Social Justice League Lesson Plan Final

Lesson Plan
Cycle 2 Secondary IV

The Social Justice League
The Social Justice League Lesson Plan 1

Index
Lesson Plan Overview .....p.2
K.U.Ds..p.3
Engage.....pp.4-5
Inform......pp.6-7
Practice Part 1....pp.8-9
Practice Part 2......pp.10-11
Perform/Produce/Do Part 1.....pp.12-13
Perform/Produce/Do Part 2.....pp.14-15
Appendix.p.16
Appendix A (Guest Speaker Notes and Reflection)......pp.16-17
Appendix B (Online Survey Poll).....pp.18-19
Appendix C (Practice (1) Content and handout) .....pp.20-24
Appendix D (Practice (2) handout) ......pp.25-27
Appendix E (Project Outline) ..p.28
Appendix F (Self-Assessment Rubric)..pp.29-30
Appendix G (Project Rubric) .pp.31-32
Lesson Plan Interview....pp.33-37


Lesson Plan Oveview
Subject: Ethics / Social Studies
Cycle/Grade level: Cycle 2 Secondary IV
Demographic: McGill High School is an alternative school located in an urban setting in
New York. The school population consists of approximately 500 students. This relatively
small population size ensures optimal student teacher ratios and facilitates the
development of a strong school community. At McGill High School we expect a high
level of involvement on behalf of all members of the school community: administrators,
teachers, parents and students.
Unit: The following lesson plan is geared towards a Secondary IV ethics and/or social
studies class that would meet once a week for seventy-five minutes a class over the
course of eight weeks.
Learning/Lesson Objectives
To understand and identify social issues and present a possible solution through certain
modes of media in an attempt to promote social justice.
Guiding Questions
What is a social issue / What makes an issue social? Who is subjected to social issues?
What modes of media can be employed to present or communicate social issues? How
do/can these modes help communicate a message and instigate an emotional response?
How can media help put forth and/or promote a possible solution to a social issue to
promote social justice?
Cumulative Assignment
In groups of four or five, students will produce a public service announcement or
commercial presenting a social issue and a potential solution to promote to this social
issue to promote social justice. Their cumulative project will include different types of
media including: a comic strip (or storyboard) outlining their PSA/Commercial, a script
of their PSA/Commercial, and the video itself. Each group will then have the opportunity
to present their final product to the school during an assembly which in turn will instigate
a social issues awareness month within the school.


Knows, Understands, and Dos
Unit Big Idea: Social issues occur around the world.
Know
Students will know and be able to identify social issues in the world
Understands
Students will understand that social issues are prevalent and relevant around the
world.
Students will understand that social issues differ across cultures.
Students will recognize the need and importance for discussing social issues
Students will understand how people can take action against social issues
Students will recognize the historical, social, and political implications that can be
tied to specific social issues
Students will understand that different modes of media can be used to address
social issues and promote social justice.
Students will understand that media is not simply a reflection of reality, but a
mediated means that can convey multiple meanings.
Students will recognize denotative and connotative implications/meanings of

different media sources.
Dos
Students will be able to identify and define a social issue.
Students will employ media sources in addressing social issues.
Students will be able to explore key ethical issues within a specific social issues
and express this notion through multiple modes of media.
Students will be able to present a possible solution(s) to a specific social issue

through multiple modes of media.

Engage
(Situated in week 1)
Unit: Social Issues
Time: One 75-minutes period
Rationale: This lesson is situated during the first week of this six-week social studies
unit. The first lesson of this unit will introduce students to the notion of social
concerns/issues (addiction, technology, racism, bullying, etc...). In order to achieve this,
we are meeting a special guest lecturer at a nearby community center who will take us on
a tour of his former neighborhood. We are arriving there by school bus. The Engage
stage is meant to capture students curiosity and stimulate a passionate interest.
Objectives: At the end of this lesson, students should understand what a social issue, that
they are prevalent and relevant, why it is important to address such issues, how media can
be used to address such issues, and what social justice is.
Materials
Portable audio recorder
Phone (Camera)
Bus

Hook (10 minutes)
Students know they are going to a community center, but have no idea whats in store.
How exciting! Class discussion (on bus) based on the following guiding questions:
What is a social issue to you? Why is it important to address social issues? How
can media be used to comment on a social issue? What is social justice?
Students are asked to write examples of social issues on a piece of paper and hand
them in.

