Name: Charlotte Baum

Major: Multiple Subject Learning and Teaching

Lesson/Unit Plan
Lesson Title: Grade Level: Duration: One hour Content coverage. Then, 45 extra minutes to
Good vs. Bad 3rd Grade begin their project and multiple other opportunities to finish the
project in class.
Date: October 17th
Students in Class: 28 Students
Standards: CCSS: 3.4.1 Continuity and Change: Students understand the role of rules
and laws in our daily lives and the basic structure of the U.S. laws.
CCSS: 3.4.2 “”: Discuss the importance of public virtue and the role of citizens, including
how to participate in the classroom, in the community and civic life.
Common Core,
Integrated: CCSS: RL.3.7: Explain how specific aspects of a text’s illustrations
NGSS, and/or
contribute to what is conveyed by words.
Content
CCSS: W.3.1.: Write opinion pieces on topics or texts, supporting a point of view with
Standards
reasons.
CCSS: SL.3.1: Engage effectively in a range of collaborative discussions with diverse
partners on grade three topics. Building on other’s ideas and their own.

Materials/
Resources/ Lesson Materials:
Lesson - TED Talk: “Not All Superheros Wear Capes: How you have the power to change
Preparation the world.” by Nova Reid.
- https://www.aclu.org/know-your-rights/protesters-rights ACLU website of
described protestors rights.
- Technology (Chrome book, iPad, etc)

Assessment Materials:
Poster board
Colored Pencils
Markers
Scissors (age appropriate)
Glue

Objectives Students will understand the connection of social justice heroes and the roles they play in
the changing of rules and laws in our community. They will understand the structure of
controversial laws and their connection to social justice movements in various
communities. Students will be able to describe or portray the type of citizen that is
committed to community inclusion and use those skills to participate appropriately in the
classroom. Students will be able to connect their opinionated thoughts to either the verbal
or textual representations of social justice movements.
Pre-teaching Before I give this lesson, it is important that I remember to keep my personal opinions and
Considerations values out, while including resources and materials that translate to the reality of our
 society. I want students to know that there is no specific way that they need to lead their
lives despite laws or other preconceived ideas that may tell them differently. I think it will
also be important to highlight specific reasons why someone (anyone) might protest
something. This will effectively help students understand the importance of diversity and
inclusion in their lives.

Students should understand the importance of heroes by this time, in our community and
fictionally. They should also, by this time, have a clear understanding of the roles of laws
and rules in modern society.
Assessments: Formative Assessment: The formative assessment for this lesson plan includes
organizing a protest of their group’s choosing; this can be a powerpoint, a physical poster,
Formative a poem, a letter, I would pretty much accept any form of project that gives a description of
their efforts. Students can protest anything, as long as it is accompanied by some sort of
Summative
justification of their opinion. Students would need to develop a list of goals for this
protest, tactics and materials, as well as a creative representation. I would give examples
of school laws or rules or governmental laws students may want to change. There could
be many examples described, I would start with very surface examples and then get into
deeper examples.

Summative Assessment: The summative assessment that I have included in this lesson is
a written or verbal description of their project and how it applies to the information
provided. This could be a five sentence video, a five sentence paragraph, or just any
general representation of their discoveries in this process that entails five sentences.
Students should include an explanation of how their project relates to other social justice
movements. They should connect to the overarching themes of community inclusion.
They should consider those who might oppose their protest. They should also be taking an
obvious opinion.

Lesson Delivery
Instructional Check method(s) used in the lesson:
Methods X Modeling ☐Guided Practice X Collaboration X Independent Practice
X Guided Inquiry X Reflection
Into Prior Knowledge, Context, and Motivation:
In the opening of this lesson plan the class will watch the following TED talk:
Nova Reid Social Heroes (15 minutes)

The TED talk describes a series of examples of social justice heroes and explains how
regular these people are. By regular I mean that they do not have any real super powers or
abilities, just a thirst for justice. This will help students become interested in this field and
hungry for more information. This will also give students a role model to follow in this
 process who is an amazing citizen.

