ENGLISH
Essential QuestionsWhat is school-to-prison pipeline?
How does school-to-prison affect student's lives? |
PurposeThe purpose of this lesson plan is to help students understand and identify what school-to-prison pipeline is and how they can implement ideas of social justice for school-to-prison pipeline
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Key Skills / Content Standards
Common Core Standards
CCSS.ELA-LITERACY.RL.11-12.2
CCSS.ELA-LITERACY.RL.11-12.4
CCSS.ELA-LITERACY.W.11-12.1.B
Illinois Standards for Board of Education
1.A.5a
1.A.5b
1.B.5a
1.B.5b
1.B.5c
1.B.5d
CCSS.ELA-LITERACY.RL.11-12.2
CCSS.ELA-LITERACY.RL.11-12.4
CCSS.ELA-LITERACY.W.11-12.1.B
Illinois Standards for Board of Education
1.A.5a
1.A.5b
1.B.5a
1.B.5b
1.B.5c
1.B.5d
Vocabulary Terms
School-to-prison pipeline; Discipline; Detention; Criminal
Teacher Instructional Activities |
Student Learning Activities |
Teachers will (chronologically):
Teacher will write the following questions on the board: what is school-to-prison pipeline? and how does school-to-prison pipeline affect student's lives? Teacher will break up students into smaller groups and ask them to discuss questions on the board. Teacher will ask students to assign themselves a group leader, speaker, discussion facilitator, and note taker. The rest of the students left in the group will contribute to the discussion. Teacher will then ask students to share their thoughts on what they discussed in groups. Teacher will ask students if they would like to share a personal incident that connects with school-to-prison pipeline. Teacher will then hand out an article on: "The School-to-Prison: Time to Shut It Down" and have them read it in their groups and discuss the following questions: Why is it important to know about the school-to-prison pipeline issue? How can students contribute towards eradicating the situation? What is one approach that is working for Principal Duran? Teacher will walk around the classroom and have mini discussions with students about their thoughts. Teacher will ask students to share their thoughts based on the questions and what they thought overall about the article. Teacher will collect group discussion responses to give credit for work done in class. |
Students will (chronologically):
Students will assign each other responsibilities of group leader, speaker, discussion facilitator, and note taker. Students will discuss the essential questions written on the board amongst each other and then share their thoughts with the teacher. Students will then read article about "The School-to-Prison: Time to Shut It Down" in groups out loud and discuss the questions written on the board. Students will share their thoughts about the questions and questions posed by the teacher and turn in a group discussion responses to receive credit. |
Assessments of/for Learning
Students will be assessed on their level of class and group discussions. Groups will also be asked to turn in their discussion notes to receive credit for participation. Students are asked to write a one page reflection on the article and how they feel about it and what they can do to make a difference for homework. See rubric for clarity on how the assignment will be graded.
Students in groups will present a powerpoint on how the book "The Outsiders" connects with the themes of school-to-prison pipeline and propose ideas of what social justice for all students at the end of the unit.
Students in groups will present a powerpoint on how the book "The Outsiders" connects with the themes of school-to-prison pipeline and propose ideas of what social justice for all students at the end of the unit.
ResourcesPencils
Paper Article: The School-to-Prison: Time to Shut It Down http://neatoday.org/2015/01/05/school-prison-pipeline-time-shut/ Book: The Outsiders by Susan Eloise Hinton |