Concept Unit

Lesson Plan Template

Unit Working Title: Speaking Up: You As An Activist
Unit Big Idea (Concept/Theme): Courage
Unit Primary Skill focus: Persuasion
Week 1 of 3; Plan # 2 of 9; [90 mins.]
Plan type: X Full-Detail ____Summary
Content Requirement Satisfied: Vocabulary development instruction, 1 short text as a model (vocabulary cards
with pictures and words on them) 3 text passages as mentor texts (The transcript of Viola Davis speech, the blog
post about the R-word, the news article about the Muslim student who was bullied), genre: news article, genre:
blog post, genre: informational video
(Note: Refer to the list in the document called Concept Unit Lesson Plans)
[Since Viola Davis speech references something that Harriet Tubman says, Ive added that Harriet Tubman
speech to the cool texts that well examine on the first day of the unit so that the students who get Viola Davis
speech have been frontloaded for it.]
Unit Learning Objectives (numbered) [from my Backwards Design Unit Document], followed by Specific
lesson objectives (lettered) being taught in this lesson:
SWBAT:
Cognitive (know/understand):
2.Studentswillbeabletounderstandtherelationshipbetweenmakingachoiceandspeakingup.
a.Studentswillbeabletoknowthatspeakingupoftencomesfromaplaceoffeelingconflicting
emotions.
Affective (feel/value) and/or Non-Cognitive:
3. Students will be able to feel confident/empowered to speak up.
b. Studentswillrespondtotheirpeersusinglanguagethatisrespectfulandappropriatetotheaudienceand
context.
Performance (do):
5. Students will be able to act courageously.
a. Students will be able to develop their personal definition of courage.
6. Students will be able to analyze the process of a courageous action.
a. Students will be able to analyze the process of a courageous action done by other people.
b. Students will be able to analyze the process of a courageous action done by themselves.
8. Studentswillbeabletoarticulatetheirreactionstotheirown,theirpeers,andotherpeoplesdevelopingideas
ofcourage.
b.Studentswillbeabletoaffirmthewaysthatpeoplewithdifferentperspectivesexpresstheircourage
andspeakup.

SOLs: [List with numbers portrayed in the SOL document]

7.1 The student will participate in and contribute to conversations, group discussions, and
oral presentations.
Communicate ideas and information orally in an organized and succinct manner.
c) Make statements to communicate agreement or tactful disagreement with others
ideas.
d) Use language and style appropriate to audience, topic, and purpose.
7.3 The student will understand the elements of media literacy.
c) Describe how word choice and visual images convey a viewpoint.
CCSs: [List with numbers portrayed in the CCS document]
CCSS.ELA-LITERACY.RI.7.6
Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her
position from that of others.
Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in this lesson or
which are related to this lesson and come in a future lesson. After each assessment, indicate in brackets the
number(s) and letter(s) of the unit objective and the related lesson objectives that the assessment is evaluating.
Diagnostic
Courage Debates:
Teacher Notes (from
Lesson Plan 1)
I will have already
taken notes on student
behavior during the
debates, such as the
kind of language
students are using,
what tone students are
speaking in, body
language, etc. to
assess how students
are articulating their
response to other
peoples opinions,
which might be very
different from their
own. I will have also
assessed students
developing
understanding of the
process of a
courageous action. This
will have informed my
instruction today

Formative
Jigsaw Graphic
Organizer
I will circulate and
observe students
interactions with each
other to assess
students developing
ideas of what injustices
are and what causes
someone to speak up
against them. This will
inform my instruction on
how many more
opportunities I will
provide for students to
analyze the process of
other peoples
courageous actions. (2a,
6a, 8b)
Jigsaw Class
Discussion
I will observe and take
notes on students
interactions with each
other to assess

Summative
Use Your Voice Project
At the end of the unit on
Presentation Day
(Lesson Plan 9), students
will express their ideas
about courage (still
developing during this
lesson) by presenting
their persuasive text to
an audience of their
peers. Students will also
respond to each others
and their own acts of
courage in a reflection.

