Teacher Candidate: Cortney Estes and Nikki Kemp Date: April 24, 2012
Unit Title: Fairness and Equality Subject: Social StudiesGrade Level: 5
Essential Question(s): How and/or where do we encounter themes particular themes in our daily lives? What social action can we take against these themes?
The concepts of fairness and equality are integrated across areas and throughout grade levels. This lesson will provide students with an opportunity to deconstruct texts with themes of oppression, non-violence, truth, nature/ conservation, and divine right. Students will apply understanding of content by creating and presenting a movie poster depicting their theme.
Common Core, State Standards, and/or Performance Indicators
Only include what will be assessed.
Writing Standards K-5
Text Types and Purposes
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
Reading Standards for Literature K-5
Integration of Knowledge and Ideas
7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
Responding to Literature
11. Recognize, interpret, and make connections in narratives, poetry, and drama, to other texts, ideas, cultural perspectives, eras, personal events, and situations.
a. Self-select text to develop personal preferences regarding favorite authors.
b. Use established criteria to categorize, select texts and assess to make informed judgments about the quality of the pieces.
Must be numbered.
1. Students will be able to identify themes from within different texts and give an explanation backing up the theme that they chose.
*Could be collected for accountability/auditing purposes.
Evidence that students have achieved objective(s):
Movie poster based on the chosen theme for each set of partners.
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities
1. The teacher will announce that students are going to receive treats for their hard work in class the past few weeks. The teacher will start to pass out cupcakes, stop, and announce that only the girls will receive cupcakes.
2. The students will react in a variety of ways to this news.
3. The teacher will announce that whether or not the male students can have cupcakes will be put to a vote- by the female students.
4. The teacher will facilitate discussion based on the results. The teacher will cold call 2-3 students to explain their rationale for voting the way they did.
5. The students will explain their rationale for voting a certain way and process their feelings pertaining to their role in the exercise.
6. The teacher will explain that the students will be divided into pairs for the next activity. During this activity the students will have an invitation packet inviting them to investigate the different media sets that are within their invitations. They will have to take the information that they gain from their media sets and use it to create a movie poster portraying that information.
7. The teacher will pass out different colored cards determining the pairs for the activity.
8. The students will gather into their pairs. One partner will go get the invitation from the teacher and will return to their partner to begin the activity.
9. The teacher will walk around to each group and take note of the progress that each pair is making offering guidance to the pairs if they need some assistance determining their theme and getting ideas for their movie poster.
10. The students will work together to identify the theme that is throughout their different media sets. They will then raise their hand and get the okay from the teacher to begin their rough copy of their movie poster after identifying the correct theme.
11. The teacher will give the students the okay to begin their rough sketches of their movie poster.
12. The students will have the remainder of the class to finish their sketches. If students finish early the teacher will check their sketch and determine if they are ready to begin their final copy. If they are ready the students may take the remainder of the period to begin working on the final copy of their movie poster.
13. The teacher will have one student in each pair get the rough sketch of the movie poster and have the other student in the pair gather the materials to construct the final copy of the movie poster.
14. The students will get into their pairs and either finish their rough sketches if they have yet to do so, begin or continue working on their final copy of the movie poster.
15. The teacher will give the students 15-20 minutes to complete their final copy of the movie poster before having the students present their poster identifying their theme and describing what it is that they put on their poster to depict that theme.
16. The students will complete the final copy of their movie poster within the allotted time and will then present their movie poster to the class. They will identify the overlaying theme from their media texts as well as describing what they put on their movie poster that depicts that theme.
17. The teacher will then play a movie clip on a famous speech to reinforce the lessons concepts of fairness and equality relating to the themes from class.
18. The teacher will then have the students complete their exit slip asking the students to identify at least three out of the five themes and writing at least one thing that they learned about those chosen themes.
19. The students will complete their exit slip before leaving the class.
20. The teacher will collect the students exit slips and will look them over to check for the students understanding of the themes that were discussed in class.
- Formative or summative and describe purpose
The students will be given an invitation packet; which will include a poem, comic strip, quote, and two pictures of Americans relating to a specific theme. Through the use of the items within their invitation they will have to identify the overall theme. They will have to use this theme to create a movie poster. On their movie poster they will have to come up with a title, a tag line (quick one liner), and an illustration representing their determined theme. After completing their movie poster the students will hang their movie posters up for the class to see and then present it to the class describing their theme and how their illustration relates to that theme.
The students will complete an exit slip in which they have to choose three out of the five themes that were discussed in class. With each of their chosen themes they have to write down at least one thing that they learned about that theme from class.
By the end of this lesson the students will have gained an understanding of the concepts of fairness and equality. They will understand the many different themes that tie into fairness and equality and be able to explain these themes.
and/or Interactions with Support Staff
We will follow any IEP and Section 504 accommodations.
-Americans Who Tell The Truth book
-manila invitation kits
2 days at 40 minutes each
Shetterly, R. (2008). Americans who tell the truth. England: Puffin.