As a class we will look at the ACLU rights to protest listed on their website. We will go
over some of the examples of unjust protest vs just protest. This will be examples outside
of the United States so as not to persuade students' interests to one effort of U.S.
movements over others. (10 minutes)

Through: For the “through” portion of this lesson, I have developed a Representation:
powerpoint that includes several forms of protest. Within the TED talk and
This section Social Justice Heroes PP (15 minutes) power point I developed
will include multiple representations
After presenting this powerpoint and leading with several
the of social justice
discussion questions, like: movements and heroes
following:
- Can you relate any of these issues to things you know around the world. They
Activities/ about the United States? all represent completely
Tasks/ - Why do these groups of people feel the need to protest different movements that
Strategies/ these issues? were necessary to create
Technology/ - How would you rate these people on a scale of super inclusive communities.
Questioning/ heroes?
Engagement/ Engagement:
Writing/ I included the multiple
Checks for I would then assess students understanding by asking them to perspectives of
Understandi turn to their table groups and answer these questions: movements in order to
ng spark an interest in a
What provokes people to create social justice movements? variety of students.
And Why? Students love to argue so
developing their own
thoughts of protest will
Each group would write down and verbalize their thoughts to grab the interest of many
the class. (20 minutes) students.

Expression:
Since there is not one
specific way to do this
Beyond: project, the open-ended
In the “Beyond” portion of this lesson, students will create nature will allow students
their own social justice movement. This can be anything they to be creative in their own
choose and take a strong sided approach. The goals of their chosen ways.
movement need to be clear and should include 3 to 5 goals.
Some examples I would describe include:
- School Start Time Differentiated
Instruction/
- Food in the cafeteria
Accommodations:
- Transportation
- Water access English Learners:
 - Eating in the Classroom English learners have
- Do kids need to go to school? Etc many visual
Students can collaborate with partners on the physical representations of this
project. They have a
representation of the project, but must complete the
partner or group to
written/verbal portion on their own. collaborate with. They
have the opportunity to
I also have many examples of protest signs, infographics and construct a visual without
social media platforms to show to my class and help inspire too much, possibly
them. This might be a bit controversial though because it overwhelming, reading
would be revealing of my opinions and I might not and writing standards.
necessarily need my own examples, considering we just went
Special Needs:
over many representations of protest. (45 minutes and then Special needs students
using their free time in class to work on it). also receive the visual
Formative Assessment: aspects of this project.
The formative portion of this project includes the overall Both special needs and
physical aspect of it. This part can be done in small groups or ELL students might have
partners. This would be the protest sign, a poem, a letter to close connections to the
entire topic of social
whom it may concern, a video, an instagram or other social
justice movements in
media post, etc. general, so this may draw
their interest. They also
Summative Assessment: get the open-ended
The written portion of this project is summative because they summative assessment
are going to describe why their social justice movement is which will help them
important; why does their opinion matter in greater society?. create something of their
own product.
They need to describe why it is similar to other social justice
movements. Then, they need to describe why it is important Accelerated
to the community of people they are looking to persuade (the Learners/IEP & 504:
opposition). Both accelerated learners
and IEP students have the
Differentiated Instruction ability to adjust their
project outcomes to fit
The open endedness of this project allows students with
their needs. In order to be
various needs to approach it differently. Allowing students to sure that all of my
collaborate will help everyone come into the project with a students are being
little bit more comfort and understanding. The options for challenged or tested, I
project submission helps students who are more verbal or would have personal
creative learners. I included the powerpoint with pictures meetings with each group
only so that students can really connect to the possibilities of to assess where they plan
on going with the project.
this project, so some can take it much further and some can
just do what needs to get done.
 Lesson Reflection
Teacher The access offered by this lesson plan is extensive. There is not one correct way to do it. I
Reflection on
think with a rubric, the entire project might have a little bit more structure. I have not
Lesson
Planning included a rubric because I do not yet know the abilities of my students. I do believe
though that this project can be completed by every student, according to their individual
In the future,
this reflection needs because it has so much room for creativity. It’s important to my pedagogy because
will be
using student’s individual creativity will help me create a lesson plan that suits their
evidenced by
student needs.
learning
This lesson plan relates to my personal background because I remember idolizing people
outcomes
(SLOs) who were my personal heroes. I remember having an obsession with professional female
soccer players; they inspire me. Having those people to look up to allowed me to take care
of my own education. I knew that I could not be a professional without an education. I
think the point of this whole unit plan is to inspire a passion for greatness. Heroes are also
everywhere and do a million different things. They work hard and get the job done. I have
always felt that way, which may not be true for everyone; I do know though, that
everyone can feel inspiration from people in this unit plan. Also, my passion to inspire is
large so I am glad our group chose heroes.
One thing I might consider including in this lesson is a smaller project, say if we need to
move quickly through this portion considering the other four lessons my group has
constructed in the UDL. The last thing I might consider more deeply is the content of each
example protest that I present and explain. I think some parents might have a problem
with the marriage equality movement in Australia or honestly the entire lesson. I might
develop a content infographic that explains the reasons that this lesson is important or a
signature form to allow/not allow students to participate in this assignment.