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Culturally Responsive Pedagogy Plan
Transcript of Culturally Responsive Pedagogy Plan
getting to know our students
creating opportunities for our students to get to know each other
promoting the foreign language and culture! Using Prezi/PPT to show who I am, what I am like, and my expectations for the class creating an environment of acceptance, inclusion, and respect Students will create their own presentation sharing the same information about themselves Day One developing a richer understanding of the world around us Rotating Partners All Year Students will work with rotating partners and groups all unit The rotation will ensure that students do not simply team up with their friends and close themselves off to other classmates/ peers A cooperative learning strategy where students form 2 different circles and exchange information with a variety of partners as they rotate in their circles Inside Outside Circle The student can be compare their findings with cultural customs here in the US and/or with their own personal backgrounds Students will research a Spanish-speaking country and discover interesting cultural information, sources, and artifacts in Spanish Students will pair up with someone they know the least and conduct an interview in Spanish. They will share basic information about themselves, and discuss their likes and dislikes. Product to be differentiated Class Newsletter Foreign Language Interactive Homework "EL CINE" Blogging, conferencing Family Engagement communicating with parents in a variety of ways
forming partnerships that support and enhance student learning
building awareness and support for foreign language programs and models An introduction letter will be sent to the parents at the beginning of the school year The newsletter will be continued to announce thematic units and community events in the FL their learning of the Spanish language
their growing awareness of a culture both similar and different to their own
what they have learned in Spanish class with family members keeps families more informed and involved in their children's learning Spanish language and culture club All students in the school, along with their parents, are invited to attend a Movie Night Culturally authentic films, shorts, and movies Guided discussions of interpretations and thoughts on main ideas and cultural differences Students can receive bonus points for parental involvement Lesson Plan "AS IS" Lesson Plan REVISED Grades 6-8, Spanish, Level One Communication Cultures Connections Comparisons Communities Communication Communities Comparisons Cultures Connections work cooperatively and communicate in all 3 modes in the target language become aware of the culture and language of Honduras, Costa Rica, and Mexico compare and contrast what they learn about the Spanish-speaking cultures with their home state and cultures, discovering that in many ways they share significant similarities with adolescents in the Spanish-speaking countries make connections among various subject areas such as geography, social studies, language arts, music, art share the language learned and their experiences with their families and the community In this unit, students will: phoning & emailing essential for communication in the FL Students can share: La Misma Luna Synopsis: Story about a young boy living in Mexico who is separated from his mother. He runs away and eventually finds her in California. address the question: What does family mean to you?
Students could address this in the context of being separated from those closest to them. The class could come together and discuss the different viewpoints. A culturally revelant activity: UNIT THEME: La música del mundo Essential Question: ¿Cómo puedo expresarme a través de la música? ¿Cómo se compara la música que me gusta y la música de Latinoamérica? standards-based
a lot of pair/group interactions
integration of multiple intelligences, such as musical and kinesthetic
room for personalization, creativity
higher order thinking with scaffolding, concept maps, graphic organizaters
cultural comparisons between TL cultures and home cultures
promotes global awareness
offers individual choice include parents and family in polls for music tastes and preferences
develop graphs and organizers to comparisons of culture and language
differentiate the product of final summative activity to accomodate special needs, varying interests, and different modes of learning
invite community to end-of-unit musical celebration
posting music review in class newsletter A. Hola! Me llamo ___.
B. Me llamo ___.
A. Mucho gusto.
B. Es un placer. Benefits "I can tell you how birthdays are celebrated in Honduras." Parental involvement is very important to us We will also be available through these means