Elementary Library

important for me to tell you because ___.

Say: How can you find out meaningful information about your peers in the future? What is the value in that? The life experiences and details about our identity that we shared today are important. Sometimes we can see what makes us different and unique — race, gender, age, family, friendships. And sometimes we can’t see those facets of someone’s identity. Things like religion, emotions, and culture could be hidden. Our identities and life experiences influence our opinions, responses, and ideas. It’s important to recognize those varied life experiences and respect different viewpoints when we interact with media. OBJECTIVE Say: Today we are learning to describe the life experiences that influence our viewpoints and responses to media. Many different groups of people with varied identities make up our communities in Utah. When we can have empathy with each other, our communities are stronger. DIRECT INSTRUCTION & PRACTICE Step 1: Think-Pair-Share Primary Source Analysis & Build Background Knowledge Display Primary Source 1. Give students any background knowledge you think necessary to understand the context and time of the media. Say: This is a primary source. Who can describe the difference between a primary source and a secondary source? Correct, a primary source is firsthand information on a topic–it was created at the time by someone experiencing the information. Let’s look closely at this source. What do you notice? What do you wonder? That is your response or viewpoint to media. Think, What parts of your identity do you think influenced that response? Now, with a partner, share your thinking. Step 2: Read Aloud Say: We are going to read a book together about someone else who experienced this same media. As we read, think about why they might respond similarly or differently than you. What parts of their identity influenced their viewpoint? Introduce selected book ( Parker Looks Up or Wat Kept Playing ) and remind students of polite listening behavior and story time procedures. Use best practices while reading aloud. Use the discussion guide to engage students with the text and images. Step 3: Make connections between Primary Sources & Read Aloud Say: How did [Parker’s/Wat’s] life experiences affect their response to these images we looked at earlier? (Show images again) Was that different or similar to your response? Why? What do you imagine they felt? Display and read “I can” objective. Students Think-Pair-Share about identity and response.

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