Social Justice - Voices of Activism

Social Justice: Voices of Activism
Grade 10, English Language Arts

Sarah Forte and Jennifer Zaffetti
Background Information and Unit Overview

In today’s America, racial inequities exist and there is a large, unmistakable gap between the treatment of
white people and people of color. This unit is intended for students in tenth grade Honors English, and, as such,
students are expected to have background knowledge in the following areas: how to structure an essay, how to
read and review multiple text sources, how to provide sufficient text evidence to support a claim, and how to
create an effective presentation for an intended audience. Students are also expected to have a foundational
understanding of U.S. history from earlier schooling and some experience with learning about racism. During this
unit, students will take on the role of researchers and activists; they will have the opportunity to investigate real
world problems surrounding social justice. Independently, students will select texts to read and determine a
question to research. They will actively engage in the writing process which includes planning, writing, and
revising. As a culminating project, students will participate in action-based learning and create a product that
raises awareness about social justice.
Ideally, this unit would be broken down into three parts. The first element of the unit involves examining
and understanding racism and injustice through literature and other texts. Students will have access to many forms
of texts varying from newspaper articles to fictional novels. This unit encourages students to self-select texts of
interest and at appropriate readiness levels. We have purposefully chosen a wide range of texts with different
levels of accessibility to encompass the needs of our diverse learners. The second stage of the unit is researching
and writing about a self-selected research question related to racism and injustice. Finally, the unit culminates in
an action project, where students will spread awareness through a self-selected format.
This unit should be taught near the end of the year, preferably the last quarter, once students have
strengthened their reading, writing, and communication skills. To effectively teach this unit, teachers will need to
give students access to computers to perform research, write a research paper, and, potentially, prepare a project.
To promote engagement, experts from related fields, including librarians and historians, should be invited into the
classroom to share their knowledge with students. Throughout this unit, students will be assessed to determine
areas of strength and weakness. It is imperative that assessments reflect authentic learning and appropriately
assess the unit objectives. Students will be expected to find an audience that will most benefit from their activism
project. Educators should encourage student creativity so that each individual is able to show their findings in a
manner that best reflects their thinking and learning.
Three parallels from the Parallel Curriculum Model (PCM) are addressed in this unit: the Core Curriculum,
the Curriculum of Practice, and the Curriculum of Identity. The Core Curriculum is essential for teaching the
concepts and skills outlined below, which broadly include reading and analyzing a variety of texts, conducting
research, writing a research essay, and presenting information to an authentic audience. The Curriculum of
Practice, which focuses on the student as practitioner, is reflected in the expectation that students will take on the
role of researcher, writer, and activist throughout the course of this unit. Lastly, the Curriculum of Identity is a
necessary final parallel, as the nature of the themes addressed in the unit (justice, racism, change, inequality, etc.)
invite personal reflection and connection. Ideally, students will consider their own role in making effective change
and will feel empowered as practitioners.
Content Framework
Organizing Concepts
Macro Concepts Principles
Concept
Injustice Society 1. Racism is systemic and affords white people more privilege than people of
color.
Activism
2. In order to have a more just society, each individual has the responsibility to
Racism act in situations in which another is oppressed; neutrality supports the
oppressor.
3. Critical thinking about past and current events and exposure to multiple
perspectives can inform decisions towards positive social change.
4. Literature can serve as a vehicle for social change because it encourages

understanding of different perspectives and identities, which, in turn, promotes
empathy.
5. All individuals have prejudice, and recognizing prejudices is the first step
towards creating a more equal and just society.
National Standards and Skills

CCSS.ELA-LITERACY.W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the usefulness of each source in answering the research question; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own
clearly and persuasively.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can
follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose,
audience, and task.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Guiding Questions for Each Parallel
Core Curriculum (Essential Questions)

❖ How can literature serve as a vehicle for social change?
❖ How does effective research and writing broaden your understanding of social justice?
❖ What are the responsibilities of the individual in regard to issues of social justice?
Curriculum of Practice
❖ What techniques and skills do writers use to support an argument?
❖ How do researchers select a topic of research and conduct that research?
❖ What platforms and formats can activists use to advocate for their cause?
❖ What can activists do to spread awareness or enact change?
Curriculum of Identity
❖ To what extent are these ideas and themes familiar, surprising, or interesting to me?
❖ How can writers, researchers, and activists contribute to the world?
❖ What is my place in these groups of practitioners?
❖ How do these roles impact or connect to me?
❖ How do I personally connect to the unit concepts, principles, and texts?
Unit Assessments
Pre Assessment(s)
The thematic pre-assessment is intended to be open-ended, in order to gauge what students already know
about the unit concepts. Students can free write in response to the questions. They will share any personal
connections to the themes, think about how the themes are connected, and relate to current events if they are able.
This pre-assessment will also tell the educator what students are interested in learning more about and what they
may already have a passion for.
The research pre-assessment was created to assess the current research skills of students. In this
assessment, students will have the opportunity to share their knowledge of reliable resources, embedding quotes,
MLA format, Works Cited page, and the differences between open-ended versus closed-ended questions. The last
pre-assessment question is a way for students to explain their thinking and researching process. This question
allows the educator to better understand the way in which a student engages in research, and, as a result, prepare
lessons to appropriately meet their learning style.
Formative Assessment(s)
Lesson One:
The 3-2-1 exit ticket asks students to reflect on the guest social activist. The responses from this exit ticket
will allow the teacher to gauge student interest in hearing from guest speakers. It may also provide information
about what students are interested in learning about next (related to the unit concepts).
Lesson Two:
The poetry graphic organizer is differentiated to meet the needs of students based on their levels of
readiness. The questions for each organizer are tiered so that each student is working on the same objective, but at
a different level of readiness. The organizers will allow the teacher to determine each student’s understanding of
the following objectives: determining theme, identifying mood and tone, analyzing literary devices, and making
text-to-self connections.
The poetry synthesis requires students to reflect on the four poems addressed in the poetry graphic
organizer. In a well crafted one page response, students will address the following questions: How do different
activists from different generations address an injustice? What is their message and how has that message changed
or stayed the same over time? Using the synthesis rubric, the teacher will be able to gain a better understanding of
each individual’s comprehension and analytical skills.
Lesson Three:
The creative one pager is an artistic way to have students reflect on their selected text from their literature
circles. In this activity, students will have to meet the following requirements: summarize the text, write four key
words associated with the text, draw three images that reflect key scenes/symbols from the text, write two quotes
associated with injustice, and ask one question that relates to the theme or main character. The teacher will assess
each one pager to determine that each of the five requirements were appropriately met.
Each student will self-assess their participation in their literature circle as well as the group’s functionality.
Students will need to consider if they were prepared for the discussion, if they clearly communicated their
thoughts and ideas to the group, if they intentionally extended the conversation based on the contributions of their
group members, and if they promoted a collaborative effort.
Lesson Four:
The QFT activity, followed by the creation of their own research question, will allow students to
demonstrate their current ability to write a research question. The evidence from this activity and exit ticket will
allow the teacher to determine what additional work needs to be done in the following lesson and provide
feedback to deepen students’ thinking.
Lesson Five:
The brainstorming session and the preliminary plan that the teacher will collect from students at the end of
this lesson will help the teacher to determine what kinds of support students need during the planning process.
Post Assessment(s)
Research Paper
Description:
For this assignment, you will be investigating a research question of your choice relating to a unit concept,
injustice, prejudice, or racism. You will have to craft a well developed essay that consists of two parts: research and
reflection. Your goal is to clearly communicate your argument that is informed by your research.
Steps:
1. Brainstorm and develop an open-ended research question that you are passionate about.
2. Conduct research by selecting a variety of credible sources (websites, books, videos, newspaper articles) and
reading/viewing them.
3. Determine your argument and find supporting evidence from the credible sources.
4. Outline/organize your ideas (consider potential counterclaims).
5. Begin to draft your research essay.
6. Revise your essay using peer and teacher feedback.
7. Re-read your essay and self-evaluate using the below rubric.
Rubric:
Areas for Category and Description Areas of Exceptional
Improvement Strength
Research Content (Core Curriculum & Curriculum of Practice)

