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Pankalo LearningPlan K-2

By aclay916
Grade Level
K-2
private
LEARNING PLAN
Essential Question
  • What groups do I belong to?
  • What are my identities?
  • How do I know I’m part of a group?
  • How do I see myself? Is it the same way others see me?
  • How do people show that they are proud of themselves?
  • Does my identity mean I get to do things other kids can’t, or keep me from doing something?
  • What rights do I have?
  • Do all people have the same rights?
  • How am I the same as other people? How am I different from other people?
  • Are people all the same?
  • What are the differences between how I live and how others live?
  • How can I learn more about other people?
  • How can I show people I like them?
  • Can people who share my identity still be different from me?
  • What does it mean to be unfair? In class? In school? At home? In my community? In the world?
  • How do I know when people are being treated unfairly?
  • How have people stopped unfairness in the past?
  • When something is unfair does it affect everyone the same way?
  • How do I speak up when I see people treated unfairly?
  • If a person is in charge, does that mean they can do anything?
  • How can I be kind to all people?
  • What steps can we take to make something better?
Texts
Literature

Eat, My Fine Coat!

Which are you more likely to notice: a person’s character or his or her clothing? Hoca has a witty response when the latter is true at a dinner he attends after a day of hard work.
by
Barbara Walker
Grade Level
K-2 3-5
Topic
Class
Social Justice Domain
Justice Action
July 3, 2014
Literature

Supriya's Bowl: A Buddhist Tale of Giving

This story speaks of the importance of giving. When hard times fall on his land, Buddha reaches out to the wealthy, asking them to help feed the poor. The rich people grumble and refuse until a young, well-to-do girl steps forward and offers to take her bowl from house-to-house to be filled for those less fortunate than herself. Supriya succeeds and many in the land fill her bowl and their own to give to the poor.
by
Uma Krishnaswami
Grade Level
K-2 3-5
Subject
Civics
Economics
Topic
Class
Social Justice Domain
Justice Action
July 3, 2014
Literature

Sometimes

Toby and Clemmie love each other very much. Sometimes Clemmie has to go to the hospital though, and it can be scary. Luckily, Toby and Clemmie know how to make the best out of every situation—even ones that involve a trip to the hospital.
by
Rebecca Elliott
Grade Level
K-2
Topic
Ability
Social Justice Domain
Identity Diversity Action
July 7, 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
Literature

Why Frogs and Snakes Never Play Together A Pourquoi of Prejudice A PLAY IN 3 ACTS

A chance meeting of a family of frogs and a family of snakes in the woods one day allows wonderful new friendships to be made. Later, when the siblings tell their parents about their new friends, they are told never to play together again. Find out why in this easy-to-produce play that teaches about the serious topic of prejudice.
by
Jeff Sapp
Grade Level
K-2
Subject
Civics
Geography
Topic
Bullying & Bias
Social Justice Domain
Diversity Justice
July 5, 2014
Literature

The Fiery Tail: A Chinese Tale of True Beauty

The Peacock Fairy needs to choose an apprentice, but all of the peacocks look alike. To stand out, most of them decide to add things to their feathers, but the Little Peacock doesn't follow suit, and his actions succeed in catching the Peacock Fairy's attention.
by
Hua Long
Grade Level
K-2 3-5
Subject
Civics
Topic
Class
Social Justice Domain
Action
July 3, 2014
Informational

Jerrie Mock

Tamera Bryant relays the story of Jerrie Mock and her dream to fly an airplane around the world. In spite of naysayers, including her family, who tried to remind her that girls grow up to be wives and mothers, Jerrie followed her dream and became the first woman to fly an airplane around the world.
by
Tamera Bryant
Grade Level
K-2
Subject
History
Topic
Gender & Sexual Identity
Social Justice Domain
Identity Justice
July 9, 2014
Literature

