Lesson Title: Injustice and Resistance in Latin America
(As this course combines element of Language Arts and Social Studies [as well as World Languages], I have used standards from both, and am listing the English Language Arts standards as they would apply to Language Arts in Spanish.) Global Education Standards Addressed *Investigate the World: Students investigate the world beyond their immediate environment. *Communicate Ideas: Students effectively communicate their ideas effectively with diverse audiences. *Recognize Perspectives: Students recognize their own and others perspectives.
Stage 1 Desired Results ESTABLISHED GOALS OREGON ELP STANDARD 1 An ELL can participate in conversations, discussions, and written exchanges on a range of topics, texts, and issues: build on the ideas of others and express his or her own clearly, supporting points with specific and relevant evidence; ask and answer questions to clarify ideas and conclusions; and summarize the key points expressed. OREGON ELP STANDARD 5 An ELL can carry out both short and more sustained research projects to answer a question; gather and synthesize information from multiple print and digital sources, using search terms effectively; evaluate the reliability of each source and integrate information into an organized oral or written report, citing sources appropriately. OREGON ELP STANDARD 7 An ELL can adapt language choices and style according to purpose, task, and audience, use a wider range of complex general academic Transfer Students will be able to independently use their learning to T1. Understand and explain their own culture and cultural identity. T2. Use research skills and technology to learn more about the world and make cross-cultural connections. T3. Effectively communicate ideas to others. Meaning UNDERSTANDINGS Students will understand that U1. Culture is complex and consists of deeper elements that are not always apparent. U2. Learning about other cultures is interesting and can create unity among peoples. U3. Varying cultures have similarities and differences that should be understood to avoid cross-cultural conflict. U4. The ways in which dominant cultures impact and oppress minority cultures. ESSENTIAL QUESTIONS E1. What is culture? E2. Why is it important to understand the cultures of others? E3. How does understanding culture help with cross-cultural communication? E4. How is cultural diversity viewed within the United States? In other countries? E5. What does it mean to be bicultural?
Acquisition Students will know K1. The elements make up a culture Students will be skilled at S1. Conducting research to understand an and content-specific words and phrases, and adopt and maintain a formal style in speech and writing, as appropriate. OREGON ELP STANDARD 9 Ann ELL can create clear and coherent grade- appropriate speech and text.
K2. How cultural values impact cross-cultural communication K3. Which elements of culture are surface issues and which are deep issues K4. How to communicate with people from other cultures
issue S2. Explaining information gained through research, interviews, and their own life experience S3. Creating and delivering well-organized and interesting presentations that incorporate technology. Stage 2 - Evidence Evaluative Criteria Assessment Evidence 1. Posters that are thorough and focused on both elements of culture.
2. Clear and well-organized information, effective delivery.
3. Skit written and delivered with correct grammar and pronunciation, depicting a realistic and meaningful situation.
4. Clear communication of information.
5. Thoughtful responses and reflections.
6. Clear and thorough presentation of information with correct grammar and conventions. 1. Culture Poster: After doing research, in small groups create a cultural iceberg poster representing surface and deep culture.
2. Cultural Presentation: Create a detailed and interesting presentation, including visuals, which details your culture, both surface and deep.
3. Cross-Cultural Communication Skit: Create and perform a skit representing a cross-cultural communication issue, with two versions, one depicting cultural conflict and one depicting effective cross-cultural communication.
4. Interview Report: After interviewing someone from a culture not represented in our class, report back to the class on elements of surface and deep culture that you learned about.
5. Being Bicultural Chart and Reflection: Complete a chart exploring ways in which you are bicultural, then reflection on the benefits and challenges of being bicultural.
6. Cultural Understandings Guide: Individually create a page for an electronic web site based on your culture that will be viewed by students and staff. Collaborate on a class page giving advice to teachers on working with students from varied cultures who are learning English.
7-9. Responsible use of time, effective collaboration with peers, engagement with the issues. OTHER EVIDENCE: 7. Observation of research and work time. 8. Observation of collaboration between partners. 9. Participation in class discussions and thematic activities. 10. Utilization of new vocabulary and grammatical structures learned during the unit. 10. Incorporation of new vocabulary and grammar points.
Stage 3 Learning Plan Summary of Key Learning Events and Instruction
Unit Introduction Brainstorm and Activities: Students will brainstorm their definitions of culture, then share ideas with one another to expand their understanding. (T1, E1)
Culture Research: Students will be introduced to the idea of culture with one or more articles on culture, specifically surface culture and deep culture. Given a list of helpful websites, students will then complete a webquest related to surface and deep culture. Each student will share their key learnings with the class. (U1, T2, T3, K1, K3, S1)
Cultural Iceberg: Using the metaphor of the iceberg, students will create posters illustrating surface and deep culture, based on the research they conducted. (T3, U1, E1, K1, K3, S2)
Cultural Presentation: After being given a list of guiding questions related to surface and deep culture (based on previous activities), students will create a 7-10 minute presentation based on their culture, including images and examples of the elements of surface and deep culture. Students will present to the class, and listeners will complete a listening guide comparing their cultures with the culture of the presenter, as well as noting the most interesting cultural insights from each presentation. Discussion after the presentations will focus on comparisons and what was gained by learning more about the cultures of classmates. (T1, T2, T3, U2, E2, K3, S2, S3)
Cross-Cultural Communication Readings and Examples: Based on the presentations, students will begin to brainstorm situations in which cultural differences might cause misunderstandings or conflict. Students will read several articles related to cross-cultural communication and analyze and discuss them as a class. They will also read example dialogues in which there were problems with cross-cultural communication. (U3, E3, K2, K4)
Cross-Cultural Communication Skit: Students will write and perform skits that illustrate cross-cultural communication situations, one that ends negatively followed by one that ends positively. (T3, U3, E3, K2, K4)
Interview: Each student will interview someone from a culture not represented in class and then report back on their findings. (U2, S2, K4))
Cultural Diversity Discussion: Using guiding questions (and having had time to prepare), students will participate in a Socratic Seminar dealing with issues of how cultural minorities are treated in the U.S. and in their countries of origin. (U4, E4)
Biculturalism Discussion Students will fill out a graphic organizer helping them to think about their bicultural identities (rating where they place themselves culturally in different areas). Class will discuss issues of biculturalism, including readings/videos. (E5)
Cultural Understandings Guide: Each student will create a web page that will educated viewers/readers about her/his culture (both surface and deep). Students will collaborate to create another page that provides advice to students and teachers on communicating with and working with students of diverse backgrounds and ELL students. (T1, T3)
Class presentation: After web site has been viewed by other students and staff (there will be a way for those who view the site to interact and give feedback), students will finish the unit by sharing what theyve learned with one another. (U2)
Another option would be for students to present during a panel that is usually done with only our foreign exchange students but could be expanded to include our English Language Learners.