● Clear and focused argument that responds to a complex
research question
● Incorporates a minimum of three reliable sources (properly
cited in MLA format)
● Utilizes relevant supporting detail/evidence
● Offers analysis of multiple perspectives
Reflection Content (Curriculum of Identity)

● Elaborates to provide personal opinion of selected research
question
● Explores the macro concept of injustice and one of the three
concepts: society, activism, and racism
Organization
● Effectively organized in logical manner with clear
transitions
● Creative and engaging intro and conclusion
● Body is organized into two sections: research and reflection
Voice
● Strong sense of audience/purpose
● Uses sophisticated rhetorical techniques to engage and/or
persuade
Word Choice
● Precise, carefully chosen words
● Sophisticated diction
Sentence Fluency
● High degree of craftsmanship
● Effective variation in sentence patterns
Conventions
● Strong control of standard conventions of writing (spelling,
punctuation, capitalization)
● Uses correct MLA format for citing and bibliography
Research/Reflection Rubric: Adapted from the National Educational Association
Rationale:
We selected a single-point rubric for this assignment so that our advanced learners can be challenged according to
their needs. Unlike a traditional rubric with four categories of beginning, developing, accomplished, and exemplary,
this rubric is more open and has each component of a highly effective research paper in the middle column. The
student is not confined by four distinct categories and, instead, is encouraged to develop their essay with this
rubric as a guide. The single-point rubric requests that students reflect on their strengths in the right-hand column
which allows the teacher to better understand what each individual does well. In the left-hand column, students
have the opportunity to share what they think they could do better. The teacher may also use these columns to
provide feedback to the student. Without specific points associated with each category, students will be more
focused on the quality of their work rather than their grade.
Action Project
Description:
For this assignment, you will be using your previous research to create a product that will impact a chosen
audience. You have the option to work independently, with a partner, or in a group of three.
Examples:
● Real world example: Painting "Black Lives Matter" The mayor of Washington D.C. commissioned this street
painting to show her support of the Black Lives Matter Movement. Her actions both involved a community
(volunteers helped to paint) and influenced a community (this painting gathered national attention to help
the Black Lives Matter Movement).
● A series of poems about the topic of racism to be read aloud to community members
● A website conveying information about the impact of microaggressions on students in the classroom
● An educational resource list about systemic racism to be shared with our local middle school
● Organize a school-wide protest to spread awareness about social injustices
Steps:
1. Brainstorm potential action projects and the audience of impact
2. Select partners (optional)
3. Determine which action project is the most interesting (consider limitations such as time and resources)
4. Generate a plan for completing the project within the time frame (2 weeks) and conference with the
teacher
5. Begin to work on your project
6. Conference with the teacher to determine appropriate progress
7. Complete your project
8. Present your project to the intended audience
9. Evaluate the effectiveness of your project and the impact it had on your intended audience
Rubric: Student Product Assessment Form (from the Schoolwide Enrichment Model)
Rationale:
Many of the well-known models for advanced learners emphasize authentic problem-based learning (for example,
the Parallel Curriculum Model, the Schoolwide Enrichment Model, the Autonomous Learner Model, and the Purdue
Three-Stage Model). In our unit, the culminating assignment is an action project that will allow students to select a
topic of interest after being exposed to rich content and concepts, and take on the role of practitioner. It is
important to encourage advanced learners to apply their skills to real-world problems with authentic audiences.
The Student Product Assessment Form, created by Sally Reis and used in the Schoolwide Curriculum Model, is an
effective assessment tool for evaluating such projects.
Unit Pacing
The outline below is based on a 9-week unit.
Week 1: Examining and Understanding Racism and Injustice
To begin the unit, students will complete a pre-assessment to determine their present understanding of social
justice concepts. They will then have a real world activist from their community visit the classroom so that they
can learn more about action and change. In order to ensure students understand major terms associated with
social justice, the teacher will explicitly define words such as, “bias,” “prejudice,” “systemic racism,” and “privilege”
and can teach accompanying lessons related to exploring these concepts. The teacher can draw on past and current
history to better illustrate how racism and injustice affects people. The Civil Rights Movement and the Black Lives
Matter Movement are both powerful movements that relate to activism for the sake of systemic change.
Weeks 2-4: Analyzing and Connecting to Literature
In this section of the unit, students will choose from a selection of nine books. They will be presented with the
descriptions of each book and will be able to choose the one that they are most interested in reading. During this
part of the unit, students will engage in small group literature circle discussions on a regular basis, as determined
by the teacher. This can be accompanied by other activities, like whole class discussions, literary analysis activities,
creative one-pagers, close-reading activities, point of view activities, journaling/sketchnoting, and activities
connecting the novels to real-world events and the Black Lives Matter Movement.
Weeks 5-7: Research and Argument
During this section of the unit, students will engage in research. Acting as practicing researchers, they should
become familiar with asking research questions, identifying reliable sources, selecting relevant information, using
that information, and embedding source material. This section of the unit should be focused on skill-building
related to researching and writing. Teachers can invite librarians into the classroom to discuss research
techniques. During the writing process, the teacher can support students with models, conferences, and feedback
on their essay. The essays will be differentiated by interest based on the research question that students choose to
pursue. Graphic organizers can be used to support students as well.
Weeks 8-9: Action Project: Spreading Awareness and Making Change
In this final portion of the unit, students will be using their research to develop an action project to spread
awareness or create change in their community. Students may work in small groups or with partners if they
choose. The teacher should support students by facilitating brainstorming sessions, providing checklists and
deadlines, asking for students to create a plan, conferencing, and providing feedback and resources when needed.
Additionally, students should reflect at the end of the unit on the work that they have done and how they feel that
they have grown as learners and practitioners.
Note from the authors: The five lessons detailed below do not encompass the entire unit. They are sample
lessons from the different sections of the unit.
Lesson 1: Introduction to Social Justice (2 60-minute blocks)
This lesson will serve as an introduction to the unit on social justice. Students will be exposed to thematic concepts
and complete a pre-assessment to determine their present level of understanding. In this lesson, an activist will
share their insights about social justice and social change.
Concepts
Society
Injustice
Activism
Racism
Principles
1. Racism is systemic and affords white people more privilege than people of color.
2. In order to have a more just society, each individual has the responsibility to act in situations in which another
is oppressed; neutrality supports the oppressor.
Standards
CCSS.ELA-Literacy. SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expression their
own clearly and persuasively.
Guiding Questions
Lesson Sequence Teacher Reflection
Introduction
Inform students that they will be watching a music To promote student interest, play this short YouTube
video from May 2020 in which Keedron Bryant, a clip. Since the video is less than one minute, it will
young black boy, uses his voice to share a message “I certainly keep the attention of all students.
Just Wanna Live.” Encourage students to jot down Purposefully keep “a message” vague so that students
thoughts as they watch and think about his message. are able to make their own conclusions about what
Keedron is saying.
After watching the video, ask students to turn and talk While students are turning and talking, walk around
with a partner to discuss Keedron’s message. the classroom to listen to different conversations. Try
to notice patterns of thinking.
From there, have a whole class conversation to provide As students share out, the teacher can record a list of
students with the opportunity to share out their themes that students are addressing in their responses.
thoughts and ideas about the video. This is a way to connect to the pre-assessment that
students will soon be taking.
Introduce the unit by stating, “As evident in Keedron’s As the teacher introduces the unit, list clear themes
music video, America needs social change. We are now and objectives. It’s important that students know the
beginning a new unit related to social justice. Over the outline of the unit so that they have a basic level of
next eight to nine weeks, we will be learning about preparedness. If possible, build on prior knowledge so
racism as it relates to our society, injustice, and that students are able to see a connection between old
activism. You will be exploring many different kinds of learning and new learning. Also, allow students to ask
sources, like videos, novels, poems, articles, and any clarifying questions in order to ease concerns or
images, to broaden your understanding of the clear up confusion about this new unit.
aforementioned concepts. Throughout this unit, you
will be improving your writing skills, specifically your
research writing skills. By the end of this unit, you will
have completed an independent research paper and an
action project that is targeted to a specific audience.
Any questions? (Pause for questions). Now that all
questions have been addressed, you will be completing
a pre-assessment that allows you to share what you
know about some of the unit concepts.”
Learning Activities
Distribute the pre-assessment and ask students to In order to prevent test anxiety, announce that this
complete it to the best of their abilities. If students pre-assessment is graded based on completion. There
finish the pre-assessment early, have them write down the are no right or wrong answers since it is asking for
list of texts that they have read or want to read that relate
student opinions/connections.
to the unit concepts. When all students are finished,
invite students to share their responses and personal
connections to the themes.
Ask students to discuss this question through a Think- This question will allow students to create real world
Pair-Share: What jobs or roles can people engage in if connections; their thinking is extending beyond the
they are interested in social justice and fighting classroom to consider individuals who have made an
racism? How do these roles impact or connect to me?
effort to promote social justice. The first question
relates to the curriculum of practice; students are
being asked to consider the practitioners in the field.
The second question relates to the curriculum of
identity; students are being asked to consider how the
practitioners connect or impact them personally?
Explain that a guest speaker will be joining the class
shortly. Explain that the guest speaker will be sharing
Prior to having the guest speaker enter the classroom,
their experiences as an activist. Explain that students
are welcome to ask questions throughout the discuss rules and expectations for being a good
presentation. Students can be encouraged to take a listener.
moment to jot down any questions they might have for
an activist.
Introduce the guest speaker, ideally, someone who is

