Lesson 1
Grade Level: 3-4 Learning Goal/Objectives:
Essential Questions: Students will be questioned and answering these questions. 1.What are the differences of classmates around? 2.Why there are differences among classmates? 3.How can we understand these differences better or how to bridge the understanding? 4.One person might present something/culture very differently than I expected. NCSS & NY State Standards: NCSS Thematic Standards for culture and cultural diversity: · Exploring culture and culture diversity by staring from their peers. · Assist learners to explore the personal differences/ cultural differences by writing down their opinions about each other’s personal items. · Encourage them to ask questions, make assumptions, and correct their assumptions about the nature of culture/ differences among their classmate. NYS: · People of similar different cultural groups often live together in world community. · All people in world communities differ from place to place. Materials/Resources Folder – Research collector (Collecting all processing materials) Worksheets: 1.Questions – Answer by your self 2.Questions – Discuss with your partner 3.Questions - Asking your partner Description of activities: Day-1 · Ask students to bring one most meaningful and valuable personal item to tomorrow’s class. Day-2 In-Class Teaching · Ask students to write a story or draw pictures of the item they brought. · I will assign two seat partners as one group. · Students exchange their items to their neighbor’s (seat partner). · Students will write their thoughts and feelings, or they can create a story for the item. Or they can draw pictures to express their thoughts and feeling about the item. · Ask seat partners to exchange their writings or drawings to each other. Students will only read the writings and drawings first. · I will ask one student from their group to talk about how they feel about their seat partners’ interpretation. I will focus on open/active their true opinions about seat partners’ interpretation. I will let the student finish his or her talking, and I will ask them questions. “What are the true opinions your partner said about the item?” “What were the misunderstood opinions your partner said about the item?” “What is your story about the item?” · I will ask the seat partner:” After listening to your seat partner, why do you think you didn’t totally understand the meaning of the item. And what are the parts you think you misunderstood?” · After I asked one of the seat partners. I will let them discuss and write down about what, why and how they misunderstood the meaning of each others' item. “What did you learn from this activity?” “What did you learn about who your neighbor is?” “What will you do next time to understand your neighbor better?” “What are questions you should ask to understand your neighbor better?” · Students will write down their questions on one piece of paper. I will let them continue to write down lots of questions as their homework. They will bring those questions to class tomorrow. · I will assign each student to bring one item which represents their culture and themselves for tomorrow’s class. · I will remind them to put all papers they had wrote and draw from today’s class into their own folders. Assessment: · Checking the “Question answer by your and your partner” sheet. To see if students have learned there are difference among them and their peers. To see how did their curiosity level arises or not. · Next class I will to check their “Questions to ask your partner” sheet. To see if they put enough effort and time to be willing to know their partners. To make sure they are asking enough questions to get to know a person. |
Materials/Resources:
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