Primary+-+Taking+Action

TAKING ACTION to MAKE A DIFFERENCE Group Members - Catharine P Jennifer B Subject - Literacy, Social Studies Grade - Primary

We all have a responsibility to be kind to others and treat them well. Our thoughtful actions can make a positive, lasting difference in the world. All of this is important because it will make us feel better about ourselves, others will be proud and inspired to do good themselves, and the world will be a better place.
 * __Key Learning/Big Idea:__**

__**Critical Question:

Framing the Challenge:**__ 1. People at our school are feeling down - Is there anything we can do to lift their spirits? A letter arrives; The new TV show - So You Think You Are a Good Friend, needs our help in establishing criteria. 2. We heard about an earthquake in Haiti, we want to help. We don't know what to do and we don't have any money. 3. The author Frank Glew spoke to us and told us that our environment is in trouble - we need to do something now - before it's too late.

__**Type of Challenge**__ Judge the Better Best Decode the Puzzle Design to Specs Critique the Piece Perform to Specs

In this challenge, students will demonstrate an understanding of the following: We all have a responsibility to be kind to others and treat them well. Our thoughtful actions can make a positive, lasting difference in the world. All of this is important because it will make us feel better about ourselves, others will be proud and inspired to do good themselves, and the world will be a better place. Students will express understanding through several Answer Evidence Opinion Questions using a 4 Square Organizer.
 * __Summative Assessment Tasks__**

This will be accomplished through exposure to the following literature: //Part #1 How Full is Your Bucket// - Tom Rath and Mary Reckmeyer //Zen Ties// - John J Muth //Ordinary Mary's Extraordinary Deeds -// Emily Pearson //The Trees of the Dancing Goats -// Patricia Polacco

//Part #2 Handful of Seeds// - Monica Hughes //Myumbi's Second Chance -// Brenda L. Murray

//Part #3 Boomer Rules// - Frank Glew //Samuel's Most Important Message// - Frank Glew

__**Assessment For Learning**__ 1. Establish criteria for acts of kindness. Carry out the acts within the classroom, school, and home. Establish criteria for a good friend. Make efforts to be a good friend. 2. Establish criteria for making a lasting difference in the world. Make a plan and take action. 3. Establish criteria for ways to inspire others to help the environment. Take action to inspire others to do good and make a lasting difference to the environment. Establish criteria for an effective poster. Create an effective poster.

Accountable Talk Logs Contributions to Shared Writing "Things we might do" checklist Lasting Difference Reflection Poster to Inspire Others Culminating AEO Question
 * __Evidence of Learning__**

1. Act of kindness, drop in the bucket, paying it forward - Take Action 2. Lasting Difference - Earthquake in Haiti - Take Action 3. Inspire others - Environment - Take Action Broad Understanding We are all responsible for treating others well and taking action to make a lasting, positive difference in the world.
 * __Overview__**
 * __Context__**
 * __Objectives__**

__**Overall Expectations**__ LANGUAGE ARTS //Oral Communication// 1.0 Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes. //Reading// 1.0 Read and demonstrate understanding of a variety of literary, graphic, and informational text, using a range of strategies to construct meaning. //Writing// 1.0 Generate, gather, and organize ideas and information to write for an intended purpose and audience. //Media Literacy// 3.0 Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques.

__**Specific Expectations**__ LANGUAGE ARTS //Oral Communication// 1.3 Comprehension Strategies 1.4 Demonstrate Understanding 1.5 Making Inferences/Interpreting Texts 1.6 Extending Understanding //Reading// 1.3 Comprehension Strategies 1.4 Demonstrate Understanding 1.5 Making Inferences/Interpreting Texts 1.6 Extending Understanding 1.8 Responding to and Evaluating Texts //Writing// 1.2 Developing Ideas 1.3 Research 1.4 Classifying Ideas //Media Literacy// 3.1 Purpose and Audience 3.2 Form 3.4 Producing Media Texts

SOCIAL STUDIES - Gr.2
 * __Overall Expectations:__**

SOCIAL STUDIES - Gr.2
 * __Specific Expectations:__**

__**Requisite Tools**__ __**Background Knowledge**__ Familiarity with the literature selections listed above Understanding of the character traits of Responsibility, Caring, Empathy Routines for Accountable Talk Strategies Graffiti, Placemat Understanding of CT Vocabulary Star Strategies - Infer, Make Connections Earthquake in Haiti

__**Criteria for Judgement**__ Criteria for an act of kindness - is possible - makes someone else happy - is nice / kind

Criteria for a good friend - kind / caring - shows integrity

Criteria for a positive action that can make a lasting difference - reasonable - something we can do - is helpful to the people in need - will make someone's life better for more than just one day