an activist in the community. Have the speaker address
some or all of the following questions: 1. What is your While a list of questions have been prepared for the
role in the community? 2. How have you engaged in guest speaker, it is important to allow students the
activism related to social justice or racism? 3. How did opportunity to ask questions of their own. The guest
you get involved in activism? What has your speaker can follow a Q&A format or they may be more
experience been like? 4. What is your advice for young comfortable engaging in an open dialogue. Consider
people who are passionate about making social placing your chairs in a large circle so that everyone
change? 5. What are some of the challenges that you’ve
faced in your role? can see each other.
Closure
Students will complete a 3-2-1 exit ticket in which they This exit ticket will allow the teacher to gauge student
reflect on the guest speaker’s discussion. interest in hearing from guest speakers. It may also
provide information about what students are
interested in learning about next (related to the
concepts).
Social Justice Thematic Pre-Assessment
Look at the list of words below:
● Society
● Injustice
● Activism
● Racism
1. Select one (or more) word(s) and explain what comes to mind. Please address the following questions to the best
of your ability: Can you make a personal connection? Can you think of a current event relating to one (or more)
word(s)? Do you see a relationship between the words? Can you provide definitions for any of the words above?
Use additional paper or space if needed.
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2. Reflect on the above terms. Which concepts are you least familiar with? Are there any concepts that you would
be interested in learning more about? Explain your answer.
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Name:
3-2-1 Exit Ticket
Please answer the following questions in complete sentences:
What are 3 ideas about activism or social justice that came to mind while listening to today’s guest speaker?
Consider the following questions (optional): What are the responsibilities of the individual in regard to issues of
social justice? How can writers, researchers, and activists contribute to the world? What can activists do to spread
awareness or enact change?
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What are 2 interesting things that you learned from today’s guest speaker?
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What is 1 question that I still have?
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Lesson 2: Exploring Racism through Poetry (2 60-minute
blocks)
In this lesson, students will use their voices to have an authentic conversation about racism in America. The
teacher will facilitate a whole group discussion surrounding past racial injustices and present day racism. From
there, students will be grouped based on levels of readiness to read a variety of poems. After reading each text,
students will discuss comprehension and analytical questions that vary in complexity. At the conclusion of the
class, students will answer a question that asks them to synthesize the poetry.
Concepts
Injustice
Racism
Society
Principles
1. Racism is systemic and affords white people more privilege than people of color.
3. Critical thinking about past and current events and exposure to multiple perspectives can inform decisions
towards positive social change.
4. Literature can serve as a vehicle for social change because it encourages understanding of different
perspectives and identities, which, in turn, promotes empathy.
Standards
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy. SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expression their
own clearly and persuasively.
audience and task.
Guiding Questions
Introduction
Hand out the following poem, “Juxtaposing the Black By not revealing the title of the poem right away,
Boy and the Bullet” by Danez Smith but don’t reveal the students are able to creatively think about what two
title. Say, “This poem juxtaposes two things. Write things are being juxtaposed. After revealing the title,
down what you think are the two things being the meaning and mood of the poem changes- the
juxtaposed.” After students have had time to read and comparison of a black boy to a bullet makes the reader
respond, ask for volunteers to share their answers. think about which lines are in reference to the boy and
Once everyone has had a chance to share, reveal that which lines are in reference to the bullet. Students can
this poem juxtaposes a black boy and a bullet. Have the consider the possibility that some lines reference both
students discuss the following: Which parts of the the boy and the bullet.
poem refer to the boy? Which parts of the poem refer
to the bullet? What do you think is the overall message,
or theme, of the poem?
Learning Activities
Explain that racism has existed in the past and is still Create a circle with the desks so that all students are
existing in the present. Have students recall what they able to see each other. Establish norms for
remember from previous lessons on the Black Lives participating in the discussion: 1. Actively listen 2.
Matter Movement. Prompt further discussion for Respect the ideas of others 3. Make your contribution
racism by asking the following questions: Who do you meaningful. The teacher should avoid participating so
remember from history class as either having a as to hear what students have to say.
positive or negative impact on black people and the
fight for equality? Do you know of any important
writers who have used their voice to address racism?
Explain that during this lesson, students will be

