Skip to contentContribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us

 

 

Contribute to ReadWriteThink

ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, activities, or other ideas you'd like to contribute, we'd love to hear from you.

More

 

Professional Development

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

More

 

Reading & Language Arts Community

Did You Know?

Your students can save their work with Student Interactives.

More more

HomeClassroom ResourcesLesson Plans

Lesson Plan

Literature as a Catalyst for Social Action: Breaking Barriers, Building Bridges

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)

 

Literature as a Catalyst for Social Action: Breaking Barriers, Building Bridges

Grades 3 – 5
Lesson Plan Type Standard Lesson
Estimated Time Seven 45-minute sessions
Lesson Author

Joy F. Moss

Joy F. Moss

Rochester, New York

Publisher

National Council of Teachers of English

 

State Standards

NCTE/IRA National Standards for the English Language Arts

 

COMMON CORE STANDARDS

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

   

back to top

 

STATE STANDARDS

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

 

back to top

 

NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS

2.

Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

 

3.

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound–letter correspondence, sentence structure, context, graphics).

 

11.

Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

 

12.

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

 

back to top