Exploring the Diversity and Identities of the City

Essential Question

*How can the city improved with diversity ?
*What kind of groups of people lived in the city?
*What might be the reasons that people who lived in the city decided to leave?
*How you feel from having different identity from the people who lived before in the city?
* What kinds of resources support the people that lived in the city with different identities?
* What are the pros/cons of your own city?
*Explian how diversity look before and after in the communities ?
*Describe how does the city looks like?

Texts

Informational

Families

This excerpt explains that families are defined by love, caring and sharing, not the number or gender of its members.

Ann Morris

Grade Level

K-2 3-5 6-8

Topic

Race & Ethnicity Religion Class Immigration

November 7, 2014

Visual

Protesting the death of Alton Sterling and the Baton Rough Police Department’s request for Black Lives Matter demonstrators to clear roadways, Iesha Evans stands in the middle of a street as two Louisiana state troopers, dressed in riot gear, approach to arrest her.

Jonathan Bachman

Grade Level

K-2 3-5 6-8 9-12

Subject

Civics

History

Topic

Race & Ethnicity Rights & Activism

January 30, 2017

Literature

My Name was Hussein

Hussein, the narrator of My Name Was Hussein, lives in Bulgaria. His Muslim family takes great pride in their religion and traditions. But soldiers soon arrive in their village and force all of the Muslims to adopt Christian names, thereby inhibiting their freedom and identities.

Hristo Kyuchukov

Grade Level

K-2 3-5

Subject

Civics

History

Economics

Geography

Topic

Race & Ethnicity Religion Rights & Activism

July 7, 2014

Teaching Strategies

Exploring Texts Through Read Alouds

Realia

Realia are real-life objects that enable children to make connections to their own lives as they try to make sense of new concepts and ideas. This strategy brings the Perspectives central text to life for students by using everyday objects during the read aloud.

Grade Level

K-2

CCSS

RL.K-2.1, RL.K-2.2, RL.K-2.3, RI.K-2.1, RI.K-2.2, RI.K-2.3

July 13, 2014

Exploring Texts Through Read Alouds

Student Journals

Student journals are a collection of students’ written and illustrated predictions, reactions, understandings and questions based on Perspectives central text read alouds.

Grade Level

K-2

CCSS

RL.K-2.1, RL.K-2.2, RL.K-2.3, RL.K-2.6, RL.K-2.7, RI.K-2.1, RI.K-2.2, RI.K-2.3, RI.K-2.6, RI.K-2.7, W.K-2.2

July 13, 2014

Exploring Texts Through Read Alouds

Understanding Text Types

This strategy includes text type charts and matching exercises to help students differentiate between Perspectives central text types, increasing their ability to read, comprehend and produce those forms.

Grade Level

K-2

CCSS

RL.K-2.5

July 13, 2014

Student Tasks

Do Something

Collage of Concerns

Students create visual artwork combining various images to convey diversity or social justice issues, concerns or themes related to the central text.

Grade Level

K-2

July 13, 2014

Do Something

Community Bulletin Board

Students showcase artwork and nonfiction writing that addresses issues they found in the text. The result is a visual, collaborative and creative representation of student learning and ideas. An alternative to the bulletin board is a community newsletter.

Grade Level

K-2

July 13, 2014

Do Something

Community Puzzle Mural

Students create a community puzzle mural, a large-scale artistic depiction, usually displayed in a community space. Puzzle pieces covered in student’s artwork relating to diversity, anti-bias or social justice themes from the central text comprise the mural.

Grade Level

K-2

July 13, 2014

Plan Built By

aguillau

Exploring the Diversity and Identities of the City

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