Aspects of Culture and Language (Funds of Knowledge)

aAPPROVED TOPICS:

 

1. Examining White privilege, Racial Attitudes, and/or Identities
2. Uncovering Bias and/or Stereotypes
3. Discovering Aspects of Culture and Language (Funds of Knowledge)
4. Examining the History and/or Literature of Minoritized Groups in the U.S.
5. Latinos
6. African-Americans
7. American-Indian/Alaska Natives
8. Asian/Pacific-Islander Americans
9. Arab and/or Muslim Americans
10. LGTBQ Americans
11. Other approved minoritzed group * ask Dr. V.

 

UNIT PLAN REQUIREMENTS

1. Background (25 points)

Includes:

 

Theme: (5)

 

Brief explanation of the unit and purpose of the unit (5)

 

Essential questions: (5)

 

Arizona State Standards (5)

 

Student outcomes (5) – What will students know, understand and be able to do by the end of the unit?)

 

 

1. Lesson Plans (3) (45 points)

Each lesson should have:

** See example below

1. Anticipatory Set
2. Purpose

III. Modeling

1. Guided Practice
2. Check for understanding
3. Independent practice.

 

Each component should be a description of about a paragraph long. DO NOT write pages of explanation. Keep it brief.

 

Lesson 1: (15)

 

Lesson 2: (15)

 

Lesson 3. (15)

 

 

1. Padlet (20 points)

Come up with 10 resources for your unit plan. Ensure that there is a brief description of the resource in each resource post of the Padlet.

 

1. Video description/presentation Vidgrid (10 points)

This should be a 2-3 minute explanation of your unit plan

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Unit Plan EXAMPLE: The Riots of 1964 (Social Awareness)

9^th grade ELA in Rochester, NY

(By Quiana D. Beasley, 2016)

 

 

A.) Background (of Unit Plan) (25 points)

Theme: Uncovering Bias and Stereotypes

 

Explanation/Purpose: The unit focuses on the theme of “Stereotypes” and acknowledges and incorporates the lives and backgrounds of the inner-city students within the Greater Rochester region of New York State.  All forms of text or media used in this unit plan focus on the history of racial tension in the area, life stories of minority men who have grown up in the area, and originate from authors or situations that may mirror the students’ cultural experiences or personal lives in order to give students a sense of ownership and identity in their learning process. Students will look for opinion, evidence-based claim evidence, analyze text-to-self connections, and text-to-text connections. Students will examine questions in the unit such as: 1) Who am I? What’s my role in my family, school, community, and world? 2) What are stereotypes and how are we affected by them? 3) Who is my neighbor? What do I know about those I see daily? 4)What is fact and what is opinion? 5) How does the media shape our perception? 6) What were the Riots of 1964?? 7) How did events on a national scale effect what transpired locally? 8) What stereotypes did the media perpetuate then and now? 9) Can we change society’s perceptions?

Students will watch the documentary “July ‘64” and complete and discuss answers from discussion guide after completing the mini-unit.

 

Essential Questions:

1. What were The Riots of 1964 and how did this event shape my community/our society into its current state?
2. What stereotypes plague: a) The Riots of 1964? b) Our daily personal lives?

 

Standards: (IF UNIT WERE IN ARIZONA)

9-10.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

9-10.RI.9 Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.

9-10.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

 

Student outcomes: (What will students know, understand and be able to do by the end of the unit?)

1) Read, discuss, and analyze a variety of informational texts

2) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

3) Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.

4) Create text-to-self and text-to-text connections

5) Decipher fact versus opinion

 

B.) Lesson examples (15 points)

 

Lesson 1 of 3: What are stereotypes and how are we affected by them? (50-60 min)

Materials Needed – Chart paper, markers (colored), student journals

 

 

1. Anticipatory Set- (focus) Before students enter, have sheet of chart paper on the front board with the word “STEREOTYPES” written on the top and a space for the definition (to be written later) underneath the word. Have students take a marker and take turns writing one word or draw a small picture that represents what comes to mind when they here that word. Discuss what’s written on the board and then write the dictionary definition in the space provided underneath the word: “a widely held but fixed and oversimplified image or idea of a particular type of person or thing.” Open the floor for any questions about the dictionary definition. Identify perceptions and misconceptions on varying levels; individual, class-wide, school-wide, community-wide, and nation-wide Vocabulary words: STEREOTYPES Skills: brainstorming and group sharing Concepts: The purpose of a ‘class gallery’ as a means of a long term, accessible reference, and to map out thoughts and ideas; stereotypes can be positive or negative and can impact the way people view each other or situations.