10,000 Dresses

Every night Bailey dreams about dresses, but each day his mother, father, and brother remind him that he is a boy and dresses aren't for him. Finally, he finds a friend who embraces both his love for dresses and the individual he feels he is inside.
by
Marcus Ewert
Grade Level
K-2 3-5
Topic
Gender & Sexual Identity
Social Justice Domain
Identity Justice
July 2, 2014
Informational

Storm

In this story, the parents of three children decide not to tell people the gender of the third child in an effort to avoid promoting stereotypes. Instead, they allow the child to be a person rather than a pretty girl who wears pink or a strong boy who wears blue.
by
Tamera Bryant
Grade Level
K-2 3-5
Subject
Civics
Topic
Gender & Sexual Identity
Social Justice Domain
Identity Justice
July 9, 2014
Visual

Iesha Evans

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.
by
Jonathan Bachman
Grade Level
K-2 3-5 6-8 9-12
Subject
Civics
History
Topic
Race & Ethnicity Rights & Activism
Social Justice Domain
Justice Action
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.
by
Hristo Kyuchukov
Grade Level
K-2 3-5
Subject
Civics
History
Economics
Geography
Topic
Race & Ethnicity Religion Rights & Activism
Social Justice Domain
Identity Justice
July 7, 2014
Literature

One Million Men and Me

Based on a true person, this story is told from the perspective of a little girl whose dad took her to the Million Man March—where she saw the tears, happiness, and chants of men banding together for a common purpose.
by
Kelly Starling Lyons
Grade Level
K-2 3-5
Subject
Civics
History
Economics
Geography
Topic
Civil Rights Movement Race & Ethnicity Gender & Sexual Identity Rights & Activism
Social Justice Domain
Identity Diversity Action
July 7, 2014
Literature

Antonio's Card/La tarjeta de Antonio

In this story, Antonio learns that words have power, and that can be both a good and bad thing. As Mother’s Day approaches he must decide how to show his love for his mother and her partner and whether he wants that declaration to be public.
by
Rigoberto González and Cecilia Concepción Álvarez
Grade Level
K-2
Topic
Race & Ethnicity Gender & Sexual Identity
Social Justice Domain
Identity Diversity Justice Action
July 29, 2016
Literature

Gloria and Rosa Make Beautiful Music

Two friends who attend different schools in the same community learn that one of their schools has no instruments for their music program, while the other has multiple different kinds. They use their friendship and musical abilities to confront this inequity and try to bring about change.
by
Cynthia Levinson
Grade Level
K-2 3-5
Subject
Civics
Economics
Topic
Race & Ethnicity Class Rights & Activism
Social Justice Domain
Identity Justice Action
May 19, 2017
Literature

Papalotzin and the Monarchs: A Bilingual Tale of Breaking Down Walls

When a wall is built between the Great North and the Great South, nothing can pass by it, not the clouds or the wind or even the monarch butterflies. When both sides begin to suffer, Papalotzin, Royal Butterfly, breaks down the Great Wall.
by
Rigoberto González
Grade Level
K-2 3-5
Subject
Civics
History
Economics
Geography
Topic
Immigration Rights & Activism
Social Justice Domain
Diversity Action
July 2, 2014
Teaching Strategies
Exploring Texts Through Read Alouds

Anchor Charts

An anchor chart is an artifact of classroom learning. Like an anchor, it holds students' and teachers' thoughts, ideas and processes in place. Anchor charts can be displayed as reminders of prior learning and built upon over multiple lessons.
Grade Level
K-2
CCSS
R.K-2.4, L.K-2.4, L.K-2.5
July 13, 2014
Exploring Texts Through Read Alouds

Creating Questions to Engage Critically with Texts

This strategy provides tools to create questions that help students engage critically with Perspectives central texts and examine them for issues of power and social inequity. The activities suggested here also encourage readers to bring their knowledge and experiences to the reading of a text.
Grade Level
K-2
CCSS
RL.K-2.1, RL.K-2.2, RL.K-2.3, RL.K-2.6, RI.K-2.1, RI.K-2.2, RI.K-2.3, RI.K-2.6
July 16, 2014
Exploring Texts Through Read Alouds

Examining Texts

Children will learn about the key components of paper and online text structure. Students will also gain the terminology necessary to talk about the structure and parts of a text.
Grade Level
K-2
CCSS
RI.K-2.5, RI.K-2.6, RL.K-2.5, RL.K-2.6
July 13, 2014
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
Exploring Texts Through Read Alouds

Who's Telling It?

