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I will ask students to think about something they feel very strongly about. I will give the students an example of something I feel very strongly about so that they know the expectations. Students will answer the question "What is something you feel very strongly about and why? in their writing journals. I will provide students with the sentence frame "I feel very strongly about... because..." They will share answers with their desk partners. Some students will share this out loud.

Students will then observe different photos of people, which focus on people who make a difference. These pictures include a teacher, a President (Abraham Lincoln), and a firefighter. I will ask students what they know about the people in the photos. After students share, I will add Audrey and Malala into the group of photos. This will generate questions from students wondering who they are. Some students might already know who they are. Students will compare and contrast the photos, and they will realize that Audrey and Malala are the only children in the group of photos. The unit focuses on young change makers and I will tell the students that they will be learning about these two phenomenal women that helped make a difference.

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2nd grade

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A. California History-Social Science Standard(s) and Sub-Standard(s)

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A. California History-Social Science Standard(s) and Sub-Standard(s)

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2.5 Students understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others’ lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).

There are no sub-standards

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History

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C. Historical and Social Science Analysis Skills and 21st Century skills

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C. Historical and Social Science Analysis Skills and 21st Century skills

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Students will generate ideas of what they know, what they want to know, and what they learned through a KWL chart.

Students will annotate while close reading documents.

Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.

Students write a personal narrative of how they can make a difference, based on Malala's book.

2.5 Students understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others’ lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).

There are no sub-standards

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1. Overarching or "big idea"

People who make a difference

2. Unit-specific concepts

Young change makers of the past and recent past

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8 class periods

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A. Overview and Rationale: Provide a brief overview of your unit plan. What is the purpose? Why is this important?   

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A. Overview and Rationale: Provide a brief overview of your unit plan. What is the purpose? Why is this important?   

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The purpose of this unit is for students to be informed about children from the past and recent past that have made a difference. Students will understand that young children, like them, can be change makers.

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B. Overarching Question: Create a compelling question that stems from your social studies standard and sub-standard(s), and that will guide exploration of the content and concepts throughout your unit.

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B. Overarching Question: Create a compelling question that stems from your social studies standard and sub-standard(s), and that will guide exploration of the content and concepts throughout your unit.

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What are character traits of heroes?

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C. Inquire Question: Create a narrower question that stems from your overarching question, and that requires students to take a stance or provide an explanation.  This question should be interesting and meaningful and should provoke an evidence-based opinion or explanation regarding social studies phenomena.    

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C. Inquire Question: Create a narrower question that stems from your overarching question, and that requires students to take a stance or provide an explanation.  This question should be interesting and meaningful and should provoke an evidence-based opinion or explanation regarding social studies phenomena.    

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How did Malala Yousafzai risk her life to help others?

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Students will listen as I read The Youngest Marcher story out loud. As I read, I will frequently pause to allow students to engage in Think-Pair-Share, answering various questions. The questions will allow them to make predictions and inferences. Students will use the texts and illustrations to guide their answers.
Students will complete a Venn Diagram, comparing and contrasting themselves with Audrey.

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Who is Malala Yousafzai?
How did Malala Yousafzai feel bout education?
What were some events that happened in her life?
What are some of Malala's accomplishments?

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Heroes take action to make a difference in others' lives. They have certain characteristics that make them change makers. Many may think that one has to be older to be a hero, but young children have also made an impact. Students will learn about how Audrey Faye Hendricks stood up for civil rights at the age of 9 in the 60's. They will also learn about another girl who stood up for education when she was 11, more recent in history. Malala Yousafzai is the youngest recipient to receive the Nobel Peace Price. She was an activist for education. Where she was from, the Taliban banned education for girls. She spoke up and fought for their rights to go to school. Because of her action, the Taliban tried to silence her. She still continues to speak out about fair education.