reading and analyzing five additional poems from
writers. These poems were not all written during the
same time period.
Based on the results from the Social Justice Thematic These poems were selected because they each address
Pre-Assessment, group students into levels of the topic of racism throughout recent history.
readiness. Each group will receive the following
poems: Please note: “Changes” by 2Pac includes the use of the
● “I Am Not What You Think” by Antwan Rose n-word. The teacher may want to review/revise the
● “Caged Bird” by Maya Angelou resources before providing them to the students.
● “I, Too” by Langston Hughes
● “Changes” by 2Pac
● “The Colour of My Soul” by Siya Mulge
By grouping students based on levels of readiness, the
Each assigned group will receive a different set of teacher has the ability to differentiate the complexity
discussion questions based on readiness. Students and rigor involved for each poem. Students will be
should read each poem, complete the graphic organizer grouped based on past poetry assessments, specifically
individually, and discuss the poems with their group. their ability to deconstruct and analyze a text. Group A
will consist of advanced learners that need the most
support. Group B will receive questions of advanced
complexity. Group C will receive questions that require
more abstraction and synthesis. Students should
complete the graphic organizer independently before
engaging in a collaborative discussion to ensure equal
participation. During this time, the teacher should
circulate around the room to listen to conversation and
perform quick check-ins.
Closure
To end the lesson, students will reflect on the poems The teacher can use the poetry synthesis to gain a
that they read and write a synthesis that addresses the better understanding of each individual’s
following questions: How do different activists from comprehension and ability to analyze.
different generations address an injustice? What is
their message and how has that message changed or
stayed the same over time?
Poetry Graphic Organizer
Group A
What is the theme of What is the mood of What literary How do you relate to
the poem? How is the poem? What is devices does the the poem? What
the theme the tone of the author use to impact does this
developed over the poem? contribute to the poem have on you?
course of the poem? theme?
“I Am Not What You

Think” by Antwan
Rose
“Caged Bird” by
Maya Angelou
“I, Too” by Langston

Hughes
“Changes” by 2Pac
Group B
How is the theme How do the mood Which literary How do you relate to
developed over the and tone contribute device best the poem? Who is
course of the poem? to the theme of the contributes to the the intended
Why do you think poem? development of the audience?
the author chose theme?
this theme?

Think” by Antwan
Rose
“Caged Bird” by
Maya Angelou

Hughes
Group C
How is the theme Conduct a short What stylistic How does the poem
developed over the investigation to choices, including reflect a part of your
course of the poem? determine how the literary devices, identity? Who is the
How might people author’s time period does the writer intended audience
misinterpret the influenced their make to develop the and what is the
theme of the poem? writing. theme? Which impact on them?
choices are most
effective?