Development
I. Arrival at Community Center (10 minutes)
Meet Chris. Chris is a former drug-addict and drug trafficker who grew up in the
inner city of New York in the late 70s and early 80s. He was subjected to and
witnessed police brutality and overt racism. Suffice it to say, he grew up in a time
where there was a lot of tension between white and black people. Hip-Hop was an
outlet at the time that allowed Chris to voice his social concerns and propose

solutions. Although he was able to propose a situation through rap lyrics and
videos, it was not considered social justice since his solutions involved violence.
These are all notions that Chris will be addressing during our class field trip.
Students will be equipped with portable audio recorders if they feel compelled to
record what Chris has to say. Students are also encouraged to bring their phones
and take pictures of Chris former neighborhood.
II. Neighborhood watch (35 minutes)
Chris will guide the class around his former neighborhood and share stories and
experiences about how he experienced social injustices. He will delve into how
Hip-Hop was a great way to promote his message/solution, but stress that he may
not have been proponing social justice due to the violent solutions proposed
through his lyrics/videos.

Culmination (20minutes)
On the bus ride back home, students will be asked to reflect on their experience
with Chris. These answers will be discussed the following class (See Appendix A).
Back in class, students will randomly pick from a hat the social issues they had
written down on the bus prior to their time spent with Chris. As a class, students
will debrief on their experience by comparing and contrasting their understanding
of social issues and social justice before and after the field trip.

Assessment and Feedback:
Listening to the discussions occurring through the guiding questions proposed on
the bus ride to the community center will assess students prior knowledge of
social issues and social justice. As a facilitator to this discussion, the teacher will
guide students in their discussion and address any potential misconceptions. We
are hoping that the unique opportunity our class has to take a trip into the inner
city of New York and spend some time with Chris will provide a substantial
base/understanding of social issues and social justice. By comparing and
contrasting examples of social issues and social justice that students wrote down
on the bus ride to the community center to their newly acquired knowledge and
perspectives after having met Chris, a more lucid understanding of social issues
and social justice will unearth itself. Again, the teacher should act as a guiding
facilitator and address any misconceptions that may arise through these engaging
discussions.

Inform
Unit: Social Issues
Rationale: Class will begin by a recapitulation of last weeks field trip. In groups of 4 or
5, students will discuss and compare their reflections answers and then discuss these as a
class. After their discussion, students will log into polleverywhere.com and use their
phones to answer a series of questions concerning social issues, and how media can be
used to promote social justice (See Appendix B). The Inform stage is meant to stimulate
discussion amongst students and the teacher. Its cornerstones are empathy, respect, and
support.
Objectives: Week ones objectives will be reiterated and reinforced throughout this
lesson. Further, at the end of this lesson, students will understand that social issues may
differ across cultures, that there are social, historical, and political implications to social
issues, and how people can take action against social issues to promote social justice.
Materials
Guest Speaker notes and reflections hand-out
Cell phone
Hook (15 minutes)
The teacher will recap last weeks field trip with Chris and highlight important
concepts of social issues, and the use of media in promoting social justice.
Development (60 minutes)

I. Group discussions (15 minutes)
In groups of 4 or 5, students will discuss and compare their reflections answers.
II. Class discussion (15 minutes)
As a class, students will discuss their reflections answers.
III. Phone Surveys (15 minutes)
Students will log into polleverywhere.com and answer the online survey questions
set up by the teacher. (See Appendix B)
III. Class Dicussion (15 minutes)

The teacher will go over the answers of the survey pool with the class.
Culmination
At the end of this lesson, students should have a strengthened understanding of what
social issues are, what social justice is, and how modes of media can be used to address
such issues and promote social justice. It should be noted at this point that any sort of
assessment conducted thus far would not count for grades per se, but rather serve as a
means for the teacher to know whether or not students understand these concepts. Indeed,
the Engage and Inform processes are founded on the notion of feedback inasmuch as
the teacher must ensure that students understand important concepts.
Assessment and Feedback
The teacher will be floating from group to group and listening to the discussions. Guiding
questions may be reiterated in order to keep students on the right track and/or clear up
any misconceptions. The subsequent class discussion based on the guest speaker
reflections hand out will serve as an opportunity for the teacher to clear up any
misconceptions. Furthermore, the audiotapes and/or hand out themselves that students
have submitted to the teacher will be a good gauge of a students knowledge on the
topics. Lastly, upon completing the online survey, the teacher will go over the answers
with the class.

