# data[].attributes.headline
I am Special Lesson:  Beth Wyman ~ make up work from Wednesday 

# data[].attributes.subject
I am Special Lesson:  Beth Wyman ~ make up work from Wednesday 

# data[].attributes.body
This lesson is a guessing game of who am I?  It is incorporated after listening to two stories:  Fish is Fish, by Leo Lionni and Chisato Tashiro's Chameleon's Colors.
Student choice: chose which avenue you want to use to show you are special
(art, writing, acting, music)
Art: Use any of our craft box to create a collage of what makes you special
Literacy: Write about what makes you special
Expression: Use music or acting to demonstrate what makes you special.

The biggest part is to explain why..

# data[].attributes.body
In this lesson, students are asked to throw a birthday party for influential African American figures born in February. However, I believe this lesson can be modified to be open to all influential figures born outside of the month of February.

Student Choice - Students are given multiple influential figures to pick from. Can either select from a group of individuals provided, or take the time to research someone who may have not been mentioned.
Art - Students create a visual representation of their historical figure (could be a drawing, a podcast episode, a song, a collage).
Technology - Students create a VoiceThread to discuss the highlights of their individual including pictures and recordings.
Literacy - Students would have access to different platforms for research (classroom library, provided read alouds, school library, digital resources).

# data[].attributes.attachment_link.readable_text
Happy Birthday (Grades K-3)

In establishing Negro History Week (now African American History Month) in the month of February, Carter Woodson paid tribute to Frederick Douglass and Abraham Lincoln -- both born in February and both instrumental in abolishing slavery. Celebrate Black History Month by planning a birthday party for other influential African Americans born in February. Poet Langston Hughes, NAACP cofounder W.E.B. DuBois and baseball great Hank Aaron are just a few of those you might honor. Involve students in planning the celebration. Ideas to consider include:

Create fitting invitations, for example, ones that picture individuals you are honoring and highlight their accomplishments. Invite parents, staff and community members to celebrate and learn with you.

Write and present speeches or dramatizations that focus on each person's contributions.

Guide guests in a virtual tour of African American history. Use the sites listed in to plan your itinerary.

Give a "present," in the form of something the class can do to further Carter Woodson's cause of racial harmony.

Local Heroes (Grades K-3)

Ramon Price of the DuSable Museum talks about restoring the missing pages of American history. Are there any "missing pages" in the history of your own community? Invite local historians, archivists, and civic leaders with ties to or knowledge of the history and contributions of African Americans in your community to speak to your class. Based on what students discover in these presentations, they may want to initiate a school- or community-wide education campaign. For example, students may want to compose a class letter for the local newspaper sharing what they've learned about local African American heroes or create informational posters to display around your school or in local establishments.

The Whole Story (Grades 4-6)

One of Carter Woodson's goals in establishing Negro History Week (now African American History Month) was to educate others about the contributions of African Americans. In The Mis-Education of the Negro, Woodson wrote about a "new program":

The leading facts of the history of the world should be studied by all ... hold on to the real facts of history as they are, but complete such knowledge by studying also the history of races and nations which have been purposely ignored. ... We would not underestimate the achievements of the captains of industry who in the commercial expansion of the modern world have produced the wealth necessary to ease and comfort; but we would give credit to the Negro who so largely supplied the demand for labor by which these things have been accomplished. ... We would not learn less of George Washington. ... but we would learn something also of the 3,000 Negro soldiers of the American Revolution who helped to make this 'Father of our Country' possible. ... We would not neglect to appreciate the unusual contribution of Thomas Jefferson to freedom and democracy; but we would invite attention also to two of his outstanding contemporaries, Phillis Wheatley, the writer of interesting verse, and Benjamin Baneker, the mathematician, astronomer, and advocate of a world peace plan set forth in 1793 with the vital principles of Woodrow Wilson's League of Nations.

Share this book excerpt with students, then ask them to design and conduct a survey to learn more about people's level of awareness of influential African Americans, as well as key moments and important issues in African American history. (Find out how much you know first by taking the African American History Challenge at Bright Moments.)