because I will have

taken into
consideration student
preferences AND
students developing
understanding of what
it means to respond to
someone in a
respectful manner
when grouping
students together into
their expert groups.
(1a, 7b)

students developing
ability to discuss an
issue (in this case:
injustices) with people
who have different
perspectives in a small
group setting. This will
inform my instruction in
whether I will provide
more small group
setting discussion or
large group setting
discussions, depending
on how much I need to
scaffold for student
participation and
confidence in speaking
in front of people. (3b,
6a, 8b)
Free Write Reflection
I will collect students Do
Now Free Write & Free
Write Reflection
(written on the same
handout) to assess
students understanding
of what inspires a
person (whether theyre
a victim or a bystander)
to take action or to
speak up in a situation
of injustice. This will
inform my instruction in
what kinds of questions
I will ask students to
consider in the Graffiti
next class. (5a, 6b)

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement:
[Changes in this arrangement that become necessary later will be noted in the plan]
Students will be seated in five tables of four students each.
8. [10 mins.] Bridge/Hook/Opening to lesson:

[2 mins.] Opening to lesson

Hello, everyone! Its nice to see you guys this energetic this morning. Lets recall what we discussed last
class. Can I get someone to briefly describe the major ideas we focused on last class? Looking for: We
looked at some really cool texts describing what courage looks like, we saw a lot of different people doing
different things that were all considered to be courageous in some way, we found out what the final project
is going to be like, etc. Me: Exactly! We also did one more really important thing towards the end of
classIt was about making a connection to your own life? Looking for: We made courage goals for
ourselves, we decided how we were going to do something courageous, etc. Me: I am so glad that we got
to do that because thats what this unit is all about: you guys making choices to empower yourselves,
whether thats doing small things like choosing what kind of injustice topic youre interested in or bigger
things like setting a courage goal.
Were going to start off today with a free write that invites you to think about courage in your personal life
again, but this time, as a witness to someone elses courage.
[6 mins.] Do Now: Free Write
The prompt is as follows: Look back through your life. Was there ever a time when you have seen
firsthand someone speak up about an issue even when they knew other people disagreed with them?
Describe what happened.
Students are expected to start working on their Do Now as soon as the bell for the start of class rings.
While students are working on their Do Now, I will take attendance and then take a minute prepare the
document camera and my model of a vocab card (but not show it under the document camera yet). Then I
will take the remaining time to circulate and see how students are doing.
I will not be asking students to share about their free writes. We will be returning to them at the end of the
lesson, though!
[2 mins.] Bridge
I will say, To be more specific about what we did yesterday, we looked at a movie clip, a informational
video about Harriet Tubman, and a Spoken Word poem. These media clips are resources focusing on
issues of injustice, some familiar and some brand new. Today were going to extend what you learned and
explore four different accounts of injustices in detail. We will look at what everyday people did in the face
of such injustices, and then start to think about how we are going to tackle issues of injustice when we see
them happening in our own lives. If something like that happens, should we speak up? Is it our place to
speak up? What inspires us to speak up? How will we go about speaking up?
9. [20-25 mins.] Injustice Vocabulary Appetizer (Vocab Cards)
I will introduce the routine of Vocabulary Appetizers to my students, as that is something I want to get into
the habit doing for every unit. I will tell them, Some of you might be thinking, what is a Vocabulary
Appetizer? Why are we talking about food and vocabulary together? Very strange! Well, my dear
scholars, the Vocabulary Appetizer is a small taste of the vocabulary we will encounter in our readings
every unit. Today, we will be tasting some vocab related to injustices.
Next, I will introduce the Vocab Cards to the class. As I am talking, I will walk around the classroom and
then back to the front so I can use the document camera. I will say,
Remember how you guys chose which articles you wanted to read within your base groups last class?
Depending on which topic you chose, you will be getting a short list of vocabulary words (about 5). These
words are not random! You will see them in your jigsaw readings later today, so its important that we

