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Lesson 1

We will discuss the Central Question of the unit: Who changes the world? We will determine what we need to focus on to succeed on the Culminating Task. We will begin our exploration of change agents by analyzing a quote.

Lesson Goals

  • Can I use a variety of strategies (e.g., context clues, word study, and vocabulary resources) to determine the meaning of unfamiliar words related to change agents?

  • Can I work productively in various roles with other participants?

  • Can I pay attention to and acknowledge others while thoughtfully considering their ideas?

Texts

There are no texts for this Lesson.

Materials

Tools

Reference Guides

Question Sets

Editable Google Docs

Activity 1: Read

We will learn about this unit and how it relates to the rest of the year.

The Foundation Unit prepares you for the rest of the year. Review the Course Overview to understand what you will do and learn this year.

Activity 2: Discuss

We will work in small groups to set norms for small-group work.

Read the following goal statement:

I will set norms and rules that will govern behavior in small-group activities to ensure a respectful and productive learning environment.

Get into a turn-and-talk group and follow the directions below:

  1. Work with a partner to identify two problems you each have encountered when working in small groups. Write the problems on two separate sticky notes.

  2. On a third sticky note, write down one rule that could solve each problem. For example, if the problem is that students talk over each other, the solution could be to wait until a person finishes before talking.

  3. Once you finish, place your sticky notes on the whiteboard.

  4. As a class, determine which rules will become class norms.

Activity 3: Discuss – Write

We will discuss the unit’s Central Question and reflect on its significance by completing a quick-write in our Learning Logs.

Step 1

Review the Central Question of the unit:

Who changes the world?

Use the following questions to guide a discussion with a partner or small group:

  1. What is the Central Question asking?

  2. What might you already know in relation to the Central Question?

  3. What about the question piques your curiosity?

  4. How do you think this question relates to the texts or topic of the unit?

  5. If you were to provide an answer to the Central Question today, what would it be?

Step 2

In your Learning Log, write a response to Question 5. You will return to this initial response in later lessons to examine how your understanding of the Central Question has evolved.

Activity 4: Read – Discuss

We will read and analyze the Culminating Task checklist. We will identify specific knowledge we are expected to gain throughout the unit and the specific skills we will need to succeed on the Culminating Task.

In your small group, read and discuss Part 1 of the Culminating Task Checklist. Determine what skills and knowledge you need to succeed on the Culminating Task. Respond to the following questions:

  1. What do you need to know to succeed on Part 1 of the Culminating Task?

  2. What do you need to do to succeed on Part 1 of the Culminating Task?

Discuss the answers to your questions as a group. Together, create a checklist in your Learning Log or use the Culminating Task Progress Tracker to determine what you need to know and do to succeed on Part 1 of the Culminating Task. For each skill identified, assess how prepared you are to begin this lesson.

In a small group, read and discuss Part 2 of the Culminating Task and the Culminating Task Checklist. Determine what knowledge and skills you need to succeed on the Culminating Task. Respond to the following questions:

  1. What do you need to know to succeed on Part 2 of the Culminating Task?

  2. What do you need to do to succeed on Part 2 of the Culminating Task?

Discuss the answers to your questions as a group. Together, create a checklist in your Learning Log or use the Culminating Task Progress Tracker to determine what you need to know and do to succeed on Part 2 of the Culminating Task. For each skill identified, assess how prepared you are to begin this lesson.

Activity 5: Read

We will review the Unit Text List to familiarize ourselves with the texts we will analyze and discuss throughout the unit.

Step 1

Access and review the Unit Text List. Note the information that is included about each text. These texts are also listed in the activities in which they appear, under the Materials tab. You will notice that each text has an icon by it. These indicate where the text is located, which corresponds to the Location column in the Unit Text List.

Text locations:

  • Tradebook: These texts are full-length novels or nonfiction books you will most likely have copies of.

  • Digital Access: You can find these texts online. Use the information provided in the Unit Text List or on the Texts tab for the activity to conduct a web search for the resource. Digital Access resources include online articles, videos, podcasts, and other web sources.

  • PDF Texts: These are formatted PDFs of texts that are available for download on the Materials tab.

  • CD/DVD: These materials are available on CD or DVD and might also be available through online content providers.

Step 2

Review the Independent Reading Text Options. Here, you will find suggested options for independent reading related to the unit.

Activity 6: Write

We will begin to think about the idea of change by responding to a popular quote.

Think about the popular saying, "Be the change you wish to see in the world." Respond to the following question:

  1. What does it mean to "be the change you wish to see"?

Write your thoughts on one of the sticky notes on your desk. Once you finish, place your sticky note on the whiteboard under "Be the Change."

Activity 7: Read – Write – Discuss

We will learn the definitions of three constructs—activism, advocacy, and influence—that directly connect to the characteristics of change agents and that will guide pathway discussions.

Step 1

Access the unit’s Vocabulary List. The first three terms you will learn in this unit are activism, advocacy, and influence. These terms are important because throughout this unit, you will apply them to help advance your understanding of change agents. Write them down in your Vocabulary Journal.

Read the sample sentences provided by your teacher. Respond to the following questions:

  1. Read the sentence containing the word activism. Can you think of an example of someone or a group of people engaging in activism?

  2. Read the sentence containing the word advocacy. Can you think of an example of someone or a group of people engaging in advocacy?

  3. Read the sentence containing the word influence. Can you think of an example of someone or a group of people who exerted influence?

Step 2

Examine the notes your classmates placed on the board in the previous activity. With your turn-and-talk partner, discuss how activism, advocacy, and influence relate to what you or other class members said about what the quote, "Be the change you wish to see in the world," means. How are they the same? How are they different?

Write some key understandings from this discussion in your Learning Log.