Criteria for an act that will inspire others - - - Criteria for an effective poster - - - judge criteria fair empathy accuracy evidence justify opinion relevant specific critique
 * __Critical Thinking Vocabulary__**

__**Thinking Strategies**__ 5Ws Chart used with Visual Images Graffiti / Brainstorm sort cluster voting discuss

__**Habits of Mind**__ open minded fair minded flexible consultative empathetic persistent respectful

=**__PLANNING STEPS__**=
 * 1

__**//Zen Ties//**

Activity__ First Reading - Chart main character's names

__Activity__ Reread - Purpose - Find evidence of responsibility, kindness, caring, friendship. Using older peer partners, students record responses on sticky notes and clipboards Allow time for partners to discuss their notes Volunteers post sticky notes near the character name on the chart

__Activity__ Through clustering record the main pieces of evidence on chart paper (Model appropriate language: //In the book the character Stillwater showed caring when he//....)

__Activity__ Teacher recopies several sticky responses onto larger paper to use as exemplars. Through group discussion critique or level the pieces according to a 4 level scale __Vocabulary__ //evidence accuracy relevance specific// __**//How Full Is Your Bucket//**

Activity__ Decode the image using the front book cover (no text)

__Activity__ Introduce Vocabulary //scowled scattered scolded// First Reading

__Activity__ Accountable Talk - Graffitti -Make Connections WE ALL HAVE A RESPONSIBILITY TO BE KIND AND TREAT OTHERS WELL

__Activity__ Reread - Purpose - Find evidence of responsibility, caring, friendship Students record their ideas on clipboards (pictures and/or words) Teacher charts ideas with student names Critique or Judge the responses and cooperatively improve them

__Culminating AEO__ In the books, the characters show responsibility, kindness, caring and friendship. Explain why those traits are important. Use evidence from the text and your own ideas to support your answer.

__Activitiy__ Introduce Vocabulary //Criteria Judge Empathy Fairness//

__Activity__ Model and discuss orally - Criteria for a Good Movie Begin posting mini criteria charts around the class for reference

__Activity__ Establish Context: People at our school are feeling down. (cold weather, colds and flu, getting dark earlier) Is there anything we can do to lift their spirits? Task - Establish the Criteria for an Action that makes someone feel good or puts a drop in their bucket. An Act of Kindness

__Activity__ Choose pre made sentence strips from a hat Sort into categories of YES or NO
 * is affordable
 * takes a long time
 * costs a lot of money
 * makes a person smile
 * is nice
 * is difficult to do
 * makes someone laugh
 * is easy to do
 * makes someone say thank you

__Activity__ Vocabulary //Fair// Through clustering, and eliminating, using a private voting system choose the best 3 to 5 criteria from the larger list

__Activity__ Accountable Talk - Graffiti ACTIONS THAT WE COULD DO RIGHT HERE AT OUR SCHOOL TODAY THAT WILL LIFT PEOPLE'S SPIRITS AND PUT DROPS IN THEIR BUCKETS

__Activity__ Chart all responses from Graffiti activity (record participant's names) Use the established Criteria to choose the best ideas

__Activity__ Plan to implement the suggestions
 * learn some jokes
 * provide stickers for sharing
 * make cards
 * brainstorm compliment

__Activity__ Establish Context - A special delivery letter has arrived from the new TV show //So You Think You're A Good Friend.// They are looking for Criteria for a Good Friend to help them with their show. Accountable Talk - Placemat - (multi grade activity - K to 4) Step One Each student records their own ideas (words and/or pictures) on one section of the paper - no conversation - time limit Step Two Students share ideas with their small group Step Three Using clustering and eliminating - each group judges their top 4 ideas and writes them in the middle Step Four Each group orally shares their top ideas with the whole group Teacher records all ideas on chart paper Step Five (At a later time) Through clustering, eliminating and a private voting system each classroom teacher creates a list of the top 3 to 5 criteria for a good friend Step Six Post each classroom list in a central locations in order to compare and contrast the chosen ideas.

//**__The Trees of the Dancing Goats__**
 * //note link to Social Studies Curriculum for Grade 2

__Activity__ Decode the image of the front cover of the book, without text, using 5Ws chart. Vocabulary //anticipation homeland Hanukkah festivities menorah quarantined latkes miracles// First Reading - Stop after "//Miracles can happen even today" -// What do you think Grampa meant by this? What do you predict might happen next? - Think-Pair-Share with Elbow partners Continue reading to the end. Shared Writing - Referring to the criteria for "acts of kindness", make a list of the various acts of kindness the family performed for their friends.

