Helping kids build resiliency and compassion

Essential Question

How do I get to know others and allow others to get to know all of me?
What does it mean to feel good about myself and how can I express that I like who I am?
How can I be proud of who I am and celebrate others?
How do I change because I’m part of different groups?
How do I benefit from my identities?

Texts

Literature

Rose Blanche

During World War II, a young German girl, Rose Blanche, inadvertently discovers a concentration camp not far from her town. She travels there frequently, taking food to the children on the other side of the barbed wire and meets a haunted fate the day she discovers the camp is gone.

Roberto Innocenti and Christophe Gallaz

Grade Level

3-5

Subject

Civics

History

Geography

Topic

Religion

July 2, 2014

Literature

Crocodile and Ghost Bat Have a Hullabaloo: An Australian Tale of Name-Calling

Although carefully planned at twilight so all animals can attend, things go terribly wrong during this walkabout. The group creates such a terrible hullabaloo that Namarrkun, the lightning man, is forced to show his strength.

Jeff Sapp

Grade Level

K-2 3-5

Topic

Bullying & Bias

July 2, 2014

Informational

Peace Begins With You

Katherine Scholes begins this informative piece by describing the multi-facted nature of the word "peace" and what it can mean to different people at different times. Then she provides concrete ways that each of us can be a peacemaker.

Katherine Scholes

Grade Level

K-2 3-5

Subject

Civics

History

Economics

Geography

Topic

Bullying & Bias

July 3, 2014

Teaching Strategies

Community Inquiry

Affirmation Interview

During Affirmation Interview, students practice verbal and non-verbal communication in the roles of “interviewer” and “interviewee.”

Grade Level

3-5

CCSS

RL.3-5.1, RI.3-5.1, SL.3-5.1

July 13, 2014

Community Inquiry

Brain Share

During Brain Share, small groups of students rotate through stations, discussing and recording concepts from central texts. This strategy is a modified combination of gallery walks and jigsaw.

Grade Level

3-5

CCSS

RF.3-5.4, RL.3-5.1, RI.3-5.1, RL.3-5.2, RI.3-5.2, SL.3-5.1, SL.3-5.2

July 13, 2014

Community Inquiry

Lifting the Text

Students choose an important sentence or phrase from the central text and participate in a structured class discussion about the “lifted” text.

Grade Level

3-5

CCSS

RL.3-5.1, RI.3-5.1, SL.3-5.1, SL.3-5.4, SL.3-5.6

July 13, 2014

Student Tasks

Do Something

Artistic Expression Showcase

Students produce original art (visual art, music, drama or poetry) that conveys an anti-bias or social justice message. Students then plan a public showcase of their work.

Grade Level

3-5

July 13, 2014

Do Something

Identity Portraits

Students interview one another, then draw or paint portraits containing symbols that represent the subject’s identity, beliefs, values or areas of interest.

Grade Level

3-5

July 13, 2014

Do Something

Poetry and Storytelling Café

Students write and share original poems and stories about community issues or themes present in the central text.

Grade Level

3-5

July 13, 2014

Write to the Source

Agree or Disagree

Agree or Disagree? asks students to demonstrate their argumentative and comparative writing skills.

Grade Level

3-5

CCSS

W.3-5.1, W.3-5.4, W.4-5.9

July 19, 2014

Plan Built By

Cynthia013

Helping kids build resiliency and compassion

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