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This lesson uses picture books to invite students to engage in critical discussions of such complex issues as race, class, and gender. Students gain insight into some of the social barriers that separate people from one another as they examine examples of prejudice and inequality.
This lesson uses picture books to invite students to engage in critical discussions of such complex issues as race, class, and gender.
Students gain insight into some of the social barriers that separate people from one another as they examine examples of prejudice and inequality. After reading several picture books set in historically significant eras, students engage in critical discussions, analyze and compare the shared texts in terms of genre, historical settings, conflicts, character development, and themes, and respond to shared texts in individual response journals. This lesson provides detailed procedures for teachers, which include discussion questions, book lists, and online references. (author/ncl)
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| English Language Arts Standards |
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| Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard |  |
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| Benchmarks (4 - 7) |
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| B. | Apply effective reading comprehension strategies, including summarizing and making predictions, and comparisons using information in text, between text and across subject areas. |
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| Grade Level Indicators (Grade 4) |
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| 3. | Compare and contrast information on a single topic or theme across different text and non-text resources. |
| 4. | Summarize important information in texts to demonstrate comprehension. |
| 5. | Make inferences or draw conclusions about what has been read and support those conclusions with textual evidence. |
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| Grade Level Indicators (Grade 5) |
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| 3. | Make critical comparisons across texts. |
| 4. | Summarize the information in texts, recognizing that there may be several important ideas rather than just one main idea and identifying details that support each. |
| 5. | Make inferences based on implicit information in texts, and provide justifications for those inferences. |
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| Grade Level Indicators (Grade 6) |
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| 3. | Make critical comparisons across texts, noting author's style as well as literal and implied content of text. |
| 4. | Summarize the information in texts, recognizing important ideas and supporting details, and noting gaps or contradictions. |
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| Grade Level Indicators (Grade 7) |
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| 3. | Make critical comparisons across text, noting author's style as well as literal and implied content of text. |
| 4. | Summarize the information in texts, using key ideas, supporting details and referencing gaps or contradictions. |
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| Writing Applications Standard | |
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| Benchmarks (3 - 4) |
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| B. | Write responses to literature that summarize main ideas and significant details and support interpretations with references to the text. |
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| Benchmarks (5 - 7) |
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| B. | Write responses to literature that extend beyond the summary and support judgments through references to the text. |
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| Grade Level Indicators (Grade 4) |
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| 2. | Write responses to novels, stories and poems that include a simple interpretation of a literary work and support judgments with specific references to the original text and to prior knowledge. |
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| Grade Level Indicators (Grade 5) |
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| 2. | Write responses to novels, stories and poems that organize an interpretation around several clear ideas, and justify the interpretation through the use of examples and specific textual evidence. |
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| Grade Level Indicators (Grade 6) |
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| 2. | Write responses to novels, stories, poems and plays that provide an interpretation, critique or reflection and support judgments with specific references to the text. |
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| Grade Level Indicators (Grade 7) |
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| 2. | Write responses to novels, stories, poems and plays that provide an interpretation, a critique or a reflection and support judgments with specific references to the text. |
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| Standards for the English Language Arts |
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| Range of materials and purposes for reading | |
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| Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. |
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| Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. |
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| Reading strategies, language use, and conventions | |
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| Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). |
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| Write, speak, and visually represent to create text | |
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| Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. |
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| Purposes for using spoken, written, and visual language | |
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| Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. |
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| RESOURCE TYPE |
| Instructional Resource |
| PRACTICE LEVEL |
| Best Practice |
| STANDARDS ALIGNMENT |
| Grades 4 - 7 |
| TOPICS |
English Language Arts --
Reading-Strategies & Skills;
Reading;
Comprehension;
Literature;
Children's Literature;
Nonfiction |
| FOUND IN |
| AdLIT |
| KEYWORDS |
historical settting;
character development;
picture books;
social issues;
compare and contrast |
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Author: Joy Moss
Publisher: IRA/NCTE
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