Lesson Plan Outline

Level Two Week One Day: One

Book: Son, You Are a King
Author: Tená V. Baker
Illustrator: Jasmine Hatcher
Daily theme: self-esteem
Focus skill: artistic expression

Materials:
➢ Copy paper/writing and drawing paper
➢ Construction paper
➢ Poster board
➢ Chart paper
➢ Pencils
➢ Post-It notes
➢ Crayons
➢ Markers
➢ Scissors

Opening Activity: Say the word "king" and instruct scholars to think for 30 seconds. Then, have
them write any words they think of when they hear the word "king" on a Post-It note. Add these
Post-It notes to a piece of chart paper labeled "King". Have scholars share their responses and
discuss what makes someone a king. Next, repeat the process with the word "queen". Discuss
with scholars what makes someone a king/queen. What are some qualities of a king/queen?
Record responses on the chart paper and display.

Main Activity: Read and discuss the book Son, You Are a King.

Cooperative Group Activities:

Required: Have scholars think of a time when they had negative thoughts about
themselves, but then something happened to change those thoughts. Give each scholar a
piece of construction paper divided into thirds. Have them write about the experience and
draw a picture representing themselves with the negative thought in the first third. In the
middle, they should write about and draw a picture representing what happened to change
that thought. In the final third, they should write about and draw a picture representing
themselves with their newfound confidence.
Story Time: Have each group write and illustrate a story in a similar format to today's
story entitled Daughter, You Are A Queen.
Coronation: Work with scholars to create crowns fit for kings and queens. They should
decorate their crowns with words, images, and phrases that represent what it means to be
 kings and queens. Fit the crowns to the scholars' heads and allow them to wear them
throughout the day.
Affirmations (if time allows): Share positive messages people have shared to help you
when you were feeling down. Have each group create and decorate mini affirmation
posters from the messages. Display posters throughout the room.

Closing Activity: Have groups share work completed in cooperative groups.

 Lesson Plan Outline
Level Two Week One Day: Two
Book: Just Ask!: Be Different, Be Brave, Be You
Author: Sonia Sotomayor
Illustrator: Rafael López
Daily theme: celebrating differences; working together
Focus skill: identifying characteristics

Materials:
➢ Writing and drawing paper
➢ Construction paper
➢ Poster board
➢ Chart paper
➢ Pencils
➢ Crayons
➢ Markers
➢ Scissors
➢ Paint
➢ Paintbrushes
➢ Staplers
➢ Staples
➢ Rocks
➢ Clothesline
➢ Clothespins

Opening Activity: Show the front and back cover, read the title, and the statement on the back.
Scholars should identify ways they are different, brave, and unique. Next, read the author's letter
to readers and have scholars share their thoughts and feelings about it.

Main Activity: Read and discuss the book Just Ask! Be Brave, Be Different, Be You. As you read,
allow time for the scholars to reflect and respond to the questions posted throughout the book.

Cooperative Group Activities:

Required: Engage scholars in a discussion about the importance of respecting differences.
Then have each group make a chart identifying characteristics of themselves and others
in the group. Each group should divide their chart into three columns: All of us…, Some
of us…, One of us…. They should list characteristics they identify under the appropriate
headings. After completing the chart, groups should coke together and share their charts
with the class.
 Rock Art: Have groups paint and decorate rocks like Rafael to celebrate the diversity
among the children in the class. Display throughout to decorate the room.
Book Binding: Engage scholars in a discussion about how they can be respectful when
asking others about their differences. They should identify questions they could ask to
learn more about the person, while remaining respectful. Group scholars in pairs and
have each pair use their questions to create illustrated Just Ask booklets.
Paper Garden (if time allows): Group scholars in pairs and have them discuss what they
think makes a garden beautiful and what they would grow if they planted a garden. Each
pair should draw designs to represent their gardens, then create a model of it. Pairs should
share their designs and explain why they chose the things they did to grow. After each
pair presents their designs, engage scholars in a discussion about how the gardens are
different and similar.

Conflict Resolution Activity: Have scholars identify differences and similarities among
themselves. Engage them in a discussion about how differences may be misunderstood and could
result in hurtful feelings. Also, discuss what they can do to be supportive of someone different
from them. Group scholars in pairs and have the partners take turns identifying differences and
similarities between them. On one side of a sheet of paper, they should record their similarities
and on the other side their differences. Display these papers in a clothesline in the room so that
both sides can be viewed.

Closing Activity: Have scholars present work completed in cooperative groups.

 Lesson Plan Outline
Level Two Week One Day: Three
Book: The Busy Body Book: A Kid's Guide to Fitness
Author/Illustrator: Lizzy Rockwell
Daily theme: the importance of physical fitness
Focus skill: record and examine information

Materials:
➢ Copy paper/writing and drawing paper
➢ Construction paper
➢ Poster board
➢ Chart paper
➢ Butcher paper
➢ Pencils
➢ Crayons
➢ Markers
➢ Scissors
➢ Glue
➢ Modeling clay
➢ Box or bag
➢ Animal crackers
➢ A variety of materials and supplies for making models of the body's systems

Opening Activity: After showing the cover and reading the title, have scholars describe what
they see.

Main Activity: Read and discuss the book The Busy Body Book: A Kid's Guide to Fitness. As
you read, have scholars share experiences engaging in some of these activities.

Cooperative Group Activities:

Required: Have scholars make and decorate their own health and fitness journals. They
should track the food they eat and fitness activity over the next week. After a week has
passed, group scholars in pairs to examine their meal and fitness records with their
partner and take turns giving feedback.
Animal Aerobics: Engage scholars in a fun physical activity using animal crackers. They
should take turns pulling an animal cracker from the bag or box. The person who pulls
the cracker (the leader) should move like that animal and others should imontate the
move. The leader then eats the cracker. Repeat until each scholar has had a turn being the
leader.
 Sensory Scavenger Hunt: Take scholars on a five sense scavenger hunt outdoors. If there
is not a safe outdoor space for this activity, they could explore indoors or through
magazines. Have scholars work in pairs to make five senses charts to show what they
observed. They should record things they observed, which sense(s) would be experienced
through the items, and descriptive words for each. Each of the five senses should be
represented.
Internal Map (if time allows): Have scholars work together to draw a life size outline of a
person on butcher paper and use yarn and modeling clay to show the brain and nerves in
the body. Scholars should refer to the brain and nerves diagram in the book.

Social Action Activity: Work with scholars to create a public service announcement (PSA) to
raise awareness about the importance of physical fitness. The PSAa should include writing and
visual elements.

Closing Activity: Have scholars present work completed in cooperative groups.

Afternoon Activities: Take scholars outside to engage in some of the "Getting Busy" activities
located in the back of the book. Introduce one activity at a time and allow time for scholars to
practice before introducing the next activity. Allow time for them to reflect on the experience and
record favorite activities in their health and fitness journals.
 Lesson Plan Outline
Level Two Week One Day: Four
Book: The Busy Body Book: A Kid's Guide to Fitness
Author/Illustrator: Lizzy Rockwell
Daily theme: the importance of physical fitness
Focus skill: expressive writing

Materials:
➢ Copy paper/writing and drawing paper
➢ Construction paper
➢ Poster board
➢ Chart paper
➢ Butcher paper
➢ Pencils
➢ Crayons
➢ Markers
➢ Scissors
➢ Glue
➢ Magazine pictures for collages
➢ Supplies and equipment for field day activities
➢ A variety of materials for making models of the body's systems

Opening Activity: Have students recall what they learned about the importance of physical
activity on the previous day. Then have them tell what physical activities they participated in
since the previous day's lesson.

