Curriculum planning chart Generative Topic: Social Justice

Concept* ("The student will understand") The big idea or life lesson: Students choose a social justice issue and advocate for it through opinion writing. Central problem / issue / or essential question: How can I be an advocate for social justice? How can I use different forms of opinion writing as an advocate? PA Common Core ELA: 1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. CC.1.4.3.I Writing: Students will be able to support and justify a clear opinion and/or argument with facts and details from text personal experiences to strong persuade an audience. CC.1.4.3.V Research: Students will be able to develop questions about a self-selected topic and conduct research to gather information when planning a writing project. National Social Studies Standards: 4A: Analyze how over Standard Assessment (How will you have evidence that they know it?) Students will write about a social justice issue in which they will express their opinionregarding how to advocate for it. Students may choose to write a speech, persuasive letter, petition, or editorial. To differentiate, some students (i.e. ELL) will also have the option of creating a poster. Students will be given a rubric to self-evaluate their writing. Students will also work together with writing partners to peer critique. The rubric will be used as a checklist and help them stay focused and on track. Students should also say something strong and something that needs revision to develop a more supportive writing community.

Subject: Writing
Facts ("The students will know") There are different forms of opinion writing such as persuasion, petitions, and editorials. Different forms of opinion writing are appropriate for different situations. Using your opinion in persuasive writing is one way to advocate for a social justice issue. Strong opinion writing includes developing an idea, writing a thesis, gathering reasons and evidence, considering your audience, etc. Skills ("The students will be able to") Students will learn how to advocate for an issue through writing. Students will state their opinion and choose a form of persuasive writing. Students will give reasons and evidence in their writing to support their opinion. Students will consider audience to decide what is appropriate to include in writing. Students will acknowledge counterclaims in writing and defend their position. Students will write their opinion to begin the process of advocacy. Students will recognize themselves as agents of changesby expressing their opinion in a bold and powerful way.

Name: Jessica Lee

Problems to pose ("Guiding questions" or "unit questions") What is a social justice issue that I care about? Why do I care about this issue? Why is it important? What does advocacy mean? What can I do to be an advocate? How cam I be an advocate for social justice? What are some things I can do to make a difference or a change? How can I express my opinion through my writing? What is the best form of opinion writing to use? How do I use my writing to reach a certain audience? What kinds of evidence, words, etc. are appropriate to use? What will make opinion writing effective and powerful? Class discussion about different forms of opinion writing Mini-lessons to teach different aspects of persuasive writing (i.e. organizing, words that sound right and evoke emotion, etc.) Brainstorm, identify and choose a social justice issue to focus on Research social justice issue through books, internet, interviews, etc. Write an opinion piece such as a speech, petition, persuasive letter, etc. about a specific social justice issue of the students choosing. Writing partnerships and community where students can critique peer review, support, and Activities:

the last 200 years individuals and groups in American society have struggled to achieve the liberties and equality promised in the principles of American democracy.

Mini-conferences with teacher to check in on writing and give feedback to students. Students will give a presentationof their writing and action plan for advocacy. Rubric will be used to assess writing to see if students are using skills for opinion writing. Students will have the opportunity to present their work in a celebration at the end of the two weeks.

encourage each other during the writing process. Celebration of opinion writing where students will share with class the social justice issue they wrote about and are trying to advocate for.