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Martin Luther King

By annastrahan
Grade Level
3-5
private
LEARNING PLAN
Essential Question
  • How can I describe ways people are different from me?
  • Can words about identity hurt people
  • How can I ask people about their lives and experiences in a respectful, kind and understanding way?
  • How can I live, work and play with others when we have differences?
  • Why is history important? Does it affect how people live today?
  • What does it mean to be human?
  • Is it better to do a project with people who are different from each other or with people who are more alike?
  • What privileges are available for certain groups of people but not for others?
  • What clues help me know when and how people are being treated unfairly?
  • How is my life easier or more difficult based on who I am and where I was born?
  • What contributions have people made to justice and fairness historically?
  • Are stereotypes fair?
  • Do rights and responsibilities change over time?
  • What can one person do to create a safe, welcoming place for all?
  • Why is it important for me to stand up for others and myself?
  • How can I encourage others to stand for justice?
  • How can we create a fair and just community?
  • How can I work with others toward fairness in my community?
  • How can different groups work together for everyone’s benefit?
  • How do we make sure freedom is fair?
Texts
Literature

The Skin I'm In (Chapter 3)

Maleeka gets made fun of at school about her clothes, her grades, even the color of her skin. In this chapter, she talks about getting teased on a school trip and how even her friend Char was ashamed to be seen with her because of her clothes.
by
Sharon Flake
Grade Level
3-5 6-8
Topic
Race & Ethnicity
Social Justice Domain
Justice
July 3, 2014
Informational

Brothers In Hope: The Story of The Lost Boys of Sudan

In this excerpt, Garang tells his story of how he became a lost boy when war destroyed his village. Walking with thousands of other orphaned boys, Garang travels thousands of dangerous miles from southern Sudan to a refugee camp in Ethiopia.
by
Mary Williams and R. Gregory Christie (illustrator)
Grade Level
K-2 3-5
Subject
History
Topic
Race & Ethnicity
Social Justice Domain
Identity Diversity Justice
September 30, 2016
Teaching Strategies
Close and Critical Reading

Question-Answer Relationships (QAR)

QAR gives students practice questioning the text and identifying literal and inferential questions. Students learn to find different types of evidence and to rely on their own interpretation when doing close reading.
Grade Level
3-5
CCSS
RL.3-5.1, RI.3-5.1, RF.3-5.4
July 19, 2014
Student Tasks
Write to the Source

Beautiful Language

Beautiful Language asks students to demonstrate their narrative skills when writing to gain the understanding of others.
Grade Level
3-5
CCSS
W.3-5.3, W.3-5.4
July 19, 2014
Write to the Source

Cause and Effect

Cause and Effect asks students to demonstrate their explanatory and informative writing skills.
Grade Level
3-5
CCSS
W.3-5.2, W.3-5.4, W.4-5.9
July 19, 2014
Write to the Source

In Conversation

In Conversation asks students to demonstrate their narrative skills when applying different points of view in writing.
Grade Level
3-5
CCSS
W.3-5.3, W.3-5.4
July 19, 2014
Write to the Source

Point of View

Point of View asks students to demonstrate their narrative skills when applying different points of view in writing.
Grade Level
3-5
CCSS
W.3-5.3, W.3-5.4
July 19, 2014
Write to the Source

Small Moment

Small Moment asks students to demonstrate their narrative skills when writing about personal experiences.
Grade Level
3-5
CCSS
W.3-5.3, W.3-5.4
July 19, 2014
Write to the Source

What Do We Share

What do We Share? 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
annastrahan

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