Practice Part 1.
Unit: Social Issues
Rationale: Situated in week 3, this lesson will provide students with examples of how
social issues and social justice can be presented in certain modes of media. As such,
student will have a better idea of what approaches they can adopt in their final
culminating project.
Objectives: At the end of this lessons, students will understand that different modes of
media can be used to address social issues and promote social justice. Students will
understand that media is not simply a reflection of reality, but a mediated means that can
convey multiple meanings. Students will recognize denotative and connotative
implications/meanings of different media sources.
Material
IPad with a PSA about bullying
4 pictures (2 are social issues, 2 are not)
Script from a movie referencing a social issue (bullying)
Comic strip addressing gender inequality
Hook
With a solid understanding (hopefully) of social issues and social justice, students are
told that they are now becoming investigators, rather than mere observers, with regards to
social issues. Students are informed about the new classroom layout (stations) and that
they will be floating from station to station and investigating different types of media and
looking for social issues. Chris has agreed to join our class for this activity and lend a
helping hand!
Development
I. Arrival to class (5 minutes)
Students are asked to sit on the red tape in the middle of the classroom.
Around them are 4 stations, one set up with an IPad, a movie script, pictures,
a comic strip. Students are expected to group up with 3 or 4 other students
during this activity. Each station is equipped with an evaluation hand-out

with a series of questions specific to the mode of media being presented at
the station.(See Appendix C).
II. Explain (10 minutes)
Performed as a classroom discussion. At each station there are four different

types of media addressing a specific social issue. Guiding questions will be re-
iterated during this discussion so as to make sure students know what to
look for. In groups of 4 or 5, students are asked to float from station to
station and answer questions on their hand-outs.
III. Stations (40 minutes)
Each group starts at a specific station. A timer of 10 minutes is projected on

the smart board. After 10 minutes, students are asked to change stations.
Allow 3-5 minutes (~10 total) for transitions from station to station.
Culmination
At the end of this lesson, students should be more attuned to how media can be used to
address a social issue and promote social justice. Essentially, at the end of the lesson, its
objectives should be met. Each group will hand in their evaluation questions for
assessment.
For the remaining 10-15 minutes of class, students will debrief with a discussion.
Guiding questions can include: What worked? What didnt? Did you like this format
of class? Why or why not? Students will be assessed on their participation in class.
Handouts will be collected and assessed as well.


Practice Part 2.
Unit: Social Issues

Rationale: Situated in week 4, practice activity 2 will engage students by having them
watch videos where social issues are present, and are not. This will help in continuing to
solidify their understanding of social issues and social justice. Students will answer
questions corresponding to the lessons KUDs. Since KUDs are essentially the lessons
competencies, students will become familiar with what the teacher will be using to assess
their final project.
Objectives: At the end of this lesson students prior objectives will continue to be
reiterated and thus solidified. Students will become familiar with the KUDs of this unit.
Further, students will now begin to reflect on possible solutions to certain social issues in
the videos they are presented with in their groups.
Material
5 IPads displaying a video where a social issue is presented. Each station will
be shown a different video.
Hook
Investigation continues, but now students are told that they are also starting to
become developers. Now, students have the added task to propose a possible
solution to specific social issues to promote social justice.
Development
I. Arrival to class (5 minutes)
Students arrive in class and sit on the red tape in the middle of the classroom.
Students will keep the same groups as the prior class and are assigned to a
specific station.
II. Refresher (5 minutes)
Discuss the prior weeks class. Guiding question may include: What were the
different methods of media that were shown to them? Were any of them
more effective/affective than others? Why or why not?

III. Explain (10 minutes)
Teacher explains what is expected of students for this class; That by the end
of this class, students should be able to propose a feasible solution to the
social issue presented through a media source. With the teachers approval,
students are allowed to use a mode of media that has not been presented in
class yet.
Students are informed that they will be filling out a hand-out with regards to
the video their group has viewed, the KUDs of the unit, and their written
proposed solution (social justice).
IV. KUDs (5 minutes)
Give a brief summary about what KUDs are and why they are important.
Explain that they are a guiding principle that is required of the unit. It is the
units relevant competencies that students must be familiar with and which
must be met for their final project.
V. Stations (40 minutes)
Students sit at their stations, watch their assigned video and fill out their
hand-out (See Appendix E). When/if students are done completing their
hand-out, they may discuss their answers.
Culmination
At the end of this lesson, students should be more attuned to how media can be used to
address a social issue and promote social justice. Essentially, at the end of the lesson, its
objectives should be met. Each group will hand in their evaluation questions for
assessment.
For the remaining 10 minutes of class, students will debrief with a discussion.
Students will discuss the video they watched and what their proposed solution was.
Guiding questions can include: What worked? What didnt? Did you like this format
of class? Why or why not? Students will be assessed on their participation in class,
as well as their submitted handouts.


