Advanced ELL students, while often proficient orally, have a limited vocabulary, and read and write below grade level.This presentation will describe how ELL teachers in two high schools use engaging material and effective strategies that prepare students for mainstream classes.The techniques, readings, and writing assignments can also be used in the post secondary setting.
Example Of Debate Essay. How to write a Debate Essay of the highest quality?Latoya White
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Advanced ELL students, while often proficient orally, have a limited vocabulary, and read and write below grade level.This presentation will describe how ELL teachers in two high schools use engaging material and effective strategies that prepare students for mainstream classes.The techniques, readings, and writing assignments can also be used in the post secondary setting.
Example Of Debate Essay. How to write a Debate Essay of the highest quality?Latoya White
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Case Study – Multicultural ParadeRead the Case below, and answe.docxcowinhelen
Case Study – Multicultural Parade
Read the Case below, and answer the following questions:
(No references needed, 2 pages double space, label the answer without copying the question in the paper)
1. What images come to mind when you hear the term “costume”? In what ways might it be considered demeaning?
2. Often people conflate “culture,” “ethnicity,” “heritage,” “race,” and “nationality,” or use them interchangeably. How are these concepts different from one another? Is a “Multicultural Day” different than an “International Day”?
3. How is Ms. Morrison’s definition of “cultural clothing” different from her definition of “ethnic heritage”? Did her explanation clarify things for Keisha and Emily?
4. How might activities that require students to share part of their ethnic heritage alienate students or contribute to students’ and teachers’ existing stereotypes and biases?
5. Connect to 3 of the core themes:
(Equity in Education/ Theories of Learning, Culture, and Identity/ Teaching and Learning in a Multicultural Society/ Research and Educational Knowledge )
-------------------------------------------------------------------------------------------------------------------------------
Case Study:
In an effort to celebrate the growing racial and ethnic diversity at Eastern School, the school’s Diversity Committee decided to sponsor Multicultural Day. Numerous performers were hired for assemblies and presentations. During the day’s feature event, the “Culture Parade,” students were asked to showcase cultural clothing as they walked through the hallways. Teachers were encouraged by the committee to discuss clothing from countries outside the United States and to invite students who had such clothing to bring it to school for the parade.
Ms. Morrison was excited about Multicultural Day because many of her students had parents who were immigrants. She imagined the day as an opportunity for those students to teach others about their cultures.
A week before the event, Ms. Morrison brought a kilt to class and explained its significance to the students. “This represents my Scottish heritage,” she said, “and I am proud to show it to you today.” She then asked whether students had “special costumes” at home that represented their cultures. Several students raised their hands, which prompted Ms. Morrison to discuss the events planned for Multicultural Day, including the parade.
During dismissal the day before the parade Ms. Morrison announced, “Don’t forget to bring your costumes to class tomorrow!”
The next day, Ms. Morrison was pleased to see several Hmong and Liberian students came with bags of clothing. She saw that two other students, Emily and Keisha, brought clothing, so she inquired about what was in their bags. Emily, a white student excitedly pulled out her soccer uniform, and Keisha, an African American student, pulled jeans and her favorite sweatshirt out of her bag. Ms. Morrison told the two girls she appreciated the.
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1. Unit 3, Week 2
My Brother Martin
4th Grade
O’Neal Elementary
2. Vocabulary
• unfair: not fair or just
• unsuspecting: trusting Coretta Scott King
• ancestors: people in the past from whom one
comes
• injustice: unfairness
• avoided: stayed away from
• segregation: the practice of setting one racial
group apart from another
• numerous: forming a large number; many
Vocabulary Activity Round One
Vocabulary Activity Round Two
Susan B. Anthony
3. Vocabulary
Words in Context
Rosa Parks
You can learn from your _____. Your
grandfather or grandmother may remember a
time in America when African Americans weren’t
allowed to sit in the same parts of a bus as
white people. It was a time of _____, when laws
weren’t always fair.
