Showing posts with label or Sensitive. Show all posts
Showing posts with label or Sensitive. Show all posts

Monday, December 11, 2017

I am Jazz!


By Jessica Herthel and Jazz Jennings

Illustrated by Shelagh McNicholas

Herthel, Jessica, et al. I am Jazz! Dial Books for Young Readers, 2014.




Lexile Level: AD300L

Grades: 1st-5th

Domain: Affective

Summary:

This book was written by a young girl named Jazz along with co-author, Jessica Herthel. Jazz was born a boy but ever since she could remember, she has always felt like a girl. Jazz explains what transgender means as well as her experience being a transgender teen. Jazz is one of the first teens to speak out about being transgender.

Standards:


CCSS.ELA-LITERACY.RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

CCSS.ELA-LITERACY.SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 (grades 3 and 4) topics and texts, building on others’ ideas and expressing their own clearly.


Goal:

Students will understand what transgender means.

Students understand, appreciation and respect every person regardless of their differences.


Objective:

Students will know the definition of gender, and gender identity.

Students will understand what it means to be transgender.


Outcome:

Students will recognize what parts of them make them you they are.

Students will create a poem identifying who they are.


Procedure:


After reading I am Jazz!, explain the definition of gender and gender identity. Then ask the students the following questions:


Jazz is transgender. What does it mean to be transgender?


What are some of the ways that Jazz sees herself?


What are some of the ways that others see Jazz?


How’s Jazz feeling when people give make fun of her?


Engage the students in a whole class discussion as they think of answers to the questions. Ask the students to think about what parts of them make them who they are. The students will then create a poem identifying the parts of themselves that make them who they are.



Additional Resource:


Video of Jazz Jennings reading her book.

https://youtu.be/h1pw77FyTvQ


There is also a tv series on TLC about Jazz and her experiences.

Selling tool:




What does it mean to be transgender?



This is an autobiographical story is about a transgender youth, Jazz. Jazz explains what it means to be transgender and what her experiences have been trying to get the world to understand who she is. Perfect way to start conversations about gender and gender identity with young children.


A 2015 Rainbow List Selection


"All young people—regardless of difference—deserve the things Jazz shares in her lovely book: a loving family, supportive friends, and the freedom to be their true selves. A beautifully illustrated and accessible primer on one trans girl's journey of living her truth."—Janet Mock, New York Times bestselling author of Redefining Realness


"I wish I had had a book like this when I was a kid struggling with gender identity questions. I found it deeply moving in its simplicity and honesty."—Laverne Cox, acclaimed actress and transgender advocate


"Jazz is a sensitive and courageous young woman. Her story is inspiring and important to read. By sharing her experiences and view she has added to our understanding and compassion for the transgender experience."—Barbara Walters


"A terrific and timely book that explains to kids what it means to be transgender and—more importantly—that reminds kids our similarities are much more important than our differences."—Jodi Picoult, New York Times bestselling author of The Storyteller and Between the Lines


Wednesday, November 15, 2017

George

“George” by  Alex Gino

Gino, Alex.  George.  New York: Scholastic Press, 2015.
Age Range: 8–12
Lexile: 790
Summary: This is the story of Melissa, whose friends and family know her as George. This is a novel about a transgender boy who identifies as a female.   George thinks she'll have to keep this a secret forever. Then her teacher announces that their class play is going to be Charlotte's Web. George really, really, REALLY wants to play Charlotte. But the teacher says she can't even try out for the part  because she's a boy. With the help of her best friend, Kelly, George devises a plan so everyone can know the real her once and for all.
Book Selling Tool: Infographic
Activity:   Being an Ally:
Students will first be asked to think, What is an ally? and,What are some examples of ally behavior you have seen in school? What are examples of ally behavior in the book?
Students will then, brainstorm characters in the book who displayed “ally” behavior. These could include George’s best friend Kelly, George’s brother Scott, Principal Maldonado. Students will each get an Ally worksheet
Students will go through the book and jot down as many instances of ally behavior that that they can quotes, actions, etc.  and apply them to create real world examples. As a culmination, students will work in groups to express their knowledge on Ally’s with illustrate their examples of ally behavior by creating a final project which could an Imovie or
Groups will respond to each others presentations through a peer feedback rubric in which they agree or disagree with each group's definition, example from book, and real world connections and explain why or why not.

