow before, certain areas and communities might have different populations of Indigenous members. Also, ask them if they know the significance of a powwow and who is participating in them.

3. During Reading: K-2 students can answer the question of why does River feel sad that she is unable to participate in the activities? Grades 3-5 can be asked if they understand why River feels the way that she does? As well as why/how books are able to look at someone else’s perspective and use empathy to understand why they are feeling a certain way.

4. After Reading: Ask your students why they think that River’s family attends the Powwow? Does it bring them a sense of belonging to a community? How did their community support River during the ceremony, and how do you think this made River feel?

5. Extension activity:  Discuss with your students why the powwow was important for River and her family. Talk about why the author calls the Jingle Dance the ‘healing dance’ and why that’s important to River and her family. Have students discuss with each other about how their community and family makes them feel like they belong? This can be an open discussion such as how their families help them feel better when they are sick, is there a special recipe families make when someone is sick? Students have the option to write or draw about their experiences after discussion, or they are encouraged to create and design their own jingle dresses. Students can also create a list of ways their community can become stronger in creating connections among each other.

7. Assessment

1. Formal: Question and answer

2. Diagnostic: observation

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"Powwow Day" Multicultural Diverse Story Time Read Aloud Children's Book for Kids

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1. Grade band- K-5

2. Name of curricular structure

1. Read aloud

3. Learning goals

1. 4 HRL (identity, skill, intellect, and criticality)

2. Objectives

1. Learning Goals

1. Students will be able to identify the problem and solution of the story. Students will be able to identify how the characters are feeling (empathy), and students will be able to connect the text to themselves.

2. What will your students be doing?

1. Students will be sitting on the classroom carpet for a read aloud. They will then be asked questions before, during, and after the reading. Finally, they will identify how they can make their world a better place, draw a picture and write 2-4 sentences about the

3. How will your teaching help students to learn something about themselves?

1. Students will be able to understand how much right they have as individuals and be able to play with whomever they want to. During segregation, this was rarely an option for children of color to play with White children.

4. Skills

1. Content standards

5. Intellect

1. What will the students become smarter about?

1. Students will be able to understand that they have the power to change the world around them by kindness and friendship to others. Our school has a Buddy Bench where students can sit when they don’t have a friend to play with. The purpose of this is for other students to see them and invite them to play.

6. Criticality/Critical Consciousness

1. How will students think about power, equity, anti-oppression in the text, society, and the world?

1. Students can think about the main characters and how they were unable to play or interact with one another. They can then see how they are able to play with anyone they would like on the playground, at a park, or in their neighborhood. They no longer have limits on who they can play with, and find value in all individuals.

7. Joy

1. How will students see joy?

1. Students will be able to see joy in learning and understanding that their voices matter, and that they are able to initiate change in their own lives.

8. Rationale

1. What have you learned about the child(ren)?

1. I have learned that students, no matter their age or grade level, have an understanding of inequality and unfairness. They are able to question policies that are unfair to them and identify ways to make the policies more appropriate.

1. Linked text sets, materials and other resources

1. This lesson can be connected with an author’s study, Black History Month, beginning of the school year

2. Step-by-step instructions/procedure

1. Prior to the lesson, read the title of the book and have students take a look at the cover. Ask them what they think this book is about, who are the characters in the story, and why don’t you think they’re playing together? This is an open discussion and all answers and questions should be welcomed.

2.  During the lesson, point out any of the student’s questions and answers to the beginning of the lesson. Ask them specific questions such as how the characters might be feeling when they meet in town and outside while they are both playing and watching each other on the other side of the fence. This will allow students to make text-to-self connections.

3. After the lesson, ask students what are some ways they can make the world a better place. This question can be very broad, as their world can be within their own home/community/school, or they can think about the world in general. Create an anchor chart and use the turn-and-talk strategy for student engagement with peers, afterwards pick a few students to write their ideas on the chart. I highly recommend using a Doodle Board to help K-1 students stretch their words.

4. Finally, after your students have created ideas on the anchor chart, introduce the writing prompt. Have your students identify one thing they wish to improve in their life. Aim for a minimum of 2-3 sentences and a picture that’s labeled. Remind students of the parts of a sentence, and a 3 star picture. Upon them turning in their assignment, have them read you their work. Remember, as they are working, walk around the room and identify areas that the students are excelling in and guide them in areas where they may need some assistance.

3. Vocabulary

1. What social justice & other terms are used?

1. Brave and free

2. “...that’s the way things have always been.”

4. Cultural relevance & social justice connections

1. Inequality, racial divide, breaking down barriers, courage, friendship, and empathy.

5. Assessments

1. The educator can take an oral and or a skill assessment which will show what the student knows and understand based on a written assessment.

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📚 Kids Books Read Aloud: The Other Side Jacqueline Woodson Read Aloud

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(Poetry) Homework Machine by Shel Silverstein

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(Poetry) Homework Machine by Shel Silverstein

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1. Grade K-5

2. Learning goals

1. Students will be able to identify rhyming words. Students will be able to create their own poem on a theme of their choice or from a selected category. Students will be able to read and analyze the poem and its meaning.

3. Standards

1. RL.3.6, RL.3.10, RF.3.4, SL.3.5, L.3.1

4. Critical consciousness

1. Joy: Students will be able to learn and read about poetry along with the illustrations.

2. Rationale: By the middle of kindergarten and beyond students will understand the concept of rhyming words and word patterns. Going beyond kindergarten, students will be able to apply their knowledge of spelling patterns to create their own rhyming poems such as the one read aloud.

3. Intellect: Once the students have read the poem aloud, they will then identify what the poem is about and the moral of the poem that the author is trying to imply.