Main Activity: Reread the author's letter for parents and teachers and have scholars share their
thoughts and feelings regarding it. Next, show the YouTube video clip with Michelle Obama
introducing the Let's Move campaign The First Lady Introduces Let's Move -- YouTube, and
have scholars record notes from the video in their health and fitness journals.

Cooperative Group Activities:

Required: Take scholars outside and group them in pairs. The partners should try some of
the busy body activities as pictured on the two pages near the end of the book. Allow
time for them to discuss the benefit of each activity and record information about the
overall experience in their health and fitness journals.
Mixed-Media: Divide scholars into two groups. Have one group create a collage showing
healthy foods and the other group create one showing people being active.
Animal Aerobics, Continued: Have scholars recall the animal moves they did on the
previous day. Each group should choose an anma and choreograph a dance using that
 animal’s moves. Groups should select accompanying music and perform their dances.
Allow time for groups to practice prior to performing.
First Lady Flash (if time allows): Show the Flash Workout with First Lady Michelle
Obama -- YouTube video and invite scholars to join in. Play a variety of types of music
and encourage scholars to move to the beat and get excited about moving. They should
record in their health and fitness journals how the various types of music and moving
around made them feel.

Social Action Activity: Work with scholars to create an action plan for getting the scholars at the
site to become more active.

Closing Activity: Have scholars present work completed in cooperative groups.

Afternoon Activities: Work with scholars to plan activities for a field day and have a field day
with other Level II classes. Allow time for seven days of planning prior to having the field day.
Scholars should include some of the “Getting Busy” activities from the book, in addition to
traditional field day games such as wheelbarrow races, egg toss, potato sack races, etc. Invite
family members to join in the planning and participate and have volunteers sign up to donate
healthy snacks and water. Encourage family and community members to organize monthly
community field day events.
 Lesson Plan Outline
Level Two Week One Day: Five
Book: Desmond and the Very Mean Word
Author: Archbishop Demond Tutu and Douglas Carlotn Abrams
Illustrator: A.G. Ford
Daily theme: relationships; compassion; friendship
Focus skill: cause and effect

Materials:
➢ Copy paper/writing and drawing paper
➢ Construction paper
➢ Chart paper
➢ Pencils
➢ Crayons
➢ Markers
➢ Index cards

Opening Activity: Have scholars make predictions about what this book will be about based on
the cover. Then began work on a KWL chart about Desmond Tutu.

Main Activity: Read and discuss the book Desmond and the Very Mean Word.

Cooperative Group Activities:

Required: After reading, scholars should be able to see how various conflicts affect the
character and the plot. Have scholars identify how Desmond felt during his interaction
with the mean word. Afterward, have scholars discuss what they consider to be the
central conflict of the story. Was the conflict resolved?
Predict the Future: Draw an illustration that depicts Desmond and the red-haired boy’s
friendship in the future.
Compassion Collage: Have scholars create sentence strips on index cards for the
following statements:
● When you say mean words to me, I feel…?
● When you say nice words to me, I feel…?
● When you won’t…, I feel…?
● When you do…, I feel…?
After scholars have completed their strips, staple them together on a poster board
collage-style and have a discussion about what they wrote.
Act of Forgiveness (if time allows): Write a forgiveness letter from the red-haired boy to
Desmond. The letter can include why the boy chose to be mean to Desmond.
Conflict Resolution Activity: Have scholars role-play the scenes in which Desmond is yelled at,
Desmond yells at the boys, and when Desmond sees the red-haired boy being bullied. After each
scene has been reenacted, have a discussion about empathy, compassion, and respect. Ask
scholars in what ways could these outcomes have been different? What are some possible
solutions that Desmond and the boys could have adopted? What ways do they wish to be treated
on a daily basis? Using chart paper, record scholars’ suggestions for handling various situations.

Closing Activity: Have groups share work done in cooperative groups.

 Lesson Plan Outline
Level Two Week Two Day: One
Book: Family Pictures/Cuadros de Familia
Author/Illustrator: Carmen Lomas Garza
Daily theme: family unity
Focus skill: recalling key details; creative writing

Materials:
➢ Copy paper/writing and drawing paper
➢ Construction paper
➢ Chart paper
➢ Pencils
➢ Crayons
➢ Markers
➢ Butcher paper
➢ Balloons
➢ Newspaper strips
➢ Scissors
➢ Paper mâché ingrédients
➢ Tissue paper
➢ Snack cakes
➢ Collage materials

Opening Activity: Have scholars look at both covers and read the title. Next, have scholars
describe what is happening on each cover.

Main Activity: Read and discuss the book Family Pictures/Cuadros de Familia. As you read,
have scholars describe what is happening in each picture.

Cooperative Group Activities:

Required: Break scholars into three groups. Have each pair extend one of the following
stories: "For Dinner", "Birthday Party", or "Quinceañera". Scholars should write stories
and draw accompanying pictures that describe what happens next. When writing,
scholars should recall what happened in the original scene before picking up with their
extended story.
Papel Picado: Have scholars look at the paper decorations in "The Fair in Reynosa".
Have scholars make their own using folded tissue paper. For instructions, visit PBS Kids'
"Papel Picado" activity. String the paper decorations across the classroom.
 Libros de Familia: Have scholars create a class family book with illustrations and
descriptions about the way celebrations will be recognized, the diversity of scholar
ancestry, and the traditions the family/class will plan to observe throughout the summer.
Nothing, Something, Anything (if time allows): Break scholars into two groups. Have
scholars play "Nothing, Something, Anything" (same tune as rock, paper, scissors). One
scholar from each side should play at a time. Once scholars say the word "anything", they
should say any word that comes to mind from the story. Each group should write and
share one or two sentences on how the other group's word brought the author and her
family together. Continue until each scholar has gone at least once.

Conflict Resolution Activity: Have scholars look at the table of cakes in “Cakewalk”. Ask them
which cake they would take home if their number was called. Ask them how they would handle
the situation if someone else took the cake they wanted. Scholars should complete the following
chart with the right and wrong way to respond.

Peacemakers Peacebreakers

Ex. Pick another cake Ex. Pick a fight

Ex. Ask to share cake Ex. Throw a tantrum

Closing Activity: Have groups share work done in cooperative groups.

 Lesson Plan Outline
Level Two Week Two Day: Two
Book: Family Pictures/Cuadros de Familia
Author/Illustrator: Carmen Lomas Garza
Daily theme: family values
Focus skill: character traits;theme

Materials:
➢ Map of Texas and Mexico
➢ Computer and Internet access
➢ Paint and paint brushes
➢ Tissue paper
➢ Markers
➢ Crayons
➢ Colored Pencils
➢ Magazines for clipping
➢ Scissors
➢ Roller balls
➢ Essential oil making supplies
➢ Watermelon
➢ Mint
➢ Sugar
➢ Water
➢ Ice
➢ String
➢ Tape
➢ Poster paper
➢ Collage materials

Opening Activity: Have scholars locate Kingsville, TX on a map. Scholars should discuss what
life is like in the town and how things might have changed since the author was a child. Scholars
should also discuss nearby cities and geography. Next, have scholars do the same for Reynosa,
Mexico and Padre Island. Discuss how all three played a role in shaping the author and her
family’s culture and heritage.

Main Activity: Read or listen to the book Family Pictures/Cuadros de Familia in Spanish.
Spanish reading can be found on Youtube if no Spanish-speaking Servant Leader Interns or
scholars are in the classroom.

Cooperative Group Activities:

 Required: The actions of the author and her family members reveal a lot about their bond.
Divide scholars into pairs and have each pair create an “open door portrait” for one of the
author’s family members. Scholars should draw an outline of their character’s head. On
the inside of the outline,m scholars should add words, symbols, and images to describe
the thoughts and personalities of these characters. Have each pair present their “open
mind portrait” and explain how they chose what to include.
Family Fiction: Have scholars work in pairs. Select a photo of a family from a magazine
and write a short story about it.
Papel Picado, Continued: Have scholars continue to work on their papel picado if need
be.

