6 class periods of 45 minutes each
Small Groups
This lesson plan is designed for a classroom of English as a second language (ESL) students. The lesson integrates language arts objectives (language acquisition) with issues of diversity and multicultural identity.
Lessons One and Two
Lessons Three and Four
Lessons Five and Six
Teachers should have an understanding of how to effectively work with students who are "language learners." Teachers should know how to effectively increase students vocabulary and written and spoken verbal skills. Teachers also need to have a sensitivity for and understanding of the experience of being a minority among a peer group (awareness of the physical and psychological aspects of diversity).
To actively participate in this lesson plan, students should have a minimum level of proficiency in English.
Lesson One
Vocabulary
Write the following vocabulary words on the board. These words will appear in the students' reading for this lesson.
Reading Activity
As a class read the book, I Wish I Were a Butterfly. Provide each student the "butterfly handout." On the butterfly, have each student write two qualities they value in themselves, and two they hope to attain (write one in each segment of the butterfly).
Group Discussion
Have the students share what they wrote in their butterfly and the reasons for what they wrote.
Lesson Two
Begin the class by reviewing the vocabulary words from the previous lesson, making sure that students are aware of the definition for each.
Reading Activity
Pass out photocopies of Gordon Su's story from Missing Stories. Students will read the last paragraph on pg. 239 and the first paragraph on pg. 240. Students should first read the segments individually. Students should then be divided into small groups.
Group Activity
As a group the students should take turns reading each sentence of the story aloud. Once the story is completed, students will take turn being the "teacher" (using the technique of "reciprocal teaching"). Students will ask each other questions about the text and assess the reading, asking each other the following questions:
Class Activity
As a class discuss the groups answers to the reading questions. Discuss how each of the vocabulary terms were used in the reading.
Lesson Three
Vocabulary
Write the following vocabulary words on the board. These words will appear in the students' reading for this lesson.
Introduce the vocabulary to the class and define each as a group.
Reading Activity
Read to the class, Odd Velvet by Mary Witcomb.
Class Activity
Each student is given a piece of paper and folds the paper once length wise and once width wise. Each student should have four sections (folded) in their paper. In the top left corner students should write three things that were the SAME between Odd Velvet and her classmates. In the top right corner students should write three things that were DIFFERENT. The bottom two segments are for the students to apply the same thinking about themselves and their classmates.
Class Discussion
Discuss with the class their findings from the Odd Velvet reading. What did they see as similar and different. Discuss the same for their impressions of themselves and their classmates. Discuss as a class the meaning of being similar and different. Why is each important? How do they feel about being similar and different?
Lesson Four
Reading Activity
Using the same procedure from day two, have the class read Helen Kurmada's story from Missing Stories from the middle of pg. 233 to the top of pg. 234.
Group Activity
After each student has read the story individually they should work in a group to fill out a chart about Helen Kurmada in the same way they did for Odd Velvet. What was the SAME between Helen and her friends and what was DIFFERENT? Students should take turns being the teacher and asking the following questions of the group.
Class Discussion
As a class review the vocabulary terms for the day. Discuss how they were used in the reading and how each student views these terms in their own lives. Discuss the results of the groups' conversations.
Lesson Five
Vocabulary
Write the following vocabulary words on the board. These words will appear in the students' reading for this lesson.
Reading Activity
Read to the class Family by Isabella Monk, discussing the connection between diverse communities and family.
Class Activity
Play the "Food Bingo" game. Give each student a card and have them find one classmate who has had the food on the card in the last 24 hours. Once a student has collected the initials from a classmate on their card for each element on the card the game is over.
Group Discussion
As a class discuss the "Food Bingo" game. Was it easy or difficult to collect signatures for each of the foods? Why or why not?
Lesson Six
Reading Activity
Using the same procedure from day two, have the class read John Florez's story from Missing Stories from the middle of pg. 453.
Group Activity
After each student has read the story individually they should work in a group to create their own "Food Bingo" card. Focusing on one specific meal (ie: breakfast) might be a good idea. This activity will involve the students interviewing their group members as well as other group members about the food they eat for one meal (breakfast). Once the students have interviewed each other the groups should make their own cards.
Class Discussion
As a class discuss what they learned from this activity. The following questions will serve as discussion prompts.
Ending the lessons for day six (or adding a 7th day) with a "traditional food celebration" would be a fitting way to tie together all of the lessons in this plan. This could even be done on a seventh day. This would also be a good way to bring into the classroom some of the parents who might not usually come into the classroom/school. Students could also use this opportunity to show their parents/the parents who could come in, their work. This would be an additional opportunity for the students to take pride in and show off their cultural heritage to the other students.
Howe, J. and Young, E. (1994). I Wish I Were a Butterfly. Voyager Books.
Kelen, L.G, & Stone, E.H. (2000). Missing Stories: An Oral History of Ethnic Minority Groups in Utah. Utah State University Press. Logan, UT.
Monk, I. and Porter, J.L. (2005). Family. Carolrhoda Books.
Whitcomb, M. and King, T.C. (1998). Odd Velvet. Chronicle Books.