__Activity__ Reread the text - Stop at "//What about the carvings//" - How would you feel if you were the children in this story and were asked to give away your new toys? - Think-Pair-Share with Elbow partners - Share a few of the connections with the class and discuss how making these "deep connections" help us understand the story better. Refer to the acts of kindness list created previously. In small groups, have students rank order the list in order of importance, using the established criteria. Ask each group to agree upon and justify their top act of kindness for the class. (Judge the Better or the Best)

__Activity__ Reread the text - Students have sticky notes during this re-read and jot notes about the Hanukkah celebration. Using student jot notes, write a class list about Hanukkah festivities. On a Venn Diagram, have students work in small groups, partners (or as a whole class for younger primary), to compare and contrast the various aspects of the Hanukkah and Christmas celebrations.

(Thoughtful Books) - tc2.ca
 * __//Ordinary Mary's Extraordinary Deed//__**

__Activity__ Decode the image using the front cover of the book (no text) Vocabulary //ordinary extraordinary vacant lot luscious gratitude impressed vowed sensation stunning earthshaking// First Reading - Stop after page 1 Ask - //How do you think Mary can change the world?// Students share ideas with Elbow Partners and then the whole group

__Activity__ In small groups students discuss specific good deeds they have done Students orally share ideas with the whole group Teacher charts Kinds of Good Deeds (save to use later when discussing making a short term and long term difference)
 * give something away
 * return something
 * say something kind
 * include someone
 * teach someone
 * lend something

__Activity__ Students draw a character name card from a hat Reread - Purpose - Listen for specific actions that your character displays With support from an older peer students record their character's actions on clipboard papers After reading - allow time for partners to practise some actions and/or dialogue As a group retell the story

__Activity__ Are these good deeds? Given a list of actions - students judge YES or NO

__Activity__ Discuss the concept of Pay It Forward Using a display of all previously read book covers - together create an anchor chart of Text Connections Characters who have shown the Pay It Forward attitude (acts of caring, kindness, empathy, friendship) Vocabulary //justify opinion// Students should justify their opinions with specific evidence Refer to Criteria for an Act of Kindness and Criteria for a Good Friend - established earlier

__Activity__ Make a plan for Good Friend/ Good Deeds/Pay It Forward - Who? BLM - Thoughtful Books - My Good Deeds - students record possible recepients

__Activity__ Make a plan for Good Friend/Good Deeds/Pay It Forward - What? BLM - Thoughtful Books - Five Good Deeds - students create an action plan


 * 2


 * //__Handful of Seeds__//**

__Activity__ Prior to reading the book: (adapted from //learnalberta.ca)// Introduce the concept of Kinds of Differences (short term vs. lasting). Share contrasting examples by pulling them from a hat and sorting them under the appropriate heading. - //doing a friend's homework for them vs. teaching them how to do it themselves - giving someone a paperbag for lunch vs. giving them a reusable container// - //giving someone a hug vs. giving them a happy card// - //helping someone pick up their dropped pencils vs. giving them a box to organize their supplies//

__Activity__ Decode the image from the front cover of text (no text) using the 5W Graphic Organizer. Introduce vocabulary: //precious barrio dismay trampled feast// Familiarize students with Latin America using a map / globe (setting of text) First reading of the text.

__Activity__ Model AEO as a whole group. Share the question to give a purpose for reading, then reread the text. Share appropriate think aloud to scaffold their learning. Question: //Before they met Concepcion, the children in the barrio didn't know about lasting solutions//, //How did Concepcion teach her friends how to solve their problems using lasting solutions instead of short-term solutions? Why was this important?// Part 1 - //Evidence - Give evidence of how they solved their problems before they met her:// i.e. a) To solve their food problem: They "took food from merchant stalls without being seen." They "picked garbage and sold it". b) To solve their police problem: They ran away from the dump Part 2 - //Evidence - Give evidence of what she taught them// a) To solve their food problem: Concepcion taught them how to dig a garden and plant and water the seeds and save some seeds for next time. b) To solve their police problem: Concepcion taught them to plant a garden to eat and sell so they wouldn't have to steal. Part 3: Using elbow partners, brainstorm reasons why lasting solutions are so important. Possible responses: - makes people independent, people can help themselves - meets the needs of others and changes their lives forever - makes you feel good about making a difference in someone's life - makes someone else feel good / better - might get them out of trouble Teacher records all student ideas / responses.

