Lessons

= Lessons: =

Text: “The All-American Slurp” by Lensey Namioka
Think Box Activity || 1.1.11.D – Identify, describe, evaluate and synthesize the essential ideas in text. 1.3.11.A - Read and understand works of literature. 1.3.11.B - Analyze the relationships, uses and effectiveness of literary elements characterization, setting, plot, theme, point of view, tone, and style. 1.6.11.A - Listen to others 1.6.11.D - Contribute to discussions 1.6.11.E - Participate in small and large group discussions and presentations
 * || **Date:** 9/23 || **Grade:** 10 ||  ||
 * || **Teacher Name:** Miscannon || **Subject:** Multicultural Literature ||  ||
 * 1. Topic- ||
 * || "The All American Slurp"
 * 2. Content- ||
 * || After reading "All American Slurp," students are asked to write a question or a quote on two index cards, one containing their name the other not. In class the cards will be folded then collected in a box. After the cards have been collected, they will be redistributed to the class randomly. Students will then be asked to do a free-write response to the question or quote on their card. Next, we will open class discussion based on the cards and their responses. ||
 * 3. Goals: Aims/Outcomes- ||
 * || (PA Standards)
 * 3. Goals: Aims/Outcomes- ||
 * || (PA Standards)

(Anchors) R11.B.1.2.1 – Interpret, compare, describe, analyze/or evaluate connections between texts. R11.B.1.1 Symbolism: Interpret, compare, describe, analyze, and/or evaluate the use of symbolism in fiction or literary nonfiction. || - Identify cultural diversity within the text “The All-American Slurp.” - Conduct character analysis and identify that character with culture. - Understand concepts of alienation and belonging through connecting them to student’s own experiences of alienation and belonging. - Examine similarities and differences in two cultures using examples from “The All-American Slurp.” || - notebooks/pens/pencils - "The All American Slurp" - Interactive class discussion! || 2. Develop ability to comprehend and create unique responses to literature. 3. Define and examine culture. 4. Oral, listening, and discussion skills. || 2. Summarizing. 3. Analysis. 4. Discussion and listening. || 2. Responding. 3. Comprehension. || 2. Prompts. 3. Examples from text. || 2. Students engage in conversation. || I will distribute the “Dominant American Views” hand-out and ask the students to review it. In their notebooks, I will then ask the students to choose three of the value from the hand-out. In addition, I will ask them to think of examples of these values. If we have more time, I will ask some students to share this aloud with the class. If there is no extra time, this activity will be part of the homework.
 * 4. Objectives- ||
 * || Students will be able to:
 * || Students will be able to:
 * 5. Materials and Aids- ||
 * || - index cards
 * || - index cards
 * 6. Procedures/Methods ||
 * **A. Introduction-** || Students will quickly get with a partner to share their end of class free write from the previous day. With their partner I will ask students to list three things that define culture. Students may and are encouraged to reflect on the previous day’s class discussions and/or homework assignment. ||
 * **B. Development-** || 1. Develop writing skills.
 * **B. Development-** || 1. Develop writing skills.
 * **B. Development-** || 1. Develop writing skills.
 * **C. Practice-** || 1. Writing.
 * **C. Practice-** || 1. Writing.
 * **D.** Independent Practice- || 1. Writing.
 * **D.** Independent Practice- || 1. Writing.
 * **E. Accommodations (Differentiated Instruction)-** || 1. Extra time.
 * **E. Accommodations (Differentiated Instruction)-** || 1. Extra time.
 * **F. Checking for understanding-** || 1. Students are able to respond to index cards.
 * **F. Checking for understanding-** || 1. Students are able to respond to index cards.
 * **G. Closure-** || Before leaving the class I will ask the students to consider how many questions or issues of culture we dealt with today. I will advise them to keep in mind what they think that means and what t hey think culture is. I will ask the students to write these ideas in their notebook for their own resource. This reflection is in preparation for the next homework assignment. ||
 * 7. Evaluation- ||
 * || See Rubric. ||
 * 8. Teacher Reflection- ||
 * || If we have extra time:
 * 8. Teacher Reflection- ||
 * || If we have extra time:
 * || If we have extra time:

If we run out of time: I will ask the students to switch cards with someone near them, it will not matter how many times as long as they have a different card. Then I will ask them to add another response to it and bring it with them to class next time.

Homework: First, review the “Dominant American Views”, choose three, and provide examples. Second, find a non-print (magazine ad, song, movie clip) that the students feel represents American dominant culture. Third, students will be asked to write a few paragraphs about why you choose this, what it means to you, and why you feel it represents American dominant culture. || Lesson plan template copyright [|teAchnology]. Home