Perfom/Produce/Do Part 1
Unit: Social Issues
Rationale: Once students have been well informed of the subject area, have practice with
the material and subject matter, they will now be able to complete a full project on the
assigned topic of social justice and social issues. In order to complete this, students will
be asked to choose a media product that can consist of a public service announcement, or
commercial, both of which will include multiple modes of media, in small groups. Each
product should include a video, a script, and a storyboard.
Objectives: By the end of this class, students will be able to understand meaningful ideas
about social issues, and produce meaningful works which address social problems and
represent social issues, as well as be able to provide possible solutions and thus promote
social justice.
Material
Camera/ Phone
Audio recorder
IPad with video editing software
White paper and color pencils
Hook: (10 minutes)

Students will be reminded of all the different forms of media they have encountered
throughout this lesson. From Chris rap lyrics and videos to movie scripts encountered in
the practice section. Students will be introduced to the requirements for the assignment;
form teams with classmates, and decide what medium they wish to use for the project.
They will decide what social issue to address and how they will approach this using their
desired medium and which team member will do what part of the assignment based on
their preferences and strengths (director, actors, editing, storyboard script.)
Development:
I. Group formation and medium choice (10 minutes): Students will begin by
choosing team members and then will choose their desired medium for
representation

II. Research and brainstorming (40 minutes): Teams will research their social
issue on their own, and begin brainstorming ideas for how to approach this
topic through their medium.
III. Project Outline (15 minutes): Teams will fill out a project outline defining and
describing their project. Concept maps are to be handed in at the end of class.
(See Appendix E)
Culmination:
Students will be required to fill out a project outline defining and describing their project.
Outlines should describe what social issue they are addressing, if they chose the PSA or
Commercial option, what group member is responsible for what part (script, acting,
storyboard, etc...), what their solution is, and why/how social justice is achieved
Assessment and feedback will be based on the project outlines. The teacher has scheduled
individual meetings with each group to go over their outline at recess. Any
misconceptions/issues will thus be addressed.


Perfom/Produce/Do Part 2.
(Situated in week 6-8)
Unit: Social Issues
Rationale: The remaining three classes are dedicated to the production process. Students
are free to work within the classroom, in the library, quietly in the hallway, or outside.
Objectives: By the end of this assignment, students will be able to understand and
produce meaningful ideas about social issues, and produce meaningful works which
address social problems and represent social issues, as well as be able to provide possible
solutions and thus promote social justice.
Material
Camera/ Phone
Audio recorder
IPad with video editing software
White paper and color pencils
Hook: (10 minutes)

Chris is back to wish the class good luck in their project endeavors. Chris has agreed to
stick around for the remainder of the lesson plan to be an extra helping hand to the
teacher through the process.
Development:
I. Produce (65 minutes): In their groups, students will work on their final project.
Culmination:
Students will be expected to produce a piece of media work using the guidelines and
lessons learned from class discussions and practice material/exercises.
Students will group together in order to complete their desired medium, keep target
audience and objectives in mind, and use their agency to plan and produce their creative
project.

Feedback will be provided by the teacher and Chris as they float around from group to
group and observe progress. After submissions are complete, students will be asked to fill
in a self-evaluation and reflection form (See Appendix F), enabling them to also selfreflect on their accomplishments for the project, and their needed improvements. The
teacher will also provide feedback and assessment according to how closely guidelines
were followed (See Appendix G), and also considering students own self-evaluation. A
debrief will also follow with the entire class, where students and teacher can discuss what
they felt about the project with their classmates, likes and dislikes, and future projects.
The following week, students will present their final products to the school in an
assembly. This will be the start of Social Justice Month at McGill High School!


Appendix A: Guest Speaker Reflection Hand-Out
A)

Name:
Date:
Guest Speaker Notes and Reflections

Use the following questions as an opportunity to reflect on your time spent with Chris.
The answers you provide will be helpful for our upcoming lessons on social issues and
social justice. You may use your portable audio recorder to answer these questions
vocally, or record your answers on your phone and send the audio file to my e-mail.

1.) What I thought a social issue was before meeting Chris:

2.) What I thought social justice was before meeting Chris:

3.) How did Chris define a social issue and social justice?:

4.) How did Chris experience social issues? What were they specifically?:

5.) What are some examples of social issues in our society?:


6.) Why do you think these issues occur?:

7.) Have you ever witnessed or experienced an example of a social issue?:

8.) What can we do as a community to solve social issues?