Use the data to prepare a campaign to promote Woodson's goals in your school and local community. Encourage students to move beyond individuals to examine the bigger picture: What does an individual's contribution mean in the context of the African American struggle? Posters and dramatizations are a couple of ways students can share information.

Athletes, Artists, Inventors and More (Grades 4-6)

As a follow-up to the activity above, you may want to ask students to write a biography of an African American man or woman (or youth!) that they admire. Read students the picture-book biography Wilma Unlimited: How Wilma Rudolph Became the World's Fastest Woman (Harcourt Brace, 1996) as a model. In this book, author Kathleen Krull tells the remarkable story of Wilma Rudolph, who, after a crippling childhood illness, wasn't expected to walk again. She persevered -- and after years of hard work went on to become the first American woman to win three gold medals at a single Olympics.

To help students get started writing biographies, Kathleen Krull suggests the storytelling tips below. Krull is the author of Bridges to Change: How Kids Live on a South Carolina Island (Lodestar, 1995), a photoessay that intertwines issues such as slavery with a look at the everyday lives of two African American children; Lives of the Athletes: Thrills, Spills ... and What the Neighbors Thought (Harcourt Brace, 1996), and three previous books in the Lives Of series.

Are you nosy? This is the key to writing a biography. Pick a person you'd love to know better -- someone you really like. The more passion you have for your subject, the more energy you'll spend, and the better your biography will be.

Make a list of nosy questions. If the person you pick is someone you know personally, conduct an interview. Take notes and listen carefully -- you'll learn more than you could have imagined.

If you choose someone you don't know -- your favorite genius in the creative arts (that includes musicians), an athlete or a history-maker -- gather facts from encyclopedias, newspapers and magazines, biographies, and Internet searches. Your librarian can really help.

After you've soaked up the information, don't use it all. Be very selective. Use only the most interesting stuff, plus the facts that get you from beginning to middle to end.

Resources

Web Sites

The following web sites are rich with teaching and learning materials. Bookmark the sites before letting them lead you to more.

http://lcweb.loc.gov/exhibits Click on The African American Mosaic to bring the Library of Congress to your classroom. Plan on settling in at the Manuscript Reading Room where you can view source documents.

http://www.eb.com Britannica Online 98's monthly "Spotlights" include The Britannica Guide to Black History. View video clips of civil rights demonstrations, hear Martin Luther King deliver his "I Have a Dream" speech, see Michael Jordan in action, and more. Price: $85/year (or $8.50/month); free trials available.

http://www.cnn.com/EVENTS/1997/bhm/ Here you'll find profiles of African Americans in the arts and sciences, a virtual tour of the civil rights movement and links to related sites. For links to more related sites go to http://www.seattletimes.com/mlk/index.html.

Books

Letters from a Slave Girl: The Story of Harriet Jacobs by Mary E. Lyons (Atheneum, 1992). The author's letter format brings time and place to life to tell the extraordinary story of an enslaved child determined to read, write and live free.

The National Civil Rights Movement Celebrates Everyday People by Alice Faye Duncan (Bridgewater Books, 1995). Tour the National Civil Rights Museum (formerly the Lorraine Motel where Martin Luther King Jr. was killed) with this photo essay.

Oh, Freedom! Kids Talk About the Civil Rights Movement with the People Who Made It Happen. Forward by Rosa Parks (Knopf, 1997). Transcripts of interviews conducted by children will inspire your students to conduct their own.

Smoky Night by Eve Bunting (Harcourt Brace, 1994). In this Caldecott Award winner inspired by the 1992 Los Angeles riots, two cats and a child show us how people who don't get along can come together.

They Had a Dream by Jules Archer (Puffin, 1993). Portraits of four who fought for equal rights reveal the struggle of Blacks in America.

Other

Encyclopaedia Britannica Profiles Black History (Encyclopaedia Britannica): This comprehensive CD-ROM brings the lives and works of African American history-makers to life through video and audio clips, photos, biographies and more. ($29.95). For information call (800) 747-8503 or go to Encyclopedia Britannica Online.

Black History Month Learning Resource Package: This kit, published each year by the Association for the Study of Afro-American Life and History (ASALH), is designed to help you integrate African American History Month into your curriculum. The kit includes a collage poster by Tom Feelings; games, activities and other teaching tools; essays on pioneers in African American business; and more. ($75, includes shipping and handling) For more information call (202) 667-2822.