prep our minds for them now. You are going to create vocab cards, which are a special kind of flash cards,
to help you learn these words.
Now I am going to show you an example of a vocab card that I made last night. I will pull up my example
under the document camera. This vocab card is no ordinary vocab card. It is a different way of learning
new vocabulary words where you make connections between the word and what you already know. First,
you have the vocabulary word itself at the top. Then, you will write a few synonyms on the side. Lastly,
you can draw any kind of picture that reminds you of this vocab word. You can use it like a regular
flashcard, and the best part is that if youre stuck, looking at the picture might help remind you of its
meaning.
[5 mins.] Modeling How to Make a Vocab Card
I will show students a model of a vocab card to show them what my expectations are. I created a vocab
card for the word relentless. On the back of my paper, I wrote the word relentless out, like I would do
for a flash card. On the front side, I wrote the definition of the word, such as never-ending, constant,
and nonstop. Then I drew a picture that reminds me of the definition of relentless. So I have a picture
of myself being rained on. I have a huge frown on my face because my umbrella is broken and the rain is
coming down relentlessly.
I will then actually model for students the process of making a vocab card for a vocabulary word. I will
use call and response to elicit student input into the process. Now that we have looked at this model, lets
make one together. Were going to look at the word Snapchat. I heard a lot of excited cheering! Many of
you seem to have some experience using this app, yes? Thats great! Use your expertise to help us make
this vocab card.
All right, lets start out by writing the word on the back of this paper. I will write the word on the back of
the page. Turn it to the front, and here we are, lets write the word at the top and underline it to show that
its a vocabulary word. What should we do first? I anticipate students saying either the picture or the
definition, and either way is fine. You guys said it, lets write the definition first. Bullet points are fine,
synonyms are fine, or even the whole definition. The most important thing is that you write the definition
in your own words so you understand it and remember it more easily. What do you propose I write,
scholars? Looking for: an app on the phone, a kind of social media, its like Instagram, it can be used to
take a selfie, you can use it to message other people using pictures, it only lasts for 5-20 seconds, etc. I
will write down student answers. Now lets decide on the picture I should draw. What do you think? Are
we going to try and stretch Ms. Zhangs artistic talents? Looking for: the app icon, what the main screen
of the Snapchat looks like. I will draw a combination of student suggestions. This vocab card is looking
good!
I will reassure students who feel like drawing isnt their thing, Dont feel pressured to make your vocab
look like a masterpiece. We are not measuring your artistic ability; stick figures are great, too!
[Transition: I will pull up the Google Slide with the vocabulary words for each topic. Now youll be able
to do your own vocab cards. Everyone, remember to look at the projector to see which vocabulary words
you are creating vocab cards for. You will look under your selected jigsaw topic. Once you have looked to
see which vocabulary words you are tasting, move into your expert group.
If you are watching the Stop the R Word video, please move to the back left corner desks. If you are
reading the article Why I wont ban the word retard move to the back right corner desks. If you are
watching Viola Davis Emmy speech about opportunity, come to the group of desks at the front left, and if

you are reading the article Muslim High School Student Bullied come to the group of desks at the front
right. The student desks are arranged in 5 groups of 4, as usual. Students might have to pull up an extra
chair to fit at the desks. There will also be signs posted to each wall area indicating where students should
move to.
Before you start, remember that you must each make your own vocab cards, but you may ask each other
for advice. You have 9 minutes, starting now!]
[9-14 mins.] Creating Vocab Cards
Students are now seated in the expert groups. They are working individually (must create their own vocab
cards), but they may feel free to talk and help each other come up with examples. Students will be making
5 Vocab Cards, as each text has 5 vocabulary words to be defined.
I will circulate around the classroom to see if any students need support or have any questions about the
assignment. If students do not know what a word means or want to look up some synonyms, there are
dictionaries and laptops available for students to look up words. I will have the laptops charged, powered
on, and displaying the online dictionary resource Collins COBUILD
(http://www.collinsdictionary.com/dictionary/english-cobuild-learners/campaign).
[Transition: I will stomp three times and say loudly, If you can hear me, stomp three times and look at me.
I will do this once or twice more until I have all the students attention and talking has come to a close. All
right, now that all of you are done with your vocabulary cards, lets move onto our Show & Tell.]
[6 mins.] Show & Tell
Since you all are reading different articles and/or watching different videos for your jigsaw reading, you
all have different vocabulary words. To share the knowledge, we are going to have take a few minutes to
show each other our vocabulary words. At your Expert Groups (where you are seated right now), talk for
1 minute to decide who is going to come up to share one or two of your vocab cardsthe ones you are
MOST proud of. You must nominate 1 or 2 people.
Students will get 1 minute to nominate 2 people at their table to show their vocabs to the class using the
document camera.
I will circulate around the class and see if there are tables having trouble coming to an agreement about
who to nominate. Some students might not want to share their work, while other tables may have too
many people wanting to share their work.
For the tables with nobody wanting to share their work, I will stop by and say, Have you scholars come to
an agreement about who is coming up to share your vocab card? No? Tell me what you are thinking.
Anticipating: Im too shy to go up there, I dont want to share my work, I just dont feel like it, etc. I
might say, Is this one yours? I love your definition for this word and I think the rest of your classmates
would love to see it, too. Would you be okay with a group member going up with you to help you explain
your card?
For the tables with all members wanting to share their examples, I will say, I am so happy that you
scholars are all so excited to share your work! Unfortunately, you can only nominate two people because
were out of time. The next part of our lesson is really interesting and I want to make sure you all have