Think” by Antwan
Rose
“Caged Bird” by
Maya Angelou

Hughes
Poetry Synthesis
Consider the poems you read and annotated today (4 in total).
Answer the following question: How do different activists from different generations address an
injustice? What is their message and how has that message changed or stayed the same over time?
Synthesize the poems we read and write an analysis in about 1 handwritten page or 1 double-spaced
typed page.
Depth of Super thoughtful analysis; Successful analysis - examines Little analysis; mostly
Analysis synthesizes interesting details details in the texts and draws summarizes plot events and
from the texts to construct meaning. conclusions between those texts. character traits.
You changed how I see the
connection between the texts.
10 9 8 7 6 5 4
Use of Refers to, quotes, and cites specific Refers to text specifically, maybe Generalizes about text but
Evidence lines/phrases/words which serve has one quotation and/or citation. does not refer to specific
to draw connections between lines, phrases, or words.
texts.
8 7 6 5 4
10 9
Cohesion & Contains more than one Contains more than one Is all one paragraph, does
Clarity paragraph, and transitions from paragraph and uses transitions not make an attempt to tie
one paragraph to another. Works as but parts seem a little ideas together, and/or has
a cohesive synthesized response. disconnected. At times, grammar grammar and sentence
Grammar and sentence structure and sentence structure make the structure errors in most
support the reader's understanding. response difficult to read. sentences.
10 9 6 5 4
8 7
Lesson 3: Literature Circles (2 60-minute blocks)
To continue building on the principle of “Literature can serve as a vehicle for social change because it encourages
understanding of different perspectives and identities, which, in turn, promotes empathy,” this lesson is structured
around literature circles. Students will be gathering in their small groups based on their self-selected text. Prior to
the start of class, students were responsible for having read a portion of the text in preparation for a discussion.
Concepts
Injustice
Principles
4. Literature can serve as a vehicle for social change because it encourages understanding of different
perspectives and identities, which, in turn, promotes empathy.
Standards
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led
with diverse partners on grade 9-10 topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively.
Guiding Questions
Introduction
When students enter the room, they will see the This real world photo will help students to establish a
following picture displayed on the SmartBoard: connection between history and this social justice unit.
https://time.com/5793559/the-bus-riders-100- After allowing students time to make observations and
women-of-the-year/. Students will be asked to write guesses about the women, explain the connection
down observations that they see and then, to the best Claudette Colvin had to Rosa Parks. Share how
of their ability, identify the two women in the photo. Claudette was actually the first black woman to refuse
Allow time for students to share out their observations to move her seat on the bus, but, because she was a
and guesses. Reveal to students that the two women in pregnant teen, the NAACP did not want to choose her
the photo refused to move their seats on a bus; if as a key figure in the Civil Rights Movement. Instead,
needed, remind students that buses were segregated- Rosa was selected to stage a sit-in- her refusal to move
white people had the privilege of sitting in the front of seats was intentional and meant to cause a stir. Both
the bus while black people were pushed to the back of women played an important part in the Civil Rights
the bus. Identify the woman on the left as Rosa Parks Movement. As students reflect on the closing questions,
and the woman on the right as Claudette Colvin. Briefly emphasize how considering the perspectives of others
provide background information on both women and helps us to develop feelings of empathy. The class
then take out a copy of Rosa Parks and Claudette should be able to recognize that it took courage and
Colvin: Twice Toward Justice. Express how both Rosa bravery for Rosa and Claudette to not move their seats
and Claudette had important stories to tell and both on the bus. If time permits, consider reading a snippet
decided to write about them- these stories are meant from both of their books to promote student interest.
to illuminate the injustices they faced and inspire From there, you can have students transition to
compassion. Ask students to reflect on the following thinking about their own lit circle books.
questions: How would you feel if you were in either
Rosa’s or Claudette’s shoes? What challenges do you
think these women faced in order to start a Civil Rights
Movement?
Learning Activities
Tell students to form their literature circle groups. Prior to this lesson, students have already selected
Students should be prepared to discuss their books their books and have been introduced to how literature
using their already-prepared roles. Students should circles operate. The student book choices are listed on
discuss in small groups for approximately 30 minutes. the next page. Each text is related to the unit’s major
concepts (injustice, society, activism, and racism).
Before students join their literature circles, remind
them of expectations. Make sure that students are on
task and each individual meaningfully participates.
During discussions, walk around the classroom and
listen to conversations. Be mindful of not staying with
one group for too long to avoid putting unnecessary
pressure on the group members.
At the end of the discussion, prior to returning to their Encourage students to take on roles that they have
seats, students should decide which role they will do never done before. Remind the students that the
for the next lit circle: literature circles are a safe space where creative risks
1. Discussion Director can be taken and no one will be put down for sharing
2. Literary Luminary their ideas. Emphasize how the true goal of these
3. Investigator circles is to encourage students to take ownership of
their learning; they decide how much to read, they
decide what to discuss, and they decide how to interact
with the text.
Students will also complete a Literature Circle Self- The teacher should collect these self-assessments to
Assessment to reflect on how they did. better assess student participation and the
functionality of the student-selected groups.
The next activity is a creative-one pager. Students will Students may already be familiar with one-pagers.
work independently to create a page that represents Students should have access to paper and art supplies.
the major themes and events from the section of the Be sure to review the requirements and provide
book they discussed. models. Encourage students to be creative and remind
them that their artistry isn’t the main focus, rather
their depth of thinking is more important.
Closure
Write on the board these two questions: 1. What is the This closure ties back to the introduction- as such, the
message of your book so far? 2. What is the author’s teacher should reiterate how Claudette and Rosa wrote
purpose for writing this story? Give students think books to share their stories, and now students have to
time and then ask them to share aloud their responses consider the purpose of their author’s writing. To
with the class. prompt thinking, the teacher can ask, “Who is the
intended audience?” and “Why was this story worth
writing?”
Literature Circle Choices
All American Boys by Jason Reynolds
“Rashad Butler and Quinn Collins are two young men, one black and one white,
whose lives are forever changed by an act of extreme police brutality. Rashad
wakes up in a hospital. Quinn saw how he got there. And so did the video camera
that taped the cop beating Rashad senseless into the pavement.”
Born a Crime by Trevor Noah
Born a Crime is the story of a mischievous young boy who grows
into a restless young man as he struggles to find himself in a
world where he was never supposed to exist. It is also the story
of that young man’s relationship with his fearless, rebellious,
and fervently religious mother—his teammate, a woman
determined to save her son from the cycle of poverty, violence, and abuse that would
ultimately threaten her own life.”
The Hate U Give by Angie Thomas
“Sixteen-year-old Starr Carter moves between two worlds: the
poor neighborhood where she lives and the fancy suburban
prep school she attends. The uneasy balance between these
worlds is shattered when Starr witnesses the fatal shooting of her childhood
best friend Khalil at the hands of a police officer. Khalil was unarmed. Soon
afterward, his death is a national headline. Some are calling him a thug, maybe
even a drug dealer and a gangbanger. Protesters are taking to the streets in
Khalil’s name. Some cops and the local drug lord try to intimidate Starr and her
family. What everyone wants to know is: what really went down that night? And
the only person alive who can answer that is Starr. But what
Starr does—or does not—say could upend her community. It
could also endanger her life.”
Brown Girl Dreaming by Jaqueline Woodson

“Raised in South Carolina and New York, Woodson always felt halfway home in each
place. In vivid poems, she shares what it was like to grow up as an African American in
the 1960s and 1970s, living with the remnants of Jim Crow and her growing awareness
of the Civil Rights movement. Touching and powerful, each poem is both accessible and
emotionally charged, each line a glimpse into a child’s soul as she searches for her place
in the world.”
I Know Why the Caged Bird Sings by Maya Angelou

