Example 1
Example 1
Example 1
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Multicultural/Social Justice<br />
Objective/s:<br />
BTEOTL, SWBAT discuss<br />
in groups and with the class<br />
their reactions to Limbaugh’s<br />
mocking of the Chinese<br />
language.<br />
Critical Thinking<br />
Objective/s:<br />
BTEOTL, SWBAT discuss<br />
in groups and with the class<br />
their reactions to Limbaugh’s<br />
mocking of the Chinese<br />
language.<br />
Students will take part in a<br />
group/class discussion.<br />
Students will take part in a<br />
group/class discussion.<br />
Observation<br />
Observation<br />
Rationale for emphasis on certain objective/s: The emphasis will be on the Multicultural/Social Justice<br />
and Critical Thinking Objectives because students are being asked to take a stand on Rush Limbaugh’s<br />
remarks. To do so, they must be able to express their reactions to hearing a national figure mock a language<br />
on public radio for the entire world to hear.<br />
Lesson<br />
Outline<br />
Timing<br />
Description [include a specific description<br />
of what the Teacher (T) and Students (Ss)<br />
will do]<br />
Special considerations (include<br />
grouping, adaptations for ELs and<br />
students with special needs, how<br />
vocabulary, concepts and skills will<br />
be introduced, emphasized, and<br />
reviewed, etc.)<br />
Intro 5<br />
5<br />
T: Review CCD Chart, Language<br />
Discrimination Scenarios, and pros and<br />
cons of being bilingual. What did we<br />
learn/discuss yesterday? Have students first<br />
review/reflect with their groups and then<br />
ask students to share out.<br />
Ss: Discuss what they learned the day<br />
before in groups and as a class.<br />
T: Is it okay to make fun of people who<br />
speak another language? Have you ever<br />
been made fun of for speaking another<br />
language? If so, how did you feel? What<br />
should you do if you do not understand<br />
someone speaking another language?<br />
Ss: Discuss questions in groups and then as<br />
a class.<br />
TPS<br />
TPS<br />
Practice/ 5 T: Have students listen to the audio clips of