enough time to really dig into it. How about you four figure out in the next 30 seconds who is going up
and at the end of class I will collect your vocab cards and put them up around our classroom?
I will then bring student attention back to me with a similar attention strategy. I will stomp three times and
say loudly, If you can hear me, stomp three times and look at me. I will do this once or twice more until I
have all the students attention and talking has ceased. We have only a few minutes to present your
examples, so I want you to pay close attention. The nominees will come up one after another in order of
Table 1, 2, 3, 4, and 5.
Students will come up to share their vocab cards. Questions I might ask students to explain their cards a
little include, Tell us about your drawing. Why did you pick this symbol to represent your word? Ooh,
I love your definition. What made you choose that particular synonym?
[Transition: Awesome job, scholars! I really enjoyed seeing all the different vocab cards you created for
our Vocabulary Appetizer. Now that weve had a taste for these words, we need to put on our Critical
Thinking Hats for reading the articles and watching these videos. But remember, we didnt create these
vocab cards for the fun of itwe created them to be tools that we can use to help us understand what
were reading. If you are reading an article or watching a video and you come across one of your vocab
words, please use your Vocab Cards!]
10. [32 mins.] Jigsaw
[12 mins.] Expert Groups Jigsaw
Students are already seated with their expert groups. Students had selected the reading they thought
looked interesting at the end of last class. (When I sorted students into their groups, I took their interest
preferences strongly into consideration, but I also considered student readiness and reading levels.) The
way I divided students was that students in their base groups had to decide amongst themselves who
would read which of the 4 articles knowing that there had to be someone reading one of each articles. If
all the students are present today, then all 4 groups should have 5 people.
Directions
For this next part of the lesson, you are going to read the article/video that you selected at the end of last
class individually. You will have 6 minutes to finish read your article/view your video. If you finish early,
look to see if your Expert Group members are done reading, too. If they are still reading, give them space
and start looking ahead to the Jigsaw Handout and read the questions. If they are done, you may look
over the questions together and work through them together. Refer back to the article/video as necessary.
Before you get started, lets look carefully at #3. This can be a tricky question because I am asking you to
think about the medium in which the speaker is presenting his or her beliefs. If the speaker is using a blog
post to talk, what makes that more effective than just talking to someone face to face? If the speaker is
giving a speech at a TV awards ceremony, how is that different from giving a speech in front of your
classmates? When you get to that question, identify the medium that your speaker uses and think about
what kind of audience it can reach.
Students will have 6 minutes to read their article and then spend 7ish minutes working together as a group
to answer the questions on the Experts Handout. I will circulate to address student concerns as they arise.
[TRANSITION: Eyes on me! Now that you have identified the injustices and discussed what inspired
these people to speak up on these different injustices, you are going to move back to your base groups,
where you each read a different article. This means that YOU are the EXPERT and you are responsible
for sharing with your base group members what you have learned and any areas of confusion. You will

