Literature as a Catalyst for Social Action: Breaking Barriers, Building Bridges.
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| Title: | Literature as a Catalyst for Social Action: Breaking Barriers, Building Bridges. |
|---|---|
| Language: | English |
| Authors: | Moss, Joy, MarcoPolo Education Foundation., National Council of Teachers of English, Urbana, IL., International Reading Association, Newark, DE. |
| Availability: | Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. |
| Peer Reviewed: | N |
| Page Count: | 10 |
| Publication Date: | 2003 |
| Intended Audience: | Practitioners; Students; Teachers |
| Document Type: | Guides - Classroom - Teacher |
| Descriptors: | Biographies, Critical Reading, Discussion (Teaching Technique), Elementary Education, Evaluation Methods, Independent Reading, Lesson Plans, Picture Books, Reading Instruction, Social Action |
| Geographic Terms: | U.S.; Delaware |
| Abstract: | Students are invited to confront and discuss issues of injustice and intolerance by reading a variety of fiction and nonfiction texts. During five to nine 45-minute sessions, students will: engage in critical discussions of shared texts and engage in independent reading of biographies to extend the literary experiences in read-aloud sessions; analyze and compare these shared texts in terms of genre, social and historical settings, conflicts, character development, and themes; explore the craft of the authors and artists, and discover the potential of the picture book for presenting complex ideas about the human experience; use intertextual links to build understanding as they read each new text in light of previous texts; confront injustices and inequities in the past and present as they discover the realities of social barriers then and now, and learn how literature can become a catalyst for social action: breaking barriers and building bridges; respond to shared texts and to independent reading experiences in group discussions and in Response Journals; and learn to formulate their own questions to generate critical study of literary texts. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A list of additional literature resources is attached. (PM) |
| Journal Code: | RIEMAY2004 |
| Entry Date: | 2004 |
| Accession Number: | ED480240 |
| Database: | ERIC |
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