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Empathy Literacy Contract: Walk a Mile in Someone Else's Sho
Transcript of Empathy Literacy Contract: Walk a Mile in Someone Else's Sho
Nuts and Bolts
6. Contracts provide a system for keeping tabs on what kids are reading and writing, as well as identifying strengths and weaknesses.
7. Parents enter into a partnership with their children and teachers letting them know classroom literacy goals.
8. Contracts are designed for thee to six week increments.
9. Contracts are flexible. They can be altered to fit curriculum changes and student needs.
10. A literacy contract is a tool, not the entire curriculum. Daily lesson plans support the long-term goals of the contract.
Empathy Quick Writes
Throughout the contract month, we share picture books, videos, articles, photographs, art, songs, etc. around the theme topic and ask kids to write Quick Writes (Penny Kittle) in their writer's notebooks. We give them 5-10 minutes to write, and they share their writing in groups. We add what they learn and discover to our concept maps.
itles for Small Group Novel (book groups)
A Mango-Shaped Space by Wendy Mass
Anything But Typical by Nora Raleigh Baskin
Out of My Mind by Sharon Draper
Rules by Cynthia Lord
Same Sun Here by Silas House and Neela Viswani
How to Steal a Dog by Barbara O'Connor
One for the Murphys by Lynda Mulally Hunt
Joey Pigza Swallowed the Key by Jack Gantos
Every Day After by Laura Golden
The Strange Case of Origami Yoda by Tom Angleberger
El Deafo by Cece Bell
Rain Reign by Ann M. Martin
Absolutely Almost by Lisa Graff
Drums, Girls & Dangerous Pie by Jordan Sonnenblick
Counting by 7s by Holly Goldberg Sloan
Empathy and Beyond
If we can encourage discussions and writing around empathy, we can establish an environment in which we can express empathy to each other and our world.
Other Theme Topic Ideas for the Year:
Family and Home
Nuts and Bolts of a Literacy Contract
1. Literacy contracts incorporate at least one small group book around a theme topic, genre, and standards. Students are also reading and writing beyond the contract.
2. Each contract involves at least one independent nonfiction book.
3. Writing goals are incorporated in each contract.
4. Differentiation is easily written into literacy contracts. Book choices, projects, and writing parameters can be adapted for different reading and writing levels of proficiency.
5. Literacy contracts promote a structured framework for ensuring standards, yet they allow student choice.
Sample Sentence Collection from
1. Our teacher, Ms. Albert, said, "Say good morning to our new student." But most of us were silent.
2. The only empty seat was next to me. That's where our teacher put Maya.
3. I moved my chair, myself, and my books a littler farther away from her.
4. When she looked my way, I turned to the window and stared out at the snow.
5. Whenever she asked us to play, we said no.
6. "I have a new name for her," Kendra whispered. "Never new. Everything she has came from a secondhand store."
7. Each morning I walked to school slowly, hoping this would be the day Maya returned and she'd look at me and smile. I promised myself this would be the day I smiled back.
8. When I reached the pond, my throat filled with all of the things I wish I would have said to Maya. Each kindness I had never shown.
Claim/Evidence about empathy/lack of empathy
Empathy Related Picture Books to Share
by Bob Staake
The Junkyard Wonders
by Patricia Polacco
The Golden Rule
by Ilene Cooper
Unspoken: A Story of the Underground Railroad
by Henry Cole
by Jacqueline Woodson
by Derek Muson
Not only is empathy important to us in the
classroom, it is the cornerstone of reading. If
we do not feel empathy, it is impossible to feel
connected to characters.
How we run book groups
-How they choose
We collect books around our theme topic. We book
talk/preview each one, and students choose their top three. Groups are made by determining interest, level, and how they would work together.
-Meet once a week for 3 weeks
Students determine how many pages they will read each week. We know stopping at a certain point frustrates some readers; however, for the purposes of book groups, they must stop at sections. They can always read as much as they want in their independent books!
We design reflection sheets around the theme topics and standards we are teaching. Students fill these out after reading their sections and before coming to a group discussion. These guide their discussions, and we sometimes ask them to collaborate on a question or prompt.
-Culminating project: sentence collection, claim/evidence for empathy
Every literacy contract has a different culminating project after finishing group books and independent books. These projects have writing and/or digital components.
Two Bobbies: A True Story of Hurricane Katrina, Friendship, and Survival by Kirby Larson
Saving Audie: A Pitbull Puppy Gets a Second Chance by Dorothy Henshaw Patent
Kakapo Rescue: Saving the World's Strangest Parrot by Sy Montgomery and Nic Bishop
Miss Moore Thought Otherwise: How Anne Carroll Moore Created Libraries for Children by Jan Pinborough
The Boy Who Harnessed the Wind by William Kamkwamba
A Boy and a Jaguar
by Alan Rabinowitz
Mogie: The Heart of the House
by Kathi Appelt
Empathy Essential Questions to Guide Unit:
1. What do characters say when they're empathetic?
2. What actions do characters take when they show empathy?
3. What do characters
4. What do characters
5. What is the result of a character showing empathy?
6. Does point-of-view make the reader more empathetic?
Read Aloud Books for Empathy
by R.J. Palacio
The Only and Only Ivan
by Katharine Applegate
Write a book review of the nonfiction book that includes how the book addressed human and animal rights.