explain what kind of text (Was it a news article? Was it a speech transcript?) you read and discuss your
answers to the questions. Note that for the R word there are two articles that take different stances on the
issue. When you are sharing with your group, take care to compare and contrast those twothe blog and
the informational video.
That was a lot of directions. Can I get someone to tell me what are the things you must do when you get
into your base groups?]
[9 mins.] Base Groups Share Out
Students will transition back to their base group seats, share their findings, and take notes on the other
articles. I will circulate to address any student concerns.
[20 mins.] Class Discussion of the Jigsaw Texts
[5 mins.] Class Discussion Norms?
It is the second day of the unit, so I will share with students my expectations for a productive,
respectful class discussion. Possible phrasing: This is how I envision our class discussions going: I
want discussion to be respectful and productive. Im okay with disagreement, and in fact, I love it!
Thats one way how we develop new understandings, by being persuaded to the other side. How
might we go about achieving that? What kinds of expectations should we set for ourselves in whole
class discussion? How are expectations for small group discussion and whole class discussion
different?
[15 mins.] Actual Class Discussion
Students will talk about any differences of opinion they had over their texts, what kind of injustice
they read about/viewed, and the way of speaking up they saw in each text. I will act as a
facilitator.
I will ask students, Did any groups have any major disagreements over your texts?
If students say, Yes, I will ask them to explain the situation. Student A might say: we got into an
argument about how effective the informational video about banning the R-word was. I thought
that it was really effective because its a video talking kind of behind the scenes of a movie and
interviewing all these people. I also thought that its on YouTube, and so many people can find it.
But Student B doesnt think so. Student B thinks that only a select group of people will watch it.
Student B might say, Its not the most popular video so nobodys ever going to watch it!
Me: I love your passion and enthusiasm Student A and B. I think you both make really good
points: Student A, I heard you say that this particular message that the R-word should be banned
was enhanced by the kind of medium the message was presented in. The video format is really
easy to post onto the Internet and share with a lot of people. Student B brings up an interesting
point about the audience though. How will the videomakers attract new audience members to
watch their video?
Student A: I would share it with my family!
Me: Mhm, thats one way to spread it around: sharing it with people you knowhmmm, why might
that be a precarious position for the videomaker to be in, anyone?

Student C: Wellwhen youre giving a speech to an audience, the audience kinda has to listen to
you. Theyre sitting in front of you, theyre right there and cant go anywhere. But with the internet
there are so many different things you could be doing that if youre not interested in the video, you
would just stop. No matter how many times you shared a video with someone, your friend still
might not watch it.
Student A: I see your point, but I think that you have the same problem with giving a speech to an
audience. The audience is there, but they dont have to be paying attention to what youre saying.
You can lead a horse to water but you cant force it to drink water.
Me: Those are very thoughtful observations. I wonder what that says about the relationship
between a texts medium and its audience? I get the feeling that you guys are asking the same
question with two different types of mediums: how do different texts of different mediums make
sure they always have an audience?
And so on and so forth. I would also invite other students into the conversation so that I am
speaking less and letting students drive the conversation. I would step in to facilitate if students
were getting drastically off topic or having too many side conversations.
11. [15 mins.] Closure: Return to the Do Now Free Write
[7 mins.] Re: Free Write
I will invite students to reflect on what they wrote for the Do Now Free Write and ask them to consider
how they might do things differently. Turn back to your Do Now sheet. In the space below your first free
write, consider this: now that we have analyzed some examples of people speaking up against injustices in
different waysthink about what you did in your own example. If you could go back to that situation and
do something differently, what would you do instead? How? Why? Explain your redo action(s).
[8 mins.] Students Volunteer Sharing
Students may volunteer to share out their Free Write original and redo. If students are interested in hearing
mine and want to hear me being vulnerable, then I would be happy to share mine with them.
Students will not have homework on this day.
Differentiated Instruction to accommodate one or more of my profiled students:
(This is where you identify specific aspects of this lesson which have been differentiated in order to address the
needs of one or more of your profiled studentsidentify them by name)
JoeI am trying to differentiate to interest for Joe; he might have an interest in one of the topics if he has
experienced some injustices based in disabilities himself or towards his parents. In terms of accessibility, some of
the articles have pictures headings and captions, whereas I have created a transcript for students that want to be
able to read along as they watch the video.
JackieTodays lesson will be a particular challenge for Jackie because it asks students to investigate what the
speaker/victims might be feeling and what inspires them to speak up, a task that pushes students to feel sympathy
(if not empathy) towards others. Furthermore, I intentionally selected these texts so that they reflected a variety of
experiences that are not necessarily experienced by all in our class. But, Jackie will be supported by the small
group structure of the jigsaw so she can build up to speaking about these issues in the class discussion, as well as
getting a chance later to choose an injustice topic of interest.
Materials Needed (list):

