Author:
Melody Casey
Subject:
English Language Arts
Material Type:
Lesson Plan
Level:
Middle School
Grade:
7
Tags:
  • GEDB
  • Global Education
    License:
    Creative Commons Attribution Non-Commercial
    Language:
    English

    Education Standards

    GEDB The Power of Literacy: Literacy Matters (Lesson 3 of 4)

    GEDB The Power of Literacy:  Literacy Matters (Lesson 3 of 4)

    Overview

    Students will determine central ideas on the concept of illiteracy and will cite several pieces of textual evidence to support their analysis. This lesson was developed by Kimm Murfitt as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

    Lesson Plan

    Description

    Students will determine central ideas on the concept of illiteracy and will cite several pieces of textual evidence to support their analysis.


    Content

    Learning Targets and Criteria for Success

    1. Students will determine central ideas on the concept of illiteracy and will cite several pieces of textual evidence to support their analysis.
    2. Students will analyze and discuss the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study.
    3. Students will acknowledge new information expressed by others and, when warranted, modify their own views.

    Learning Tasks and Practice

    Connection:

    Over the past few days, we have defined illiteracy and discovered some of the contributing factors to this issue. We have discussed the ways that people and communities are limited because of this issue. Today we will begin exploration of people who are creating change with the issue of illiteracy.

    Teaching Point:

    Today I will be sharing the text, Razia’s Ray of Hope, and while I read, we will be working to take meaningful notes that could lead us to larger ideas the text could be presenting.

    Partner Activity:

    -Students will be partnered with another classmate, and will be given the following task:

    Decide who will be partner A and who will be Partner B. Partner A, you are required to write down facts and quotes that seem especially important to understanding this text. Partner B write down emotions and reactions to critical moments in the text. Read aloud Razia’s Ray of Hope written by Elizabeth Suneby.  As the teacher, you can decided whether the text will be read by you or in partner groupings.

    -When the text is finished, ask partner groups to compare notes and write a statement about the bigger idea/message the text is presenting using a piece of chart paper. They will include five of the strongest pieces of evidence for support underneath their statement. The evidence could be facts, quotes, strong emotions/reactions, and/or critical moments. These charts will be hung at the front of the room and discussed.

    Independent Work:

    Using CNN.com’s website students will watch the short video clip on Razia Jan’s work titled “A Ray of Hope Where Girls Didn’t Count. They will also read the included interview included after she was named one of the top 10 CNN Heroes.  As the classroom teacher, you can decide to view this clip as a class, or set the class up for small group viewing.

    CNN.Com Clip: "A Ray of Hope Where Girls Didn't Count."

    -Say to students:  As you view the short clip on CNN’s website and read the included interview questions. You will make purposeful decisions about how to best capture your thinking in your notebook. We will share our ideas with one another in a whole class discussion when we finish.

    Closure:

    Ask students to return to their notebooks and identify an emerging theme that is present from both the story Razia’s Ray of Hope and the clip/interview of Razia Jan. They should also supply three places where this theme is most clearly seen. Allow time for students to share out this work with the members of the class.


    Collecting and Documenting Evidence of Learning

    Ask students to return to their notebooks and identify an emerging theme that is present from both the story Razia’s Ray of Hope and the clip/interview of Razia Jan. They should also supply three places where this theme is most clearly seen. Allow time for students to share out this work with the members of the class.