# data[].attributes.attachment_link.description
In establishing Negro History Week (now African American History Month) in the month of February, Carter Woodson paid tribute to Frederick Douglass and Abraham Lincoln -- both born in February and both instrumental in abolishing slavery. Celebrate Black History Month by planning a birthday party for other influential African Americans born in February.

# data[].attributes.body
"Understanding Yourself and Others" (Grades 3-5)

This lesson presents as a socratic seminar, discussion based, and requiring of a strong classroom community. The essential questions are:

1. How am I the same as people in my classroom?

2. How am I different than the people in my classroom?

3. What can learn more about someone who is different than me?

Although these questions appear to be simple, they can have many layers, and they can be sensitive questions for children to consider. This may be especially true for students who may struggle with low-esteem or poor self image.

Choice: Not all students may be comfortable with sharing verbally. I would provide students with flexibility in the modality in which they present this information. Since it is personal, students may choose to create a picture book--include photos or artwork of themselves and use captions or small descriptors to answer the questions. Students can also create a virtual presentation using Flipgrid or Peardeck to share.

Art: Students should craft a visual Venn Diagram. This Venn diagram should include pictures/drawings which describe the child--how are you like others? how are you different from others? Symbols and pictures can easily relay this for students, and this may be helpful for students who struggle with written expression. Students may include writing in addition to the drawings.

Literacy: Students can create a timeline of their life. Tell their lives as a story-- this will encourage students to apply the skill of sequencing to an already familiar concept--themselves!

Technology : Students can create a padlet as an introductory task/brainstorming activity. They can share simple thoughts and ideas to answer the three essential questions on a superficial level, before they can dive more deeply into their explanations during the choice, literacy, and art portion of this lesson. This will also help other students who may have trouble getting started...sharing ideas with classmates is always a great thing!

# data[].attributes.body
Student choice: Choose a culture to research based off read aloud books
Technology: Create Jamboard and have students respond on how they think others in the class should be treated.
Art: Collage of different cultural items
Literacy: Read alouds text set: Eyes that Kiss in the Corner by Joanna Ho
Hair Love by Mathew A. Cherry
The Name Jar by Yangsook Choi
The Proudest Blue by S.K. Ali

By Alex

# data[].attributes.attachment_link.description
Select the parts of your Learning Plan you'd like to print. If your Tasks or Strategies have PDF handouts, they'll need to be printed separately. These are listed on the left side of each Task or Strategy page.

# data[].attributes.body
Dylan

Literacy: Do Now where the students attempt to define "disparity" and "health disparity" prior to the assignment to recognize prior learning or knowledge.

Student Choice: Select one socially disadvantaged group in the United States that they would like to complete research on.

Technology: Use Jamboard to collect the students' responses on the discussion questions from task #4.

Art: Turn the "Health for All: School Assessment" results into a visual, chart, or graph instead of just writing the total points on a piece of paper.

# data[].attributes.headline
STEM at Work: Beth, Rachel, Sarah, Elementary

# data[].attributes.subject
STEM at Work: Beth, Rachel, Sarah, Elementary

# data[].attributes.body
Technology: Skype with a Scientist.
Student Choice: Choose a scientist to research.
Art: Paint or draw a portrait of their scientist.
Literacy: Compare and contrast oneself with chosen scientist.

# data[].attributes.attachment_link.readable_text
Vocabulary

curiosity [ kyoo r-ee- os-i-tee] ( noun) the desire to learn about something

diagnose [ dahy- uh g-nohz] ( verb) to figure out the cause of something, often an illness

patent [ pat-nt] ( noun) a document (paper) from the government stating that an invention belongs to a particular person, and that other people are not allowed to use it without their permission

persistence [per- sis-t uh ns] ( noun) quality of sticking to a task or problem

predict [pri- dikt] ( verb) to make a guess about what will happen next

statistics [st uh- tis-tiks] ( noun) a collection of numbers (examples: how many people live in a certain place, number of home runs a baseball player has)

Procedure

Learning about the World: The Bubble Experiment

1. Prepare the two-minute PBS NATURE clip of the dolphin experiment for viewing.

Explain that this video shows the work of scientists called oceanographers. (Students can probably guess what the scientists study by looking at the beginning of the word.) In this experiment, the scientists built a bubble machine and placed it on the bottom of the ocean. The students will see what the scientists see as dolphins discover the bubble machine for the first time. Ask students to predict what will happen. Then watch the video together.

