Cultural Unit
Published on Sep 25, 2018
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PRESENTATION OUTLINE
“Sometimes, teachers do not realize the rich background that language minority students bring with them to the classroom.” (Freeman & Freeman, 2011 p. 179)
“Students are more engaged in school when the curriculum connects to their background and culture.” (Freeman & Freeman, 2011 p. 179)
It is important for students to begin to understand the diversity in their classroom and/or school. At my school, at least 33 languages are spoken within the school and our minority students now out number the "white" students in the school. These quotes set the tone and importance for my lessons and the connections I want kids to make with my classroom and the school.
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ELP Standards
- 9-12.1: An ELL can construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing.
- 9-12.2: An ELL can participate in grade appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions
These are the ELP standards that will be addressed in these lessons.
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ELP Standards Continued
- 9-12.9: An ELL can create clear and coherent grade appropriate speech and text.
ELP standards continued.
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Lessons within the Unit
The next three slides are an outline of the lessons I am going to teach in my AVID 11 class in October. My students come from a variety of backgrounds and for the most part, engage well with each other. However, I feel that through the sharing of their cultural background, they will develop a deeper understanding of each other.
Lesson 1: Classroom Map
- Have students put pins on the map representing where they are from.
- Students will print pictures that represent their country of origin.
- Students will research about words, food, sports, etc that represents where they are from.
- Have students make a poster with this information and post in the classroom
For this lesson, a large map is necessary for students to put pins and pictures of where they are from.
Furthermore, students will be writing about different aspects of their country. In my class, I have students that are from 10 different countries and speak at least 5 different languages.
Students may work in groups, pairs or on their own.
This activity will serve as brainstorming for the next part of the lesson.
Furthermore, students will be writing about different aspects of their country. In my class, I have students that are from 10 different countries and speak at least 5 different languages.
Students may work in groups, pairs or on their own.
This activity will serve as brainstorming for the next part of the lesson.
Photo by nsikander28
Lesson Two: I am from Poem
- Introduce the class project by sharing "I am from poems" to start the class. Using the provided template, have students write an "I am from Poem" to share to the class.
- Using the provided template, have students brainstorm possible sentences to use in their own poem.
- Provide time for students to write, revise and create their poems.
The "I am from Poem" is a powerful way for students to express themselves. I will provide a template for students to use but students can also expand and be creative to express themselves. I will encourage students to finish writing the poem in class but this project could take 2 class periods to finalize.
Photo by Patrick Tomasso
Lesson Three
- Gallery walk: I will post student poems around the classroom. Students will walk around the classroom and have time to respond to their classmates about their poems.
- These responses will be on post it notes with provided sentence starters. Students need to leave at least one comment on each poem.
- At the end of class, students will have the opportunity to read the comments and in their journal, reflect on the project.
Using a Gallery walk strategy, I will post the poems around the classroom. Students will walk around the room and leave comments on post it notes about the student's poems with sentence starters.
For example, these sentence starters could include:
Thank you for sharing about....
I learned this about you....
I am curious about....
I like that you....
I will also give the students the opportunity to share their poem out loud and then let students write a comment card to the student.
At the end of class, each student will collect their comment cars and reflect in their journal about the project.
For example, these sentence starters could include:
Thank you for sharing about....
I learned this about you....
I am curious about....
I like that you....
I will also give the students the opportunity to share their poem out loud and then let students write a comment card to the student.
At the end of class, each student will collect their comment cars and reflect in their journal about the project.
Photo by steve higgs
References
- Freeman, D. E., & Freeman, Y. S. (2011). Between worlds: Access to second language acquisition (3rd ed.). Portsmouth, NH: Heinemann
- English Language Proficiency Standards: At a Glance (Oregon Board of Education, 2014) [Web page]
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