Objectives
This unit, adhering to the Common Core State Standards, will be implemented during a four week period during the Language Arts/Social Studies block. During this time, students will take part in a number of activities (discussed in detail in the Classroom Activities section) through which students will learn the following:
- Read closely to determine what the text says explicitly and make logical inferences from it;
- Determine central ideas or theme of a text and analyze their development;
- Interpret words and phrases as they are used in text, including determining technical connotative, and figurative meanings, and analyze how specific words shape meaning or tone;
- Analyze how point of view or purpose shapes the context and style of text;
- Read and comprehend complex literary and information texts independently and proficiently;
- Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences;
- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
While I personally feel that I have grown as a teacher, I wanted to make sure that I took additional steps to make sure that I consciously looked at ways to meet the needs of each student within my classroom. In the book Multicultural Teaching, authors Pamela and Iris Tiedt state that the foundation for multicultural education is using the 3E Model. The 3E Model focuses on Esteem, Empathy, and Equity. In my paraphrase, these consist of the following:
Esteem
Students come to school expecting success. Success can be promoted through a consistent connection with the multicultural programs aimed at affirming the diversity within the classroom. Students are aware of themselves and others when explorations of their heritage and values are acknowledged and explored with their learning. Their self-esteem is a key component of their self-expression.
Empathy
Being able to feel connected to our learning environment helps eliminate boredom and isolation. It also encourages active participation. Being able to find people who model extraordinary accomplishments or obstacles and are like them are ways of incorporating the student into the classroom. Inclusion of empathy into the multicultural classroom is another route to allow the learner to express his or her feelings.
Equity
It is evident that we don't all come from the same background. Therefore, being able to recognize and promote the contributions of a variety of multicultural groups is essential. Multicultural classrooms are those that include examples of all groups. This can vary from studying the enslaved African to showing Native Americans living in the modern world.
When using the 3E model effectively in multicultural education, it should be student-centered to be effective. Therefore, students should be looked at individually, but should definitely be the driving force to what is being taught in the classroom. When used through the classroom effectively to assist students in achieving multicultural goals, the following basic objectives are met: (1) self-worth is identified and developed, which leads to increased class motivation and contribution; (2) opinions and perspectives are varied and valued; (3) learning about a variety of cultures/heritages is openly accepted, minus stigmatizing; (4) increased global thinking and the interdependence of humanity; and (5) recognition and acceptance of citizens in a multicultural society.
While I consciously look at diversity in all aspects of my teaching, I feel that this storytelling curriculum unit will definitely allow my students to bring in parts of their lives into the classroom. This project is a true reflection of implementing the 3E Model mentioned earlier. Being able to bring in parts of all students' lives will definitely open the door of diversity and build solid relationships of respect for each other within the classroom.
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