3.Social+Cultural+Contexts

[[image:http://www.crossroadsengineers.com/standards_icon.jpg]]
1. Relate culture, privilege and oppression to their impact on schooling, student perform & success. 2. Understand how primary language, culture and familial backgrounds interact with the exceptional condition to impact academic and social abilities, attitudes, values and interests. 3. How primary language, culture and familial backgrounds interact with the individual’s exceptional condition to impact the individual’s academic and social abilities, attitudes, values and interests 4. Understand exceptionalities and individual differences and how culture and experience affect these. 5. Recognize research and/or theories on how culture and experience affect responses to exceptionalities and individual differences among students. 6. Understand the historical evolution of the English language and alphabetic writing 7. Anglo-Saxon, Latin, and Greek-derived morphemes in English


 * Core Readings **

//Purpose//: To facilitate a discussion of how different cultures have different values.
 * Activities **
 * Proverbs **(Thanks Dottie!)

//Directions//:

Cut them out and paste proverbs on colored index cards. 

<span style="font-family: Georgia,serif; font-size: 14pt;">Divide students into equal groups.

<span style="font-family: Georgia,serif; font-size: 14pt;">Distribute a variety of cards per group to read, discuss, and determine which culture it represents.

<span style="font-family: Georgia,serif; font-size: 14pt;">Then review with KEY. <span style="color: #ff00ff; font-family: Tahoma,sans-serif; font-size: 14pt; line-height: 0px; overflow: hidden;">

<span style="font-family: Georgia,serif; font-size: 13pt;">Exploring individual Cultural Identity of students in the class.
//<span style="font-family: Georgia,serif; font-size: 13pt;">Longstreet's Aspects of Ethnicity // <span style="font-family: Georgia,serif; font-size: 13pt;">

//<span style="font-family: Georgia,serif; font-size: 13pt;">Hall's Cultural Context // <span style="font-family: Georgia,serif; font-size: 13pt;">

//<span style="font-family: Georgia,serif; font-size: 13pt;">Cultural Identity Worksheet //

//<span style="font-family: Georgia,serif; font-size: 13pt;">Graphic Organizer for Core Readings //
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<span style="font-family: Georgia,serif; font-size: 14pt;">Gender
<span style="font-family: Georgia,serif; font-size: 14pt;">Pink Brain Blue Brain (PowerPoint) <span style="font-family: Georgia,serif; font-size: 13pt;">

<span style="font-family: Georgia,serif; font-size: 13pt;">The Myth of Pink and Blue Brains <span style="font-family: Georgia,serif; font-size: 14pt;">

<span style="font-family: Georgia,serif; font-size: 14pt;">[|Putting the Boy Crisis in Context]

<span style="font-family: Georgia,serif; font-size: 14pt;">[|In reading, Dick lags far behind Jane]

<span style="font-family: Georgia,serif; font-size: 14pt;">Gender and Learning (PowerPoint) <span style="font-family: Georgia,serif; font-size: 14pt;">

<span style="font-family: Georgia,serif; font-size: 14pt;">[|Towards an Understanding of][|Gender Differences in Literacy Achievement]

<span style="font-family: Georgia,serif; font-size: 14pt;">[|Guy Reader is Not An Oxymoron]

<span style="font-family: Georgia,serif; font-size: 14pt;">African American
<span style="font-family: Georgia,serif; font-size: 13pt;">[|African American Vernacular English is not Standard English with Mistakes]

<span style="font-family: Georgia,serif; font-size: 14pt;">[|Getting It Right: Building a Bridge To Literacy For Adolescent African-American Males]

<span style="font-family: Georgia,serif; font-size: 14pt;">[|Comprehending Ebonics]

<span style="font-family: Georgia,serif; font-size: 14pt;">The Jones Family Culture of Literacy
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<span style="font-family: Georgia,serif; font-size: 14pt;">Hispanic/Latino
<span style="font-family: Georgia,serif; font-size: 14pt;">[|Role of Students' Home Language and Literacy Patterns]

<span style="font-family: Georgia,serif; font-size: 14pt;">Hispanic Parent Involvement in Literacy <span style="font-family: Georgia,serif; font-size: 14pt;">

<span style="font-family: Georgia,serif; font-size: 14pt;">Teaching From A Hispanic Perspective <span style="font-family: Georgia,serif; font-size: 14pt;">

<span style="font-family: Georgia,serif; font-size: 14pt;">Asian
<span style="font-family: Georgia,serif; font-size: 14pt;">[|Beyond Culture: Communicating with Asian Pacific Islander American Children and Families]

<span style="font-family: Georgia,serif; font-size: 14pt;">[|Asian-American Children: What Teachers Should Know]

<span style="font-family: Georgia,serif; font-size: 14pt;">[|Teaching Asian American Students]

<span style="font-family: Georgia,serif; font-size: 14pt;">[|Overview of Lao Hmong Culture]

<span style="font-family: Georgia,serif; font-size: 14pt;">Language and Culture
<span style="font-family: Georgia,serif; font-size: 14pt;">[|Poverty, Racism and Literacy]

<span style="font-family: Georgia,serif; font-size: 14pt;">[|Language, Culture and Literacy]

====<span style="font-family: Georgia,serif; font-size: 14pt;">Use the information from the completed graphic organizers to identify at least one idea to complete this Alpha Box worksheet: <span style="font-family: Georgia,serif;"> ====

<span style="font-family: Georgia,serif; font-size: 14pt;">In addition to the core readings students read [|this article] by Marilyn Jager Adams. <span style="font-family: Georgia,serif; font-size: 14pt;">There are four stations: English Language Learners, Boys, Poverty, and Ethnicity. Each station has a collection of fiction and informational books for children. These may include transportation, solar system, weather. Students review the selection of books at each station using the information from the readings. <span style="font-family: Georgia,serif; font-size: 14pt;">Students complete this packet at each center:
 * <span style="font-family: Georgia,serif; font-size: 14pt;">Application and Synthesis of Information: Learning Stations **


 * <span style="font-family: Georgia,serif; font-size: 14pt;">Language: Dialect **

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<span style="font-family: Georgia,serif; font-size: 14pt;">The Story of Your Idiolect (language biography)

<span style="font-family: Georgia,serif; font-size: 14pt;">

<span style="font-family: Georgia,serif; font-size: 13pt;">[|"Oh The Places You'll Go" or the 68 Accents of Dr. Seuss]

<span style="font-family: Georgia,serif; font-size: 13pt;">[|Where is this speaker from? (interactive regional dialect quiz)]

<span style="font-family: Georgia,serif; font-size: 13pt;">[|Watch Your Language: What Does Your Speech Reveal?]

<span style="font-family: Georgia,serif; font-size: 14pt;">Language Variation

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<span style="font-family: Georgia,serif; font-size: 14pt;">Linguistic Patterns

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<span style="font-family: Georgia,serif; font-size: 14pt;">Elements of Students Cultural Identity
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<span style="font-family: Georgia,serif; font-size: 14pt;">Linguistic Patterns (questions to ask about ELL language use)
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<span style="font-family: Georgia,serif; font-size: 14pt;">[|The Story of English: Black on White]
<span style="font-family: Georgia,serif; font-size: 13pt;">Graphic Organizer for film: