MD5–7AssgnCorseD.doc - Modules 5-7 Assignments Derek Corse...

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Modules 5-7 AssignmentsDerek CorseWalden UniversityDr. Pamela ColeEDUC 6617: Teacher Leadership for Learning and TeachingDecember 15, 2019© Laureate Education, Inc.1
Teaching for Learning Module 5 Assignment: Social JusticeIn order to target inquiry and investigation, which are crucial for students’ achievementand success, the lesson I have planned has to do with social justice. The following are thelearning outcomes for this lesson: “Appreciate the challenges that individuals and communitiesface when confronted with rapid change” (Government of Alberta, 2019, 7.2.3) and“Demonstrate the ability to analyze local and current affairs” (Government of Alberta, 2019,7.S.1.3). The learning objectives for this lesson are: “I can discuss how ideas, people,experiences and cultural traditions are portrayed in text” (Government of Alberta, 2019, 5.1.2),“I can identify and discuss recurring themes in texts from diverse cultures and communities”(Government of Alberta, 2019, 5.1.3), and “I can demonstrate respect for diverse ideas, culturesand traditions portrayed in texts” (Government of Alberta, 2019, 5.1.5).The problem: The world is not fair or just for everyone. I will start with a large piece ofpaper with the following saying on it, “every human deserves.” Using prior knowledge, studentswill write collectively, all their ideas and opinions on what they think every human deserves. Theexplanation: students will the video, “Kid President: How to Change the World.” Next, studentsdiscuss how people like us can make a difference in our schools, at home, in our communitiesand in the world. Clues to present: Using the picture book, “The Name Jar,” students will use thefollowing pre-think guiding questions to guide their thinking: “Have you ever felt embarrassed totell others your name?Have you ever felt proud to others your name? “How might you feel onyour first day of a new school in a new country?Students will then draw a picture of what theirface would look like on that day. As we read the book, students think about connections they canmake with other texts, their personal experiences, with the world, and with what they know aboutthe topic of social justice.Next, we will debrief as a class and spend time discussing different© Laureate Education, Inc.2
connections.To finish off the clues to present section, students are exposed to a variety of artvisuals that depict social justice aspects.Students have a discussion on each visual.Scenario and work style: Using the news article, “Countries sending aid to SyrianRefugees,” students will annotate during the reading. Students will put a (+) sign next to whatthey agree with, they will put a (-) sign next to what they disagree with, they will put a (!) signnext to what they think is and interesting point or fact and they will put a (*) sign next tosomething they didn’t know before. After students have coded the article, they will turn to anelbow partner and review the following discussion prompt: Today’s article explains that “Most

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Term
Fall
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Educational Psychology, Understanding by Design, Laureate Education, students achievement

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