social justice lesson plan

Optional Social Justice Lesson Plan Assignment

Develop a social justice lesson that brings together the teaching of subject matter through a

social justice context aligned with Hackman and/or Agrawal’s approaches to social justice

education and including social action tools that promote hope and possibility. The lesson will be

aligned with recent theories of learning and will demonstrate ways of addressing diverse student

needs for learning the intended content and processes.

The completed assignment will include the following sections:

I. A description of the students with whom this social justice lesson might be used (can be hypothetical).

II. Content progression: Indicate the content area and the specific topic in that content area of the lesson along with a discussion of how this topic fits into the K-12 curriculum in the

identified content area. Explain the progressions of concepts and procedures to be learned

along the K-12 continuum that are aligned with the topic of the lesson, identifying

elementary, middle school, and high school content, procedures and practices and State

Standards in the area.

III. Lesson plan clearly describing each of the following:

(1) Overarching (Long-term) Affective and Practice/Process Goal(s) (at least one of each)

Affective—emotions, feelings, values. Examples:

Ex. 1 Value alternate points of view and be able to look at situations and events from others’

points of view and engage in action to ameliorate injustices from your own or other’s points of

view.

Ex. 2 Become motivated to make a positive difference in the lives of others through an

outstretched hand offering help, or a nonviolent strategy promoting a solution to a problem,

conflict, or injustice.

(2) Specific Florida Standards in the Subject Area/Content (or CCSS if not in Florida) and

Lesson Objectives: Standards and specific learning objectives for content the students will

learn within the particular lesson;

(3) Approx. time (e.g., 50 mins., 1hr 30 mins. block period or two 45/50 min. periods,

etc.depending on setting and content of lesson);

(4) Materials: Delineate materials and resources needed to effectively complete lesson;

(5) Procedures: Begin with some captivating/motivating starter to interest the students in the

lesson (e.g., a problem/question to draw interest; a short video; etc.). Procedures for the

lesson (including specific statements of what the students will do and might say/ask and

statements of what the teacher will do or ask and say)—the procedures as numbered steps,

indicating what the teacher does and says and what the students are to do and might say, in

the lesson is one clear way to layout the procedures; The procedures include social action

tools that promote hope and possibility.

(6) Assessment: Discuss how to assess student learning in the particular lesson—can be informal

or formal.

(7) Accommodations: Suggested special accommodations that may be made for students with

learning disabilities, physical disabilities or English Language Learners (ELLs) (as might be

appropriate for the particular lesson).

(8) Handouts: Any worksheets or scanned copies of materials needed for the lesson; If using a

website with the class, please include the website within the procedures for the lesson or

here, as appropriate.

IV. Bibliography of actual or potential resources for the lesson.

V. Reflection of how this lesson is aligned with recent theories of learning, how it is aligned

with and incorporates Hackman and/or Agrawal’s approaches to social justice education for

teaching and learning, how it incorporates tools for social action, and how it is appropriate

with respect to the description of the students described in section I above.

Social Justice Lesson Plan Rubric

Total Points: 18

Category Mastery (3 pts)

Acceptable (2

pts) Limited

(1 pt)

Content Progression

across K-12

Description and

discussion of content progression accurately and explicitly situates the topic/content of the lesson across elementary, middle school and high school curriculum and related state standards.

Description and

discussion of content progression accurately and somewhat explicitly situates the topic/content

of the lesson across

elementary, middle

school and high school

curriculum and related

state standards.

Description and

discussion of content progression lacks some accuracy or explicitness in situating the

topic/content of the

lesson across

elementary, middle

school and high school

curriculum and related

state standards.

Overarching

(Longterm) Goals

(Affective and Practice/Process), FL Standards or CCSS

(standards) & Instructional Objectives for Lesson and Intended Activities

Overarching (Longterm)

Goals (Affective and

Practice/Process),

instructional objectives,

and FL Standards or

CCSS are specifically

identified and clearly

stated and directly

Overarching goals,

instructional objectives,

and FL standards or

CCSS are stated and

somewhat represent the

expected learning as a

result of the lesson,

including intended

Overarching goals,

instructional objectives,

and FL Standards or

CCSS are not

appropriately stated or

do not appropriately

represent the expected

learning as a result of

represent the learning

expected as a result of

the lesson, including

intended activities and

social justice approach.

activities and social

justice approach.

the lesson, including

intended activities and

social justice approach.

Aligned with recent

Learning Theories and Accommodations

Appropriate for Diverse

Student Learning

All instructional

strategies, procedures,

indicating what teacher

does and says and what

students might likely do

and say, and activities

including tools for social

action are well

organized and clearly

aligned with recent

learning theories,

research, and

documented best

practice appropriate for

the learning of diverse

students. Lesson

includes appropriate

accommodations for

diverse student learning.

Most instructional strategies, procedures, indicating what teacher does and says and what students might likely do and say, and activities including tools for

social action are somewhat organized and aligned with recent learning theories, research, and documented best practice appropriate for the learning of diverse students. Lesson includes somewhat appropriate

accommodations for diverse student learning.

Instructional strategies,

procedures, indicating

what teacher does and

says and what students

might likely do and say,

and activities including

tools for social action are

aligned in limited ways

with recent learning

theories, research, and

documented best

practice appropriate for

the learning of diverse

students. Lesson lacks

appropriate

accommodations for

diverse student learning.

Content in Lessons The content in lessons and related activities is accurate and promotes coherent understanding and learning of the content. All handouts are included and materials list is

complete. No errors with

respect to content in

lesson and related

materials.

The content in lessons

and related activities is

mostly accurate and

promotes a somewhat

coherent understanding

and learning of the

content. All or most

handouts are included

and materials list is

somewhat complete or

made few, unsubstantive

errors with respect to

content in lesson and

related materials.

The content in lessons and related activities is accurate with a few errors and lacks appropriate coherence for the development of understanding and

learning of the content. Handouts are incomplete and materials list is somewhat lacking or made some errors or a central substantive error with respect to content in lesson and related materials.

Social Justice Education

Perspective in Lesson

Instructional activities

and related reflection on

lesson plan are clearly

aligned with and

demonstrate a strong

understanding of social

justice education in

teaching and learning and

are appropriate for

intended students

described in submission.

Instructional activities and related reflection on lesson plan are mostly aligned with or

demonstrate a satisfactory level of understanding of social justice education in teaching and learning and are satisfactorily appropriate for intended students described in submission.

Instructional activities

and related reflection on

lesson plan lack some

alignment with or lack

understanding of social

justice education in

teaching and learning or

lack appropriateness for

intended students

described in submission.

Communication and

coherence among

assignment, lesson plan,

and reflection

Written materials are

well-organized and

grammatically accurate.

Materials demonstrate a

clear coherence in

research, planning and

reflection.

Written materials are somewhat appropriately organized and grammatically accurate with few errors. Materials demonstrate some appropriate coherence in research, planning or reflection.

Written materials are

somewhat appropriately

organized and

grammatically accurate

with few errors.

Materials demonstrate

some appropriate

coherence in research,

planning or reflection.