“I Know Why the Caged Bird Sings captures the longing of lonely children, the brute
insult of bigotry, and the wonder of words that can make the world right. Maya
Angelou’s debut memoir is a modern American classic
beloved worldwide.”
Dear Martin by Nic Stone
“Justyce McAllister is a good kid, an honor student, and
always there to help a friend—but none of that matters to
the police officer who just put him in handcuffs. Despite
leaving his rough neighborhood behind, he can’t escape the
scorn of his former peers or the ridicule of his new
classmates. Justyce looks to the teachings of Dr. Martin
Luther King Jr. for answers. But do they hold up anymore? He starts a journal to
Dr. King to find out. Then comes the day Justyce goes driving with his best
friend, Manny, windows rolled down, music turned up—way up, sparking the
fury of a white off-duty cop beside them. Words fly. Shots are fired. Justyce
and Manny are caught in the crosshairs. In the media fallout, it’s Justyce who is
under attack.”
Between the World and Me by Ta-Nehisi Coates

“In a profound work that pivots from the biggest questions about American
history and ideals to the most intimate concerns of a father for his son, Ta-
Nehisi Coates offers a powerful new framework for
understanding our nation’s history and current
crisis. Americans have built an empire on
the idea of “race,” a falsehood that damages us
all but falls most heavily on the bodies of black
women and men —bodies exploited through slavery
and segregation, and, today, threatened, locked up, and murdered out of all
proportion. What is it like to inhabit a black body and find a way to live within
it? And how can we all honestly reckon with this fraught history and free
ourselves from its burden?
Monster by Walter Dean Myers
“Young, black 16-year-old Steve Harmon, an amateur
filmmaker, is on trial for the murder of a Harlem drugstore owner and could face the
death penalty. Steve copes by writing a movie script based on his trial. But despite
his efforts, reality is blurred until he can no longer tell who he is or what the truth
is.”
Black Enough by Ibi Zoboi
“Edited by National Book Award finalist Ibi Zoboi, and featuring some of the most
acclaimed bestselling Black authors writing for teens today—Black Enough is an
essential collection of captivating stories about what it’s like to be young and Black
in America.”
Creative One-Pager
Directions
Create a one-pager that reflects the most important aspects of a text. This assignment can
be set up in any format/way as long as you have ALL of the components. This will be
graded as an assessment.
Components/Checklist
❏ 5 sentences of summary. Summarize the text. (25 points)
❏ 4 words that are important to the text. (10 points)
❏ 3 images/pictures of important scenes, symbols, or ideas from the reading. (45
points)
❏ 2 quotes from the text that are related to injustice. (10 points)
❏ 1 question about the reading related to a main theme or character. (10 points)
Important Note: For full credit, you need to make your one-pager colorful. Even if you
don’t consider yourself an artist, be creative in how to display all of the required elements.
There is no right or wrong as long as you include each component.
Grading
One-pagers will be graded out of 100 points.
Name: Date:
Book title: Pages read:
Discussion Director
Your job: Come up with at least 5 discussion questions for your group. You are in charge of keeping the conversation going
and flowing ☺
What makes a good discussion question? A good discussion question allows for differing opinions and for lengthy
discussion. Think about big ideas. For example, instead of asking, “Do you like the main character?” you can ask, “What do
you like or dislike about the main character? Or what are some of the main character’s most important qualities? How do
those show in the character’s choices and actions?” You can ask about the plot, the characters, specific sentences or phrases,
group members’ opinions, predictions about the rest of the book, topics related to the book, or anything that relates to the
section that you’re reading. Usually, the best questions come from your own thoughts, feelings, and concerns as you read.
My questions:
1.
2.
3.
4.
5.
6.
7.
8.
Name: Date:
Title of story:
Literary Luminary
Your job: Locate 3 passages from the section to point out to your group. Try to locate what you think are 3 important
sections. These can be a few sentences, or even a whole paragraph. You must explain why you chose these sections. When
you write down which section you chose, you do not need to quote the whole thing. You can write a few words, but make
sure you always write down the page number so you can show your group members where it is.
1. Page _____________ First words of the passage: “
Why I chose this passage:

