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ERIC Number: ED476412
Record Type: Non-Journal
Publication Date: 2003-Feb-25
Pages: 7
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Breaking Barriers, Building Bridges: Critical Discussion of Social Issues.
Moss, Joy
Noting that picture books can invite students to engage in critical discussion of complex issues of race, class, and gender, this lesson plan helps students to confront the injustice of barriers that separate human beings from one another and to examine the role of prejudice and stereotypes in sustaining these barriers. During the five 45-minute sessions, students will: engage in critical discussions of three shared texts; analyze and compare the three shared texts in terms of genre, historical settings, conflicts, character development, and themes; explore the craft of the authors and artists; discover the potential of the picture book for presenting complex ideas about the human experience; engage in independent reading of nonfiction to prepare for shared reading experiences and to enrich the group discussions of the shared texts; use intertextual links to build understanding; confront injustices and inequities in the past and present; learn how literature can become a catalyst for social action: breaking barriers and building bridges; respond to shared texts in group discussions and in Response Journals; respond to independent reading experiences in small group discussions and in Response Journals; and learn to formulate their own questions to generate critical study of literary texts. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the project are included. (RS)
ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: MarcoPolo Education Foundation.; National Council of Teachers of English, Urbana, IL.; International Reading Association, Newark, DE.