Standard 2.1- Candidate uses ELA extensively and creatively to help students become more familiar with their own and others' cultures.
As I began to read Night by Elie Wiesel with my Inclusion English 10 class, I lead a discussion about what circumstances led to Elie's being personally wrangled into the Holocaust. The students had an idea of "culture," but we began to think about what makes up an individual's culture as opposed to a group culture. We deduced that a few facets of Elie's own culture were his family's background, his time, and his place. To parallel Elie's culture with the students' own cultures, I assigned them to bring and present "artifacts" that would help them narrate their own cultures to their classmates. Their artifacts could detail the students' family background, their religions, their time, and/or the places that they occupy/have occupied throughout their lives.
We ended up with a beautiful array of cultural artifacts and fascinating stories from each individual who presented.
The shyest girl in my class stood in front of everyone and presented her masterfully drawn artwork. The students were silent but for a few whispers to themselves, praising and awing her talent. I could see shy Brittany inflating with pride as she stepped closer to the rows of seats while she spoke.
Another of my students, Ana, hardly participates in class. She's respectful to me, but she despises school and her obligation to be there. I had seen her step up her work ethic on few occasions. On this one, however, she volunteered to be one of the first to present. She proudly held up her rosaries, told us about her family's rich Mexican culture, and finally indulged us in something she's passionate about: boxing.
Paul, a rambunctious class clown/ avid participator, doesn't typically speak unless it's with a loud, jocular enthusiasm. For his presentation, he brought in an old, partially-deflated Cincinnati Reds-themed basketball and fondly recounted growing up and playing ball with his brother. His calm reminiscence showed us more of who Paul was beyond his hyperactive character.
Throughout the presentations, I could almost see them weaving lines of deeper interest into each other's lives outside of school and their social cliques. With this came respect for each other's fascinating stories, each other's individuality.
My only regret about this assignment is that I didn't start the semester with it.
Standard 2.1- Candidate uses ELA extensively and creatively to help students become more familiar with their own and others' cultures.
As I began to read Night by Elie Wiesel with my Inclusion English 10 class, I lead a discussion about what circumstances led to Elie's being personally wrangled into the Holocaust. The students had an idea of "culture," but we began to think about what makes up an individual's culture as opposed to a group culture. We deduced that a few facets of Elie's own culture were his family's background, his time, and his place.
To parallel Elie's culture with the students' own cultures, I assigned them to bring and present "artifacts" that would help them narrate their own cultures to their classmates. Their artifacts could detail the students' family background, their religions, their time, and/or the places that they occupy/have occupied throughout their lives.
We ended up with a beautiful array of cultural artifacts and fascinating stories from each individual who presented.
Throughout the presentations, I could almost see them weaving lines of deeper interest into each other's lives outside of school and their social cliques. With this came respect for each other's fascinating stories, each other's individuality.
My only regret about this assignment is that I didn't start the semester with it.