Melting Pot Lesson Plan

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Transcript Melting Pot Lesson Plan

Culturally Responsive Lesson Plan
Presented by:
Chris Garcia
Rita Chavira
‘JR’ Reafleng
Culturally Responsive Lesson Plan
Grade Level/STANDARDS:
Content Goal: 8.12 Students analyze the transformation of the American economy and the
changing social and political conditions in the United States in response to the Indus-trial
7. … explain the ways in which new social and economic patterns encouraged
assimilation of newcomers into the mainstream amidst growing cultural diversity….
Culturally Responsive Lesson Plan
Content Area/THEME:
• History/European migration to the U.S.
Culturally Responsive Lesson Plan
• Encourages decision-making, interacting,
teamwork, and building relationships.
• Learning is meaningful and useful in the real
• Encourages self-assessment, setting learning
goals and monitoring progress.
• Facilitates total participation, regardless of
ability, level of language development, or
Culturally Responsive Lesson Plan
• Effects of Immigration - Melting Pot
Culturally Responsive Lesson Plan
Language: Students will use in context
content related vocabulary as well as
related vocabulary that allows for
increased comprehension.
Content: Students will analyze the
legitimacy of the Melting Pot theory,
applying it to modern day immigration.
Culturally Responsive Lesson Plan
1 Consideration of students’ stages of language acquisition: Group
placement will be contingent on which stage of languge learning/acquisition
student is approximately at. ELL stuents at lower levels will be placed with more
agreeeable studdents.
2 Culturally responsive teaching practices: Lessons will include the
contributions, if applicable, of the culture of the ELL students. However
contributions of non-europeans will always be included in lessons. L1 langauge
support will be provided when available and appropriate.
3 Bilingual learner instructional strategies and methods that will be used:
Students will work in cooperative groups, using images that relate to the lesson
topic. In groups of threee or four, students will match vocabulary works written
on flash cards with the imaqges provided. ELL students will go first (non-ell
students will be encouraged to not give-out the answers). Students that have
more English proficiency will compete to see who can match words with images.
4. Pair-share - Students will often be prompted to think-pair-share whenever the
teacher feels that students are not understanding a particuipar idea during the
Culturally Responsive Lesson Plan
New World.
melting pot model
collective identity
ethnic identity
Old World.
Culturally Responsive Lesson Plan
Identify places to Gather the appropriate instructional materials:
Teacher will prepare tubs for all materilas - approximatelyh 5. Tubs will
contain laminated images that relate to each vocabulary word and one
flash card for each image. Tubs will be located in an easily identiable
areas as identified b yb the teachers.
Culturally Responsive Lesson Plan
(Building background)
What happens when two people from different cultures meet and become
friends, classmates or work together? What happens when thousandds or
even millions of the people become friends, classmates or work together?
What are some examples from your personal life or that of your family?
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(Language and content objectives, comprehensible input,
strategies, interaction, feedback)
Students learn, discuss and research practical real-world knowledge (does the
melting pot model work) read in depth.
Connects the necessary elements of language learning: reading (below),
writing(need), listening (direct instruction, listen to partnersin groups, videos, ,
speaking (need), and thinking (need).
Involves using different reading materials for a variety of challenging topics.(text
book, magazines, on-line materilas, youtube(teachertube) videos
Uses prior knowledge of the world and past experiences with language and text
to create relationships among various sources of information
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(Language and content objectives, comprehensible input,
strategies, interaction, feedback)
Students will watch a video The Great American Melting Pot Schoolhouse Rock
Students will be given a sheet of paper and pencil and will be asked to write the
following individually: State three facts from the video. State three opinions.
Students will share answers aloud with the class.
ELL students may share aloud, or via a classroom partner.
Discuss with class: What is a ‘melting pot’? What are your feelings about this
idea or concept?
Culturally Responsive Lesson Plan
(Language and content objectives, comprehensible input,
strategies, interaction, feedback)
Students retrive their copy of Unitied States History, 4th Edition (Pacemaker)
and turn to page 257.
In groups of three (to include no more than 1 ELL student if possible), each
student will re-write (chunk-it) one of the three paragraphs under “Changing
Cities”. Students will negotiate who will write which paragraph.
Students will exchange papers to review and sugguest changes “This looks
good, but maybe you could add/change…”. Paragraphs of ELL students will be
given to appropriate stronger language-skilled students.
As a group, studdents will answer review question: “Why were ghettos important
to immigrants in the late 1800’s?”
Group will think-pair-share about the following qeustion: “Do ghettos support the
Melting Pot model? Why or why not? Please write at least three sentences.”
Culturally Responsive Lesson Plan
Students will write a three to five paragraph essay on concepts related to
the Melting Pot.
This may include: why did people believe in the idea of a melting pot?
How does the idea of a melting pot compare/contrast to that of the reality
of most immigrants.
Culturally Responsive Lesson Plan
(Review objectives and vocabulary, assess learning)
Review objectives and vocabulary to assess learning - Performance
measure: students provide evidence of how well they have achieved an
objective by doing it, such as making a speech.
Student will present to the class a multi-media presentation (google or
ppt). (get info from other ppt).
This presentation will consist of the following: Topic from essay, essay
transferred to presentation. Students will find images from google and
include them, appropriately placed, in the presentation. Stuent will
select transition and, if desired, musical effects.
Student will generate two questions from the presentation and present
it to the class for discussion.
Appropriate multicultural assessments: Include quwstions in the target langauge
and in English - stdent must responde in English.
Culturally Responsive Lesson Plan
Parent/guardian and community involvement strategies: Interview
family/community members and ask them to discuss their experiences
with interacting with members of another culture in terms of finding
common ground or things in common.
Culturally Responsive Lesson Plan