114 Shared Reading © Teacher Created Materials i24868—Nelson Mandela: Leading the Way 7 Culminating Discussion After students have had several opportunities to explore the text (through shared and independent reading), engage them in a culminating discussion using the following discussion and response protocols and analyzing and evaluating questions. Musical Shares Have students respond to one of the questions below in writing. Explain to students that they will be sharing their answers with several classmates. Ask students to stand with their papers or answers in hand. Turn on music and have students move or dance around the room. (Note: The music should be current, upbeat, and something students like and are familiar with.) When the music stops, students either sit down or stop and turn to the person closest to them to share. The teacher gives students about 30 seconds then resumes the music and repeats the process until student have had an opportunity to share with 3–4 different people. Whip Around Ask students to think of a phrase or short sentence to express the idea that stood out the most in the Musical Shares discussion. Beginning on one side of the room, Whip Around to each student allowing them to share their sentence or phrase aloud with the whole class. After Reading BEYOND THE TEXT T h e A f t e r P a r t y Analyzing Evaluating 1. Look at the timeline on pages 40 and 41. Which of these events do you think was the most instrumental in ending apartheid? (evaluate details) 2. What do you think Mandela meant when he said, “Only free men can negotiate?” (infer) 3. Do you think being in prison made Mandela stronger or weaker? Explain using details from the text. (use evidence; synthesize) 4. Why do you think Gandhi and Mandela believed that peaceful protest would be more effective than violent protest? (evaluate details) 5. Do you think that people should have arranged marriages? Why or why not? (evaluate details) 6. What major risks and sacrifices did Nelson Mandela have to make in order to bring equality to South Africa? Would you make the same sacrifices if you were in Nelson Mandela’s place? (evaluate details; personal connection) VABB Musical Shares facilitates students sharing, discussing, and exchanging ideas, and validates and affirms musicality, communalism, interpersonal, and dynamic attention span cultural behaviors. Whip Around actively engages all students and validates and affirms sociocentric cultural behaviors, and builds and bridges to the school-culture norms of turn-taking and giving precise, focused responses. Shared Reading i24868—Nelson Mandela: Leading the Way © Teacher Created Materials 2 Nelson Mandela: Leading the Way Responsive Dots Analysis: Culturally Generic Genre: Informationa Text Structure: Cause and Effect Lexile: 640L Guided Reading Level: R Objectives • Listen actively to a text read aloud. • Engage in collaborative discussions with classmates, expanding on the ideas of others and expressing personal ideas clearly. • Acquire and accurately use grade-appropriate academic vocabulary. • Validate and Affirm home culture and language, and Build and Bridge to success in school culture and mainstream society (VABB). Set additional objectives depending on the discussion and response activities selected. CLR Themes Courage and Conviction: Nelson Mandela’s fight to bring equality to South Africa Perseverance: Mandela’s efforts to bring equality and democracy to his country despite pushback from the government, time spent in hiding, and a life sentence Democracy: Mandela’s work to bring democracy to South Africa so that every citizen could have a voice Government: Mandela’s fight against inequalities enforced by an unjust government Materials • Nelson Mandela: Leading the Way books • Copies of student activity sheets and rubric (pages 9–13) age gender national religious orientation ethnic socioeconomic African underclass N/A South Africa N/A N/A N/A R i n g s o f C u l t u r e Grades K–8 Lexile® NP–980L Make Learning Relevant, Equitable, and Effective for All Students. With these diverse texts at every level, students will experience culturally and linguistically responsive learning opportunities. With both fiction and informational texts curated by expert Dr. Sharroky Hollie, students will feel validated and affirmed. These collections encourage students to explore the nuances of culture and language while building content-area literacy. CULTURALLY AUTHENTIC AND RESPONSIVE TEXTS © Teacher Created Materials 100873—Culturally Authentic and Responsive Texts 7 Introduction Learning Students’ Cultural and Linguistic Behaviors Culture is used in the broadest terms and seen through an anthropological lens with the criteria that race is not a culture. Recognizing the multitude of behaviors as cultural and then being responsive to those behaviors is the purpose of cultural and linguistic responsiveness. In effect, CLR activities tap into who your students are based on their youth culture (Emdin 2016), their gender culture, their religion culture, and so on. By doing so, students will be empowered to explore the content differently. Focusing on cultural and linguistic behaviors builds on the proactive approach validating and affirming the cultural norms of sociocentrism, kinesthetic learning, communalism, and verbal expression to name a few. The Iceberg of Culture (Sussman 2014) has been invaluable in looking at culture in a broad way by giving us a way to talk about culture without being stereotypical, fictitious, or random. See Figure X below. There is a superficial perspective of culture, which is not the essence of cultural responsiveness. For example, having an annual International Food Day where foods from various ethnic groups are served does not truly validate and affirm students’ culture. While students may enjoy tasting various foods from different regions, this type of activity does not actually help students achieve academic success by building and bridging to the culture of academia and mainstream culture. Thus, the focus should be on the behaviors below the line and it is these behaviors that will be ultimately linked to relationship building and instructional practices. courtesy, contextual conversational patterns, concept of time, personal space, rules of conduct, facial expressions, nonverbal communication, body language, touching, eye contact, patterns of handling emotions, notions of modesty, concept of beauty, courtship practices, relationships to animals, notions of leadership, tempo of work, concepts of food, ideals of childrearing, theory of disease, social interaction rate, nature of friendships, tone of voice, attitudes toward elders, concept of cleanliness, notions of adolescence, patterns of group decision making, definition of insanity, preference for competition or cooperation, tolerance of physical pain, concept of “self,” concept of past and future, definition of obscenity, attitudes toward dependents, problem-solving roles in relation to age, sex, class, occupation, kinship, etc. Food, dress, music, visual arts, drama, crafts, dance, literature, language, celebrations, games Fig. 1.3 The Iceberg Concept of Culture Like an iceberg, nine-tenths of culture is below the surface. Surface Culture More easily seen Emotional level: low Shallow Culture Unspoken rules Emotional level: high Deep Culture Unconscious rules Emotional level: intense Content-Area Texts Management Guide Lessons Text Cards Culturally Authentic Texts Scan this QR code to see the unboxing video. LITERACY Reading Comprehension
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