Content Objectives
The content objectives that will be addressed within this unit are specifically English Language Arts and social studies, immigration, culture, and geographical location. These three topics will be addressed with a variety of text styles in relation to the literature and information seminar that Jessica Brantley designed where we explored many kinds of texts and a variety of ways of reading them, in order to clarify the relation between “literature” and “information.” An important component of the seminar was to consider the relation between students’ reading and their own writing. Often an analytical paper is the response to reading literary fiction. But it is also useful to imagine the reverse: creative writing as a response to informational reading (Brantley, 2015).
By using the framework of objectives that were practiced and set forth in seminar, I was able to develop content objectives for my unit that incorporates objectives of literary and informational pieces to learn about the Chinese and Mexican cultures in Chicago, in relation to the three identified focus topics. It will be essential for students to be able to decipher the commonalities and differences among these cultures. The goal is to have students start to understand the concept of culture as a concrete way of being that defines people. The idea of culture can be abstract in thinking, so given real experiences and exposure to the reality of the selected culture’s history and traditions students will start to comprehend the elements that make these cultures diverse and a contribution to society. If students are able to understand and identify these aspects of the Chinese and Mexican cultures they will become more receptive to the people they interact with that are different from them.
Students will discuss explicitly information about when and why the Chinese and Mexican culture migrated to America to explore new ideas about the topic of immigration using information from a given text. They will ask and answer questions about the geographical location and traditions for these two cultures from given text to increase understanding. Students will also identify the structure and features of literature and informational text to assist with their comprehension of information presented to them. They will recount key details and explain how they support the main idea of what makes the Chinese and Mexican cultures different and/or alike. Students will also respond to the different pieces of text making meaningful connections, and use writing to analyze literature. They will build vocabulary for reading and writing through analyzing the different forms of text, and examine how an author chooses specific details, such as the title of the text, to support points in a text. Students will also demonstrate their understanding of how the theme, being how the Chinese and Mexicans went through a process of forming communities while maintaining cultural identity. Last but not least students will read and interpret information as it is implied by maps that illustrate the passage in which the Chinese and Mexicans traveled to American and the local Chicago neighborhoods they reside in. Students will be exposed to a variety of teaching methods and strategies that will address their learning styles and abilities, so that they gain a thorough understanding of the purpose and objectives of this unit.
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