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Name: Date:
Title of story:
Investigator
Your job: Bring in information that helps your group to better appreciate the text. For example, if the section of the text
references a world event, a place, a person in history, or something you are unfamiliar with, chances are your group
members might be unfamiliar as well.
What did you investigate? What information did you find? (You may attach to this page if needed)
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Name:
Literature Circle Self-Assessment
Check the appropriate box for each category. If you check “No,” briefly explain why.
Yes No
My I completed all the required reading prior to the
Preparation start of class.
I prepared my individual lit circle role (Discussion
Director, Literary Luminary, or Investigator).
Performing I clearly communicated my ideas to my group
My Role members.
My individual role was well-crafted and connected
to the text.
When I I gave others the opportunity to participate and
Worked with did not talk over others.
the Group I provided specific evidence from the text when I
participated.
I prompted further thinking from my classmates
by asking in-depth questions
I carefully analyzed what others said so that I
could extend the conversation.
Our Group We thoughtfully responded to complex questions.
Conversation We exercised active and empathetic listening
skills.
We organized our thinking so that the
conversation was productive.
We promoted a friendly atmosphere of
collaboration.
What plans do you have to improve your participation in Literature Circles for next time?
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Lesson 4: How-To Be a Researcher (2 60-minute blocks)
This lesson is broken down into two classes. In the first class, students will take a pre-assessment to determine
their understanding of research and research writing and discuss a real-world example of a researcher-activist.
During the second lesson, students will learn how to develop a research question in order to become an effective
research writer.
Concepts
Injustice
Activism
Principles
3. Critical thinking about past and current events and exposure to multiple perspectives can inform decisions
towards positive social change.
Standards
Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the usefulness of each source in answering the research question; integrate information into
the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation.
Guiding Questions
❖ How do researchers select a topic of research and conduct that research?
Introduction
Remind the students that they are going to be moving This unit is sequenced so that students are not
into the portion of the unit that is all about research surprised that they have to write a research paper. In
and writing about a topic of their choice. the first lesson, students were told that this unit
involves two major assignments: the research paper
and an activist project.
Ask students to reflect independently about the In order to get students thinking about potential
following questions: What are you most interested in research questions, ask open-ended questions that
learning more about, related to the topics of racism, relate to their past experiences. Students should be
injustice, or prejudice? What are you still curious able to draw from the activist discussion, their poetry
about, after the literature circle conversations and reading, and their literature circles.
class activities that you have been participating in over
the last couple of weeks? What are some specific issues
that could be written about in a research essay? For
example, one could write an essay about the continual
existence of racist statues in our country or
environmental racism.
Tell students that you are going to be conducting a Before the brainstorming session begins, the teacher
brainstorming session. Have students share out loud should outline the rules of brainstorming: 1. No
their ideas for interesting essay/research topics and criticism or praise 2. It’s okay to piggyback on other
generate a list on the board. people’s ideas 3. Aim for quantity over quality 4. Wild
ideas are welcome. By establishing these rules, the
teacher is creating an environment that is inclusive of
all ideas. To ensure maximum student participation,
the teacher should avoid sharing any ideas.
Learning Activities
Distribute the research/writing pre-assessment and In order to prevent test anxiety, announce that this
ask students to complete it to the best of their abilities. pre-assessment is graded based on completion. For
If students finish the pre-assessment early, they should students who finish early, it’s important that you offer
choose an article from the following link to read:
them choice in what they read. The teacher should not
https://www.nytimes.com/roomfordebate/topics/raci
sm. If these links spark any new ideas for the class assign a specific article so as to encourage students to
brainstorm, they can feel free to add it to the class list pursue topics of interest.
on the board.
Once everyone has completed the research/writing These questions require students to consider research
pre-assessment, the class should discuss the following in the real world. A conversation about scientists using
questions through a think-pair-share: What research to make an advancement in the medical
professions use research? What skills are required for community may spark a student’s interest and make
research? How do people use research? Why does them consider becoming a scientist. Similarly, a
research matter? conversation about bad research may make them
consider the dangers of using unreliable resources.
Play the following video for students to watch: These two videos show the relationship between
https://www.youtube.com/watch?v=bMenLxORN6M. activism and research. After watching the first video,
Explain that Boyan Slat was driven by a research the teacher can highlight the steps needed to complete
question that was inspired by swimming in Greece. He research. Consider writing the steps out on the board
then decided to research the issue, which then turned for the entire class to see and discuss: 1. Brainstorm
into the creation of a plan to clean up the oceans. problems or questions 2. Select a problem or question
that you find to be the most interesting 3. Gather
information about the problem or question through
meaningful research 4. Select the most relevant
information 5. Draft an outline of your paper 6. Write
your paper 7. Edit and revise your paper (make sure
that you have correctly embedded quotes, followed
MLA format, and cited properly)
Reiterate that the first step of research is Use the following link to guide students through the
brainstorming a question. The question needs to be QFT process: QFT
open-ended with no right answer. Tell students that Emphasize that the first step requires complete silence.
they’re going to work through a process called QFT Students should be focused on coming up with as many
(Question Formulation Technique) which will help questions as they can based on the pictures that they
them practice writing questions. First, students will be see (set a timer for two minutes). From there, students
given a set of photographs and be asked to write down should be reminded about the difference between a
as many questions as possible about the photos. Next, closed-ended question and an open-ended question.
students will be instructed to label their questions as The teacher can ask students to come up with
either open-ended (O) or closed-ended (C). As a whole examples of closed-ended questions (ex. How old are
class, discuss the advantages of open-ended and you?) and open-ended questions (How are you
closed-ended questions. Next, students will change one feeling?). Afterwards, have students contemplate the
closed-ended question to open, and one open-ended benefits/disadvantages of asking questions with only
question to closed. one answer versus questions with many answers. To
ensure that students have fully grasped the concept of
closed-ended questions versus open-ended questions,
walk around the classroom as students complete the
last step of the QFT.
Finally, students should look back at the brainstormed
ideas from earlier and generate three possible open- Continue to walk around the room to make sure that
ended research questions for their research paper. students are generating questions that will sustain
research. Students should be avoiding asking narrow
questions or too broad questions.
Closure
To conclude the lesson, have students read an excerpt The teacher can talk with individual students who need
from “How to Write a Research Question,” specifically help during this final portion of the lesson. Explain that
the section with sample questions. Each student will it is possible for students to choose a different research
analyze their top three research questions to question if they change their minds about their topics.
determine which is their favorite. From there, the
student will follow the techniques offered from the
article to make sure that their question is clear,
focused, concise, complex, and arguable. The teacher
should collect the exit slips to give each student
feedback on their research question for the next lesson.
Research/Writing Pre-Assessment
Please answer the following questions using complete sentences.
1. How would you define a reliable source? Please give one example of a trustworthy news source and explain how
you know it is trustworthy.
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2. What do you know about embedding a quote in your writing?
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3. Please circle the letter of the bibliographic citation that is written in correct MLA style.
A. “It was years before the law’s effects could be seen” (Mitchell “The Lost Law” 210).
B. “It was years before the law’s effects could be seen” (Mitchell 210).
Give your reasoning for selecting your choice above.
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4. What is the purpose of a Works Cited page? Why is it necessary to include that page in your paper?
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5. What is the difference between an open-ended question and a closed-ended question? If you are able, please give
an example of each.
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6. What steps do you take when researching a topic of interest? Detail the process of your thinking and acting.
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How to Write a Research Question
What is a research question?
A research question is the question around which you center your research. It should be:
● clear: it provides enough specifics that one’s audience can easily understand its purpose without needing
additional explanation.
● focused: it is narrow enough that it can be answered thoroughly in the space the writing task allows.
● concise: it is expressed in the fewest possible words.
● complex: it is not answerable with a simple “yes” or “no,” but rather requires synthesis and analysis of
ideas and sources prior to composition of an answer.
● arguable: its potential answers are open to debate rather than accepted facts.
You should ask a question about an issue that you are genuinely curious and/or passionate about.
Sample Research Questions
Unclear: How should social networking sites address the harm they cause?
Clear: What action should social networking sites like MySpace and Facebook take to protect users’ personal
information and privacy?
The unclear version of this question doesn’t specify which social networking sites or suggest what kind of harm the
sites might be causing. It also assumes that this “harm” is proven and/or accepted. The clearer version specifies
sites (MySpace and Facebook), the type of potential harm (privacy issues), and who may be experiencing that harm
(users). A strong research question should never leave room for ambiguity or interpretation.
Unfocused: What is the effect on the environment from global warming?
Focused: What is the most significant effect of glacial melting on the lives of penguins in Antarctica?
The unfocused research question is so broad that it couldn’t be adequately answered in a book-length piece, let
alone a standard college-level paper. The focused version narrows down to a specific effect of global warming
(glacial melting), a specific place (Antarctica), and a specific animal that is affected (penguins). It also requires the
writer to take a stance on which effect has the greatest impact on the affected animal. When in doubt, make a
research question as narrow and focused as possible.
Too simple: How are doctors addressing diabetes in the U.S.?
Appropriately Complex: What main environmental, behavioral, and genetic factors predict whether Americans will
develop diabetes, and how can these commonalities be used to aid the medical community in prevention of the
disease?
The simple version of this question can be looked up online and answered in a few factual sentences; it leaves no
room for analysis. The more complex version is written in two parts; it is thought provoking and requires both
significant investigation and evaluation from the writer. As a general rule of thumb, if a quick Google search can
answer a research question, it’s likely not very effective.
From the George Mason University Writing Center.

