|Block 12 (One or two lesson plans)|
|Learning Targets:||Students will be able to:
· Reflect on how their perspectives have changed and grown over the course of this unit in regard to understanding disability, ableism, and identity.
· Engage in discussion that helps them understand and appreciate other people’s interpretations and reactions to shared literature.
|Common Core Standards Alignment:||CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
· Spend a few minutes reflecting on what you’ve learned in this unit about things like disability, ableism, and identity. Focus on a reading (the novel, an essay, or a poem) that had particular meaning for you and explain how it helped shape your perspective.
· Lead a whole-class discussion of students’ responses. Point out how students’ vocabulary, attitudes, and understanding have been influenced by readings, discussion, and reflection.
|Reflective activities:||SHARING RESPONSES
· Let this class period be a celebration of what students have learned. Invite each student to choose and share one of the following:
1. A paragraph from the literary analysis paper.
2. A response to a writing prompt.
3. A paragraph or two from a poetry response paper.
4. A poem.
Be sure to show affirmation for each student’s contribution.
· Where do we go from here? Now that we know that ableism exists, now that we’ve seen perspectives from people with disabilities, we have a responsibility to make a difference. Invite students to brainstorm ways that they can get involved in making the world a more accessible place for everyone. Consider various forms of local activism, petitions for changes to be made to the structure of the school, holding a fundraiser for an organization like Autism Self-Advocacy Network.
· Also help students to consider ways to “read” representations of disability in other literature. If possible, use books you’ve already studied in class this year and do some informal analysis of how disability in presented in those texts.
|Materials:||Journals for students.|
|Accessibility:||· Consider various forms through which students can share either their responses to the writing prompt or their poetry responses: reading from index cards, publishing reflections online, and sharing with partners. Some students may show their learning and reflection best through a work of visual art or a poem. This reflective time should be an inclusive, accepting, celebratory space.|
*Discussions may be adapted to the form best suited for your students. You could make this discussion a “think-pair-share,” a whole class discussion, or a small group discussion. If it is a whole-class discussion, consider allowing students to participate by writing their thoughts on notecards if they would rather not speak aloud in front of all the other students.