Escolar Documentos
Profissional Documentos
Cultura Documentos
PRE-PLANNING
Art
-
Big Idea:
Concept of othering social justice issues and how classicism and unfair wealth distribution is experienced in
Canadian society as well as in emerging countries.
Anti-classism
Socio-economic discrepancies
Famine/poverty
Wealth distribution and giving
Pre-Read Minds-On
(15 minutes)
The Read-Aloud
1)
2)
3)
4)
5)
Begin by talking to the class about what equity and social justice
is and ask what concepts of fairness and unfairness they are
familiar with. Since I havent taught these students for very long
Id like to see what issues theyre familiar with so I can work with
that in future lessons.
Be sure to ask about issues that happen globally. As volunteers
offer suggestions, begin to write them on chart paper or the
SMART Board.
Ask the class what social justice issues they can think of that
affect our community locally in Canada, Ontario, and Toronto.
Introduce class to the text, ask them what they think it could be
about. Make predictions together.
Arrange class into groups of 3-4 before anything gets started.
SMART Board
www.freerice.com
Differentiated Instruction
Those who struggle with
6)
(20-50
1)
Reflection:
Both Classes
Initially, I was concerned that doing a read-aloud during a math class wouldnt be a well received idea
but I got a lot of support to do it by my MT. The lesson plan was also well received, I was told that I had
some very good probing questions and that the activity would have positive results. I felt pretty confident
about carrying it out. He told me the dangers of doing group work in this context and that for these
students to work effectively. After doing some research about various math related books I found that
there were many versions of the Indian folkdale about the doubling of rice and I decided that One
Grains of Rice was paced really well and was a good length to keep the students engaged. Since I
hadnt read anything to these two groups of students before, I wanted a fairly brief book so that I could
gauge their attention and interest. I wasnt nervous but I was curious to see if these grade seven
students thought they were too old to be read to, and they certainly werent. In the future, Ill be less
apprehensive about reading even longer texts to them. I learned some pretty good presentation skills
and how to interject some serious questions into class discussion without altering the playful mood or
the atmosphere of the class. I can only get better at this over time.
The lesson was spread out over two days and I think I should have had a better method of setting the
mood and having a stronger minds on portion for the second day. It was difficult to get the group
immersed in the task and no one really finished the activity. I think that the group component was still
successful, but I definitely could have strengthened the introduction the second part of the lesson to
ensure every group member was actively participating and understood their groups goal. I think that
read-alouds can absolutely hold an important place in every classroom. Frankly, I was overwhelmed by
the number of options there were for math related picture books alone, let alone all of the diverse and
creative books there are available now. They are a fun, nostalgic, enjoyable avenue into any type of
learning or lesson plan and I dont see any downside at this point in my career in education.
7A
-
7B
This groups class discussion was shorter lived than the others but was still quite meaningful.
They touched on issues related to racial profiling and poverty, so when I got to the questions on
poverty during the reading, they already had a solid understanding of the meaning of that term.
When I asked this group what the book could be about, I received some compelling predictions
and responses. One student said shell ask for one grain of rice for each citizen and another
said its probably about hunger and poverty and how important even One Grain of Rice can be.
Very thoughtful group, not always comfortable expressing though.
When I asked what Rani should do, I received resounding ASK FOR RICE! and like I did with
the previous group, I asked if hed give up his wealth so easily, just because he was asked
nicely. They said that she should trick him, but couldnt think of why or how.
This group made the connection between the text and exponents pretty easily.
The rest of the first day and the whole of the second day went similarly to how 7A went about it.
But with this group, we didnt get an opportunity to have a gallery walk or carousel because they
didnt have a double math period like the other class did, so it wasnt well consolidated. Before
the end of class I was still able to engage in a discussion about the nature of the questions they
were responding to and what they thought about the prices of rice throughout Canada and
fairness, so it certainly wasnt all for naught. Again, this is my area of improvement in terms of
my ability to time manage and use class time effectively.