2. After viewing, explain that scientists usually begin their work with a question. Discuss:

What question(s) do you think the scientists had about dolphin behavior?
What answer(s) did this experiment give them?

3. Explain that some people think that scientists set up an experiment and find out what they need to know very quickly. Often that is not true. Scientists might need months or even years to ask their questions and look for answers.

What do you think the oceanographers needed to do to get ready for the experiment with the dolphins and the bubble machine?

4. Watch the video again, and have students discuss their answers.

Solving Problems: A New Kind of Soccer Ball

1. Prepare the two-minute SOCCKET clip for viewing.

Tell students that the people in this video use science for a different reason: to solve a problem. Watch the video to answer these questions:

What problem were they trying to solve?

What was the solution?

2. Share the story of the development of the SOCCKET. The woman you see in the clip, Jessica O. Matthews, began this project in a college class. She eventually started a company with a classmate, Julia Silverman, to bring their product to life. Matthews' parents were born in Nigeria, and Silverman worked on projects in Africa while she was in college. They both knew of poor communities in West Africa that had no access to safe and reliable electricity.

Their idea was to create a soccer ball that could store the energy created by kicking it. Their first model was a plastic hamster ball with a special flashlight inside. With the help of engineers, they worked to find a design that worked better. It took many tries to arrive at the final version. The SOCCKET's creators are wondering if they can find other "apps" for the energy created by kicking the ball-like powering a water purifier or a cellphone charger. If you're a scientist solving a problem, one question often leads to a whole lot more.

Note that engineers use math and science to create everything from bridges to robots!

Add oceanographer and engineer to the class list of STEM careers.

Science Star Cards
Preparation

1. Prepare one or more sets of "Science Star Cards" by printing them on heavy paper (in color, if possible). Separate the cards by cutting the printed pages into quarters. Assemble the cards so that the scientists' photos on the front match their brief biographies on the back. Attach each card front to its back.

2. Choose one "Science Star Card" to use as an example. Create a version of this "Science Star Card" and the "Scientists at Work" chart large enough for all students to see.

3. Divide the class into pairs or small groups. Distribute the remaining seven "Science Star Cards" and one copy of the "Scientists at Work" handout to each group.

Modeling

1. Describe the purpose of the "Science Star Cards": to learn about a small group of scientists and the exciting work they do. Each team of students will read about a different scientist and report their findings to the whole group. Explain that students will use the "Scientists at Work" handout to take notes. Note that they may not be able to complete all of the boxes for each scientist. (You will provide information on the scientists' education when the class shares their notes together.)

2. Read through the sample "Science Star Card" together and take student suggestions for completing the "Scientists at Work" chart. Write student answers on the chart where all can see. Note especially the "Answering big questions? Solving problems?" box and remind them of the dolphin and soccer ball examples-and the difference between them. Discuss possible character traits, including curiosity and persistence.

Scientists at Work

1. Allow students 10 minutes to take notes on their scientists using the "Scientists at Work" handout. Circulate to help students who may be struggling, particularly with unfamiliar vocabulary.

2. Reconvene the group and complete the chart for each scientist, based on the answers from each team. (Note: Students may take notes on additional scientists on their group's chart, if desired, but this is not required.) Define unfamiliar vocabulary as you proceed.

3. Ask students how much education they think someone in a STEM career might need. ("A lot" for most of the scientists discussed, but entry-level careers are possible with less education.) Define the following:

Associate degree: 2 years

Bachelor's degree: 4 years

Master's degree: 6 years

Doctorate or professional degree: 8 or more years

4. Fill in the education for each scientist as you complete their row.

Patricia Bath (professional degree)

Mona Hanna-Attisha (master's degree and professional degree)

Stephen Hawking (doctorate)

Jose Hernandez-Rebollar (doctorate)

Grace Murray Hopper (doctorate)

Maya Lin (master's degree)

Nate Silver (bachelor's degree)

Neil deGrasse Tyson (doctorate)

5. Summarize students' findings, paying special attention to "Character Traits." Answer the final question on the "Scientists at Work" chart together.

