Reading/Literacy and Social Justice

Title: Imagery and Social Justice

Grade: 3rd
Concept/Topic: Reading
Desired Results/Learning Outcome/Essential Question:
- I can use imagery in a text to create mental images.
- I can define imagery.
- I can create a sensory figure based on a character in the text.
- I can describe a perspective other than my own.
NCSCOS Standards:
Common Core: College and Career Readiness (CCR) Anchor Standards For
Reading: Craft and Structure CCSS.ELA-Literacy.CCRA.R.4 Interpret words and
phrases as they are used in a text, including determining technical, connotative,
and figurative meanings, and analyze how specific word choices shape meaning or
tone
Standard: RI3.3 Describe the relationship between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text, using
language that pertains to time, sequence and cause/effect.
Assessment Plan:
- The images and descriptions written on Freedom Summer imagery
worksheet.
- The completion of a sensory figure with a sentence relating to each of
the 5 senses.

Prior Knowledge/Connections:
When talking with my mentor teacher, I have discovered that these students have
had several conversations about segregation. Since the students have some
background information on the topic of segregation, I am anticipating a rich
conversation come the social justice aspect of my lesson. My lesson demonstrates
cultural competence because within the lesson because after reflecting on how the
characters in the book were treated, students will be asked to share about a time
where they felt they were treated unfairly and what they did. This lesson also
demonstrates critical consciousness because when sharing the sensory figures,
conversations will focus on inequalities seen throughout the book, and how students
can deal with being treated unfairly.

Materials/Resources:
- Picture of an apple
- Blank computer paper
- Sentence frame anchor chart
- Book: Freedom Summer
- Mental Image Sketch Worksheet

Lesson Introduction/Hook:
Whats the word activity: I will show one student an image of an apple. The
student will have to describe the image without saying the word apple. The other
students will have to guess what the image is based on the descriptions given to
them.
When students guess the answer:
- How did you decide that it was an apple?
- ____s descriptions helped you paint a mental
image in your mind.

Transition: Today we are going to use the imagery we find in this book to create
mental images in our minds to help our comprehension of the story!

Heart of the Lesson/Learning Plans

Lesson Development:
Book: Freedom Summer
Figurative Language focus: Imagery
Reading Comprehension Strategy focus: Creating mental Images
1. Today we are going to read the book by Deborah Wiles called,
Freedom Summer. What comes to mind when with those words?
a. Have students use sentence starters:
i. When I hear those words I think
ii. I believe
iii. I agree with because....
2. Read A Note about the Text
a. So the author has told is that this book is fiction, but it is
based on real events. While were reading, were going to listen to the
imagery the author uses to describe the different events, and then use
that imagery to create mental images.
3. YOU DO: Stop at the end of page 3
a. Wow, I heard some similes on this page that helped me
create a mental image in my mind.
i. When the author said, He crawls like a
catfish, blows bubbles like a swamp monster I not only see
this character swimming, but also playing in the pool. I know
catfishes swim in more than a straight line, so thats how I see
this character moving in the water.
1. Draw a quick sketch of my
mental image.
a. I drew the
character doing a flip in the water because of the
words crawls like a catfish, and without clothes
because the author said wearing only our skin.
4. WE DO: Lets keep reading! Stop on page 5
a. What great imagery the author provides on this page!
We heard many details describing the boys and their swimming. Does
anyone remember some of the imagery they heard?
 i. In 30 seconds, I want you to sketch in the
first square on your worksheet, one of the details you heard that
helped you create a mental image in your head.
1. Using the sentence starter I
drew _____ because I heard the words ______. who would
like to share their sketch?
2. Remind students that they can
comment on each others sketches using the sentence
frames:
a. Why did you?
b. Couldnt it also be
that?
c. I like what _____
said because....?
d. I would like to add
.
e. Repeat that,
please.
b. Stop on page 9
i. When I heard the phrase I wiggle in my
chair like a doodlebug, that painted a mental image in my head.
Give me a thumbs up if it did the same for you.
1. Instead of sketching this out, I
want you to show me what you think little Joe looks like as
he wiggles in his chair like a doodlebug.
a. What do you think
this tells us about Joe?
c. Stop at Pink sticky
i. Ask - Give me a thumbs up if you think the
boys are going to have a great time swimming at the pool
together.
1. What predictions do you have
of what will happen next?
a. Use sentence
frame: I predict
b. Remind students
they can comment using the sentence frames.
d. Stop on page 17
i. Hmmm I want you guys to think about some
of the imagery you heard on that page, when youre ready go
ahead and take 30 seconds to sketch out the mental image in
your head.
1. Using the sentence frame, who
would like to share?
e. Stop at second pink sticky note
 i. How do you think the characters are feeling
right now?
f. Last page
i. What is important about the way this story
ends?
ii. Have you ever done something brave like
this before?
1. Have students use sentence
starters when answering and commenting
5. Social Justice Activity
a. I want you to think back on some of the mental images
of the characters you created when reading this book. Each of you is
going to create a sensory figures.
i. A sensory figure is a picture of one of the
characters, with five sentences, one for each sense (reference
image). Your sentences should be something you heard from the
book about the character. You can include other quotes or
images around the figure, as long as you have the five base
sentences.
1. Their sensory image should
include one description of all 5 senses using the following
sentence frames:
a. I see
b. I feel
c. I hear
d. I smell
e. I taste
Concluding the Lesson/Closure/Debriefing:
Students will come back to the floor and share some of their sensory figures.
b. Sentence frame: I drew because.
Ask:
a. Why do you think the characters felt the way they did?
b. Have you or a friend ever been treated unfairly? What did you do?