DAY OF UNIT &

NAME OF
LESSON/ACTIVITY
Day 6: Sex, Race, and Gender
Writing for Justice
FEATURED
STANDARD
(Include sufficient
detail based on the
standards youre
using. If youre
using the CO
standards, include
the Standard,
Prepared Graduate
Statement,
Concepts & Skills
Students Master,
and Evidence
Outcomes. If you
are using the CCSS,
include the anchor
standard and the
appropriate grade-
level band.

Reading: Literature Anchor Standard #1Key Ideas and details: Read
closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking
to support conclusions drawn from the text.

11th-12th grade band: Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences
drawn from the text, including determining where the text leaves matters
uncertain.
Writing and Production Anchor Standard #4Produce clear and coherent
writing in which the development, organization, and style are appropriate
to task, purpose, and audience.

11th-12th grade band: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose,
and audience. (Grade-specific expectations for writing types are defined
in standard 3 below.)

Writing and Production Anchor Standard #3 for 11th and 12th grade
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event
sequences.

a. Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events, and/or
characters.

c. Use a variety of techniques to sequence events so that they build on
one another to create a coherent whole and build toward a particular tone
and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

d. Use precise words and phrases, telling details, and sensory language
to convey a vivid picture of the experiences, events, setting, and/or
characters.

e. Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.

PURPOSE OF
ACTIVITY (Think of
this as your mini-
rationale: What are
you trying to
accomplish through
this lesson/activity?
In your overall
sequence, why
does it make sense
here? This is also
the place to
indicate briefly: 1)
the principle of
Connected
Learning you are
emphasizing and 2)
how this lesson will
provide extra
support and/or
challenge for the
needs of individual
learners, especially
ELLs.)

This lesson is designed as a lesson that makes students understand
narrative writing from different perspectives. It is modeled off of Linda
Christensens Teaching for Joy and Justice, in which she emphasizes the
importance of integrating social justice issues while also teaching content.
Because the majority of the book club texts and the texture texts the
students are reading deal with controversial issues of race, sex and/or
gender, it is imperative that we practice empathy and tolerance. These
are also essential skills to have when practicing the vulnerable learning
that Meeno Rami writes of. This is the first lesson for the sex, race and
gender section, and therefore I want to introduce these challenging topics
right off the bat.
It is part of my teaching philosophy to have multiple ways of
interpreting texts and ways to read. For todays quick reading
assignment, I want students to practice reading in a visual sense,
through the video clips. This shows students that information does not
only need to come from the physical words on a page, but also, from
visual and audio sources. This style of reading is an accommodation and
differentiation technique for needs of individual learners and or ELLs,
because sometimes visuals cater to different learning styles. A visual is
also provided in the outline of the head, and a graphic organizer helps
students with thought processes that other methods may not cater to.
As for Connected Learning principles, this is interest-driven, as it
allows students to question their individuality and have choice. For
production-centered, they are creating a piece that can be shared with
their peers and it is openly networked when I post it to the class website.
It is academically oriented when they reference their book club texts, and
when they learn new terminology. Also, it helps them gain skills in
referencing texts and making connections. It is peer-supported because
students will be included in small groups and discussions. When the
students are willing to share with one another, they are connecting and
adding to the classroom culture.



MATERIALS
(Include texts,
handouts, special
equipment or
materials)
1. White board
2. Colored paper
3. Writing utensils
4. Projector
5. Doc Cam
6. Access to:
http://youtu.be/V57lotnKGF8
http://youtu.be/V8oGYyLDxFI


PROCEDURES
(Include a play-by-
play account of
what students will
do from the minute
they arrive to the
minute they leave
your classroom.
Indicate the length
of each segment of
the lesson. List an
estimate of actual
minutes each step
will takes.)


1. I will begin the class by writing the definitions of target, ally, bystander
and perpetrator on the white board. (5 minutes)
2. I will show the students the two YouTube clips, Martin Luther King Jrs
condense I Have a Dream speech, and Andrea Gibsons I Do slam
poetry. (8 minutes)
3. I will the students to write examples of those terms within those clips. (5
minutes)
4. As a class, we will have a discussion on who they categorized as those
terms, and why. (12 minutes)
5. I will then ask the class for examples of this in their own lives, and
discuss if or if not those experiences have shaped their identity today. (5
minutes)
6. Students will be asked to get into book club groups and fill out one of
these charts for characters in their books. If they do not have all of these
categories filled at their points in the novels yet, that is okay, as long as
they are participating in an active discussion about the texts and terms.
(15 minutes)
7. I will then ask students to return to their seats and be given pieces of
paper in which a classmate will be asked to sketch the outline of their
head on, or, if they decide, they can sketch their profile on their own. (5
minutes)
8. I will then ask the students to fill in the identities within the head that
they are proud of, and want to be identified with, and on the outside of the
head, the identities that are generalizations or stereotypes that they do
not want to be identified with. (10 minutes)
*I will let students know that I would like these to be shared, so only to
put things that they are comfortable with others seeing, and if they arent
to let me know so I can keep them confidential

9. I will ask students to come share on the doc cam if they want to, and
share out why some of these identities are things they proudly claim, and
some theyd rather not represent. (10 minutes)
10. I will foster a closing discussion on why sex, race, and gender shapes
identity, and to be conscious of that throughout the texts we will read. (15
minutes)
11. Students will be asked to share out oppressive forces in the texts they
have read, and I will encourage them to keep noticing them as they read.
(5 minutes)
*As the students leave, I will ask to collect their papers, if they dont
mind sharing them, and I will take photos of them to post to the class
website. I will also hang them on one of the walls for display.
ONGOING
ASSESSMENT
(Describe what
youll do to
determine whether
or not students
achieved the
purpose described
above.)
Because lesson is designed to help students understand narrative writing
from different perspectives and the oppressive forces many of those
perspectives have faced, I will continually reference this lesson
throughout the unit. Students will be asked whether or not they have
considered these forces in the rest of their writings, and how they may
affect their characters. The rest of the unit will have multiple assignments
and further scaffolding to add onto the understanding of personal
narrative writing, oppressive forces, identities, and the summative
assessment will work as the final gauge of proficiency in this genre.

REFERENCES
(Include a brief
citation if youve
adapted an
activity/materials
from another
source.)

Linda Christensens chapter Acting for Justice in the Teaching for Joy
and Justice text
Meeno Ramis Thrive
Connected Learning principles
http://youtu.be/V57lotnKGF8
http://youtu.be/V8oGYyLDxFI