Closing Activity: Have groups share work done in cooperative groups.

 Lesson Plan Outline
Level Two Week Two Day: Three
Book: Waiting for Papá
Author: René Colato Laínez
Illustrator: Anthony Accardo
Daily theme: disappointment;family love and support
Focus skill: point of view

Materials:
➢ Copy paper/writing and drawing paper
➢ Construction paper
➢ Pencils
➢ Crayons
➢ Markers
➢ Scissors
➢ Glue
➢ Chart paper
➢ Scholar journal
➢ Paint
➢ Paint brushes
➢ White T-shirt
➢ Internet access
➢ Aluminum cans
➢ Clothespins
➢ Rubber bands

Opening Activity: Have scholars define the term “immigrant”. What does it mean to be an
“immigrant”? What motivates someone to make the momentous decision to leave their country
permanently and move to another country? How would you feel if you had to move to another
country tomorrow? Explain to scholars that today’s story is about a family who had to leave El
Salvador and move to the United States due to a natural disaster. As we read, we are going in to
track the effects of the move on the family

Main Activity: Read and discuss the book Waiting for Papá.

Cooperative Group Activities:

Required: Have scholars write a journal entry from Beto’s point of view about his
experience in the United States, as well as his separation from his dad. Have scholars
reflect on the fact that he had to move and start his life all over again in a new pace
without his dad.
 Parent Postcard: Have scholars create “Father’s Day” cards for a special male in their life.
Repurposed Art: In the story, Beto and his friends raise funds to buy boots by recycling
cans. Have scholars use collected cans to create a mini barrel using a mixed nuts can (or
another similarly shaped can) and some wooden (or plastics if you don’t have wood)
clothespins. Twist all of the clothespins so they come apart. Next, place two rubber bands
around the can. Then place your first clothespin (notches side facing out) on the can by
placing them on the outside of the can and pushing the rubber bands into both notches.
Do the same thing with the remaining clothespins, placing them all around the can. When
you have finished covering the entire can, get some twisty wire and wrap it around the
notches and rubber bands and then twist the wire with pliers to hold the wire in place.
You now have a miniature barrel…give it as a gift or use it to hold your own special
items.

Social Action Activity: Allow scholars to explore the history of immigration in America and
what it’s like to be an immigrant today. Scholars should work in groups and read over some of
the stories posted online. Afterward, scholars should discuss what they earned.

Closing Activity: Allow scholars to share their journal entries.

 Lesson Plan Outline
Level Two Week Two Day: Four
Book: Your Mama
Author: NoNieqa Ramos
Illustrator: Jacqueine Alcántara
Daily theme: family love and appreciation
Focus skill: expressive writing

Materials:
➢ Writing and drawing paper
➢ Construction paper
➢ Chart paper
➢ Poster board
➢ Butcher paper
➢ Pencils
➢ Crayons
➢ Markers
➢ Paint
➢ Paintbrushes
➢ Scissors
➢ Stapler
➢ Magazine pictures for collages
➢ Clothesline
➢ Clothespins
➢ Video equipment

Opening Activity: After showing the cover and reading the title, have scholars share other words
used to refer to Mama. Then have them share some things they enjoy doing with their Mama or
someone else who is special to them. Record responses on a chart.

Main Activity: Read and discuss the book Your Mama. As you read, have scholars share how
their Mama or the special person in their life represented the various starting lines for each verse,
such as your mama so sweet, your mama so strong, etc. Scholars should also comment on the
illustrations as you read.

Cooperative Group Activities:

Required: Group scholars in pairs and have each pair compose a positive verse and paint
an accompanying illustration for a Your Papa story. Work with scholars to compile the
verses to make a book including a dedication page, authors’ note, and cover.
 Rap Battle: Divide scholars into two groups and have each group write and perform a rap
to show appreciation for someone who is a Mama or represents a mother figure in their
lives. Allow time for scholars to practice prior to performing their raps.
Sunflower Field: Share with scholars that sunflowers represent loyalty and adoration.
Engage them in a discussion about the meaning of these terms. Have scholars work with
a partner to make sunflowers for their Mama or other special person in their lives. To
make the flowers, they should cut a center and pevera petas from construction paper.
Then, write the name of the person(s) in the center and characteristics to describe that
person on each petal. The flowers could be mounted on construction paper, poster board,
etc. and displayed throughout the room.
T-shirt Design: Group scholars in pairs for a t-shirt design contest. Each pair should
design a t-shirt, front and back, to honor Mamas. Once the designs are complete, display
them on a clothesline in the room so the front and back of each design are visible

Closing Activity: Have groups share work done in cooperative groups.

 Lesson Plan Outline
Level Two Week Two Day: Five
Book: What is Given from the Heart
Author: Patricia McKissack
Illustrator: April Harrison
Daily theme: the joy of giving
Focus skill: make predictions

Materials:
➢ Writing/drawing paper
➢ Construction paper
➢ Chart paper
➢ Tissue paper
➢ Butcher paper
➢ Pencils
➢ Pens
➢ Crayons
➢ Markers
➢ Scissors
➢ Glue
➢ Stapers
➢ Staples
➢ Tape
➢ Boxes
➢ Items to include in love boxes

Opening Activity: After showing the cover and reading the title, have scholars comment on the
illustrations and make predictions about the story. Next, read the illustrat’s dedication and allow
time for them to reflect. Have scholars recall books they have read by the author, Patricia
McKissack, and compile a list.

Main Activity: Read and discuss What is Given from the Heart.

Cooperative Group Activities:

Required: Divide scholars into three groups and have each group make predictions about
what happened after James Otis and his Mama returned home to find a love box on their
porch. Each group should extend the story by writing and role-playing additional scenes.
Allow time for scholars to prepare prior to presenting their scenes.
Story Map: Group scholars in pairs and have each pair create a story map to represent the
main events in this story.
 Love List: Divide scholars into three groups and have each group compile a list of what
they would include in a love box and why.

Social Action Activity:Have scholars think about situations where people might need help in
their community. Work with scholars and family members to make love boxes for the needy in
the community. Work with site management to arrange for the boxes to be delivered to local
shelters, homeless communities, and other places identified by scholars.

Closing Activity: Have groups share work done in cooperative groups.

 Lesson Plan Outline
Level Two Week Three Day: One
Book: Lend a Hand: Poems About Giving
Author: Jon Frank
Illustrator: London Ladd
Daily theme: acts of kindness;volunteering
Focus skill: active reading

Materials:
➢ Writing/drawing paper
➢ Construction paper
➢ Chart paper
➢ Butcher paper
➢ Colored pencils
➢ Markers
➢ Paint
➢ Paintbrushes
➢ Scissors
➢ Stapler
➢ Staples

Opening Activity: After showing the cover and reading the title, have scholars explain what it
means to lend a hand and tell about ways they lend a hand to others. Then, have them make
predictions about what is happening in the cover illustration.

Main Activity: Read and discuss the first seven poems form the book Lend a Hand: Poems
About Giving. As you read, have scholars give reactions to the poems. Identify how the people
are making a positive difference by lending, and who is benefiting.

