Working for Change

  • 3

  • 4

  • 5

Objective: Students will be able to critique their school’s practices, to identify areas that are inequitable. Students will document and discuss their ideas through a shared writing task.

Working for Change

  • 3

  • 4

  • 5

Objective: Students will be able to critique their school’s practices, to identify areas that are inequitable. Students will document and discuss their ideas through a shared writing task.

Activity:

Vocabulary:

Equality: equal or the same.

Equity: giving everyone what they need to be successful. 

Advocate: a person who supports or recommends a particular cause.

 

Activity #1:

Have students get into groups of 4 and come up with a shared definition for equity and equality, using Merry Go Round protocol. Have some of the groups share out, using Pick a Stick protocol.

Share with students that today they are going to get to advocate for the needs that they see, within their school communities.

Use the protocol, Double Think, Pair, Share, to record brainstormed ideas for areas within the school community that are inequitable. (Example: Younger students get extra recess, older students get the choice between white or chocolate milk.)

 

Activity #2:

Complete a shared writing task. Explain to students that today they will be writing a letter, as a class, to the principal, to share out which aspect/problem, within the school, they believe to be inequitable. Stress to students that this is a way in which they can advocate for what is fair and right.

Address the questions:

  • What is the problem?              
  • Why is it a problem?
  • Why is it not equitable?            
  • Why does our school need to fix the problem?

Be sure that this is a shared writing task and that each person should record their own thinking, on the anchor chart letter paper.

 

Common Core Standards:

  • 3.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 3.SL.1.b ( Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). )

  • 3.SL.1.c ( Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. )

  • 3.SL.1.d ( Explain their own ideas and understanding in light of the discussion. )

  • 4.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 4.SL.1.b ( Follow agreed-upon rules for discussions and carry out assigned roles. )

  • 4.SL.1.c ( Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. )

  • 4.SL.1.d ( Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. )

  • 5.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 5.SL.1.b ( Follow agreed-upon rules for discussions and carry out assigned roles. )

  • 5.SL.1.c ( Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. )

  • 5.SL.1.d ( Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. )