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A. CCSS - ELA, Literacy, History/Social Studies, Science, Technical subjects 

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A. CCSS - ELA, Literacy, History/Social Studies, Science, Technical subjects 

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Reading Informational Text
Students will learn about young "Changemakers" through multiple resources. These include books, informative documents, and videos. Students will practice taking notes while watching videos and annotating documents.

CCSS.ELA-LITERACY.RI.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

CCSS2.6.ELA-LITERACY.RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

CCSS2.6.ELA-LITERACY.RI.2.10

By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Foundational Skills

Students will read fluently to be able to comprehend.

CCSS2.6.ELA-LITERACY.RF.2.4

Read with sufficient accuracy and fluency to support comprehension.

CCSS2.6.ELA-LITERACY.RF.2.4A
Read grade-level text with purpose and understanding.

CCSS2.6.ELA-LITERACY.RF.2.4B
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Writing

Students will gather the information they learned about Malala and answer the inquiry quesrion. At the end of the unit, students will write an informative piece.

CCSS.ELA-LITERACY.W.2.8
Recall information from experiences or gather information from provided sources to answer a question.

Speaking and Listening

Students will listen to the video to take notes. Teacher will ask for students to share what information they received from the video. Students will listen to the teacher and each other read multiple resources. Students will generate questions as they learn new information.

CCSS.ELA-LITERACY.SL.2.1A
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion)

CCSS.ELA-LITERACY.SL.2.1B
Build on others' talk in conversations by linking their comments to the remarks of others.

CCSS.ELA-LITERACY.SL.2.1C
Ask for clarification and further explanation as needed about the topics and texts under discussion.

CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

CCSS.ELA-LITERACY.SL.2.6
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Language

Students will demonstrate their understanding of the English language orally and through their writing.

CCSS.ELA-LITERACY.L.2.1
Demonstrate command of the conventions of standard Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.L.2.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.

CCSS.ELA-LITERACY.L.2.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

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Collaborative

Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics

Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia)

Offering and supporting opinions and negotiating with others in communicative exchanges

Adapting language choices to various contexts (based on task, purpose, audience, and text type)

Interpretive

Listening actively to spoken English in a range of social and academic contexts

Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language

Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area

Productive

Expressing information and ideas in formal oral presentations on academic topics

Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology

Supporting own opinions and evaluating others’ opinions in speaking and writing

Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

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4.1 – Critique an actor’s performance as to the use of voice, gesture, facial expression, and movement to create character.

4.2 – Respond to a live performance with appropriate audience behavior.

5.1 – Use problem-solving and cooperative skills in dramatizing a story, a current event, or a concept from another subject area.

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Students will listen as I read Malala's Magic Pencil out loud. As I read, I will frequently pause to allow students to engage in Think-Pair-Share, answering various questions. The questions will allow them to make predictions and inferences. Students will use the texts and illustrations to guide their answers. Students will also write down questions they have during the story. These questions will be directed to Malala.

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The activities in the unit incorporate culturally diverse perspectives. Students will learn about Audrey Faye Hendricks and Malala Yousafzai, both who fought for what they believed in and changed lives at such a young age. The students learn about two different individuals, from two different time periods, and two different places.
Students will analyze what the two individuals were struggling through and what individual action they took that makes them a hero today.

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Students will engage in parter reading. Before reading, I will go over rules and expectations during partner reading. Students will pick between ice cream or cookies. Partner A will be ice cream and Partner B will be cookies. Partner A will read paragraphs 1,3,5,7, and 9. Partner B will read paragraphs 2,4,6,8. This will take more than one day to do as students will need to answer questions for each paragraph.

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Students will complete this timeline on Malala. the students know how to complete a timeline because we did one as a class for Audrey.

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Students will watch a video called "Kids are Heroes". They will then apply what they know about people young change makers and what it takes to make a difference. Students will be put in groups to perform a short skit. They will be given a scenario to act out which poses a problem. They also have to act how that problem can be solved, which requires someone or multiple people to act as a hero.