Cooperative Group Activities:

Required: Have each scholar make a reader’s response journal, including decorating the
covers. Scholars should identify lines, stanzas, and entire poems from the first seven
poems that they identify with closely. They should write responses to these poems to
reflect on their thoughts and feelings. Group them in pairs to share their responses with a
partner.
Poetic Performance: Have scholars role play what is happening in selected poems from
the first seven. Allow time for groups to select their poems and prepare for their role play
prior to their performances.
 Mural: Have scholars work together to paint a mural showing people lending a hand.
They should plan for the mural on a small scale using regular paper to represent sections
of the mural, with each group being responsible for a section.
List Literature (if time allows): Have scholars compile a list of skills possessed by people
lending a hand in these poems. They should think about what they are good at and add it
to the ist. Then write poems describing each skill and ways they could put them to use to
help others.

Closing Activity: Have groups share work done in cooperative groups.

 Lesson Plan Outline
Level Two Week Three Day: Two
Book: Lend a Hand: Poems About Giving
Author: Jon Frank
Illustrator: London Ladd
Daily theme: acts of kindness; volunteering
Focus skill: active reading

Materials:
➢ Writing/drawing paper
➢ Construction paper
➢ Chart paper
➢ Butcher paper
➢ Colored pencils
➢ Markers
➢ Scissors
➢ Yarn

Opening Activity: Have scholars explain what community means to them. Then explain how
what happens in the first seven poems represents a sense of community.

Main Activity: Read and discuss the last seven poems and the illustrator’s note from the book
Lend a Hand: Poems About Giving. As you read, have scholars give reactions to the poems.
Identify how the people are making a positive difference by lending a hand, and who is
benefitting.

Cooperative Group Activities:

Required: Have each scholar make a reader’s response journal, including decorating the
covers. Scholars should identify lines, stanzas, and entire poems from the last seven
poems that they identify with closely. They should write responses to these poems to
reflect on their thoughts and feelings. Group them in pairs to share their responses with a
partner.
Nature Walk: Take scholars on a walk outside or on a virtual nature walk. They should
take notes on what they observe. Have scholars work in pairs to write poems about
nature.
Paper Quilt: Work with scholars to create a lend a hand class quilt. They should make
individual squares showing them doing things to make a positive difference in the lives of
others, then combine them to create the quilt.
Sending Soldiers (if time allows): Have scholars write letters that they would give to
soldiers they know or those they do not know.
Closing Activity: Have groups share work done in cooperative groups.
 Lesson Plan Outline
Level Two Week Three Day: Three
Book: Magic Trash: A Story of Tyree Guyton and His Art
Author: J.H. Shapiro
Illustrator: Vanessa Brantley-Newton
Daily theme: community art
Focus skill: cause and effect

Materials:
➢ Writing/drawing paper
➢ Construction paper
➢ Chart paper
➢ Pencils
➢ Crayons
➢ Markers
➢ Post-It Notes
➢ Scissors
➢ Glue
➢ Tape
➢ Stapler
➢ Staples
➢ Paint
➢ Paintbrushes
➢ Boxes
➢ Discarded items for making trash robots and models of houses

Opening Activity: Show the cover and read the information. Have scholars define the word
“trash”. Next, have them make predictions about the story based on the title.

Main Activity: Read and discuss the book Magic Trash: A Story of Tyree Guyton and His Art.

Cooperative Group Activities:

Required: Work with groups to identify various cause and effect relationships throughout
the story (example: Tyree’s Mama did not earn enough money to buy playthings for him,
so he used junk to have fun making things). Share with scholars that the cause is why
something happened, and the effect is what happened because of the incident. Remind
them that the cause always happens first, but it might not be written that way in the story,
and that one cause can have more than one effect. Divide scholars into two groups. Have
one group make a cause/effect chart. Scholars should write the causes and effects
identified on individual Post-It Notes with the appropriate category on the chart. Have the
other group select two different colors of construction paper and cut into strips. Scholars
should write the causes on one color and the effects on the other. They should connect the
strips to make a paper chain of causes and effects. It should be a combined chain of all
the causes and effects making sure each cause is linked to its effect(s).
Architecture: Tyree named one of the houses he painted “Dotty Wotty” and the other
“Fun House”. Divide scholars into two groups and have each group select a house. Each
group should design, build a model, and paint their house to represent the name. They
should also write an explanation for why Tyree might have named the houses as he did.
Scavenger Hunt: Take scholars on a scavenger hunt to find recyclable items that could be
used to make a trash robot. Group scholars in pairs and have each pair create a robot
using items they found and other available materials. Allow time for them to draw their
designs prior to constructing their robots.
Taking Inventory (if time allows): Have each group compile a list of items they throw in
the trashcan and designate any items that could be used again. Each group should create a
presentation showing the discarded items they identified and new ways to use the items.

Closing Activity: Have groups share work done in cooperative groups.

 Lesson Plan Outline
Level Two Week Three Day: Four
Book: Mimi’s Village And How Basic Health Care Transformed It
Author: Katie Smith Milway
Illustrator: Eugenie Fernandes
Daily theme: healthy communities
Focus skill: cause and effect

Materials:
➢ Copy paper/writing and drawing paper
➢ Chart paper
➢ Poster board
➢ Markers
➢ Colored
➢ Crayons

Opening Activity: Show scholars Kenya on a world map. Have scholars make inferences about
how life might be different there than in their own community, and how it might be the same.

Main Activity: Read and discuss the book Mimi’s Village And How Basic Health Care
Transformed It.

Cooperative Group Activities:

Required: Display a chart like the one below. Have scholars identify the impact of the
health clinic on Mimi’s community. Have them make predictions about how these effects
will lead to additional effects on future generations. They should continue work on this
activity the following day.
 Healthy Habits: Have scholars brainstorm to identify healthy habits people can adopt to
promote wellness in their own community. Have each scholar choose one of the practices
and create a healthy habits poster. Use these posters to create a “Healthy Habits” bulletin
board for the site.
Costume Change: Group scholars in pairs and have each pair design a futuristic doctor or
nurse suit for Mimi for when she achieves her career goal. Encourage scholars to think
about the technology and features that will be included in her suit and how they will be
utilized.

Social Action Activity: Read “A Real Village Health Worker” at the back of the book. As you
read, have scholars identify each problem and the steps taken to address each problem. Then,
have them identify health issues in their own community and possible solutions. Work with
scholars to identify tangible steps they could take to address one of these issues.

Closing Activity: Place a piece of chart paper in the center of the reading circle labeled “A
Healthy Community”. Have scholars silently add words and pictures to create a “graffiti wall”
that represents what a healthy community means to them.
 Lesson Plan Outline
Level Two Week Three Day: Five
Book: Mimi’s Village And How Basic Health Care Transformed It
Author: Katie Smith Milway
Illustrator: Eugenie Fernandes
Daily theme: healthy communities
Focus skill: cause and effect

Materials:
➢ Copy paper/writing and drawing paper
➢ Chart paper
➢ Poster board
➢ Makers
➢ Colored Pencils
➢ Crayons
➢ Boxes
➢ Other materials for making dioramas

Opening Activity: Allow time for scholars to visit the graffiti wall completed during the previous
day’s closing activity and share reflections.

Main Activity: Have scholars retell key details from the book in the form of a chain story. One
scholar should start the story and the others continue adding details in the correct sequential
order until they read the end of the story.

Cooperative Group Activities:

Required: Have scholars complete work on the cause-and-effect chart started on the
previous day.After reading, scholars should be able to see how various conflicts affect the
character and the plot.
Model Making: Have scholars work in groups to design a health clinic for Mimi’s village.
Use shoe boxes, construction paper, cardboard, popsicle sticks, and other materials to
build a 3-dimensional diorama of a clinic that would help Mini’s community.
Health Care Compare: Work with scholars to compare and contrast health care in their
community to creath care in Mini’s village before they built a health clinic. Ask scholars:
What services are available? How easy is it for people to see a doctor? What access is
there to clean water, medicine, and healthy foods? Create a Venn Diagram or a 3-column
chart to record scholars’ responses.

Closing Activity: Have scholars present work completed in cooperative groups.

 Lesson Plan Outline
Level Two Week Four Day: One
Book: The Faith of Elijah Cummings: The North Star of Equal Justice
Author: Carole Boston Weatherford
Illustrator: Laura Freeman
Daily theme: unwavering faith; justice and equality
Focus skill: key details; sequencing

Materials:
➢ Copy paper/writing and drawing paper
➢ Markers
➢ Pencils
➢ Crayons
➢ Chart paper
➢ Construction paper
➢ Poster board
➢ Scissors
➢ Variety of materials for constructing monuments

Opening Activity: After showing the cover and reading the title and information on the back
cover, have scholars express why they think the author might refer to Elijah Cummings as the
north star of equal justice. Then, begin work on a KWL chart about Elijah Cummngs.

Main Activity: Read and discuss the book The Faith of Elijah Cummings: The North Star of
Equal Justice.

Cooperative Group Activities:

Required: Have each group create illustrated timelines focusing on key events in the life
of Elijah Cummings.
Peaceful Protest: Have each group make protest signs the people might have carried
when protesting to integrate the city pool.
Inspirational Posters: Have scholars work in pairs to select a quote from the book that
resonates with them. They should write a reflection on the quote and create a visual
representation for it.
Monumental Models: Have each group construct a model of a monument to honor Elijah
Cummings. The monuments should represent his life’s work of fighting for justice and
equality and the author’s reference to him as the North Star of Equal Justice.
Free Speech (if time allows): Have scholars work in pairs to write a speech in tribute to
Elijah Cumings. If equipment is available, record videos of scholars delivering the
speeches and allow them to view.
Closing Activity: Complete work in the KWL chart about Elijah Cummings. Also, have scholars
present work completed in cooperative groups.
 Lesson Plan Outline
Level Two Week Four Day: Two
Book: Change Sings: A Children’s Anthem
Author: Amanda Gorman
Illustrator: Loren Long
Daily theme: inspiring change
Focus skill: figurative language; metaphors

Materials:
➢ Copy paper/writing and drawing paper
➢ Pencils
➢ Lined paper
➢ Construction paper
➢ Colored pencils
➢ Markers
➢ Computer/Internet access

Opening Activity: The overall theme of Change Sings: A Children’s Anthem is being the change
you want to see in the world. Have scholars share their definition of change. Next, instruct
scholars to create a brief narrative starting with the phrase, “One time I knew I did the right thing
was when…” Scholars should write about a time when they feel they made the right decision in
advocating for positive change. Scholars should conclude their brief narratives with the
following “I am glad I did this because…”. Encourage scholars to share their narratives.

Main Activity: Read and discuss the first half of the book, pages 1-16, Change Sings: A
Children’s Anthem.

Cooperative Group Activities:

Required: Break scholars into pairs. Have each pair identify the most important metaphor
from the section they read. Scholars should discuss how the metaphor is related to the
book’s theme and how it enhances the story. Next, scholars should write a new poem
based on that metaphor.
Mulling over Murals: Break scholars into pairs. Have each pair discuss the areas at the
site or around the town they’d like to beautify with muras in order to inspire people to
work for social change. Murals should feature less-popular historical figures that they
learned about this summer. Pairs should plan, design, and draft at least two ideas using
construction paper, colored pencils, or markers. Save all designs for day two of this
esson.
Conflict Comparison: Break scholars into groups. Have each group identify examples of
conflict in the story, how the main character handled the conflict, and what the outcome
 was based on her actions. Scholars should compare this to how they would have handled
the conflict, and determine how attitude and body language impact conversations and the
ability to understand those who are different from you.
Service Project Planning: Have scholars plan a post-CDF Freedom Schools neighborhood
service project. The service project should be based on the book. Potential projects
include meal or grocery distribution for senior citizens or families; clearing up a park or
shared public space; home improvements for a neighbor; or enhancing the curb appeal of
a small business. As a group, scholars should decide on a project, date, and location.
Then, break scholars into three groups and have them think through the following
elements: fundraising plan; volunteer recruitment and engagement pan; and signage, fyer,
and social media pan. Scholars should continue planning through day two of this lesson.
Beautification Beats (if time allows): Break scholars into three groups. Have each group
create a rap or song meant to persuade community members and elected officials to
invest more resources in beautifying an under-loved section of their town or city.
Scholars should start by brainstorming a list of words and phrases that come to mind
when they think about the area. Scholars should use that list to inspire their art. Allow
scholars time to find a beat they like and practice their pieces before performing them.

Closing Activity: Have scholars present work completed in cooperative groups.

 Lesson Plan Outline
Level Two Week Four Day: Three
Book: Change Sings: A Children’s Anthem
Author: Amanda Gorman
Illustrator: Loren Long
Daily theme: taking action
Focus skill: making connections

Materials:
➢ Pencils
➢ Pens
➢ Colored pencils
➢ Markers
➢ Lined paper
➢ 11x17 poster board
➢ Mod Podge
➢ Sponge brushes for Mod Podge
➢ Mosaic tiles
➢ Mirror(s)
➢ Butcher paper
➢ Paint

Opening Activity: Have scholars reflect on the events that occurred in the first half of the book
and predict what might happen in the second half.

Main Activity: Read and discuss the second half of the book, pages 17-29, Change Sings: A
Children’s Anthem.

Cooperative Group Activities:

Required: Break scholars into two groups. Have each group reflect on how the main
characters responded to potential conflicts and were able to work together to bring about
change. Next, have groups create two ad campaigns to persuade youth and adults to be
the change they want to see. The two ad campaigns should target third through fifth grade
scholars and adults at their schools (i.e. teachers, administrators, support staff, etc.).

For the ad campaign targeting teachers and administrators, scholars should share what
teachers and administrators can do to encourage young people to be excited about making
positive changes in the community, and to support them in feeling safe when carrying out
actions to make change. Scholars should also consider how school could help young
people plan social action projects, meetings with elected officials, and similar ideas.
 For the ad campaign targeting scholars, scholars should create campaigns that outline the
benefits of social action projects for youth in their age group and how their actions can
inspire other youth around the country to pursue change. Scholss should shae examples of
potential projects and how both youth and adults can work together to achieve their goal.

Both groups should create hashtags and slogans for their campaigns that can be used on
TikTok or other social media platforms. Ad campaigns should be presented in the form of
skits with posters, flyers, TikTok dances, or other informational displays to support.
Mulling over Murals, Continued: Have scholars select the mural rendering from day one
of this lesson that best represents the theme of a “tried and true dreamer”. Have scholars
bring the mural to life by re-creating it as a life-size mural on butcher paper. The mural
should follow the style of the ones shown in Change Sings: A Children’s Anthem.
Dedications: Have scholars write their own book deductions. Scholars should create a
title for an autobiography of their life, as well as a dedication that represents and pays
homage to the people who motivate or inspire them. Scholars should allow their titles and
dedications to be anonymous and should post their work around the class. Allow each
scholar to view each title and dedication and write down who they think each belongs to.
Have scholars reveal which work they created at the end of the activity.
Service Project Planning, Day Two: Have scholars finish planning their post-CDF
Freedom Schools neighborhood service project in their assigned groups. Allow time for
each group to share their plans.

Closing Activity: Have scholars present work completed in cooperative groups.

 Lesson Plan Outline
Level Two Week Four Day: Four
Book: Let the Children March
Author: Monica Clark-Robinson
Illustrator: Frank Morrison
Daily theme: young people creating change
Focus skill: problems and solutions

Materials:
➢ Chart paper
➢ Markers
➢ Colored pencils
➢ Crayons
➢ Construction paper
➢ Masking tape
➢ Recordings of the songs referenced on page 20 of the book

Opening Activity: Introduce scholars to a “consensus spectrum line”. Have one side of the room
represent “Strongly Agree” and the opposite side represent “Strongly Disagree”. Instruct scholars
to line up anywhere along this invisible line depending on how they feel about a question. For
example, you might ask “Do you agree that chocolate ice cream is the best?” Some scholars
might move toward “strongly agree” or “strongly disagree”, while others might cluster
somewhere in the middle. Have scholars practice moving along this line with several simple
questions (i.e. “Do you agree that reading is the best subject in school? Do you agree that soccer
is the best sport?”, etc.). Then ask: Do you agree that young people can cause big changes in this
country? Have scholars move to their chosen place in the line and then discuss why they are
where they are.

Main Activity: Read and discuss the book Let the Children March.

Cooperative Group Activities:

Required: Post chart paper with the following visual of problem/solution: Explain that a
problem is when something is wrong or when a character faces a challenge. The solution
helps resolve or fix this problem.
Have scholars identify problems Back people faced in Birmingham during this time.
Have a scholar record responses in the problem section of the graphic organizer. Then
discuss how the community members worked to solve the problems. Add these responses
to the solution side of the organizer. Next, have them share whether or not they think the
community members were effective.
Protest Song Pondering: Play for scholars one of the songs, or excerpts from all the songs
referenced on page 20 (“We Shall Overcome!”, “Ain’t Gonna Let Nobody Turn Me
‘Round”, “Freedom is Coming”). As they listen, have them journal, using words or
phrases that express how these songs make them feel. Afterwards, have scholars share the
feelings that these songs evoked. Then discuss why they think the children in
Birmingham chose to sing these particular songs in jail.
Problem/Solution: Have scholars brainstorm to identify current problems in their
community. List these on chart paper. As a group, choose one of the problems. On a piece
of chart paper, show scholars the “Problem/Solution” organizer introduced during the
required cooperative group activity. Write the problem in the corresponding section of the
organizer and have scholars brainstorm possible solutions. List their responses in the
solutions section.
Violence vs. Peace: The author wrote that scholars had been taught to turn the other
cheek and to show love there is hate. Discuss with scholars how the results of this march
might have been different if the marchers had responded with violence. Have scholars
identify times when they responded to a problem with violent actions or words. Add
these descriptions and their outcomes to the left side of a chart like the one on the
following page (i.e. someone pushed me on the playground and I pushed them back. As a
result, I was assigned to detention during lunch).

My Response Result Another way I could have Possible result

responded
 News to Me (if time allows): Images and footage form the Children’s March were shown
on televisions across the country. As a group, write a news article covering this event.
Before beginning, review with scholars the “5 W’s” that should be covered by a news
story (who, what, where, when, and why). Have scholars work with a partner and assign
each pair one of the “5 W’s”. Give each pair a piece of construction paper and have them
answer their “W'' question on the paper. If time permits, they should add an illustration to
accompany their answer. When each pair finishes, work as a group to assemble these
pieces onto one large piece of chart paper or butcher paper, creating a arge news article.
Have the group identify a name for their article.

Closing Activity: Have scholars present work completed in cooperative groups.

 Lesson Plan Outline
Level Two Week Four Day: Five
Book: The United States v. Jackie Robinson
Author: Sudipta Bardhan-Quallen
Illustrator: R. Gregory Christie
Daily theme: fighting prejudice
Focus skill: key details; sequencing

Materials:
➢ Copy paper/writing and drawing paper
➢ Construction paper
➢ Chart paper
➢ Poster board
➢ Index cards
➢ Pencils
➢ Crayons
➢ Markers
➢ Props for presentations and role plays about Jackie Robinson

Opening Activity: After showing the front and covers and reading the title, have scholars tell
what they know about Jackie Robinson from looking at the cover illustrations.

Main Activity: Read and discuss the book, The United States v. Jackie Robinson.

Cooperative Group Activities:

Required: Divide scholars into three groups and have each group construct a web to
represent what they learned about Jackie Robinson. Encourage them to add images along
with the words.
Role Play: Divide scholars into three groups and have each group select a scene from the
story to role play and include props to enhance the scenes. Allow time for group members
to practice prior to presenting theri scenes.
Presentations: Jackie Robinson was a hero. Divide scholars into two groups and have
each group create a presentation about his achievements. Encourage scholars to be
creative with their presentations by including props, pictures, speeches, music, etc.

Closing Activity: Have scholars present work completed in cooperative groups.

 Lesson Plan Outline
Level Two Week Five Day: One
Book: Say Something!
Author/Illustrator: Peter H. Reynolds
Daily theme: the power of the voice
Focus skill: effective communication

Materials:
➢ Copy paper/writing and drawing paper
➢ Construction paper
➢ Chart paper
➢ Poster board
➢ Pencils
➢ Markers
➢ Scissors
➢ Stapler/staples
➢ Items for “say something” stations

Opening Activity: Show the front and back covers and read all information on both. Allow time
for scholars to examine the cover. Discuss what messages the illustrator is conveying through the
faces and postures of the people, the words, and props. Next, have scholars read the messages in
the speech bubbles on the inside front pages. Allow time for them to reflect on the messages.
They should aso share whether the font size and the wya the messages are written impacted the
way they read them.

Main Activity: Read and discuss the book, Say Something!.

Cooperative Group Activities:

Required: Have each scholar create a “Say Something” journal. They should use their
journals throughout the week to say something about things they hear about and observe
in the world, what they like in the world, things they are wondering about, and things
they would like to change. Encourage scholars to say something in a variety of ways.
Pledge: Group scholars in pairs and have each pair write a “say something” pledge. This
pledge should remind them and inspire them to speak up.
Public Service Announcement: Divide scholars into two groups. Work with them to
create public service announcements they would like to share with the world. Their
message should express what the group would like to see changed in the world. They
should first write their script, then create a video recording of their message, if equipment
is available. If approved by the site coordinator, show the videos to other classes at the
site and at parent meets.
 Speech Bubbles (if time allows): Have groups use a variety of materials to create their
own signs using messages from the speech bubbles in the inside front pages of the book.
Take photos of the scholars holding their signs and display them in the classroom.
Display the signs throughout the site to hopefully inspire others to make a difference by
saying something in their own way.
Say Something -- Anything!: Have scholars identify issues they care about. They should
also share ways they can say something to let others know how they are feeling and what
they can do to help make a difference.

Closing Activity: Have scholars read their “say something” pledges and allow time for them to
record reflections in their journals. Throughout the week, allow time for them to add to their
journals.
 Lesson Plan Outline
Level Two Week Five Day: Two
Book: Old Enough to Save the Planet
Author: Loll Kirby
Illustrator: Adelina Lirius
Daily theme: climate change
Focus skill: key details

Materials:
➢ Writing/drawing paper
➢ Construction paper
➢ Chart paper
➢ Butcher paper
➢ Pencils
➢ Crayons
➢ Markers
➢ Old magazines
➢ Plastic bottles/food wrappers/used paper/cardboard

Opening Activity: Have scholars identify things they are old enough to do and some things they
are not old enough to do. Show the front and back covers and read the information.

Main Activity: Read about the first six children in the book Old Enough to Save the Planet and
engage scholars in discussion about them. As you read, encourage scholars to comment on the
illustrations. Also, compile a list of the issues impacting the planet and organizations referenced.

Cooperative Group Activities:

Required: Have each group write a make-believe news story telling what happened when
their city/town ran out of space for trash in the year 2025. Scholars should include a
catchy headline for their stories.
Sustainable Superheroes: Brooklyn refers to herself and dresses as superhero Earth Saver
Girl. Each group should select a climate change issue from the book and create a
superhero to address that issue. Scholars should design a costume, identify the
superpowers and how these powers will function in addressing the issue, and tell how this
superhero could help to save the planet.
Climate Change Collage: Have scholars identify things that are helpful to the planet and
things that are harmful. List their responses in the appropriate column on a chart, helpful
or harmful. Divide scholars into two groups and have one group create a collage
representing things that are helpful to the planet and the other group create one
representing harmful things.
 Plan of Action: Have scholars vote to select in the climate change issues from the book
from the class to support. They should work together to create a plan for getting involved.
Scholars should continue working on this plan throughout the week.
Repurposed Art (if time allows): Have scholars work in pairs to create a piece of artwork
made from single use plastic and other litter.

Closing Activity: Have scholars present work completed in cooperative groups.

 Lesson Plan Outline
Level Two Week Five Day: Three
Book: Old Enough to Save the Planet
Author: Loll Kirby
Illustrator: Adelina Lirius
Daily theme: climate change
Focus skill: cause and effect

Materials:
➢ Writing/drawing paper
➢ Chart paper
➢ Construction paper
➢ Butcher paper
➢ Pencils
➢ Crayons
➢ Markers
➢ Pens
➢ Colored pencils
➢ Markers
➢ Paint and paintbrushes
➢ Scissors
➢ Tape
➢ Glue
➢ Boxes

Opening Activity: Share some things your family members currently do to help save the planet.

Main Activity: Read about the remaining six children in the book Old Enough to Save the Planet
and engage scholars in discussion about them. As you read, encourage scholars to comment on
the illustrations. Also, compile a list of the issues impacting the planet and organizations
referenced.

Cooperative Group Activities:

Required: Have scholars work in pairs to identify climate change issues that are
impacting their community and what might happen if these issues are not addressed. Each
pair should create a cause-and-effect chart to highlight this information. One column
should include a list of causes and the other column a list of effects.
Peaceful Protest -- Climate Edition: Have each group select two climate change issues
they learned about from the book and make protest signs to support the cause.
 Be Heard: Work with scholars to do one of the activities listed in the “Ten things you can
do to make your voice heard” section in the back of the book.
Solemn Oath: Have scholars work together to write a class pledge in support of saving
the planet. After completing the pledge, they should stand and recite the pledge together.
Cause and Effect Creation (if time allows): Have scholars work together to paint a mural
to illustrate their cause-and-effect charts.

Closing Activity: Have scholars present work completed in cooperative groups.

 Lesson Plan Outline
Level Two Week Five Day: Four
Book: Cycle of Rice, Cycle of Life: A Story of Sustainable Farming
Author/Illustrator: Jan Reynolds
Daily theme: the balance of nature
Focus skill: compare and contrast

Materials:
➢ Writing/drawing paper
➢ Chart paper
➢ Construction paper
➢ Poster board
➢ Pencils
➢ Markers
➢ Boxes
➢ Materials for making dioramas
➢ Scissors
➢ Glue
➢ Tape

Opening Activity: After showing the cover and reading the title, engage scholars in a discussion
about the images. Have them share what they know about sustainable farming, and then provide
additional information to help them understand the concept. Next, have them locate Bali on the
map on page 49 of the book and help them to locate it on a full world map. Scholars should
identify the bodies of water surrounding Bali. Finally, inform them that this nonfiction story
takes place in Bali.

Main Activity: Prior to reading, review the words listed in the glossary on page 50, their
pronunciations, and meanings. Read and discuss the first sections of the book Cycle of Rice,
Cycle of Live: A Story of Sustainable Farming, The Foreword, The Cycle of Water, and The
Cycle of Rice, pages 5-28.

Cooperative Group Activities:

Required: Divide scholars into three groups and have each group construct a Venn
diagram to compare and contrast the traditional methods to the modern techniques for
rice farming. Scholars should continue adding information for this activity on the next
day.
 Caption Creation: Group students in pairs to write a caption for each photograph in the
sections of the book read today. They should continue this activity on the following day
through the end of the book.
(Rice) Field Study: Divide scholars into three groups and have each group research one
aspect of the environment that affects farming, such as geography, climate change, the
greenhouse effect, organic methods, etc. They should create a poster to present their
findings. Allow time on the following day for groups to continue this activity.

Closing Activity: Have scholars present work completed in cooperative groups.

 Lesson Plan Outline
Level Two Week Five Day: Five
Book: Cycle of Rice, Cycle of Life: A Story of Sustainable Farming
Author/Illustrator: Jan Reynolds
Daily theme: the balance of nature
Focus skill: compare and contrast

Materials:
➢ Writing/drawing paper
➢ Construction paper
➢ Chart paper
➢ Poster board
➢ Pencils
➢ Markers

Opening Activity: Have scholars recall what they learned the previous day about sustainable
farming and the Balinese culture in general.

Main Activity: Read and discuss the last sections of the book Cycle of Rice, Cycle of Life: A
Story of Sustainable Farming: Can the Cycle Continue, Saving the Cycle, and the Author’s Note,
pages 29-51.

Cooperative Group Activities:

Required: Have groups complete their Venn Diagrams comparing and contrasting
traditional methods to modern techniques for rice farming.
Caption Creation, Day Two: If scholars began work on the photograph captions activity
the previous day, allow time for them to complete this activity through the end of the
book. After competition, scholars should read their captions to another pair.
Agriculture Advocacy: Divide scholars into two groups and have each group create a
how-to brochure with the steps and accompanying illustrations informing others about
planting and growing rice. Include additional diagrams or charts as needed to help
illustrate the stages in the cycle.
Interview Imagining (if time allows): Have scholars work in pairs to compile a list of
interview questions they would like to ask Putu and Kadek about their lives. They should
conduct the interviews with another pair, answering the questions the way they think Putu
and Kadek would answer.

Closing Activity: Have scholars present work completed in cooperative groups.

 Lesson Plan Outline
Level Two Week Six Day: One
Book: As Fast As Words Could Fly
Author: Pamela M. Tuck
Illustrator: Eric Velasquez
Daily theme: courage; overcoming obstacles
Focus skill: sequencing

Materials:
➢ Writing/drawing paper
➢ Chart paper
➢ Colored Pencils
➢ Crayons
➢ Markers
➢ Stopwatch

Opening Activity: Show the front cover and read the title. Have scholars share what they think
the title means and what the book might be about. Next, read the information on the back cover
and have them explain what civil rights are. They should also tell what they know about the Civil
Rights Movement of the 1950s-1960s.

Main Activity: Read and discuss the book As Fast As Words Could Fly.

Cooperative Group Activities:

Required: Events of this story took place in Greenville, North Carolina. Have groups
research to learn about civil rights related historical events that took place in North
Carolina during the time period 1954-1968. Create an illustrated timeline to represent
these events.
Interview Imagining: The author shared in her notes that this story is based on the
experiences of her father, Moses Teel, Jr. Have each group develop a set of interview
questions they would ask Mr. Teel. Then, pair scholars should role play the interview
between the interviewer and Mr. Teel, responding to the questions the way they think he
would have responded.
Venn Diagram: Group scholars in pairs and have them identify similarities and
differences between a typewriter and a computer. Each pair should construct a Venn
diagram to compare and contrast a typewriter to a computer. Encourage scholars to be
creative with their designs for their Venn diagrams. If computers are available, they
should create their diagrams on the computer.
Letter to the Editor: Have scholars identify civil rights issues that are important to them
today. Record respondes and display. Each group should select an issue to research. In
 addition, they should identify options to improve or solve the issue. Each group should
write a letter intended for an editor of a newspaper expressing why the civil rights issue is
important to them and what could be done to change things for the better. If computers
are available, have scholars type their letters.

