MAKING POSTERS
To ensure students have met the unit objectives and are able to synthesize the concepts brought forth in each lesson, I will have students do a summative assessment. For the assessment, I want students to create posters and hang them around the school to inform other people how to respect people of different races. The reason I chose to have students create a poster as an assessment is because it allows room for creativity and interpretation. I want students to know the content, as well as have the space to make meaning of it. Through the creation of a poster, students have the opportunity to create meaning of the concepts, which shows me that students are critically thinking about how “race” exists in the world and how they can change racism by showing respect to others.
I would start out by discussing what “race” is. Then ask students how “race” affects us, and why we need to show respect to people who have a different race. As students are sharing their thoughts and ideas, the teacher should write them down so students can use them later during the poster creation. Have students revisit the ideas they came up with in previous lessons on how to show respect to people who are different. Then add anything new the students come up with in regards to how we can show respect. Also, discuss how we can represent some of the ideas through words or drawings. Announce that they will be creating a poster that informs people how they can show respect to people who have a different race.
For the poster creation, show students an example or two of what it can look like. Inform students their poster does not have to look like the examples. Give students a guideline of what they should at least include on their poster. In this assessment, I want students to include two to three sentences about what respecting “race” means, and drawings of what respecting people of a different race looks like. For instance, I would give an example that states, respecting race means playing with someone even though they look different. After students create their posters on construction paper, it would be nice to hang them up, either throughout the school or as a collective piece of art in one area. If there is time, I think it would be beneficial to have students share them so they can see what their peers learned and how they approached their poster. It is valuable for students to learn from each other.
To ensure students have met the unit objectives and are able to synthesize the concepts brought forth in each lesson, I will have students do a summative assessment. For the assessment, I want students to create posters and hang them around the school to inform other people how to respect people of different races. The reason I chose to have students create a poster as an assessment is because it allows room for creativity and interpretation. I want students to know the content, as well as have the space to make meaning of it. Through the creation of a poster, students have the opportunity to create meaning of the concepts, which shows me that students are critically thinking about how “race” exists in the world and how they can change racism by showing respect to others.
I would start out by discussing what “race” is. Then ask students how “race” affects us, and why we need to show respect to people who have a different race. As students are sharing their thoughts and ideas, the teacher should write them down so students can use them later during the poster creation. Have students revisit the ideas they came up with in previous lessons on how to show respect to people who are different. Then add anything new the students come up with in regards to how we can show respect. Also, discuss how we can represent some of the ideas through words or drawings. Announce that they will be creating a poster that informs people how they can show respect to people who have a different race.
For the poster creation, show students an example or two of what it can look like. Inform students their poster does not have to look like the examples. Give students a guideline of what they should at least include on their poster. In this assessment, I want students to include two to three sentences about what respecting “race” means, and drawings of what respecting people of a different race looks like. For instance, I would give an example that states, respecting race means playing with someone even though they look different. After students create their posters on construction paper, it would be nice to hang them up, either throughout the school or as a collective piece of art in one area. If there is time, I think it would be beneficial to have students share them so they can see what their peers learned and how they approached their poster. It is valuable for students to learn from each other.