Standards:

Key Ideas and Details:

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
.
AASL:
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
Information Literacy:
6.4 Presents conclusions and supporting facts in a variety of ways.  

Learning Outcomes: Students will use evidence from the text (quotes or examples) to make real world connections of what an ally is and how a person can be one. They will then create IMovies or  an Animaker  to connect all of their ideas for what makes an Ally (using support from the book plus their own real world scenarios).
Learning Objectives
Students will identify 4 quotes/examples from the text and analyze how those examples contribute to real world applications of being an ally (Cognitive).

Students will create an Imovie or an Animaker  and assess each of their peers presentations for feedback and clarification on own definition of what being an ally means (Psychomotor, Affective).

Assessments
Student created  Imovie
Student Peer Feedback Rubric


Work Cited:
Anti-Defamation League. ADL's Book of the Month: George. 2016. Retrieved on November 6th from https://www.adl.org/sites/default/files/documents/assets/pdf/education-outreach/book-of-the-month-george.pdf 

This One Summer

“This One Summer”by Mariko Tamaki

Tamaki, Mariko. This One Summer. New York: First Second, 2014.
Lexile: 300
Fountas and Pinnell: Level Z
Recommended for: Grades 5-7
Selling Tool: Book Review
Summary: This is a graphic novel about  a girl named Rose goes with her parents to their lakehouse in Awago Beach. She has a friend named Windy who is like a little sister to her.  This is a different summer though. Rose's mom and dad won't stop fighting, and when Rose and Windy try to escape the drama they come into a whole new set of problems they have to deal with. This book can be considered controversial because it deals with some hot topics like: teen pregnancy, peer pressure, and depression among other things.
Activity: This book would be great to use in the classroom for an ELA lesson on teaching Persuasive Writing and “Controversy in Literature”. Students will be able to read this book (among others) and apply examples from the book that could be considered controversial or too sensitive. They will chose a side either FOR or AGAINST having this book in our school library. They will then find instances in the book that pertain to topics of concern, and support their reasons with evidence. Students will then be able to debate their claims and evidence with the rest of the class as part of a Mock Trial Debate on identifying quality literature for students. I would use this book as a teachable moment to have m students decide as a class if this book should or shouldn't be allowed in schools and the support to backup their claims.  Students will fill out their graphic organizers and then write a persuasive essay in which will be presented during the debate portion of the activity. We will vote as a class on if this book should stay on the shelves or be put to the side because it is “too controversial”.
Students will be able to respond to their peers through questioning and comments. The teacher will be assessing this through the use of a checklist for each student presentation and comments that are made on their overall understanding.
Learning Outcome: Students will read This One Summer and identify controversial issues throughout. They will then choose a side and state a claim whether they think this literature should stay in the school library or be banned, with three reasons and examples to support their claims.
Learning Objectives:
  • Students will state a claim, identify and explain three reasons of controversial topics discussed in “This One Summer”. (Cognitive) Here is the graphic organizer they will be using.
  • Students will debate their findings with other peers to determine if this literature should be kept on school library shelves (Psychomotor, Affective) Students will be assessed through a teacher checklist of observation.
Standards:
NYS Common Core:

Key Ideas and Details:

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
AASL:
2.3.1 Connect understanding to the real world.
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
Information Literacy Continuum:
5.7 Forms opinion and uses evidence from text to back it up.



Work Cited: 

Comic Book Legal Defense Fund. Using Graphic Novels in Education: The One Summer. 2007, Retrieved on October 5th, from http://cbldf.org/2015/02/using-graphic-novels-in-education-this-one-summer/