Name:
Exit Slip
1. Write down your three potential research questions.
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2. Of your three potential research questions, put a start next to the one that you are most interested in exploring.
Explain why you are most interested in it.
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3. After reading the excerpt from “How to Write Research Questions,” modify your top research question by
making it more clear, focused, concise, complex, and arguable.
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Lesson 5: Brainstorming to be an Activist (1 60-minute block)
During this lesson, students will begin the action project by brainstorming and determining a product and
audience.
Concepts
Activism
Principles
2. In order to have a more just society, each individual has the responsibility to act in situations in which another
is oppressed; neutrality supports the oppressor.
Standards
audience, and task.
Guiding Questions
❖ What platforms and formats can activists use to advocate for their cause?
❖ How do these roles impact or connect to me?
Introduction
Write on the board, “What should you do now with the This open ended question is meant to get students
knowledge from your research?” Have students jot thinking about “Now what?” They have successfully
down a few ideas before transitioning to a whole class completed their research paper, but now they have to
share. consider what they do with their information. The
most logical next step is for them to act. They need to
educate others about social injustices. While they may
not be Claudette Colvin or Rosa Parks, each individual
has the ability to make a positive change!
Remind students that the second part of the unit Since this action project was briefly introduced at the
involves creating an action project. The action project start of the lesson, students should already be aware
can take on many different formats and they’re going that this is the final element of the unit. Providing
to start brainstorming ideas during this lesson. To help students with an example may help them begin
students think of ideas, display the following image: thinking about how there are many different ways to
Painting "Black Lives Matter". Discuss how the mayor enact change and take action to raise awareness.
of Washington D.C. commissioned this street painting
to show her support of the Black Lives Matter
Movement. Her actions both involved a community
(volunteers helped to paint) and influenced a
community (this painting gathered national attention
to help the Black Lives Matter Movement).
Explain that students have the ability to work When providing students with the option to work with
independently, with a partner, or in a group of three. others, explain that they are responsible for selecting
partners who will keep them on task. Each person has
to put forth equal effort so that one person is not stuck
doing all the work.
Learning Activities
Explain that to start the project, students are going to The teacher should model how to complete the
brainstorm possible products and audiences before brainstorming worksheet- discuss the rules of
they make a decision about what they want their own brainstorming and highlight the example provided for
action project to be. In small groups, students will fill the project/audience. From there, walk around the
out the brainstorming sheet. classroom to check-in with groups. If students are
unable to think of possible projects or products, the
teacher can encourage them to do some brief research
on the computer to learn about what others have done.
Students will share out their ideas with the whole class
and the teacher can record a master list of ideas.
The teacher should hand out the assignment sheet and The reason why the teacher is allowing students to
rubric for the action project and go over expectations brainstorm prior to handing out the assignment sheet
and deadlines. Students can also use this time to ask is so that students are able to think freely. Sometimes
questions. students feel confined by an assignment sheet and
narrow their thinking to fit within the designated
context of the rubric.
The teacher will refer back to the master list of ideas to To reduce the chaos associated with having students
determine what students are interested in completing. pick who they want to work with and what they want
The teacher will call out a project/product and record to do, the teacher will refer back to the master list of
which students are interested. From there, the teacher ideas. Although the teacher is initially grouping
will create small groups based on interest. In the small students based on their interests in a project/product,
groups, students can determine whether or not they each individual has the right to decide whether they
want to work together and should discuss what they want to work by themselves or with others. The
envision for their project. teacher can circulate and listen in on the group
conversations in order to help students make decisions
about the direction of their project.
Closure
Students should write down their project of interest Since today was the first day of brainstorming,
(or two if they are undecided). They should also students are not required to have made a final decision
indicate if they plan on working with a partner or small about what they want to do. If needed, students can
group. The teacher will collect these in order to give have more think time so that they can make a better,
feedback for next class, which will include planning more informed, decision about what they want to do
and beginning to work on the project. and how they want to do it by the start of next class.
Name: Partner(s) Name:
Brainstorming
Brainstorming is a critical part of coming up with good ideas. While you brainstorm potential projects or products,
keep in mind the following rules: 1. No criticism or praise 2. It’s okay to piggyback on other people’s ideas 3. Aim
for quantity over quality 4. Wild ideas are welcome.
Action Project/Product Intended Audience

Briefly describe the project or product Explain who the project or product will impact
Example: A series of spoken word poems about racism Example: High school students in a school assembly,
and social justice. Black Lives Matter protests, and community gatherings.
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.

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Social Justice: Voices of Activism

Grade 10, English Language Arts

Background Information and Unit Overview

4. Literature can serve as a vehicle for social change because it encourages

National Standards and Skills

Guiding Questions for Each Parallel

Core Curriculum (Essential Questions)

Research Content (Core Curriculum & Curriculum of Practice)

Reflection Content (Curriculum of Identity)

Week 1: Examining and Understanding Racism and Injustice

Weeks 2-4: Analyzing and Connecting to Literature

Weeks 5-7: Research and Argument

Weeks 8-9: Action Project: Spreading Awareness and Making Change

Lesson Sequence Teacher Reflection

Introduce the guest speaker, ideally, someone who is

3-2-1 Exit Ticket

Please answer the following questions in complete sentences:

What is 1 question that I still have?

Explain that during this lesson, students will be

“I Am Not What You

“I, Too” by Langston

“I Am Not What You

“I, Too” by Langston

“I Am Not What You

“I, Too” by Langston

Lesson Sequence Teacher Reflection

Brown Girl Dreaming by Jaqueline Woodson

I Know Why the Caged Bird Sings by Maya Angelou

Between the World and Me by Ta-Nehisi Coates

1. Page _____________ First words of the passage: “

Why I chose this passage:

2. Page _____________ First words of the passage: “

Why I chose this passage:

3. Page _____________ First words of the passage: “

Why I chose this passage:

Lesson Sequence Teacher Reflection

Please answer the following questions using complete sentences.

2. What do you know about embedding a quote in your writing?

Give your reasoning for selecting your choice above.

Sample Research Questions

Unfocused: What is the effect on the environment from global warming?

Too simple: How are doctors addressing diabetes in the U.S.?

From the George Mason University Writing Center.

1. Write down your three potential research questions.

Lesson Sequence Teacher Reflection

Action Project/Product Intended Audience

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