 

1. Modeling (demonstrate) – Before class, in various areas of the room, put up the other five pieces of chart paper labelled: INDIVIDUAL STEREOTYPES, CLASS-WIDE STEREOTYPES, SCHOOL-WIDE STEREOTYPES, COMMUNITY-WIDE STEREOTYPES, NATION-WIDE STEREOTYPES. Explain to students (as you model the task) that today you want them to write down one stereotype that comes to mind for each topic around the room. You can chart examples such as “thugs wear baggy clothes”, “teachers like smart kids better”, “_______ School is where all the dumb kids go”, “only white kids live in the ‘burbs”, and “Africa is poor”.

 

III. Guided Practice (follow me) – Explain to students that stereotypes are not always pretty and can be offensive, but that you want them to be respectfully honest when they write the stereotypes they’ve heard or believe no matter how they think the colleagues in their class may receive them. Let students know that stereotypes do not always have to be a negative thing and that they should also think about positive stereotypes to write as well. Allow students several minutes to fill in the charts. When they finish the activity, have students sit down and briefly discuss their thoughts and reactions to the stereotypes given.

 

1. Checking For Understanding (CFU) – Journal Reflection

 

1. Independent Practice –. Have students take out their journals and write down the Journal Reflection question: What is a stereotype that you personally battle and do you think that you’ve earned that label? Why or why not? Allow the rest of the class time for students to complete this reflection and the first 5 minutes of the next class, if necessary, for students to finish their responses.

 

Lesson 2 of 3:  What were the Riots of ’64? (50-60 min)

 

Materials Needed – Chart Paper, Newspaper article, “A firsthand account of the riots: ‘An eerie, scary feeling’” <http://www.democratandchronicle.com/story/news/local/2014/02/01/williamturner-rochester-riots/5135731/>, journals

 

1. Anticipatory Set (focus) – Share your journal reflection from the previous lesson. Ask students if any of them would like to share as well and let them know in return they will receive extra participation points for the day. Have students briefly discuss the positive things their neighborhoods and school have going on that the mainstream media does not cover. Once that discussion closes, have students turn their attention to the K-W-L chart at the front of the room titled, “Riots of ‘64” have students fill out what they know and what they want to know about the event. Remind them that we will fill out the 3rd column as we learn new things. If students have very little knowledge of the event, explain to them that this event happened in Rochester, NY over a weekend in July of 1964 and that it started in the Joseph Avenue area and write that in the “K” column. Raise social awareness and analyze a 1st person account from a historical perspective. 1st Person ELA Skills: group-sharing, read-aloud, active reading. Concepts: the critical lens used in a recounting can change the perception of an issue/situation

 

1. Modeling (demonstrate) – ‘Before you begin to read the article, explain what it means to be an active reader.’ Tell students that you want them to mark up the margins with questions they may have about what they read and responses to what they read. Tell them to also circle any words that seem unfamiliar to them. Remind them that, as the “experts” they are in this classroom, this will not just be reading to read, but reading to know, understand, and question.

 

III. Guided Practice (follow me) – Since this will be their first time actively reading in class, read the article in its entirety to the class and make frequent stops to give actual examples of how you interact with the text.

 

1. Checking for Understanding (CFU) – Discuss with students what information they have received from hearing this story through a 1st person (a person who is actually in the action and explains what they see) critical lens. Fill that information into the “L” column on the chart. Allow students to also ask any clarifying questions

 

1. Independent Practice –. Have students take out their journals and write down the Journal Reflection question: Based off of what you read in the article of the day and what you know about the time period, what could’ve been the starting point of an event that changed the face of our city? Was the riot necessary? Allow the rest of the class time for students to complete this reflection and the first 5 minutes of the next class, if necessary, for students to finish their response.

 

Lesson 3 of 3: – How can we change society’s perception of a situation? (50-60 min)

 

Materials Needed – current day photojournalistic photos, Handouts of pictures from Riots of ’64, journals

 

1. Anticipatory Set (focus) – Start the lesson with this quote: “A picture can tell a thousand words, but a few words can change its story.” ― Sebastyne Young. Ask the students to discuss their thoughts on the quote. “What does it mean to you?” “Do you agree/disagree and why?” “Can a picture be read?” Purpose (objective) – Raise social awareness and determine the effects of photojournalism. ANALYZE Skills: group-sharing, read-aloud, active reading Concepts: pictures can tell a story; captions can skew the story

 

1. Modeling (demonstrate) – Show the students the three pictures from photojournalistic moments. Ask the students to openly discuss what they see and what they believe is going on in the pictures. Probe further asking them what story these pictures seem to be telling: what races seems to be represented and in which light, which age groups they see etc. After the conversation about the pictures ask the students if they feel like they have now “read” these pictures and why or why not? (quick check for understanding)

 

III. Guided Practice (follow me) – Explain to students that while a picture is powerful, the use of a simple caption can completely change the original intent of the work. Use the picture of the Muslim women and say, “For instance, while this picture seems to show us a very somber or sad moment, one could very well say ‘Muslim women mourning the government decision to allow for more women’s rights; say it’s too much too soon.’ Does that seem logical? Probably not, but with nothing more than a picture we’re led to trust the caption.” This leads us to today’s activity.

