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Where Am I in What I Read?

By bigpicture19
Grade Level
3-5 6-8
private
LEARNING PLAN
Essential Question
  • What has happened throughout history to people like me?
  • What does literature teach about these historical experiences?
  • From whose perspective is the literature written about these historical experiences?
  • Are people like me celebrated in the literature? Are they exhibited as empowered or victims? As having agency or silenced? As intelligent or ignorant?
  • Are these questions answered the same in texts assigned to me by my teachers and in the texts I choose to read? Or are the answers different?
Texts
Literature

Shoulders

In this poem, the speaker sees a man carrying his son across the street and is struck by the tenderness the man displays for the child. The speaker realizes that humanity must cloak itself in this same caring nature.
by
Naomi Shihab Nye
Grade Level
3-5 6-8
Subject
Civics
Topic
Bullying & Bias
Social Justice Domain
Diversity Action
July 2, 2014
Literature

Only One Me

This poem's speaker describes being bullied and feeling depressed and skipping school to avoid the harassment. Spiraling downhill emotionally, the speaker ultimately comes to accept and appreciate his/her unique identities.
by
Sean Mauricette (aka SUBLIMINAL)
Grade Level
6-8
Topic
Bullying & Bias
Social Justice Domain
Identity Justice
July 8, 2014
Literature

Raised By Women

In her poem, Kelly Norman Ellis brings to life a vivid picture of the kind of women she was surrounded and brought up by during her childhood in Mississippi. The poem's speaker takes you down south and makes you feel like a guest at the kitchen table by way of her descriptions.
by
Kelly Norman Ellis
Grade Level
6-8
Topic
Gender & Sexual Identity Race & Ethnicity
Social Justice Domain
Identity
January 5, 2015
Literature

The First Coconut Tree

In this pourquoi tale, a mother living on one of the islands in the Pacific Islands, is mystified when she bears a round child with no arms and no legs, but she tenderly raises the child until one day he asks to be buried in the sand, where he can grow (into the first coconut tree) and every part of him can be useful.
by
Nancy Bo Flood
Grade Level
3-5
Subject
Geography
Topic
Bullying & Bias
Social Justice Domain
Diversity
January 5, 2015
Literature

The Fog Machine

This excerpt focuses on the lives of African-American students during the civil rights movement. After reading Dr. Martin Luther King’s “I Have A Dream” speech in class in 1963, students in main character C.J.'s school are asked to share their dreams at a school assembly.
by
Susan Follett
Grade Level
6-8
Subject
Civics
History
Topic
Race & Ethnicity
Social Justice Domain
Identity Diversity Justice Action
June 9, 2015
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
Visual

Hunger

In this cartoon, people of all sexes, ages, shapes and sizes are lined up outside the Gospel Mission, waiting for food. A mother in line remarks that they donated to this Mission just last year, inciting the feeling that circumstances can quickly change.
by
David Fitzsimmons
Grade Level
3-5 6-8 9-12
Subject
Economics
Topic
Class
Social Justice Domain
Diversity Justice
July 9, 2014
Informational

Zahrah’s Hijab

As a young Muslim girl, Zahrah wore her hijab to school on what is considered to be the most important day of the week in Islam—Friday. Not everyone at Zahrah's school understands her religious traditions, but a visit from her mom changes this.
by
Sean McCollum
Grade Level
K-2 3-5
Subject
Civics
Topic
Religion
Social Justice Domain
Identity Diversity Justice
July 9, 2014
Literature

The First 100 Days

When two sides fail to come together after a classroom election, the teacher institutes the 100 Days plan to try to keep the newly elected accountable and the remaining students apprised of what they can expect from their new president.
by
Jarah Botello
Grade Level
3-5
Subject
Civics
Topic
Bullying & Bias
Social Justice Domain
Diversity Justice Action
January 3, 2017
Teaching Strategies
Close and Critical Reading

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
6-8 9-12
CCSS
RL.6-12.1, RL.6-12.2, RL.6-12.3, RL.6-12.6, RI.6-12.1, RI.6-12.2, RI.6-12.3, RI.6-12.6
July 19, 2014
Close and Critical Reading

Reading Against the Grain

In reading against the grain students analyze the dominant reading of a text and engage in alternative or "resistant" readings. Resistant readings scrutinize the beliefs and attitudes that typically go unexamined in a text, drawing attention to the gaps, silences and contradictions.
Grade Level
6-8 9-12
CCSS
RL.6-12.1, RL.6-12.2, RL.6-12.6, RI.6-12.1, RI.6-12.2, RI.6-12.6
July 19, 2014
Close and Critical Reading

Window or Mirror?

This task helps students consider if the text is a window or a mirror through practicing literacy skills and using technology.
Grade Level
6-8 9-12
CCSS
RL.6-12.1, RL.6-12.2, RL.6-12.3, RL.6-12.7, RI.6-12.1, RI.6-12.2, RI.6-12.3, RI.6-12.7
April 18, 2016
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

Lift a Line

Lift A Line asks students to demonstrate their explanatory and descriptive 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

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
Plan Built By
bigpicture19

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