__Activity__ Context: //The words got cut off this picture from the newspaper. I need your help understanding it What words might go with this picture?"// Provide Editorial cartoons (Toronto Star, January 14 2010, Tribune, January 15, 2010): a) The globe with its hands on its chin, wearing an armband labelled Haiti. b) The globe suspended from a flying helicopter with a black silhouette of Haiti in the distance. Using the 5Ws Graphic Organizer, make inferences and justify your opinion with evidence. Optional - Introduce the text form - Political Cartoon Provide students with examples that allow them to come up with the definition An image (usually without words) that states an opinion about what is going on in the world - might be about people, laws, sports, the environment, movies...
 * __Haiti Earthquake Project__**

__Activity__ What do the people in Haiti need most right now? Accountable Talk - Placemat Partner with older students if possible Step One In small groups students record all ideas - time limit - no conversation Step Two Students share their ideas with the small group Step Three Students share ideas orally with the large group to ensure that many ideas are considered by all (police, electric generators, flashlights, clothing, water, food, money, doctors, good weather, good leaders, internet) Step Four Students discuss, using the strategies of clustering and eliminating to rank their top 4 ideas in the centre of the placemat Step Five Students share ideas with the large group and the teacher records all responses, placing a checkmark beside any repeated answers Step Six Final list of what the people of Haiti need most.

__Activity__ Establish the context. There was a terrrible earthquake in Haiti and the people there need our help. How can we raise money for the people of Haiti? Provide the Criteria for a Haiti Fundraiser //*It is possible for students our age to do
 * We can do it quickly
 * People will give their money//

__Activity__ Accountable Talk - Grafitti In small groups - students brainstorm possible ways to raise money Ideas: bake sale, sell candy, have a car wash, sell raffle tickets on a car, have a wake/walk athon...

__Activity__ Gather as a group Teacher records all ideas on chart in a shared writing session. As a class, judge the fundraiser ideas as they conform to each of the criteria using an X or checkmark system

__Activity__ Explain that school rules dictate that any fundraisers must be approved by the principal. Indivually or in partners students complete a BLM outlining their recommendations for a fundraiser including their reasons why. (Students are reminded to refer to the criteria when presenting their argument to the principal)

Teacher will draft a letter to the school community outlining the chosen project and necessary details. Students will carry out the fundraiser.

__Activity__ Reflection Talk in partners and triads before sharing whole group. What did we learn? We raised X amount of money - how do we feel about that? What strategies did we use when planning and carrying out this action? What's important about all of this?

__**//Myambi's Second Chance//** Activity__ Decode the Image using the front cover and title using the 5W graphic organizer Introduce vocabulary - posted for students to initial beside words they use in conversation warily avoid anxious deserved scuffling

__Activity__ Read aloud stopping to ask/answer some questions using the Think Aloud strategy Use the //Question Code// to classifly how the questions are answered (adapted from //Strategies That Work)// Where is Kampala, Uganda? - FR - Further Research What is mandazi? - A - Answered in the text Do you have schema for living in the street and finding food at the garbage dump? - FD - Further discussion Why would that woman with the red shoes leave bread? - FD - Further discussion What happened to their parents? - BK - Background Knowledge, I - Infer, FD - Further discussion What is the Resistance Army and HIV AIDS? - BK - Background knowledge of the teacher What does it mean when they say Second Chance? - FD - Further discussion What does it mean when they say she smiled and tears spilled - BK - background knowledge, I - Infer, FD - Further discussion

__Activity__ Reread the story with the purpose of surfacing the author's message. Accountable Talk - Grafitti WHAT IS THE AUTHOR's MESSAGE? It's important to show caring to people in need because it may be their only hope People need other people It makes you feel good inside when you show kindness to others Don't give up, you might get a second chance
 * Possible ideas:

__Activity__ Review previously created chart of lasting vs short term differences Establish criteria for a Lasting Positive Difference or Solution
 * is helpful to the person or people in need
 * will make their lives better for more than just one day

Review Handful of Seeds - and the lasting positive solutions that Conception shared with the children Create anchor chart as a scaffolded step for younger students - Evidence of Lasting Positive Solutions

Review Myambi - and the lasting positive solutions that occurred. Create anchor chart as a scaffolded step for younger students - Evidence of Lasting Positive Solutions

__Activity__ Summative Task - AEO Question: What is a lasting positve difference or solution? In the books //Handful of Seeds// and //Myambi's Second Chance// the characters take action to make lasting postives differences for people in need. Use evidence from the books and your own experiences to explain why that's important.

Gist - What is the criteria for a lasting positive difference or solution. Evidence - 2 pieces - one from each book Connection / Opinion - What experiences do you have that connect to this idea? Wrap up - Why is this important? What is the message?

GLOGSTER - POSTERS