 

1. Checking For Understanding (CFU) – Hand out picture packet of photos from the Riots of ’64 and have students create captions based off of their knowledge of the event and targeted toward the African American population. Collect them as a ticket out the door.

 

1. Independent Practice – Have students take out their journals and write down the Journal Reflection question: Based off of what you read thus far and the photos you’ve viewed currently which form of media do you think is most honest and why? Support your answer with specifics from what we’ve viewed thus far. Allow the rest of the class time for students to complete this reflection and the first 5 minutes of the next class, if necessary, for students to finish their response

 

 

 

 

Helpful Websites to help with assignment.   1) AZ State Standards: This will give you standards and competencies for each grade in each subject area. https://www.azed.gov/standards-practices 2) Learning for Justice (Formerly Teaching for Tolerance) This is an awesome resource for teachers. Please use it for ideas and examples only.  Perhaps looking at some lesson plans here will spark ideas for you! https://www.learningforjustice.org/classroom-resources 3) Edutopia This is sort of a “general” source on education.  There are some nice videos, plans, and articles that speak to addressing racism, bias and stereotypes in the classroom.  There are also articles centered on celebrating cultural diversity in the classroom. https://www.edutopia.org/search?query=culturally%20responsive%20teaching 4) Teaching for Change This website give you all sorts of resources as an educator working to eliminate bias and prejudice. It has comprehensive book lists for kids. It also contains articles and publications on teaching about US holidays and history months. This website emphasizes literature quite heavily. https://www.teachingforchange.org/educator-resources/central-america-teaching 5) Colorin Colorado Even though this website is mainly for ELL educators, it can be used for all kinds of lessons and as a general teaching resource. As the name infers, its primary focus is related to students and cultures of Hispanic heritage. However, the website also includes other cultures/ethnic groups. https://www.colorincolorado.org/ 6) PBS Learning Media Here’s a great resource from PBS full of videos that will show you what teachers are doing in their classrooms and videos that you might want to use to show your students in your own lesson. https://az.pbslearningmedia.org/

 

---

Get Professional Assignment Help Cheaply

Are you busy and do not have time to handle your assignment? Are you scared that your paper will not make the grade? Do you have responsibilities that may hinder you from turning in your assignment on time? Are you tired and can barely handle your assignment? Are your grades inconsistent?

Whichever your reason is, it is valid! You can get professional academic help from our service at affordable rates. We have a team of professional academic writers who can handle all your assignments.

Why Choose Our Academic Writing Service?

• Plagiarism free papers
• Timely delivery
• Any deadline
• Skilled, Experienced Native English Writers
• Subject-relevant academic writer
• Adherence to paper instructions
• Ability to tackle bulk assignments
• Reasonable prices
• 24/7 Customer Support
• Get superb grades consistently

Online Academic Help With Different Subjects

Literature

Students barely have time to read. We got you! Have your literature essay or book review written without having the hassle of reading the book. You can get your literature paper custom-written for you by our literature specialists.

Finance

Do you struggle with finance? No need to torture yourself if finance is not your cup of tea. You can order your finance paper from our academic writing service and get 100% original work from competent finance experts.

Computer science

Computer science is a tough subject. Fortunately, our computer science experts are up to the match. No need to stress and have sleepless nights. Our academic writers will tackle all your computer science assignments and deliver them on time. Let us handle all your python, java, ruby, JavaScript, php , C+ assignments!

Psychology

While psychology may be an interesting subject, you may lack sufficient time to handle your assignments. Don’t despair; by using our academic writing service, you can be assured of perfect grades. Moreover, your grades will be consistent.

Engineering

Engineering is quite a demanding subject. Students face a lot of pressure and barely have enough time to do what they love to do. Our academic writing service got you covered! Our engineering specialists follow the paper instructions and ensure timely delivery of the paper.

Nursing

In the nursing course, you may have difficulties with literature reviews, annotated bibliographies, critical essays, and other assignments. Our nursing assignment writers will offer you professional nursing paper help at low prices.

Sociology

Truth be told, sociology papers can be quite exhausting. Our academic writing service relieves you of fatigue, pressure, and stress. You can relax and have peace of mind as our academic writers handle your sociology assignment.