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1. I will show multiple pictures of the school's that were destroyed by the Taliban. These pictures come from the documentary "He Named Me Malala". I will ask students what they think the pictures show.
2. I will read about schools in Swat Valley and students will compare and contrast their education with student Malala's education.
3. I will play the video of Malala receiving the Nobel Peace Price and play parts of her speech.

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Inquiry Question: How did Malala risk her life to help others?
Activity 1: Interactive Read Aloud – The first activity is an interactive read aloud on Malala's Magic Pencil, written by Malala Yousafzai. This is a primary source because it is a book written by herself. Students will learn about life in Swat Valley and about events in her life. These include the school system, the Taliban takeover, and the actions she took at a young age. Students enjoy read a-louds so incorporating this will keep students engaged. Interactive read a-louds provide students with an engaging reading experience. It enables them to make meaning, develop high-level thinking, and to listen to others while discussing a book. They will engage in collaborative conversations using the Think-Pair-Share strategy. They will make predictions and inferences about the story. After reading, students will write questions they have. I will be able to facilitate learning by informally assessing them throughout the read a-loud. I will listen while they collaborate with their partners. Students have the opportunity to practice speaking and listening skills while learning about someone who made a difference in history.
Activity 2: Students will watch short video clips from “He Named Me Malala”. This is a primary source because it is a documentary about her life. The students will be able to listen as Malala Yousafzai herself takes them on a journey about her life. The video clips I choose will be appropriate to show a second-grade class. While watching the video clips, students will take notes on character traits, including Malala’s feelings. They will listen to her voice and use the video clips to make a list of Malala’s characteristics. This allows students to practice their note taking skills. After watching the selected video clips, I will make a class chart on what students’ wrote down as her traits. By doing this, students will have a visual on what a hero’s traits are. The video also creates a visual for those students that understand better with visuals. I will be able to facilitate learning by informally assessing them throughout the activity. As they watch the movie and take notes, I will look over at their notes. I will also ask students to share some examples. The video clips will help students answer the inquiry question because they will see how she risked her life to help others. Students will be practicing their listening skills while fulfilling history standards.
Activity 3:  Students will close-read blogs that Malala wrote at the time of the Taliban takeover. This is a primary source because these blogs were written by Malala herself. I will pick blogs that are appropriate for students to read which will give them information about events happening at the time, including Malala’s feelings about them. Students will close read 3 different blogs. I will model what is expected by doing the first blog with the students. I will remind them the appropriate ways to close read and also redirect them to the classroom poster that shows what to do during a close read. First, I will give each student 5-8 minutes to close read a blog by themselves. Then I will have them talk with their desk partners about what they learned by reading the blog. They will do this with the other blog too. By close reading the blog, students find important details but also form questions they have. The blogs will help students answer the inquiry question because they will see how she risked her life to help others. The blogs allow students to place themselves in Malala’s shoes. Students are practicing reading standards, speaking and listening standards, and fulfilling history standards.

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1. Discussion: ELA is incorporated in various lessons described above. For example, while students are watching the video clips from “He Named Me Malala”, students are taking notes about events that happened in her life along with character traits and feelings. After each activity, I will refer back to the inquiry question “How did Malala risk her life to help others?” Students will discuss this among each other, but also write it in their writing journals.

I will give students sentence frames when discussing it with their partners. Some sentence frames include: “I think that Malala risked her life because…” “I agree with… because…”

2. Writing: Students will use their notes and resources provided to begin brainstorming their informative essay. Students will complete a worksheet that will act as their graphic organizer. This worksheet incorporates sentence starters and sentence frames for students to fill in. This will make it easier for students to stay on track about the inquiry question.
3. Small groups: Some students in the class are independent writers. They are capable of writing introductory and concluding paragraphs. They also know how to incorporate the three main points into their essays as their three body paragraphs. Those students will be able to write their essays with minimal help. However, there are some students that need more guidance and one-on-one direction to complete an essay. These students will complete a different activity. I will work with them to create a picture book about Malala. We will work together to create an introduction and conclusion for the book. I will then pick students to answer certain questions such as:

Who is Malala Yousafzai?

