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Introduction to the Social Justice Unit Wednesday, January 16, 2013 Ms.

Cogdill Context: The purpose of this lesson is to introduce the students to the new unit they will be starting that focuses on social justice. The pieces that the students will be reading throughout the course of this unit will all have a focus on social justice. It is important for students to understand beforehand then to understand the various aspects of what social justice entails and how written works might portray this theme. Lesson Objectives: Students will be able to distinguish between equality and freedom. Students will be able to begin to think complexly about the idea of social justice when prompted. Common Core Standards Met: RI8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events Approximate Time: 50 minutes Lesson Procedure: 1. Silent Reading (10 minutes) Bridge (2 minutes) 2. Pass out the new Table of Contents to the class while having them take out a sheet of paper for their assignment -Have the students label their sheet according to its placement in the table of contents -Ask the class if anyone knows what social justice is -Explain to the class that they will be learning what social justice is and the various components that relate to discussing social justice Class Discussion (25 minutes) 3. Read the first question that is displayed on the SmartBoard. Instruct the students to take 3-4 minutes on their own to answer the question -After the students have finished writing their answers, ask for volunteers to share what they wrote. If there are no volunteers, begin calling on students -Have around 3 students share their responses and talk through why they chose to respond that way; talk the class through the responses to ensure they understand Repeat the steps for the remaining questions

Vocabulary (10 minutes) 4. Once the discussion questions are finished, put the vocabulary slide on the SmartBoard and explain that the vocabulary will show up in the short story they will be reading the following day -Students should note the placement of this in their table of contents -Have the students copy the vocabulary on to their notes Closing (3 minutes) 5. Ensure that the students have put the pages in their notebooks because there will be a notebook check in the upcoming weeks -Inform the students that the following day they will be reading a story that deals with the theme of social justice as well as the components that they copied in their vocabulary Evaluation Methods: Students will be evaluated on their understanding of the concepts through the class discussion. Modifications: For the AG periods, students will be given additional questions that go more in depth with the roles of freedom and equality in social justice. For the ICR period, students will be given additional details to the basic questions as needed in order to help clarify their understanding so that they can answer the questions to the best of their abilities. Materials: Class Discussion Questions1. In your own words, define freedom. 2. In your own words, define equality. 3. In one sentence, describe the difference between freedom and equality. Additional AG questions1. If you had to choose, which would you want: freedom or equality? 2. In your opinion, can you have one without the other? Harrison Bergeron VocabularyOppression: the exercise of authority or power in a burdensome, cruel, or unjust manner Calibrated: to divide or mark with gradations or other indexes of degree as on a thermometer Consternation: a sudden, alarming amazement or dread that results in utter confusion; dismay Cower: to crouch, as in fear or shame Hindrance: an impeding, stopping, preventing, or the like Luminous: radiating or reflecting the light; shining; bright Synchronizing: to occur at the same time or coincide or agree in time Vigilance: keenly watchful to detect danger; wary Wince: to draw back or tense the body as from pain or from a blow

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