Business

We take pride in having some of the best business writers in the industry. Our business writers have a lot of experience in the field. They are reliable, and you can be assured of a high-grade paper. They are able to handle business papers of any subject, length, deadline, and difficulty!

Statistics

We boast of having some of the most experienced statistics experts in the industry. Our statistics experts have diverse skills, expertise, and knowledge to handle any kind of assignment. They have access to all kinds of software to get your assignment done.

Law

Writing a law essay may prove to be an insurmountable obstacle, especially when you need to know the peculiarities of the legislative framework. Take advantage of our top-notch law specialists and get superb grades and 100% satisfaction.

What discipline/subjects do you deal in?

We have highlighted some of the most popular subjects we handle above. Those are just a tip of the iceberg. We deal in all academic disciplines since our writers are as diverse. They have been drawn from across all disciplines, and orders are assigned to those writers believed to be the best in the field. In a nutshell, there is no task we cannot handle; all you need to do is place your order with us. As long as your instructions are clear, just trust we shall deliver irrespective of the discipline.

Are your writers competent enough to handle my paper?

Our essay writers are graduates with bachelor's, masters, Ph.D., and doctorate degrees in various subjects. The minimum requirement to be an essay writer with our essay writing service is to have a college degree. All our academic writers have a minimum of two years of academic writing. We have a stringent recruitment process to ensure that we get only the most competent essay writers in the industry. We also ensure that the writers are handsomely compensated for their value. The majority of our writers are native English speakers. As such, the fluency of language and grammar is impeccable.

What if I don’t like the paper?

There is a very low likelihood that you won’t like the paper.

Reasons being:

• When assigning your order, we match the paper’s discipline with the writer’s field/specialization. Since all our writers are graduates, we match the paper’s subject with the field the writer studied. For instance, if it’s a nursing paper, only a nursing graduate and writer will handle it. Furthermore, all our writers have academic writing experience and top-notch research skills.
• We have a quality assurance that reviews the paper before it gets to you. As such, we ensure that you get a paper that meets the required standard and will most definitely make the grade.

In the event that you don’t like your paper:

• The writer will revise the paper up to your pleasing. You have unlimited revisions. You simply need to highlight what specifically you don’t like about the paper, and the writer will make the amendments. The paper will be revised until you are satisfied. Revisions are free of charge
• We will have a different writer write the paper from scratch.
• Last resort, if the above does not work, we will refund your money.

Will the professor find out I didn’t write the paper myself?

Not at all. All papers are written from scratch. There is no way your tutor or instructor will realize that you did not write the paper yourself. In fact, we recommend using our assignment help services for consistent results.

What if the paper is plagiarized?

We check all papers for plagiarism before we submit them. We use powerful plagiarism checking software such as SafeAssign, LopesWrite, and Turnitin. We also upload the plagiarism report so that you can review it. We understand that plagiarism is academic suicide. We would not take the risk of submitting plagiarized work and jeopardize your academic journey. Furthermore, we do not sell or use prewritten papers, and each paper is written from scratch.

When will I get my paper?

You determine when you get the paper by setting the deadline when placing the order. All papers are delivered within the deadline. We are well aware that we operate in a time-sensitive industry. As such, we have laid out strategies to ensure that the client receives the paper on time and they never miss the deadline. We understand that papers that are submitted late have some points deducted. We do not want you to miss any points due to late submission. We work on beating deadlines by huge margins in order to ensure that you have ample time to review the paper before you submit it.

Will anyone find out that I used your services?

We have a privacy and confidentiality policy that guides our work. We NEVER share any customer information with third parties. Noone will ever know that you used our assignment help services. It’s only between you and us. We are bound by our policies to protect the customer’s identity and information. All your information, such as your names, phone number, email, order information, and so on, are protected. We have robust security systems that ensure that your data is protected. Hacking our systems is close to impossible, and it has never happened.

How our Assignment Help Service Works

1. Place an order

You fill all the paper instructions in the order form. Make sure you include all the helpful materials so that our academic writers can deliver the perfect paper. It will also help to eliminate unnecessary revisions.

2. Pay for the order

Proceed to pay for the paper so that it can be assigned to one of our expert academic writers. The paper subject is matched with the writer’s area of specialization.

3. Track the progress

You communicate with the writer and know about the progress of the paper. The client can ask the writer for drafts of the paper. The client can upload extra material and include additional instructions from the lecturer. Receive a paper.

4. Download the paper

The paper is sent to your email and uploaded to your personal account. You also get a plagiarism report attached to your paper.

GET A PERFECT SCORE!!!

---