6. Add the STEM careers discussed to the class list.

Do Something: From Architect to Zoologist

As an ongoing project to research additional careers, students can create a class book using the " From Architect to Zoologist " template. (You will need to duplicate at least 26 copies of page two, one for each letter of the alphabet, plus extras to allow for mistakes or larger classes.)

Create a sign-up sheet so that all letters of the alphabet are represented. An alphabetized list of STEM careers can be found at Career Kids. You may wish to ask students to help you brainstorm careers for letters that are not represented (for example, Q for quilt maker, who depends on math to measure accurately).

Extra for Experts

There's a fascinating story behind each of the Science Stars. If your students want more information, here's where to look:

Stephen Hawking
Biography's four-minute video explains the impact of Hawking's scientific contributions and his experience living with Lou Gehrig's disease.

Neil deGrasse Tyson
A video clip in which Tyson describes his first meeting with Carl Sagan. (Note: Start the video 10 seconds in, if possible, to avoid Tyson's explanation that he and Carl Sagan "weren't drinking buddies.")

Grace Murray Hopper
This brief written summary of Hopper's achievements includes an embedded, full version of the short film Queen of Code, which highlights her life and work. The film also features interviews with people from a wide array of backgrounds who discuss the importance of Hopper's contributions to computer science.

Nate Silver
Nate Silver's website is a cornucopia of information for people who love statistics. ("Five Thirty Eight" represents the number of votes in the electoral college.) The website is owned by ESPN, with Silver as the Editor-in-Chief. (Note: Silver says what he thinks, and you'll find an occasional swear word here.)

Patricia Bath
A two-minute animation explains cataracts and their removal. (Note: The animation includes unfamiliar medical terms.)

Jose Hernandez-Rebollar
This CBS News article explains the inspiration behind-and the benefits of-Hernandez-Rebollar's invention, the AcceleGlove. The electronic glove can convert American Sign Language into written text or spoken words.

In this PBS video, Maya Lin talks about her work as an architect and artist, and we see the Grand Rapids ice skating rink progress from her design to construction.

Mona Hanna-Attisha
This news article from The Detroit Free Press details Hanna-Attisha's journey from discovering the water crisis in Flint, Michigan, to having local and state officials take action.

Alignment to Common Core State Standards/College and Career Readiness Anchor Standards: CCSS.ELA-LITERACY.CCRA.R.7, CCSS.ELA-LITERACY.CCRA.W.9, CCSS.ELA-LITERACY.CCRA.SL.2
Lesson written by Kathy Kinsner.

# data[].attributes.attachment_link.description
In this lesson, students explore the varied work of scientists, technologists, engineers and mathematicians, and discuss character traits common to all of them. Students meet a diverse group of scientists-inventors, problem-solvers and those who explain the world around us.

# data[].attributes.headline
Name: What make us who we are. Nadia Kohler and Colleen Skiff (multimedia SELF-PORTRAIT)

# data[].attributes.subject
Name: What make us who we are. Nadia Kohler and Colleen Skiff (multimedia SELF-PORTRAIT)

# data[].attributes.body
The hair is text, describing themselves. The portrait can be done in many ways:
-Profile, Selfie, Photo, collage, modeling material, etc. Introduce artist who creates self-portrait... Frida Kahlo, Vincent Vangoh, Picasso, Contemporary artist who work with social justice team.

https://www.learningforjustice.org/classroom-resources/lessons/bibi-lesson-1-what-makes-us-who-we-are-9-12

# data[].attributes.body
Alyssa, Carol Ann, & Katina

Art: Draw or paint a picture of a time that they needed help or saw someone else that needed help.

Literacy: Create a book about helping someone using pictures and words. This would be a very simple project with 3-5 pages.

Read “Helping” by Linda Johns, asking Wh questions throughout  reading.

Technology: Show picture book through EdPuzzle with multiple choice questions.

Student choice: With the art, they can pick to draw or paint and to pick a time when they needed help or saw when someone else needed help.