9.) Why do you think Chris attempt at solving a social issue not considered social
justice?

10.) What can you do to help solve social issues (personal) in your
school/community:

11.) What struck you most during the presentation:


Appendix B: Online Survey Poll

Social Issues and Social Justice
Answer True or False to the following statements.
1) Drug addiction/abuse is a social issue. True
2) Gang violence and police brutality are social issues. True
3) Injuries in sports is a social issue. False
4) Poverty is not a social issue. False
5) Bad cafeteria food is a social issue. False
6) Principal Lerners strict regulations at school is a social issue. False
7) Social justice is a way to aggressively retaliate against a social issue. False
8) Chris provided a sensible solution promoting social justice to certain social issues he
experienced. False
9) Social Justice is founded on the idea of equity. True
10) To achieve social justice, social issues need to be challenged, and a solution needs to be
proposed. True
Modes of media and social justice
Answer True or False to the following statements.
1) Modes of media include: Books, computers, pencils, keyboards, cameras, i-pads, paper.
False, these are only particular tools that can be used in certain modes of media.
2) Modes of media include: News articles, cartoons, television shows/commercials,

photography, billboards, music, videos.
True. Other modes of media can include, cartoons/comic books, internet forums/discussion
boards, social media, movies.
3) Chris did not use a mode of media to promote social justice.
False. He used music (rap) and music videos to try and promote social justice, but failed
since his lyrics championed aggressive/violent retaliation rather than a sensible solution
founded on equity and respect.
4) A television commercial about the negative effects of alcoholism in northern Quebec is an

example of social justice.

False. Although this television commercial is addressing a particular social issue, it is not
proposing a solution to it and therefore cannot be an example of social justice.
5) A newspaper article about the cause and effect of domestic violence and the possible ways
this issue can be dealt with is an example of social justice.
True. The solution proposed is what promotes social justice.
6) A South Park' episode about the effects of online gaming is a mode of media addressing a
social issue but not proposing any particular solution to promote social justice.
True. Television shows are included in modes of media. However, this particular South
Park episode only parades the effects of online gaming rather than proposing a solution.
Therefore, social justice is not promoted.


Appendix C: Practice (1) Content and Hand-Out
Stations Content
IPad Commercial: PSA STOP BULLYING :
https://www.youtube.com/watch?v=__C7sd_UDU0
4 pictures (2 social issues, 2 are not)

Script from a movie
Brandon: You dont understand how hard it is, all right? Hmmm? Im tormented
every day at school. Its like Im being suffocated, and sure we can sit and fantasize
all we want about how things are going to be different one day, but this is today and
it sucks So please just help me. I cant take another day of this, I dont know what
Ill do. Movie: Easy A
Comic Strip


Names:
Date:________________
Practice Activity 1 Notes and Reflections

Use the following form to takes notes and reflect during our first practice activity. The
answers you provide will be helpful for your upcoming lessons on social justice and final
presentation.
Station 1
1) Is there a social issue being addressed? If so, what is it? :
2) Why is it a social issue? Provide a description:
3) How is it presented (method of media)? :

4) How has this issue opened your eyes?:

5) If you answered yes to #1, do you believe this type of social issues exists in
our society:


6) If you answered yes to #1, what is a proposed solution to promote social
justice concerning this issue?:

Station 2


3) How is it presented (method of media)?:


our society:


justice concerning this issue?

Station 3




our society:


justice concerning this issue?

Station 4




our society:


justice concerning this issue?)

Names:

Appendix D: Practice (2) Hand-Out

Date:_________________
Practice Activity 2 Notes and Reflections + K.U.D.

Use the following form to takes notes and reflect during our second practice activity.
The answers you provide will be helpful for your final presentation, as well the
assessment portion.

What is the identifying issue in your video? Provide a definition of the issue:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________
Why is the issue presented relevant to society?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________

What is the culture of the characters in the video? Why is this quality
relevant to social issues?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________

Do you think the meaning of the video is negative or positive? Are there any
other interpretations that can be extracted from this video? Explain your
answer:___________________________________________________________
__________________________________________________________________

__________________________________________________________________
__________________
Do you think the media altered the reality of the issue that is present?
Explain your answer.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________
Do you think there are other issues prevalent but not presented within the
video? Explain why or why not.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________
Why is it important for us to talk about social issues and injustices?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________

What is your proposed feasible solution to the issue? Will it be effective? Is
everyone respected throughout this process?:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________

What form of media will your solution be presented in?
__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
__________________
Why have you chosen the solution and media format? How will it be
beneficial to raise awareness about social issues?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________
Knows, Understands, and Dos

Unit Big Idea: Social issues occur around the world.
Know
Students will know and be able to identify social issues in the world
Understands
Students will understand that social issues are prevalent and relevant around the
world.

