Ms. Sweats Reading Class
Project Profile
This assignment will be implemented with an Intensive Reading 7-8th grade Reading class. The focus will be on students learning about themselves, family tree and roots, self-collage and a self-contract not to show discrimination or prejudice. Students will be grouped in groups of fours students to learn about each thnic group in the class, generalizing/stereotyping, dislkes Vs prejudices, prejudice in our lives, we all
lose wth prejudices and stereotyping, and how would you feel if cultural differences frequently get in the way of positive interaction between people. Students will view Ask an Expert and Collaborative Project sources on the internet. Individual group work, research, art, drama, role play and oral presentations will be given to
support the final project.
Student Objectives:
Students were given handouts on reading as an introduction to Black History/Multi-cultural Differences. The reading handouts would generate class discussion, the
class can compare/contrast the works of four different leaders on the chalkboard to obtain a vivid mental picture of how four heroes advocated Freedom, Justice, equality, peace, and unity among all races. Eventhough they were different ethnicities, these problems have affected all nationalities in some form or another. The four leaders compared are: Dr. Martin Luther King, Jr. Black Statesman; Jose Marti - Cuban Statesman; Toussaint Louverture - Hatian Statesman; Luis Munoz Marin -Puerto Rican Statesman.
Students Objective:
Literature/Reading: Students will read, view, listens to, and discusses a variety of multicultural materials to gain new experiences and insights to gain new experiences and insights as well as understanding and appreciation of others in literature.
(LA.A.2.3.3) LA.A.2.3.4) (LA.C. l.3.l) (LA.A.l.3.2) (LA/C/ l.3.4) (LA.C. 3.3.2) (LA.C.3.3.3) (L.2) (L.3) (Lit.l6)
Analyzes and evaluate the authors purpose and perspective (personal point of view or bias toward a topic.
(LA.A.l.3.2) (LA.A. 2.3.2) (LA.A.2.3.3) (LA. A 2.3.8) LA. D. 2.3.3) (R.l2)
After independently reading short selected stories in class, students will be able to engage in both self-initiated and teacher-directed wiriting for a variety of purposes. They will construct a three paragraph essay on the topic of their ethnic background: "Say it Loud, I'm ______and I'm Proud...." or compare each leader's work and show the similarities and differences.
Project I Animated Biography
Choose someone from their own ethnic background who is an influence on their life, beliefs or values. This person may be famous in history or someone close to them. This person is one who advocates "Freedom, Peace, Unity, and Justice for all people. Students will associate an object with this person. The object will utilize the five senses and tell about the accomplishments, life history, good and bad times and other pertinent information about that person. Example: Michael Jackson/Glove or Shoes.
Individual Project: The Key to me, Discovery your Roots, Learning about ourselves/Family Tree, This is us, Self-Collage, sharing our family celebration, contract.
Project II The Meaning of Greatness
Students will use Martin Luther King, Jr's sample of a Drum Major for justice to create a person's Character Sketch of qualities of Greatness from a framed paragraph of someone influencial or a role model in their life. Students will compose a poem using the sample of Mother to Son by Langston Hughes, and they will complete a framed paper of two paragraphs on My Favorite Dream.
Group Project III
Students will work in groups to understand stereotypes and prejudices through discussions, new dialogue, role play, comic strips showing dislikes vs prejudices, ethnic edibles, illustrate a restaurant, give it a name, design the decor, create a menu based on ehtnic backgrounds in groups, takinging action against prejudices and stereotyping through dramatization of various senarios and group presentations.
Classroom size is between 24-28 students and a full-time teacher.
Samples of multicultural Differences and Prejudices Awareness classroom activities will be provided as well as using the library for research on different heroes, the internet to view Langston Hughes us postage stamps. Students will read international information on Langston Hughes during the Harlem Renaissance. Students will create, design a stamp, and dedicate their finished product to another African American.
implemented with an intensive Reading 7-8th grade Reading class. The focus will be on students learning about themselves, family tree and roots, self collage and a self-contract of not showing prejudices. Students would be grouped in groups of four students to learn about each ethnic group in the class, generalizing/stereotyping, dislikes vs prejudices, prejudice in our lives, we all lose with prejudices and stereotyping, and how would you feel if cultural differences frequently get in the way of positive interactions between people. Students will view ___________
sources on the internet as well as ______________. Individual group work, research, drama role playing will be given to support the final project.
Student Objectives:
Students will be given handouts on reading as an introduction to Black History. The reading handouts would generate class discussion. Through oral discussion, the class can compare/contrast the work's of each leader on the chalkboard to obtain a vivid mental picture of how four heroes advocated "Freedom, justice, equality, peace, and unity among all races eventhough they were different ethnicities, and these problems have affected all nationalities in some form of experiences.
Student Objectives:
Literature/Reading: Read, view, listens to, and discusses a variety of multicultural materials to gain new experiences and insights to gain new experiences and insights as well as understanding and appreciation of others in literature.
(LA. A. 2.3.3) (LA.A. 2.3.4) (LA.C. l.3.l) (LA.A. l.3.2) (La.C.l.3.4)(LA.C.3.3.2) (LA.C.3.3.3) (L.2) (L.3) Analyzes and evaluates the authors purpose and perspective (Personal Point of view or bias toward a topic.
(LA.A.l.3.2) (LA.A.2.3.2) (LA.A.2.3.3) (LA.A. 2.3.8) (LA.D.2.3.3) (R.l2)
After independently reading short slected stories in class, students will be able to engage in both self-initiated and teacher-directed writing for a variety of purposes. They will construct a three paragraph essay on tyhe topic of their ethnic background or
compare each leader's work and show the similarities and
differences.
Project - Animated Biography
Choose someone from their own ethnic background who is an influence on their life, beliefs or values. This person may be famous in history or someone close to them. This person is one who advocates "Freedom, Peace, unity, and justice for all people.
Project II The Meaning of Greatness
Student will use three sample of works to create a person's
Character Sketch of qualities of greatness from a framed paragraph of someone who is influencial or a role model in their life; a poem and their own Favorite Dream.
Group Projects:
Students will work in groups of fours to understand stereotypes and prejudices through discussions, class census, role play, creating
group presentations on comic strips, new dialog, ethnic edibles, taking action against prejudices and stereotyping through dramatization of secnarios.
Classroom size is between 24-28 students and a full-time classroom teacher.
Samples of multicultural Difference classroom activities and prejudice Awareness will be provided as well as using the library for research, the internet to view_____________. One computer is available in the classroom for students use which is not working. Students will have to be taken to the media center to use the computers. Groups of students will rotate on the computer using printed materials. Students will follow the link on the page to connect to _____________ once there, the students will
search for important events on Multicultural education.
Students will briefly write summaries of art work or design stamps on other famous black heroes who have contributed something to society in dedication of that hereo.
Additional ideas"
Students my write a story on
themselves as the characters of the story to explain how well they worked in groups of different ethnic backgrounds. They will use dramatic Structure of a story.