| |
Subject: What Pole Are You? |
|
1. Topic-
|
| Multicultural Education in Stephen Colbert's "I Am A Pole (And So
Can You) |
| |
|
2. Content-
|
| After listening and participating in the read-out-loud of Stephen
Colbert's text, my students will then be handed out a worksheet relating
to the book (and is at the back of the book), |
| |
|
3. Goals: Aims/Outcomes-
|
1.Students will aim to picture themselves as how they may be as
a pole
2.Students will then connect the type of pole of their choosing to
a desired career path and explain how and why they made this connection
3.Students will finally ask each other and guess each others career
choice and vice versa without showing each other their work |
| |
|
|
4. Objectives-
|
| Primary Objective is to had my students understand and respect everyone
else as they appear not on the outside but on the outside, and this
exercise will hopefully open the eyes to the kids that judging never
solves anything especially if it is on appearance alone |
| |
|
5. Materials and Aids-
|
I Am A Pole (And So Can You) Worksheet (Provided)
Plain white paper (Provided)
Popsicle Sticks (Provided)
Crayons (Provided)
Art Essentials (Provided)
Imagination (Taken) |
| |
|
6. Procedures/Methods-
|
|
A. Introduction-
1.I will read the text
2.While reading, I will periodically ask my students questions about
the characters of the book so that they may know what they are feeling
3.Afterwords, I will kindly and respectively ask my students if they
have ever felt like the characters in the book, then I will share
a personal experience and if my students want, they may share also |
| |
|
|
B. Development-
| I will show my students my drawing of the pole or stick pole that
I created that I have chosen and connect it to what I wanted to be
when I was their age, which was not a teacher, but an astronaut |
| |
|
|
C. Practice-
| After showing what I had made to my students, and reading and evaluating
the story, they will have the opportunity to create their own pole
selfs |
| |
|
|
D. Independent Practice-
| My students will create, draw, cut, paste, etc. their own drawings,
sticks, etc. masterpieces while I observe and perhaps create one with
them. |
| |
|
|
E. Accommodations (Differentiated Instruction)-
| A letter will be sent home to parents, because the thought of their
students drawing and popsicle sticks playing may raise some eyebrows,
so I will explain exactly what this activity has in store for their
children |
| |
|
|
F. Checking for understanding-
| I will periodically check in on my students by asking a few individuals
how they decided to go about their pole drawings and career path choices,
and question their art and why they decided to make it the way they
made it |
| |
|
|
G. Closure-
| Five minute tidy-up on the activity, then my students will sit back
in their seats and then |
| |
|
7. Evaluation-
|
| 1.After everyone has shared with each other, I will then display
their beautiful artwork up not on the board, but in the window of
my class so that everyone may see my students work, and if the students
want, I will make copies for those who would like to take them home
to show their parents |
| |
|
8. Teacher Reflection-
|
| After the completion of the book-based activity, my students will
learn and understand one another in a way in which all can connect
and respect what each other have decided to be. I will ask my students
what they had learned and I will share what I had learned from them. |
| |
|