Dos
Students will employ media sources in addressing social issues.


Appendix E: Project Outline
Project Outline
Group Members:
Social Issue chosen:
Why is it a social issue?
Proposed Solution?
Why/How is your above solution a form of social justice?
Responsibilities:
Script:
Storyboard:

Director:
Filmer:
Editor:
Actor(s)
Appendix F: Self-Evaluation Rubric
Student Self-Assessment and Reflections

Name:
Date:
Section:
Please fill out the below sections based on your experience throughout the project. On the next page, fill in
each answer with your personal score, and record the total score at the end.
Provide a description of the activity you

and your team completed:
What did you enjoy most about this project? What

worked well?:
What did you enjoy least? What

problems did you encounter?:
Did you set any particular goals to reach? Were you

able to complete these project goals?:
Did you learn anything new about

yourself?:
What can you improve on for next time?:

For this project I..
Always:
5
Most of the time: Often:

4
3
Sometimes:
2
Rarely:
1
1. Contributed all my effort:

/5
2.
Worked with my team to make our project possible:

/5
3.
Was respectful to my teammates and their ideas:

/5
4.
Shared my ideas to better our project:

/5
5.
Kept the task on focus based on our project goal:

/5
6.
Kept the target audience in mind:

/5
7.
Used my time efficiently and did not procrastinate:

/5
8.
Referred to the grading rubric and guidelines:

/5
9.
Reached out to my team members if I had questions:

/5
10.
Reached out to my teacher if I had questions:

/5
Never:
0

Overall score:
/50
Appendix G: Evaluation Rubric
Ethics and Social Studies; Social Justice Media

Assignment- Evaluation Rubric
Student name:

Social issue
representatio
n

Group work

Planning/
process

Excellent- 5
Good - (4-3)
Satisfactory
- (2-1)
Not
Weight
Satisfactory -
- 5*
(0)
No

identifiable
social issues
or solutions
are present in
the video.
Students
clearly
identify and
define a social
issue within
their video
and propose
well thought
out, possible
solutions
through their
media choice
with
examples.
Each team
member
provides a
role for the
planning and
production of
the project,
with equally
shared
responsibilitie
s.
Team includes
clear planning
process with
their final
piece of
submitted
work.
(Includes
script,
Students
identify a
social issue
but do not
clearly
include their
definition as
well as a clear
solution.
Students
present a
social issue
without clear
definition
and do not
include
solutions.
Group work is
divided
equally
amongst team
members, but
responsibiliti
es may not be
recognizable.
Group work
is not equally
divided, but
ach team
member
contributes
towards an
aspect of the
project.
No shared
group work
and/or
responsibiliti
es are place
on few or one
team
member.
Planning
process is
included but
only consists
of one
component of
pre-
production
work.
Planning
process
submission
included
consists of
only notes
and/or
brainstormin
g.
No pre-

production
planning
documents
are included
with
submission of
final project.

storyboard,
brainstorming
, notes,
drawings
etc...)

Each team
Self-
member has
assessment
submitted and
and reflection honest, fully
forms.
completed

self-evaluation
form with the
final
submitted
version of
their project.
Each team
member has
submitted an
evaluation
form which
may not be
completed
entirely.
Certain self-
evaluation
forms are
missing for
some team
members
while others
have
submitted.
No self-
evaluation
forms are
submitted by
any team
members
with the final
submission.

Lesson Plan Interview:

Hello, I am currently looking for a few good lesson plans. Lets see if you
are ready to be part of my repertoire:

1. Have you got a meaningful, clear, concise learning objective? If yes- what is
it? Yes: To understand and identify social issues and present a possible solution through
certain modes of media in an attempt to promote social justice.

2. Is this objective elaborated upon by a K.U.D.? (what students now know,
understand and can do given objective achievement) Truly? Prove it. Yes.
Every element of the lesson objective is included in the KUDs individually
and elaborate upon each other chronologically (lesson plan wise). For
example, Students will understand how people can take action against social
issues precedes Students will understand that different modes of media can
be used to address social issues and promote social justice. The lesson and
KUDs follow in such a way that it begins with a Big Idea, that social issues are
prevelant and relevant, and subsequently builds on this notion gradually by
introducing what social issues are, that its important to address these, and so
on and so forth until the production phase.

