Lessons from a street kid

Author(s): Craig Kielburger
Illustrators(s): Marisa Antonello & Victoria Laidley

Links:
Amazon: https://amzn.to/3dsBBgT
Indigo: https://bit.ly/2WqHDaJ

Social Justice focus: Generosity

Synopsis: In this book, Craig visits Brazil as a teenager. While there he notices that a lot of children around his age are working in the streets. While there, he meets Jose, a homeless kid selling oranges. Jose brings Craig to where he lives in a bus shelter and shows him what generosity is truly about. Jose has nothing but is willing to give away his most prized possession despite this.

Lesson Plan: Chris Hehenkamp

Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)

Consecutive and Concurrent Programs

Unit/Topic: Language

Grade: 5

Lesson: Lessons from a street Kid

Curriculum Areas: Language, social studies

Curriculum Expectations: Social Studies – B1.2, B3.1, B3.7

Oral Communication

Overall Expectations:

1. Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes

Specific Expectations:

Demonstrating Understanding

1.4 Demonstrate an understanding of the information and ideas in oral texts by summarizing important ideas and citing a variety of supporting details

Extending Understanding

1.6 Extend understanding of oral texts by connecting the ideas in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them

Point of View

1.8 Identify point of view presented in oral texts and ask questions to identify missing or possible alternative points of view

Media Studies

Overall Expectations:

1. Demonstrate an understanding of a variety of media texts

Specific Expectations:

Purpose and Audience

Identify the purpose and audience for a variety of media texts

Point of View

1.5 Identify whose point of view is presented or reflected in a media text, ask questions or identify missing or alternative points of view, and, where appropriate, suggest how a more balanced view might be represented

Social Studies

Overall Expectations

B1: Application: Assess responses of governments in Canada, including First Nations, Metis, and Inuit governments, to some significant issues, and develop plans of action for governments and citizens to assess social and environmental issues (Focus On: Interrelationships; Cause and Consequence

B3: Understanding Context: Demonstrate an understanding of the roles and key responsibilities of citizens and of the different levels of government in Canada, including First Nations, Metis, and Inuit governments (Focus On: Significance).

Specific Expectations

B1.3: Create a plan of action to address an environmental issue of local, provincial/territorial, and/or national significance.

B3.1 Describe the major rights and responsibilities associated with citizenship in Canada

B3.7 Describe key actions taken by governments, including Indigenous governments, to solve some significant national, provincial/territorial, and/or local issues

Application

Possible connections to Religion – Living a Moral Life- ML2.3: Describe the three sources of morality outlined in the moral teachings of the Church upon which the morality of a human act depends (i.e. the morality of a human act depends on: the object of the act that is chosen, the intention of the person acting, and the circumstances of the action) and apply them to an analysis of various moral dilemmas a person might face.

Learning Goal(s): I will…

Be able to follow along with a book reading to discover the meaning of generosity and connect it to my own experiences.

Be able to identify the point of view of the storyteller and the point of view of others in the story.

Be able to understand my responsibility as a citizen to improve my community.

Success Criteria: How will students know they have met the learning goal? I can….

Explain what generosity means using my own experiences to convey meaning

Explain how both Jose and Craig may have felt and why they chose to be generous

Demonstrate through my exit ticket, my understanding of generosity and how it may affect the receiver of my gift.

MODIFICATIONS/ACCOMMODATIONS: How will I meet the needs of my students? Have I addressed any IEPs?

• Students needing extra assistance can discuss possible answers and ideas with elbow partners

Minds-on: How will I connect to prior and future learning? How will I engage students and set the context for learning?

Minutes: 5 minutes

Task: What will I be doing? What will students be doing?

Students will be asked 2 questions:

• “What does it mean to be generous?”
• “Do you need to have a lot (of money or things) to be generous?”

Students will be given 2 minutes to consider their answers and ideas around these questions

Teacher will then have a class discussion, first asking students to all raise their hands if they have thought of an answer to the questions. Students will then volunteer their answers.

Assessment: What is the Nature and Purpose of assessment?

AFL – formative

• Teacher will monitor students, making sure they are focused on the question
• Using the hands up method of determining if everyone has considered the question, teacher can make anecdotal notes of any students that may have been hesitant to raise their or who didn’t raise their hand at all

Action: How will I introduce new learning / reinforce prior learning / practice learning / scaffold learning?

Minutes: How much time will I allocate? 25 minutes

Task: What will I be doing? What will students be doing?

Teacher will read the story “Lessons from a Street Kid” to the class.

Class discussion, teachers will lead the discussion using the following questions:

• “What do you think about this story?” – Get a general feeling of how students may have felt, what messages they may have taken from the story
• Who was generous in the story? How were they generous?
• Did you feel like any characters in the story were being “greedy” at any point?
• How did the generosity effect others in the story?
• Why might Jose have been so willing to give?
• How does it feel to give a gift compared to getting a gift?
• How can you be generous to those in your lives?
• Have you ever given someone a gift, or received a gift? How did it make you feel?
• Who in the story do you think was affected more by the generosity of the other? Why?
• Who do you think benefits from reading this story?
• Do you have to be rich or have a lot to give?

Some of these questions may naturally come up through conversation, if that happens the questions do not need to be ask again.

Assessment: What is the Nature and Purpose of assessment?

AFL – formative

• Teacher will monitor students, making sure they are focused on the question
• Anecdotal notes tracking participation

Consolidation: How will I reflect on the learning goal? How will I have students reflect on the learning goal?

Minutes: 15 min

Task: Writing and providing feedback

Students will come up with a gift that they can give someone that will help that person. (Not just, “I will give them an iPad because it is cool”, or “I’d give them $1,000,000”)

(Giving their time, doing something for some one, giving a physical item that will really help that person, etc.)

Students will be given a white piece of paper and they will write what the gift is, and how it will help that person.

Students will write their name on the back. Gifts will be displayed in the classroom for a time to help students be mindful of how our generosity and gifts can help others.

Students will be given an opportunity to do a “gallery walk” to see what other students have given as gifts, students will be given post it notes to add a comment/suggestion/feedback to one gift. (Writing their name on the back of the sticky-note)

Before sending students to provide their feedback, review how to give good feedback. Positive feedback, things that can help make their gift better, reasons why they think the gift is great, etc.

Assessment: for and as learning. Students will have an opportunity to receive feedback from peers and teacher, as well as by looking at other students’ gifts and feedback, and have the opportunity to revise their gift.

Teacher will collect gifts and feedback, making anecdotal notes regarding both the student’s gift and their feedback they provided to other students. This will help the teacher determine each student’s learning from this lesson.

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

• Book “Lessons from a Street Kid”.
• paper squares roughly 5” x 5” for students to write their gift on.
• Post it notes for students to provide feedback.
• PowerPoint presentation.

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?