How did Malala Yousafzai feel bout education?

What were some events that happened in her life?

What are some of Malala's accomplishments?

Each student will create a page of the book answering a question and illustrating their page.

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Students will practice being “change makers” as they work in groups to act out certain scenarios. Each group will be given different scenarios to act out. The scenarios pose a problem, and each group must act out how they would solve that problem. The scenarios are real-life situations that students have come across at school.
1. Students will be split into groups of 4 or 5 (total of 5 groups)
2. Students will be given a scenario in which they must come up with a skit to show how to solve the problem.

Bullying – Your group of friends is bullying another student. They are teasing the student and being mean. You're not teasing the student, but you see this happening. How do you resolve this problem?

Stealing – You notice a student from your class is taking another students' stuff. Some students notice but no one has said anything. How do you resolve this problem

Littering – Students are throwing their trash on the floor. Other students keep walking by and not picking it up to throw in the trash. How do you resolve this problem

New student at school - There is a new student in the class and you notice that this student is having a hard time making friends. You notice the student has been eating lunch alone. How do you resolve this problem?

3. Groups will be given time to work together to create their own dialogue and skit

4. Students will critique each other’s performance.
5. Students will complete a reflection worksheet.

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The introduction, interactive read a-louds, and worksheets incorporated will all be assessed informally. These will not be part of their overall grade but more of a way for me to check their understanding. These assessments include observations, asking questions, and looking over their worksheets. I will listen to students engage in Think-Pair-Share and listen to the answers they give. I will look over the worksheets they do in class and give them immediate feedback about their work. The activities they do throughout the unit will benefit them when answering the inquiry question.

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Student's writing will be based off of the 2nd grade common core standards rubric.

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1. The Youngest Marcher by Cynthia Levinson

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1. The Youngest Marcher by Cynthia Levinson

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This is a children's non-fiction literature book. In this book, students will meet the youngest known child to be arrested for a civil rights protest in Birmingham, Alabama, 1963. This picture book proves you’re never too little to make a difference.

Title - The Youngest Marcher

Author - Cynthia Levinson

Publisher: Atheneum Books for Young Readers

City: New York City

Copyright Date: 2017

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2. Malala's Magic Pencil by Malala Yousafzai

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2. Malala's Magic Pencil by Malala Yousafzai

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This is a children's non-fiction literature book. Malala Yousafzai has carefully crafted the story of her childhood for an elementary school audience.

Title - Malala's Magic Pencil

Author - Malala Yousafzai

Publisher: Little, Brown Books for Young Readers

City: New York City

Copyright Date: 2017

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I will show two different speeches. The first one will be Malala's speech at the United Nation. The second speech will be Malala's acceptance of the Nobel Peace Prize. I will not show the whole speech but show parts of it so that students will learn more about the action she took and her accomplishments. In both of these videos, she emphasizes the importance of education and the importance of making a change.

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This documentary will allow students to hear more about Malala's life. I will not show the whole documentary but parts of it that emphasize how she risked her life to make a difference, which is the inquiry question. The documentary will give students a closer look at her childhood and the events that occurred in her life.

Title - He Named Me Malala

Authors/Contributors  -  Davis Guggenheim, Malala Yousafzai, Walter F. Parkes, Laurie MacDonald, Thomas Newman, Erich Roland, Greg Finton. Film editors: Brian Johnson and Brad Fuller

Publisher: 20th Century Fox Home Entertainment

City: Beverly Hills, California

Copyright Date: 2015

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Some of Malala's blogs will be used as a close read. While reading through her blogs I noticed that some of it may be to graphic for the second graders, so I chose the ones that were appropriate. These blogs will help students answer the inquiry questions because they will read about events that occurred in her hometown and the action she took.