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NTPRS ‘13 Dallas, TX Culture in the Classroom: From End to Beginning

NTPRS ‘13 Dallas, TX Culture in the Classroom: From End to Beginning. By Carrie Toth. About me/Contact me. ctoth@clinton.k12.il.us somewheretoshare.com Follow me on Twitter @ senoraCMT. Culture and Language are inseparable. In order for students to value one, they must study both!.

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NTPRS ‘13 Dallas, TX Culture in the Classroom: From End to Beginning

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  1. NTPRS ‘13 Dallas, TXCulture in the Classroom: From End to Beginning By Carrie Toth

  2. About me/Contact me • ctoth@clinton.k12.il.us • somewheretoshare.com • Follow me on Twitter @senoraCMT

  3. Culture and Language are inseparable. In order for students to value one, they must study both!

  4. Incorporate culture through novels!

  5. (shameless plug)TPRS Publishing Novels

  6. Do you plan from the end or the beginning?

  7. What are your goals? Choose a worthwhile cultural Lesson and Develop a unit.

  8. Use the principles of Understanding by Design!

  9. Stage 1: Identify Desired Results How do you decide which are worthwhile goals for your students? What are the ENDURING understandings you want them to have about your subject matter? What do you want them to carry with them for the rest of their lives?

  10. Goals: Students will be able to discuss _____ in an increasingly complex manner. Students will be able to identify _____ in art/literature/music and explain its significance/role. • What are some of your goals?

  11. What does assessment mean to you? What will prove acquisition in your mind?

  12. Plan your assessments before you even begin to teach!!!

  13. Evaluate prior to summative assessment!

  14. The assessment: A mural • The summative assessment at the end of this novel is for each student to create a mural that represents his/her identity. • I must have prepared students with vocabulary and verb structures. • I must make sure that they understand symbolism in murals. • I must be sure they understand what identity means and what factors affect who a person is. • I must know they can think critically and ask questions about others’ identity.

  15. Plan Instruction! • What resources will you use? • What skills will you try to develop? • What vocabulary and structures will students need to communicate? • What will proficiency look like? • What is the overarching theme or idea of this unit? Do all activities lead to it?

  16. Start with a HOOK!

  17. An example: • The HOOK sets the mood for the whole unit, so be clever! • In the novel, La CalacaAlegre, the theme is identity so the hook gets students thinking about their own identity. Students receive a print out of their last year’s school picture and they write or draw all of the things that make them who they are.

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