Lesson Plan By Michael Taylor

Here again the authors stress the importance of multicultural literature and remind us of the need for our classrooms to have variety in required reading exercises. They also mention that this multicultural literature base of knowledge is derived from many races— not just those of African-American descent. The authors uphold this belief by telling us that, “When teachers gain awareness that multicultural literature may be used as a stimulus for creating classrooms where all students are valued, then children can celebrate their own cultures and explore the uniqueness of others” (Colby & Lyon,

Rationale:. The reason I chose this lesson is because it gives students an opportunity to discuss and to understand emotions, which can help them cope with emotional problems. The lesson is developmentally appropriate because preschoolers are at the time where they are learning all their senses and emotion, in which teachers are not only educating the students but also helping children, understand and react appropriately to their emotions. Erikson milestone off autonomy vs shame mentions that children will notice feelings of their peers and independence and self-esteem. The lesson would engage the students because they already have background knowledge of topic and they are interested in topic.

How can I create a strategy to win one of the following using mathematics: Monopoly, 21, or Spot It!

Classroom surveys and graphs will help me come familiar with the things that are important in my student’s life. We could have family night where we can invite families can come together to share their cultures and traditions.

Incorporating different cultures in books for children to learn about those cultures is important, but it is also just as important to show children of different cultures doing common activities to show that everybody is the same. Dr. Ramona talked about how there are many books that show how people struggled with escaping slavery, struggling with poverty, the cruelties of war, and similar hardships, and little showing characters being heros or doing simple tasks. This important to show children to teach them about past and current issues, but it is not an accurate representation of cultures. It only shows what they have gone through, but it does not show people of different races doing simple everyday activities. This is extremely important not only for the children of other races, but also for children of the race it is representing. It is important for children of other races to understand that people from other races do the same activities as they do, but it is also important to people that share the represented race because it gives them a role model that shares their race and shows them that they can do anything

Every child as a unique background and story to tell. It is important that everyone in the class be able to express beliefs, ideas, traditions, and information from their culture. We will be learning to support and celebrate each student’s unique culture. When students are exposed to diverse cultures research says that they have a stronger understanding of appreciating the differences in others. They feel more connected to the peers by being able to discuss aspects from their culture, this promotes students to become stronger critical thinker’s school. (Berg, Blank,.2006).

I have come to a greater awareness of how each system will have an effect on the future children of my classroom. I believe that the techniques discussed in the text toward being able to change attitudes about diversity (Berns, 2016) will enable me to foster a classroom environment that will enable all the children in my classroom to have a positive attitude towards all cultural differences. Because of this class I know why the microsystem, mesosystem, exosystem, macrosystem and the chronosystem affects children and their development. I know that as a teacher I can have an effect on children, and their own prejudices, and I will be able to address them and optimistically, change them benefitting society as a

I am Ms. Henderson one of the Stony Brook students who is completing 75 clinical hours at the Lower Manhattan campus with Mr. Warily. First, I would like to thank you for securing a preceptorship placement for me. I have completed my first week of clinical hours withMr. Warly. I am not sure that Mr. Warly is meeting Stony Brook requirements for preceptorship and my learning objectives. For example, only one project was assigned to me for the first week I was there is to design a lesson plan for a bladder scanner, which I have completed in less than one day. Hence, the additional days I was there just sitting in Mr. Warlys’ office lessening to all the phone conference calls. