A life like mine

Author(s): DK and UNICEF

Links:
Amazon: https://amzn.to/3c6lWU2
Indigo: https://bit.ly/2SDBSW3

Social Justice focus: Global poverty, diversity and refugees in Civil War

Synopsis: This book reflects upon the lives of children across the globe leading their lives in fascinating ways. DK and UNICEF published the results of the convention on the Rights of the Child after ten years of consultation. The book highlights stories from both developed and developing nations in this special volume. It is a launching place for inquiry into globalization and the ways that other people live around the world. The book “Where Will I Live” could be a nice compliment to this book.

Lesson Plan: Laura Harris

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Language/ social justice

Grade: 6-8

Lesson: How do other children/people live around the world

Curriculum Areas:   Language and social studies

Curriculum Expectations:

Language:

S. 1.3 evaluate the effectiveness of the presentation and treatment of ideas, information, themes, opinions, issues, and/or experiences in media texts (e.g., evaluate the coverage of the same news item in a newspaper article, a segment of a news program, a website, and/or a blog; evaluate the effectiveness with which themes are developed, supported, and illustrated in a movie or music video).

Point of View 2.5 identify their point of view and other possible points of view; determine, when appropriate, if their own view is balanced and supported by the evidence; and adjust their thinking and expression if appropriate

Social studies:

B2. Inquiry: use the social studies inquiry process to investigate some global issues of political, social, economic, and/or environmental importance, their impact on the global community, and responses to the issues (FOCUS ON: Cause and Consequence)

B3.5 identify some significant political, social, and economic interactions between Canada and other regions of the world, and describe some ways in which they affect these regions (e.g., the stabilization of regions resulting from Canada’s peacekeeping efforts; the development of maquiladoras as a result of trade agreements; change in the status of women as a result of education projects in a developing region)

Learning Goal(s):  

• I can read/ learn about different cultures globally. I can acknowledge my own perspective as well as the position of others.
• I know that other cultures around the world live in different homes and eat different food than I do
• I can collaboratively share ideas with my peers
• I can select an independent case study for further research

Success Criteria:

• I can critically read for understanding and to learn about new perspectives
• I have learned about how different children live globally
• I can work with my classmates to brainstorm what a typical Canadian life might look like in any given city (I realize the need to use caution here and avoid over generalizing and perhaps alienating students who come from different backgrounds).
• I can research and record (using technology or hand printed) my findings on a case study
• I can share my findings with my classmates

MODIFICATIONS/ACCOMMODATIONS:

• Students are welcome to make use of technology to access their learning, for example, students could search information on case studies and have text read to them using Google read and write.
• The photo journalism component of the Time Magazine article also makes the lesson quite accessible for students, as a launching point into a discussion

Minds-on:

I will ask students to review the photographs from the article below, What the World Eats. We will then discuss our reflections on the questions and create list of questions about them. For example, I could ask: “Why do you think people eat different foods based upon where they live?” or “What are the environmental and health related implications associated with the type of food one eats?”

Article to view:

Time magazine: “What the world eats”

 https://time.com/8515/what-the-world-eats-hungry-planet/

Minutes: 15 minutes for students to look through pictures and discuss

Task: Students will take turns flipping through the book and also looking at the online images from “What the world eats”

Assessment: Here I will conduct an assessment of learning as I make anecdotal notes on student engagement. I will also make notes on a checklist to reflect the student’s level of participation, ability to focus during an independent activity and ability to work well with others when sharing a common resources.

Action:   The second part of this lesson will include sharing the stories from the book with the class and having discussions after each section is shared. The discussion will likely include questions about the types of schools children attend globally, what foods they eat, which types of homes they live in etc.

During our action portion, as a group, we will come up with a sample info graphic, aimed at providing information to a newcomer to Canada. Our info-graphic will explain: the various types of homes people in Canada live in, which types of food we eat, what our schools look like, our transportation options.

Minutes:     30 minutes

Task: I will be reading excerpts from the book to the class, pausing for questions and reflections. What does what we have read make us think about? Which questions do we have. During our brainstorming for our Canada info graphic, I will record the comments and data shared by the class (or I will ask a student volunteer to be our recorder, so that I can focus on classroom management).

Assessment: What is the Nature and Purpose of assessment?

Consolidation   The consolidation for this lesson will be for students to select a Country or regional case study that they wish to explore further. Their task will be to explain, which type of school students attend in their case study, what families eat, the type of transportation they use, which types of homes do they live in. A bonus could be for students to explore the political structure governing the area they have chosen to research.

Minutes:        15 minutes and likely into future lessons

Task: I will be consulting with students, walking around the room to check in with them and answer any questions that may arise

Assessment: Exit card, student’s exit card will be for them to have selected a case study and shared their choice with me.

MATERIALS: What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need?

REFLECTION: Questions to determine the success of your lesson:

• Were my students successful in meeting the learning goals and success criteria? How do I know?
• Did my instructional decisions meet the needs of all students? If not, what are my next steps?
• What worked well and why?
• What will I do differently in the future when teaching this lesson? For the subsequent lesson?
• What are the next steps for my professional learning?

Notes:

In the success criteria section, imagine what you will see and hear from students while they are completing the lesson. Indicators should be action oriented. Eg. Moving from phase to phase, students are modelling for each other, seeing discussion, questions are being asked, noises being made.

Anecdotal notes: what are you recording? Which phase of a lesson are you looking at and how will you know things have been done correctly.