Students explore the same Perspectives central text from various viewpoints and identify author, speaker point-of-view, publication date, intended audience and characters.
Grade Level
K-2
CCSS
RL.K-2.1, RL.K-2.3, RL.K-2.6, RL.K-2.7, RI.K-2.1, RI.K-2.3, RI.K-2.7
July 13, 2014
Responding to the Read-Aloud Text

Author's Chair

Using either a Perspectives central text or their original work, children take on the role of “author,” reading the text aloud and facilitating a class discussion.
Grade Level
K-2
CCSS
RL.K-2.9, RI.K-2.9, RF.K-2.4
July 19, 2014
Responding to the Read-Aloud Text

Challenge the Text

Challenge the Text helps students ask and answer their own text-dependent questions by taking multiple perspectives and uncovering assumptions and biases within the text.
Grade Level
K-2
July 19, 2014
Responding to the Read-Aloud Text

Cracking the Code

During Cracking the Code, students examine texts for bias related to race, gender, class, religion, age and sexual orientation, among other identity categories.
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-2.6, RI.K-2.7
July 19, 2014
Responding to the Read-Aloud Text

Making Connections During Read Aloud

Students make connections to read-aloud texts by relating the text to themselves (lived experiences), to other texts (read in any setting) and to the world (current and historical events)
Grade Level
K-2
CCSS
RL.K-2.9, RI.K-2.9
July 19, 2014
Responding to the Read-Aloud Text

Readers' Theater

During a readers’ theater, two or more students dramatize a text by reading expressively.
Grade Level
K-2
CCSS
RF.K-2.3, RF.K-2.4, RL.K-2.1, RL.K-2.3, RI.K-2.1
July 19, 2014
Responding to the Read-Aloud Text

Shared Reading

During shared reading, learners observe experts reading with fluency and expression while following along or otherwise engaging with the text. This strategy should focus on a specific instructional element (or mini lesson) that improves targeted reading comprehension skills while promoting the joy of reading.
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-2.7, RF.K-2.4
July 19, 2014
Responding to the Read-Aloud Text

Think Aloud

Think Aloud requires readers to stop during their reading to think, reflect and discuss their process. Readers talk about skipping text, rereading, searching back in the text for information, questioning, clarifying, summarizing, making connections, reflecting, predicting and visualizing.
Grade Level
K-2
CCSS
R.L.K-2.1, R.I.K-2.1
July 19, 2014
Student Tasks
Do Something

Buddy Share

Students choose a mode of expression—e.g., writing, art or storytelling—to share theme-related ideas and feelings with a “buddy” from outside the classroom.
Grade Level
K-2
July 13, 2014
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
Do Something

Fairness Fair

Students work in groups to role-play or tell stories about real life situations related to fairness, community, diversity or social justice themes. Students then perform their skits or stories for others as part of a class-wide “fairness fair.”
Grade Level
K-2
July 13, 2014
Do Something

Identity Self-Portraits

Students create visual self-portraits that contain symbols representing the student’s identity, beliefs, values or areas of interest related to diversity, anti-bias or social justice.
Grade Level
K-2
July 13, 2014
Do Something

Oral Interviews

Students conduct interviews and record personal experiences focused on a specific theme. They synthesize and present the information as a drawing, poster, paragraph or bulletin board.
Grade Level
K-2
July 13, 2014
Plan Built By
aclay916

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