It wasn’t that way in every place in America.
In many areas, children of all races played
together, unaware of _____.
Not everyone agreed with the way things were
done.
4. Vocabulary
Story Words
Elizabeth Cady Stanton
• waning: becoming smaller or fewer in number
• streetcar: a vehicle that holds many passengers and
runs on rails through city streets
• indignity: something that insults a person’s self-
respect
• bigotry: hatred or intolerance toward an entire group
of people; prejudice
5. Vocabulary/Word Work
Prefixes
Marshall
Thurgood
• A prefix is added to the beginning of a base
word or root.
• Prefixes change the meaning of the words to
which they are attached.
un means “not”
What do you think unfair means?
Not every word that begins with un- is a base with
a prefix, for example , union and universe.
Race to Ramses!
6. Phonics
Decode Words
with Silent Letters
Harriet Tubman
Some words have silent consonants, or letters
that are not pronounced.
knife write
If you say the word knife. You hear the
beginning sound is /n/. The letter k is silent.
In write, the beginning sound is /r/. The w is
silent.
The Amazing Silent Letters
7. Fluency
Repeated Reading:
Punctuation
“Why do white people treat colored people so mean?”
M.L. asked Mother Dear afterward. And with me and
M.L. and A.D. standing in front of her trying our best to
understand. Mother Dear gave the reason behind it all.
Her words explained the streetcars our family avoided
and the WHITES ONLY sign that kept us off the elevator
at City Hall. Her words told why there were parks and
museums that black people could not visit and why
some restaurants refused to serve us and why hotels
wouldn’t give us rooms and why theaters would only
allow us to watch their picture shows from the balcony.
But her words also gave us hope.
8. Comprehension
Make Inferences
• Make Inferences to understand things the
author does not directly state in the story.
• To make inferences, readers can use
information from the text, illustrations, and
things they already know to help them
make connections.
Inferences about Plot
Practice Inferences
9. Comprehension
Letters
• Letters are written messages that people
send to each other.
• Letters can be hand written or typed.
• Letters may appear in different forms,
such as a friendly letter or a business
letter.
10. Comprehension
Salutation and Body
• A salutation is the line in the letter in which
the writer greets the person to whom she or
he is writing.
• A salutation usually uses the word Dear to
greet the person.
• The body of a letter is the main part of the
letter containing the message.
• The body is divided into one or more
paragraphs.
Practice: Friendly Letters
11. Review Reading Strategies
• In what ways did evaluating the author’s
purpose help you to understand the
biography?
• Do you understand the strategy of
visualizing events as you read? When
might you use this strategy again?
• What strategies did you use when you
came to difficult words?
12. 2.1 Letter Writing
• Write a letter to a friend telling him or her
what Civil Rights is all about.
13. 2.4 Dear Mrs. Parks
• What is the author’s purpose for writing
this passage? Explain your answer using
information from the passage as support.
14. Reflection: Day 1
• Define unsuspecting as used on page 312
using context clues. Explain how the clues
helped you figure out the meaning.
• Why does the author choose to tell so much
about Martin’s childhood?
• Explain what the simile used in the text on page
312 means, and explain which clues from the
passage helped you figure out the meaning.
15. Reflection: Day 2
• Is My Brother Martin an appropriate title
for this passage? Explain why or why not
using details and/or examples from the
passage as support.
16. Reflection: Day 3
• Complete the chart below to show the
author’s three main points and a
supporting detail for each main point.
Authors Purpose
Main Point Main Point Main Point
Supporting Detail Supporting Detail Supporting Detail
17. Reflection: Day 4
• Analyze the author’s perspective on Civil
Rights? Do you think the author is biased
in her views? Explain why or why not
using information from the passage to
support your answer.
19. Coming Soon
Next week, we will be learning about kid
reporters, a world conference just for kids,
and a kid scientist who starts their own kid
charity. We will also be reviewing
compare and contrast plus summarizing.