Professional Documents
Culture Documents
ELED 310
Multicultural Text Set
mural to showcase everyone's strengths and how they can be cohesive within the
classroom.
d. 1.10 Civics The student will apply the traits of a good citizen by a) focusing on fair
play, exhibiting good sportsmanship, helping others, and treating others with
respect;
3. Chrysanthemum by Kevin Henkes
a. Chrysanthemum is a cute little story about a girl who struggles to find acceptance
by her peers because of her name. Though before she started school she loved her
name, however once she got teased in school about its length and meaning, she
didn't seem to love it any more. It wasn't until their music teacher came in and
expressed her love and appreciation for Chrysanthemum's name, that
Chrysanthemum realized that being individual and having a different name is
something to love and cherish. Ideal for children 5 and up. Book represents themes
on individuality, acceptance, and pride.
b. This book encourages acceptance for who you are no matter what other people say,
to take pride in your origin, culture, ethnicity, and family. Though it took for the
Music teacher to say something, for the classmates and Chrysanthemum to change
their minds, it highlights that adults are the leaders in acceptance and thus should
serve as models for children who face diversity and bullying within school.
c. From this novel I could pull various lesson plans and activities. For example, in
highlighting the difference in Chrysanthemum's name compared to her classmate, I
could touch on differences in cultures around the world, pulling pictures of names
and clothing to showcase to the children so that they gain a better understanding of
the world around them. I would also go deeper as to ask them to ask their families
where their ancestors come from and have the children bring in something or learn
specific facts about that culture to share with the class. Another lesson I could focus
on from the book is bullying and its effects on Chrysanthemum and how such
bullying could affect others, this would further evaluated through class discussion.
d. K.8
Civics The student will demonstrate that being a good citizen involves
a)
taking turns and sharing;
b)
taking responsibility for certain classroom chores;
c)
taking care of personal belongings and respecting what belongs to
others;
d)
following rules and understanding the consequence of breaking rules;
e)
practicing honesty, self-control, and kindness to others;
f)
participating in decision making in the classroom;
g)
participating successfully in group settings.
K.6
Family Life The student will develop an awareness of positive ways in which
family members show love, affection, respect, and appreciation for each other.
b. Highlighting the diversity of individuals and cultures, it promotes unity and allows
children to recognize differences in culture while also encouraging acceptance. By
other means, this novel is also a metaphor that humanity is the reflection of beauty
of the natural world. Which then emphasizes the importance of the world around us
and that each thing, animal, and human are beautiful in who they are and where
they come from.
c. To incorporate this into a lesson, children can be taken outdoor to explore the colors
of nature such as the sky, grass, leaves and rocks. Teachers can ask children to
draw such objects and nature and be creative. Another activity could be a game
where children identity their classmates without looking. This will help them
understand the most important things about individuals, such as personality instead
of physical characteristics.
d. K.
Science
Investigate and Understand
a.
observing; classifying and sequencing; communicating;
measuring; predicting; hypothesizing; inferring; defining, controlling,
and manipulating variables in experimentation; designing, constructing,
and interpreting models; and interpreting, analyzing, and evaluating data.
K.4
Family Life The student will recognize that everyone is a member of a family
and that families come in many forms.
5. Susan Laughs by Jeanne Willis
a. Told in rhyme, this story follows Susan through a series of familiar child activities.
She swims with her father, works hard in school, plays with her friends, etc. Cute,
thoughtfully drawn illustrations reveal a portrait of a busy, happy little girl with
whom grade school children can identify. Not until the end of the story is it revealed
that Susan uses a wheelchair. For kindergarten and 1st grade classrooms, this books
highlights ableism in disability, acceptance, and challenging stereotypes.
b. Emphasizing that a disabled child is just the same as anyone else, the book is used
to bring equality to the classroom as well as motivate disabled children to
understand and explore their possibilities. This book helps young children to think
differently about wheelchairs or disabled people and helps motivate acceptance and
positive attitudes to all children around the world or in the community. By
challenging peoples and children's preconceptions about people with disabilities we
can redirect their thinking into a much more positive and cohesive mind set.
c. In using this book, I would encourage a classroom discussion, as a way to promote
tolerance and understanding. Through discussion, our class can identify ways in
which to further include children with disabilities into everyday actions and how
each child personally can relate or accommodate to others in need.
d. K.2
Family Life
doll despite the father's wishes. Explaining that William's want for a doll does not
make him less of a boy but rather highlights Williams desire to act like a father
towards the doll, to have something to care for and love, just as his father does for
him. For ages 5-7, this book represents individuality, self-expression, and
acceptance.
b. By defying gender roles and sticking up to bullying and teasing, William's Doll helps
teach children to be whoever they choose to be and like whatever they want to like.
In many ways this books helps promote individualism and cultural identity for
younger children who are still trying to find their place in the world.
c. This novel serves as a great start to class discussion on gender and gender roles;
bullying and teasing; and family communication. My emphasizing and encouraging
acceptance, students will stray away from bullying and begin to understand
differences in gender orientation and their recognition in society.
d. K.1
self.
K.2
Family Life
Family Life
K.6
Family Life The student will develop an awareness of positive ways in which
family members show love, affection, respect, and appreciation for each other.
7. Take Me Out to the Yakyu by Aaron Meshon
a. Take Me Out to the Yakyu is a sweet story that spans over two countries to compare
and contrast a child's experience at a ballgame. Through the story we discover even
though these countries are so far apart they have commonalities - such as pre game
anticipation and post game satisfaction. However, we also are able to distinguish
the differences in souvenirs, food concessions and cheers. Furthermore, by
supplying a English/Japanese glossary the book opens up children to different
cultures and languages. For children 5-9, this book represents diversity, acceptance,
and multiculturalism.
b. This book helps open children up to different cultures which is necessary for
establishing a well rounded environment. By indicating similarities and differences
between the two experiences, children are able to relate as well as discover more
about the world.
c. Through this story children can examine their lives and culture through observation,
interpretation and understanding. In applying this book into a lesson plan, I would
begin with a discussion of what they found interesting or answer any questions they
had. From this point I would encourage the children to find other countries on the
globe that they think share similar sports or activities and what differences are
between the two countries (ex. Soccer vs. FuBball).
d. K.4
Geography
Civics
a)
b)
c)
others;
d)
e)
f)
g)
in their daily lives. At Hugh K. Cassell we often reward children with Kassell Keys
when they perform well or show acts of kindness - however do they still recognize
and exemplify kindness when rewards aren't in place? As an activity I might have
the children write down an act of kindness done by them outside the classroom and
a sentence on an act of kindness they've witnessed. (Depending on age and grade
would determine if students wrote sentences or simply held a discussion)
d. K.8
Civics The student will demonstrate that being a good citizen involves
a)
taking turns and sharing;
b)
taking responsibility for certain classroom chores;
c)
taking care of personal belongings and respecting what belongs to
others;
d)
following rules and understanding the consequence of breaking rules;
e)
practicing honesty, self-control, and kindness to others;
f)
participating in decision making in the classroom;
g)
participating successfully in group settings.
K.2
Family Life The student will experience respect from and for others.
K.3
Family Life The student will become aware of the effects of his or her
behavior on others and the effects of others' behavior on himself or herself.