Student Laptops, open to Collins COBUILD Dictionary

Teacher Laptop
Google Slides (https://docs.google.com/presentation/d/1APRrkf0doPonqno_A2nKEtd_o9NlxS8eExAQ8rK8Ws/edit?usp=sharing)
Do Now handout
2 Vocabulary Vocab Models
Jigsaw Text Set
Experts Handout

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.)
Google Slides (https://docs.google.com/presentation/d/1APRrkf0doPonqno_A2nKEtd_o9NlxS8eExAQ8rK8Ws/edit?usp=sharing)
Do Now handout [see pages 25-26]
2 Vocabulary Vocab Models [see page 27]
Student laptops open to Collins COBUILD Dictionary
(http://www.collinsdictionary.com/dictionary/english-cobuild-learners/campaign)
Jigsaw Text Set
o Stop the R Word Spread the Word to End the Word #wherehopegrows video & transcript [see
page 28]
o Why I wont ban the word retard Stacie Lewis post [see page 29]
o Viola Davis Emmy 2015 Outstanding Lead Actress speech video & transcript [see page 30]
o Muslim High School Student Bullied By Classmate with ISIS Snapchats article [too long to
copy over to Word doc]
Experts Handout [see page 31]

Do Now handout (front)

Directions: Read the prompt below and write on the topic for 5 minutes. Keep your pen moving for the entire 5
minutes, and write down whatever comes into your mind.
Prompt: Look back through your life. Was there ever a time when you have seen firsthand someone speak up
about an issue even when they knew other people disagreed with them? Describe what happened.

Do Now handout (back)

Injustice Vocabulary Appetizer

Stop the R Word Group A
1. Perpetuate
2. Pledge
3. Embrace
4. Awareness
5. Eliminate
Why I wont ban the word retard Group B
1. Pledge
2. Freedom of speech
3. Campaign
4. Censorship
5. Humanely
Viola Davis Emmy 2015 speech Group C
a) Harriett Tubman
b) Separates
c) Women of Color
d) Opportunity
e) Redefined
Muslim High School Student Bullied Group D
1. Bullying
2. Outrage
3. Slurs
4. Biased
5. Responsibility

Vocabulary Vocab Card models

Stop the R Word Spread the Word to End the Word #wherehopegrows video TRANSCRIPT
One word that I wish was not used is the word retard.
Whenever Connor hears it, it upsets him so much.
To me the R word is the worst possible word you can use. I think it keeps people in a little box that they dont
even belong in. Were just perpetuating the myth of theyre stupid, theyre dumb.
It makes me angry. Definitely makes me angry.
It has never been used the way that its clinically described in the dictionary.
The term mental retardation is a medical term and its one that, until recently, was very commonly used. The
medical community now officially calls that an intellectual disability.
I thought we had a unique opportunity on this film [Where Hope Grows]. I was like, Im going to get everyone to
not say it, whether its crew or whether its actors. Every single person signed an Eliminate the R Word pledge. It
was cool to see that they really embraced it and took it seriously.
I wish people knew how smart that Down syndrome people are.
Down syndrome does not define a person. Were all a lot more similar than we are different.
It really is just a conscious shift once you realize its not something that makes people feel good.
Most people are good people. As soon as you just bring awareness, we truly can eliminate it.