Closing Activity: Have scholars identify jobs that use computers. They should also identify jobs
where they think typewriters should be useful today.
 Lesson Plan Outline
Level Two Week Six Day: Two
Book: Separate is Never Equal: Sylvia Mendez & Her Family’s Fight for Desegregation
Author/Illustrator: Duncan Tonatiuh
Daily theme: desegregation, social justice and equal rights
Focus skill: compare and contrast; supporting details

Materials:
➢ Writing/drawing paper
➢ Construction paper
➢ Chart paper
➢ Pencils/pens
➢ Markers
➢ Index cards
➢ Poster boards
➢ DVD
➢ TV
➢ Computer

Opening Activity: After showing the cover and reading the title, ask scholars to make predictions
about what they think the story is about. Work with scholars to create a T-chart to identify things
that can be separate and equal.

Main Activity: Read and discuss the book Separate is Never Equal: Sylvia Mendez & Her
Family’s Fight for Desegregation.

Cooperative Group Activities:

Required: Have scholars research and learn more about Linda Brown, the Black
third-grader whose father sued the Topeka, Kansas school system leading up to Brown v.
Board of Education. Then, have scholars create a Venn diagram with illustrations
comparing and contrasting Linda and Sylvia’s families, their challenges, efforts, and
gains.
Bilingual Bookmaking: Have scholars develop an illustrated Spanish-English dictionary
with the words/phrases presented in the book.
Epilogue: Have scholars write and illustrate extra pages for the book. Read the last page
of the book again and ask scholars to predict what happens next. What might happen next
for Syuvia and her brothers?
Educational Equality: Mr. Mendez wants his children to receive a quality education at the
Westminster School, but the school district will not allow him to enroll them due to their
family heritage. Outline the steps that Mr. Mendez took to address the issue of school
 segregation and inequality. List all the people he talked to and the actions he took to
resolve the conflict. Next, identify an issue in your school or school district. Thinking of
Mr. Mendez’s actions, what steps would you take to resolve the conflict? Write a list of
the necessary steps.
Petition Practice: Have scholars identify an issue for which they would like to start a
petition. Have them outline how they would persuade others to sign their petition. Sylvia
Mendez receives the Medal of Freedom. Have scholars develop an award or monument
for the Mendez family and their contributions to California, the United States, and the
world.

Closing Activity: Have scholars present work completed in cooperative groups.

 Lesson Plan Outline
Level Two Week Six Day: Three
Book: The Vast Wonder of the World: Biologist Ernest Everett Just
Author: Mélina Mangal
Illustrator: Luisa Uribe
Daily theme: persistence; a scientific pioneer
Focus skill: cause and effect

Materials:
➢ Copy paper/writing and drawing paper
➢ Construction paper
➢ Chart paper
➢ Pencils
➢ Crayons
➢ Markers
➢ Post-It Notes
➢ Scissors
➢ Glue
➢ Tape
➢ Stapler/staples
➢ Paint and paintbrushes

Opening Activity: After showing the cover and reading the information, have scholars explain
what the word “vast” means. Also, have them tell what a biologist does. Begin a KWL chart
about Ernest Everett Just.

Main Activity: Read and discuss the book The Vast Wonder of the World: Biologist Ernest
Everett Just.

Cooperative Group Activities:

Required: Work with groups to identify various cause and effect relationships throughout
the story (example: Ernest learned how hard life could be as a result of his father’s death).
Share with scholars that the cause is why something happened, and the effect is what
happened because of the incident. Remind them that the cause always happens first, but it
might not be written that way in the story, and that one cause can have more than one
effect. Divide scholars into two groups. Have one group make a cause/effect chart.
Scholars should write the causes and effects identified on individual Post-It Notes with
the appropriate category on the chart. Have the other group select two different colors of
construction paper and cut into strips. Scholars should write the causes on one color and
the effects on the other. They should connect the strips to make a paper chain of causes
 and effects. It should be a combined chain of all the causes and effects making sure each
cause is linked to its effects.
Paired Poetry: Ernest was a writer and wrote poetry on the dock at dawn. Group scholars
in pairs and have each pair compose a poem that expresses what they learned about him.

Closing Activity: Complete the KWL chart about Ernest Everett Just.
 Lesson Plan Outline
Level Two Week Six Day: Four
Book: Sometimes People March
Author/Illustrator: Tessa Allen
Daily theme: inspiring hope through activism
Focus skill: compare and contrast

Materials:
➢ Writing/drawing paper
➢ Construction paper
➢ Chart paper
➢ Poster board
➢ Butcher paper
➢ Pencils
➢ Crayons
➢ Markers
➢ Paint and paintbrushes
➢ Scissors

Opening Activity: While showing the cover, read the title and have scholars describe the crowd
of people on the cover. They should also tell about marches they know of or participated in, and
reasons for the marches.

Main Activity: Read and discuss the book Sometimes People March. Show each page again as
you share the back information about Movements, Marches & Key Figures in the Art.

Cooperative Group Activities:

Required: Have scholars share information about other marches and protests they know
about that were not included in this book. List their responses. Group scholars in pairs
and have them categorize them as historical protests or recent protests. Each pair should
make a Venn diagram to compare and contrast the differences and similarities between
historical and recent protests.
Protest Poster: Group students in pairs and have each pair identify injustices they would
like to resist. Then each pair should create signs to represent their messages of resistance.
Each pair should resent their signs and others should reflect on how the messages make
them feel.
Marching Mural: Have scholars recall the various ways people resisted throughout this
book. They should work together to paint a mural depicting the various marches and
protests. Allow time for groups to sketch portions of the mural on sheets of drawing
paper and plan prior to painting the mural.
 Injustice Roleplay: Have scholars identify examples of injustices and share experiences
of them being treated unjustly. Engage them in a discussion about how they responded in
these situations, what the outcome was, and additional options for responding. Scholars
should role play scenes showing appropriate options for responding in these types of
situations. Encourage them to focus on responses that would promote positive
relationships among people.

Closing Activity: Have scholars present work completed in cooperative groups.

 Lesson Plan Outline
Level Two Week Six Day: Five
Book: The Escape of Robert Smalls: A Daring Voyage Out of Slavery
Author: Jehan Jones-Radgowski
Illustrator: Poppy Kang
Daily theme: courage
Focus skill: sequencing

Materials:
➢ Writing/drawing paper
➢ Construction paper
➢ Chart paper
➢ Butcher paper
➢ Pencils
➢ Crayons
➢ Markers
➢ Modeling clay
➢ Scissors
➢ Glue
➢ Tape
➢ Boxes
➢ Other materials for making a television and microphone

Opening Activity: After showing the cover and reading the title, have scholars share what they
know about Robert Smalls. Begin work on a KWL chart about him.

Main Activity: Read and discuss the book The Escape of Robert Smalls: A Daring Voyage Out of
Slavery.

Cooperative Group Activities:

Required: Divide scholars into three groups and have each group create an illustrated
timeline of events in this story.
Planter Pictures: Have scholars work in pairs to create an artistic representation of the
Planter. The representation could be in the form of a painting, drawing, model, computer
generated image, etc.
Escape Checklist: Instruct scholars to think about the necessary preparations that Robert
Smalls and the others made to ensure a successful mission. Each group should write a
checklist for them to use to make sure everything was ready for their escape, then
compare the lists with other groups.
 Griot: Explain to scholars that in the griot tradition of storytelling, history is shaped
orally. Songs, poems, riddles, and even dance might be included in this type of
storytelling experience. Group scholars in pairs to tell Robert Smalls’ story using the
griot method.Have scholars identify examples of injustices and share experiences of them
being treated unjustly.

Closing Activity: Have scholars present work completed in cooperative groups.