Optional opportunity to present a role play of helping a friend.

# data[].attributes.body
Katie & Jen:  Middle/High School ELA

Tech:  Jamboard with inner/outer circles and post it notes
Art & Tech:  One Pager representing themselves with words and images
Student Choice:  RAFT assignment either using the characters from the video or their own lives
Literacy is already incorporated into the lesson with the video students watch and dissect

# data[].attributes.attachment_link.title
‘Bibi’ Lesson 1: What Makes Us Who We Are?

# data[].attributes.attachment_link.description
In this first lesson in a series of three, students will explore how people are comprised of personal and social identities.

# data[].attributes.body
Suszyne, Laurel and Anna- MS
Procedure 1- Please create an identity circle based on the descriptions provided.  You may use a pear deck slide, create a playlist, make an old-fashioned magazine collage, write a free verse or draw a silhouette of yourself with the describing words placed as directed.  These may be shared with the class or not- let your teacher know your comfort level.
After step 4, when you watch your clip, be prepared to write act or draw (comic strip) a dialogue that could or should have gone differently based on the points of view presented.

# data[].attributes.attachment_link.readable_text
Vocabulary

Social Identity [ soh-shuh l ahy- den-ti-tee] identity characteristics that affect how others interact with you and you interact with others. These can include race, gender, age and other characteristics.

Personal Identity [ pur-suh-nl ahy- den-ti-tee] identity characteristics you would give yourself. These can include traits, behaviors, beliefs, values and other characteristics that make you who you are.

Visible Identity Characteristics [ viz-uh-buhl ahy- den-ti-tee kar-ik-tuh- ris-tiks] identity characteristics that are readily seen by others.

Invisible Identity Characteristics [in- viz-uh-buhl ahy- den-ti-tee kar-ik-tuh- ris-tiks] identity characteristics are not readily seen by others.

Adapted from Teaching Tolerance PD Café "Digging Deep Into the Social Justice Standards: Identity"

Procedure

1. Begin by introducing the idea that we are made up of many social and personal identities by giving a teacher example.

On a piece of chart paper that will be used in Lesson 2, draw an inner/outer circle diagram.

Ask students what identity characteristics strangers might attribute to you if they saw you in public. Guide the class to list identities in the outer circle. Explain to students that these identities can be considered social identities. They affect how others interact with you and how you interact with others. These can include race, gender, age and other characteristics. Because these characteristics are readily perceived by others, they can be considered visible. However, social identity can also include other characteristics that are invisible, such as sexual orientation, religion, immigration status and others. Add to the outer circle additional identities as applicable.

Explain that personal identity is made up of identity characteristics that a person would attribute to themselves. These can include traits, behaviors, beliefs, values and others. List your personal identities in the inner circle.

2. After introducing these concepts, communicate the essential question and objective.

3. Now that students have seen an example of an identity circle, explain that they will create their own.

Tell students to list their own social and personal identities on the inner/outer circle diagram handout. To ensure all students feel safe and comfortable, be sure to explain to students that they do not need to include all of their identity characteristics. Remind students that identity can be sensitive because it can influence how people interact with us and how we interact with others.

Once students are finished, ask if anyone feels comfortable sharing their diagram with the class. Reassure students that they do not have to share unless they feel safe and comfortable. If certain students do want to share, have them read aloud their diagrams.

Thank any volunteers and ask students to keep this circle diagram activity in mind during the next task.

4. Have students watch "Bibi" and take notes for a jigsaw discussion.

Explain to students that they will now watch "Bibi," a film that includes themes about identity. As they watch, they should take notes on the social and personal identity characteristics of one character.

Put students into groups of three and assign each student a different character: (1) Ernesto, the father, (2) Bibi, the son, or (3) Licha, Ernesto's girlfriend. Distribute the Identities Handout to each student. Before watching the film, model how to take notes. For example, one character in the film, Licha, speaks Spanish and English. So in the language row, we can write "bilingual-Spanish and English" inside Licha's column. Explain to students that as they take notes, much of what they write will be based on assumptions, especially since we do not know these characters personally. Furthermore, students might have to leave certain rows blank since the viewer does not have enough information.

Begin watching the film and have students take notes.