Why I wont ban the word retard

Stacie Lewis, posted: March 7, 2012, 2:45pm

in: You and Your Family, Dilemmas, Me & My Kids, News, Mom Stories
Today, in her post Would you call my child a retard? Ellen Seidman, mother to a son with cerebral palsy and author of the
blog Love that Max said, As I write this, close to 250,000 people have signed a pledge against the word retard. A kajillion
more dont get whats so wrong.
I am one of those people.

Seidman was writing in support of The Special Olympics campaign r-word: spread the word to end the word. Even though I
admire Seidmans relentless championing of her son and those like him I even wrote on her blog myself I cant agree
with her here, or the campaign.

Im not in the business of banning words. If you believe in Freedom of Speech, you cant choose to believe only when
people say what you want to hear.

Seidman doesnt think the campaign is about censorship. Ultimately, this isnt just about a wordits about respect. Its
about getting people to consider kids and adults with cognitive impairment equal members of society. Its not about
censorship, either; its about starting a conversation on how people can better treat Max and others like him.

As the mother of a disabled little girl, I get very tired of empty platitudes. Despite the good intentions and enthusiasm for this
campaign, I cant help but feel that that is exactly what this is on a major scale. The populist wave of anti-retard tweets
and posts and retweets disturb me profoundly. There is a segment of the population that feel better about themselves when
they attach themselves to campaigns like this. (And, thats not a criticism of Ellen Seidman who does work to improve the
lives of disabled children.)

Ask yourself: What will this campaign accomplish? How will it improve the lives of disabled people?

Requesting people remove a word from their vocabulary does not erase vile behavior. It wont stop hate crimes against
disabled people or parents from abandoning their disabled children. Asking people to not use retard means they can pat
themselves on the back and go on acting like complete jerks, if thats what they are. It rewards people for doing nothing.

The campaign is a failure. It was a failure before it even began. It is a failure on a grand scale because the word wont
disappear and because people will feel they have made a difference to the disabled when really they have accomplished
nothing.

Finally, one more thought. I know that Seidman has received some incredibly offensive remarks from cowards who like the
sound of their own bile and enjoy publishing it on a popular blog like hers. Their response is not justification for the
campaign. If anything, it should remind us that we have Freedom of Speech for a reason and the reason is to call those
people at their game.

The word retard isnt the issue. Treating the disabled humanely is. Now that is something worth fighting for.

Do you think the word retard should be banned?

Are you wondering: if dont sign the pledge, what can I do to help the disabled? Read 5 simple ways you can help on my
blog at Mama Lewis and the Amazing Adventures of the Half-Brained Baby.
Photo: Flickr (decafeined 2011)

Viola Davis 2015 Emmys Award* speech

Inmymind,Iseealine.Andoverthatline,Iseegreenfieldsandlovelyflowersandbeautiful
whitewomenwiththeirarmsstretchedouttomeoverthatline.ButIcan'tseemtogetthere
nohow.Ican'tseemtogetoverthatline.ThatwasHarriettTubmaninthe1800s.Andletmetell
yousomething,theonlythingthatseparateswomenofcolorfromanyoneelseisopportunity.
YoucannotwinanEmmyforrolesthataresimplynotthere.
Sohere'stoallthewriters,theawesomepeoplethatareBenSherwood,PaulLieb,PeterNowalk,
ShondaRhimes.Peoplewhohaveredefinedwhatitmeanstobebeautiful,tobesexy,tobea
leadingwoman,tobeblack.AndtotheTarajiP.Hensons,theKerryWashingtons,theHalle
Berrys,theNicoleBeharies,theMeaganGoods,toGabrielleUnion,thankyoufortakingusover
thatline.ThankyoufortheTelevisionAcademy.Thankyou.

*TheEmmysareanannualTVaward.ItisliketheGrammysformusic.Itisaprettybigdeal.

YOUARETHEEXPERT

For R-Word Campaign

1. Whatistheinjusticeaddressed?
2. Whatisthespeakersstanceontheinjustice?
3. Howdoesthespeakeruseaspecificmedium(blog,newsarticle,informationalvideo,
speech)tospeakupabouttheinjustice?
4. What feelings of conflict does the speaker feel? How can you tell?
Muslim High School
Student Bullied

Viola Davis Speech

Against R-Word Campaign