3. Have you designed a way for students to PERFORM or demonstrate
achievement of the objective?
a. Are there in fact multiple options to demonstrate achievement?
i. Yes, the whole point of the final project is to capitalize on
students preferred modes of learning and strengths. Writing,
drawing, acting, video editing, etc
b. Are all options VALID & EQUIVALENT (in terms of demonstration of
L.O. achievement)
i. No. Good point. We are hoping that group members are all
equally engaged. I would hate to think that the student in
charge of filming for example, has been tuned out the whole
lesson and is passively filming without any notion of what a
social issue. Perhaps the options are not equivalent, but given
the prior lessons and their respective assessment and feedback
methods, we are assuming that students engagements in their

respective production parts is substantiated by their
understanding of the topic.
c. Do these multiple options consider student variation? Explain.
(Interest, Ability/Readiness & Learning Style)
Totally! As mentioned above, whether you are an artist, a
writer, an actor, director, whatever, at least one responsibility
in the final production phase will cadre to your
strength/interest!Video production we thought was a great
idea because it naturally incorporates multiple roles/players in
the process as well as multiple modes of media!
d. Does each option include a built in feedback loop?
i. Can you observe how students progressed? How?
1. Various assessments and feedback are placed as early
as the inform session. It is imperative that students
know whats going on. Progress is monitored through
assessment and feedback. The student who scores low
on the online survey poll for example, should be met
with one on one and clarify anything that needs to be
clarified.
ii. Can students be informed on their progress? How?
1. Through assessment, verbal communication with the
teacher, and communication through other classmates.
The teacher in this class is super cool and approachable,
so students like him/her and have a good rapport. The
classroom is founded on respect, honesty, and equity, so
communication is not an issue. Praise and positive
reinforcement is always implemented. Mistakes are
encouraged, and failure is cherished. Without these two,
there is now learning/growth/progress. Failure is a
learning opportunity.
iii. Does feedback allow for revision?
1. Yes! We are hoping that feedback remains consistent
throughout the production process so as to snag any
mistakes before they are calcified.

4. Is the PRACTCE phase designed to scaffold a process that leads to each
present option?
a. Explain each practice activity and how it properly prepares students
(knowledge acquisition/skill building opportunities.)

i. Practice activities include student investigation which
prepares students for their next role in developing solution to
the proposed social issues. Practice allows students to identify
social issues in a classroom environment, using different media
representations, and in small groups with peers. This prepares
students for group work in their final project as well.
b. Discuss the feedback loop present (Teacher? Peer? Self?
Student)
i. Feedback includes; teacher feedback for practice activities
allowing students to better understand what to work on/ what
is going well, as well as self-evaluations for the final project,
and finally teacher evaluation of the final project using
available rubric for grading, and considering students
personal score submitted on self- evaluation.

5. Does the INFORM phase give students what they need to enter into
successful practice?
a. Are they provided with:
i. Instructions: Teacher begins discussion and recap on previous
weeks activities and reviews information with class.
ii. New Information/Concepts: Existing information is reviewed
and concepts learned are reinforced to further allow students
to understand topic of social issues and social justice through
discussions, an online survey, and question hand-outs.
iii. Demonstration/Example: Group discussion and survey using
phone, and class discussion is used to further demonstrate and
review topics.

6. Is your ENGAGE awesome? Is it destined to go down in teacher lore and
imprint on impressionable young minds forever?
a. Does it prime for the upcoming inform? How?
i. Engage introduces students to topics of social issues and social
justice through a real world example by having the kids visit
Chris (guest speaker) old neighbourhood where he
experienced social injustices.
b. Does it generate excitement? How?
ii. Students are not told what exactly is in store for them once they
arrive at the community center/ who they will meet there/ what the
activity will include. This generates anticipation but also allows

students to enter the activity with a fresh mind towards the subject
which will be introduced.
c. Does it give all a feel of impending success? How?
Social issues are relevant and prevalent. McGill High Schools is located
in New York and the engage activity takes place within the
community. The sense of relevancy and poignancy should thus be
potent with the students.

7. Are all special considerations listed? What are they?

E.g.: transport, space requirements, materials list.
i. Yes. special considerations are listed and include the materials to be
used for the activity ( phone, audio recorder) and also include the
transportation method ( bus). Also, students parents should be
advised/required to sign a form permitting them to participate in the field
trip.

