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I would say, create an anticipation guide focusing on a specific culture (one that ideally most of the students will relate to) and their traditions, while also making it relevant to the text's plot so students can begin making connections and activate their own prior knowledge.
This is a great idea in which all students can benefit.
Try to make it as organic and authentic as possible.
I don't have that "shoehorned in" feeling at all. Probably because most of my classes had stduents from so many different cultures. Maybe people with more homogeneous populations do? If so, what are the reading lists in the schools and districts? It would be a wider issue than one class, and district level work would need to be done?
We talk about different critical lenses and so we examine why texts might not be relevant to students.
Who is the author? Is the author male or female? Who is their intended audience? Do they write about women or people of color? If not, why not? If they do, how do they write about these people? What issues are they concerned about? What can you learn about their POV from this?
Obviously we want relevant texts but sometimes critical analysis of text that isn't relevant is... relevant. We can learn from these authors and their blind spots, weaknesses, etc
All of your lessons should relate in some way to culturally relevant and diverse ideas. Use perspective to help your kids understand the cultural relevance of a text.