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Multicultural/Social Justice Objective/s: BTEOTL, SWBAT discuss in groups and with the class the pros and cons of being bilingual. Critical Thinking Objective/s: BTEOTL, SWBAT discuss in groups and with the class the pros and cons being bilingual. Students will take part in a group/class discussion. Students will take part in a group/class discussion. Observation Observation Rationale for emphasis on certain objective/s: The emphasis will be on the Language Objective because students need to be able to express their views on the pros/cons of being bilingual. Lesson Outline Timing Description [include a specific description of what the Teacher (T) and Students (Ss) will do] Special considerations (include grouping, adaptations for ELs and students with special needs, how vocabulary, concepts and skills will be introduced, emphasized, and reviewed, etc.) Intro 10 10 10 T: Use CCD Chart to define the words bilingual and discrimination with the class. First, ask how many students have or have not heard the words before. Then have students make predictions in their groups using the context clue and their own background knowledge. Ask for their predictions and then give them the dictionary definition. Finally, ask for examples. Ss: Use context clue to predict what bilingual and discrimination mean and then come up with examples in groups. T: Pass out Language Discrimination Scenario handouts. Popcorn read as a class. Have students think about these questions as they read: What is the problem? Can you relate to the students? If not, how would you feel if you were in that situation? Ss: Students will read and listen to the Language Discrimination Scenarios and think about the questions. T: What is the problem? Can you relate to TPS, Circulate classroom
Practice/ Application the students? If not, how would you feel if you were in that situation? Ss: Students discuss questions in their groups and then one person shares out to the class. 15 T: What are the pros and cons of being bilingual? Discuss in your groups and come up with at least 3 pros and cons. As a class, create a T-Chart. Ss: Discuss the pros and cons of being bilingual. Share out at least one pro and con of being bilingual. TPS Circulate classroom and remind students to come up with at least 3 pros and cons. Review 5 T: Have 3-5 students state 1 pro and con of being bilingual and explain their answers. Ss: State and explain 1 pro and con of being bilingual.
Page 1 and 2: Form: "*PACT - Elem Literacy - 1. C
Page 3 and 4: 2 (REQUIRED) 4.4.c. How many studen
Page 5 and 6: Consider students prior knowledge,
Page 7 and 8: Form: "*PACT - Elementary Literacy
Page 9 and 10: Do you agree with the reactions by
Page 11 and 12: (REQUIRED) 6. Explain how the colle
Page 13 and 14: Describe any routines or working st
Page 15 and 16: Summary of Student Learning Categor
Page 17 and 18: apparent for some or most students.
Page 19 and 20: they need to become a better writer
Page 21 and 22: Form: "*PACT - Elementary Literacy
Page 23: Overview Lesson Plan Title: Taking
Page 27 and 28: Multicultural/Social Justice Object
Page 29 and 30: Overview Lesson Plan Title: Taking
Page 31 and 32: 10 arguments and counterargument in
Page 33: Rush Limbaugh Mocks Chinese Preside

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