8. Does the whole plan feel like it:
a. It is very accessible to a diverse student population? Explain.
i. Yes. Social issues are very much a part of students lives,
whether they know of it or not. This whole bully/cyber-bully
trend has gained a lot of traction in the last few years, and you
cant walk through a hallway without someone accusing
someone else of being a bully. Teenagers love drama, and
social issues instigates such drama.
b. Will flow nicely in temporal fashion.
i. I believe so. One issue we may encounter with this lesson plan
is not enough time allotted for the production phase. Although
3 75 minute classes seems enough, its possible that it wont be.
Hypothetically, I could just add a class to the lesson plan
c. Has a chance to end in class achievement of the objective(s)
i. Yes. The objectives/lesson competencies are physically
presented to the students in the practice phase.
d. Will provide opportunities for each student to progress and
contribute
i. Yes! Multiple components to the produce phase (script, video,
storyboard, etc..) and an opportunity to present their work to
the entire school at the end of the lesson.
e. Is open to reflection and revision upon implementation?
i. Well, ideally, we dont have to revise anything. We are hoping
that assessment and consistent feedback has been sufficient

throughout the lesson so as to avoid any of this. The whole
point of the teacher and Chris (guest speaker) to float around
during the produce process is exactly for this reason. Revision
will be conducted through the feedback processes. I

9. I want to run this lesson with my group: Can I run this lesson?
a. Is it ready to go will all the needed materials included? Yes? Even in terms
of how I am to evaluate students? Are you sure? List them.
No. We need IPads, audio recorders, a bus, a guest speaker, an account

on polleverywhere.com, and video editing software. Hand outs and
rubrics are available for you, but the rest is not. We would have to
acquire those if we wanted to implement this lesson plan!

Social Justice League Lesson Plan Final

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Social Justice League Lesson Plan Final

Загружено:

Авторское право:

Доступные форматы

Lesson Plan

The Social Justice League Lesson Plan 1

The Social Justice League Lesson Plan 2

The Social Justice League Lesson Plan 3

Students will understand that social issues differ across cultures.

Students will recognize denotative and connotative implications/meanings of

Students will be able to identify and define a social issue.

Students will employ media sources in addressing social issues.

Students will be able to present a possible solution(s) to a specific social issue

The Social Justice League Lesson Plan 4

The Social Justice League Lesson Plan 5

The Social Justice League Lesson Plan 6

Guest Speaker notes and reflections hand-out

Hook (15 minutes)

Development (60 minutes)

In groups of 4 or 5, students will discuss and compare their reflections answers.

II. Class discussion (15 minutes)

As a class, students will discuss their reflections answers.

III. Phone Surveys (15 minutes)

III. Class Dicussion (15 minutes)

The Social Justice League Lesson Plan 7

The Social Justice League Lesson Plan 8

IPad with a PSA about bullying

4 pictures (2 are social issues, 2 are not)

Script from a movie referencing a social issue (bullying)

Comic strip addressing gender inequality

The Social Justice League Lesson Plan 9

Performed as a classroom discussion. At each station there are four different

III. Stations (40 minutes)

Each group starts at a specific station. A timer of 10 minutes is projected on

The Social Justice League Lesson Plan 10

II. Refresher (5 minutes)

The Social Justice League Lesson Plan 11

IV. KUDs (5 minutes)

V. Stations (40 minutes)

The Social Justice League Lesson Plan 12

IPad with video editing software

White paper and color pencils

Hook: (10 minutes)

The Social Justice League Lesson Plan 13

The Social Justice League Lesson Plan 14

IPad with video editing software

White paper and color pencils

Hook: (10 minutes)

The Social Justice League Lesson Plan 15

The Social Justice League Lesson Plan 16

Guest Speaker Notes and Reflections

The Social Justice League Lesson Plan 17

The Social Justice League Lesson Plan 18

2) Modes of media include: News articles, cartoons, television shows/commercials,

3) Chris did not use a mode of media to promote social justice.

4) A television commercial about the negative effects of alcoholism in northern Quebec is an

The Social Justice League Lesson Plan 19

True. The solution proposed is what promotes social justice.

The Social Justice League Lesson Plan 20

The Social Justice League Lesson Plan 21

Practice Activity 1 Notes and Reflections

2) Why is it a social issue? Provide a description:

3) How is it presented (method of media)? :

The Social Justice League Lesson Plan 22

justice concerning this issue?:

The Social Justice League Lesson Plan 23

The Social Justice League Lesson Plan 24