5. Key Vocabulary

1. Contraption, machine, rhyming words: Machine-seen, dime-time, be-three

6. Procedure

1. This poem would fit in well during a poetry unit in grades 3-5. Pass out a copy of the poem to all your students. Then, have them follow along as you read, afterwards have your students read the poem silently highlighting or underlining words that rhyme.

2. Ask your students where they see the most rhyming words in the poem (at the end of each row.) What do you think is the moral, or the lesson of this poem? Have students discuss with peers about what they think the lesson might be, going back and highlighting in a different color where they find the evidence. Come back as a whole group and discuss how simple life would be if students had a homework machine, however taking the easy way comes at a cost. As the child in the poem found out that the machine gave them incorrect answers on his homework and he felt disappointed that it didn’t work as well as he had hoped. In the end the child still had to complete his homework on his own, and he was out ten cents. Have students create their own poem for homework/classwork on a topic that they would like, or have categories that they can choose from. This can be a group activity and encourage students to create a rhyming word list that they can use for a resource.

3. This lesson can be adapted for grades K-2, this may require a little more scaffolding as students are still learning how to create a poem. Prepare a paper with CVC word families or you and your students can create an anchor chart of word families. Another fun activity to promote rhyming is creating an anchor chart with a sentence starter such as “The fat cat sat on the ____” and students then have to identify the missing word “mat”. This can be differentiated for grades 1-2 with other word families.

7. Assessment

1. Diagnostic: observation

2. Formative: in-class activity, practice work, peer- evaluation, Q&A

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1. 6-8

2. Learning Goal

1. Students will learn and read about different types of refugees throughout the book. Refugees that are similar in age to the audience, students will learn past and present day struggles of Syrian, Jewish, and Cuban refugees.

3. Standards

RL.8.1-RL.8.6, W.8.3

1. Rationale

1. The United States has always been a melting pot of diverse cultures. Many individuals flee their home countries to the United States for safety reasons. The US public school system is full of children who are refugees themselves or are descendants of a refugee and this book puts these perspectives into an age-appropriate way for students to learn about what refugees must go through to gain peace.

2. Vocabulary

1. Cower, refugee, turmoil, pandemonium, perversion, yarmulke, squalid, sacrilege, leviathan, maritime, transgression, tourniquet, euphoria

3. Procedure

1. Refugee is a great resource to teach students about empathy, cultural awareness, and global citizenship. Students will learn about identity, displacement, and resilience from characters that are the same age as the audience. To introduce students to the lesson, give students a brief into the novel and the historical context of each of the characters. Each of the 3 characters takes place at different points in history. Josef Landau is a 12 year old Jewish boy taken in 1938 during Nazi Germany, Isabel Fernandez is an 11 year old girl from Havana, Cuba who is from the Fidel Castro era, and Mahmoud Bishara is a 13 year old Syrian refugee boy who took place in 2015. Each character describes their struggle to freedom.

Have students read this book in small/whole groups or independently. Students must note areas where they connect with the main characters in each of their stories and the significance of their experiences. Students who are or come from refugee families can also include their own experiences as well. Once the book is finished, have students break into 3 groups and each group will create a storyboard for each of the characters. Focusing on how each character develops throughout their story and how they show resilience along with the setting of their stories. Afterwards, have students present their findings to one another. Finally, create a FlipGrid and have students record their responses on how they like the novel, and go into detail of their favorite character and why they chose the one they did.

1. Assessment

1. Diagnostic: Observation

2. Formative: In-class activity, reflection response, Q&A, peer-evaluation, teacher feedback

3. Summative: Product and performance

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1. K-5

2. Learning goals

1. Students can identify the problem and solution of the story. Students will be able to identify the life cycle of a butterfly. Students will be able to sequence the events in the story from beginning to end. Students will be able to write in their observation notebooks over the course of 2-3 weeks.

3. Standards

1. K.LS.1, K.LS.2, RL.2.1, RL.2.3, W.2.3

4. Critical consciousness

1. Joy: This is a great learning opportunity in the spring time when insects begin to reappear. You are able to purchase caterpillars for your classroom and students are able to watch them grow and change.

2. Rationale: Students have a natural curiosity and allowing them to explore with insects in a neutral environment is a great way to initiate questions and minds.

3. Intellect: Students will learn about the life cycle of a butterfly and other animals/insects that use metamorphosis during their lives.

5. Key vocabulary

1. Caterpillar, impossible-seeming, cocoon, butterfly

6. Procedure:

1. Create a journal notebook for your students, they will be observing the caterpillars over the course of a few weeks. K-2 students will be able to see what the caterpillars look like, what they are eating, and how they are moving. Grades 3-5 will be able to begin observing as well, however they will start measuring caterpillars daily and record their growth. Students will describe the behavior patterns of the caterpillars such as when they begin to hang upside down and what their movements are when they begin to create a cocoon. After the butterflies emerge, students will record their observations on the final page, noting the diet change of the caterpillar to a butterfly, draw and color what they look like. At the end of the 2-3 week lesson, students will be able to release the butterflies outside.

2. In addition to the journal, students will have the opportunity to create their own story of a butterfly, just as Henri went on his amazing, impossible seeming journey, K-2 students will also create their own story using comic strips/ boxed and lined paper. Challenge them to use other characters such as an ant, owl, earthworm, etc. For grades 3-5 give them the opportunity to create their own comic strip with another animal/insect that goes through a metamorphosis (frog, toad, lobsters, starfish, etc.) This part might require a little research.

7. Assessment

1. Diagnostic: observation

2. Formative: in-class activity, journaling, Q&A

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Story for Kids - Caterpillar Dreams - Clive Mc. Farland - Oak Tree Homey English Course