5. Next, have students jigsaw their notes to their group. Then discuss their answers as a class.

Explain to students that they will take turns sharing their notes. As they listen to the other group members, they will complete the rest of the table by taking notes on what is shared. Groups should be sure to discuss which answers were based on assumptions.

Once all groups have finished, have one student for each character write their answers on the board. As they write, have the class monitor the answers and recommend whether or not anything be changed or added. Tell students they will share their recommendations and reasons why after all group members have finished writing the answers.

After they finish writing, have students stay at the board to call on classmates to share recommendations and reasons why. Have students write any additions alongside original answers.

6. Once answers are shared, lead a whole-class discussion based on the following questions.

Based on your own inner/outer circle diagram, were you able to relate to any of the characters? Answers will vary but should be focused on student-specific connections.

Were there any identity characteristics that were less visible than others? Students might cite Bibi's sexual orientation and bilingualism. Until Bibi came out, his sexual orientation was invisible to his father. From Licha speaking in Spanish to Bibi, the viewer might infer that Bibi speaks Spanish. Without these scenes, Bibi's bilingualism would otherwise be invisible to the viewer.

What identity characteristics did we assume that could actually be incorrect assumptions? Much of what we write on the table could be an incorrect assumption. For example, students might assume that Licha is straight since she is dating Ernesto, but she never states her sexual orientation. This would be an invisible identity characteristic that is never made apparent to the viewer.

7. Exit Ticket: have students answer the essential question with a think-pair-share discussion.

On a scrap piece of paper, ask students to answer the essential question. What makes us who we are? Ask students to incorporate vocabulary and cite examples from the film or their circle diagrams.

Have students take turns sharing out responses in the same groups as before.

Extend share out to the whole class. Call on pairs to share answers.

Alignment to Common Core Standards
CCSS.ELA-LITERACY.W.6-12.2.B
Written by S. Nevarez

# data[].attributes.attachment_link.title
'Bibi' Lesson 1: What Makes Us Who We Are?

# data[].attributes.attachment_link.description
Social Identity [ soh-shuh l ahy- den-ti-tee] identity characteristics that affect how others interact with you and you interact with others. These can include race, gender, age and other characteristics. Personal Identity [ pur-suh-nl ahy- den-ti-tee] identity characteristics you would give yourself. These can include traits, behaviors, beliefs, values and other characteristics that make you who you are.

# data[].attributes.body
We can incorporate...
Literacy:
All Are Welcome... either reading or read aloud.
Use Jamboard to post thoughts and reactions.

Kid President gives great videos to inspire all... EVERYONE could use a little motivation sometimes!
https://ww
w.youtube.com/watch?v=l-gQLqv9f4o

Student Choice:
Students will create a piece of  work to show a time when they faced with a challenge and were able to overcome it or not through creating a writing piece (poem) Flipgrid video or a piece of art.

# data[].attributes.body
Group Task

With your group/pair, CHOOSE a lesson from Learning for Justice (previously Teaching Tolerance) that you want to modify

Work together to integrate art, literacy, student choice, and tech (and any other engagement strategies) as well as adapt it for your student body and/or grade level

Do not FORCE integration if it doesn’t make sense → integrate what would elevate student learning

Post your revised lesson on the padlet (press the plus button on the bottom right, write your group names and attach)

Select a group speaker →  be prepared to share what you revised and why

Suggested Pace:

2-3 mins to choose a lesson

5 mins to read through the lessons independently

15-20 mins to collaborate and revise

2 mins to prepare to share

Logistics:

Feel free to copy and paste the lesson onto a document so you can revise using a different color or highlighter and then attach that document OR

Attach the link to the lesson and explain your revisions in the comments

# data[].attributes.attachment_link.readable_text
For young white students, explorations of fair and unfair, just and unjust, can go a long way in advancing anti-racist white identity. Purposeful use of literature and basic study of white anti-racists are among the key ways educators can advance such aims.Teaching Tolerance presents four short biographies for early grades classrooms, with activity ideas.

# data[].attributes.attachment_link.description
These robust, ready-to-use classroom lessons offer breadth and depth, spanning essential social justice topics and reinforcing critical social emotional learning skills.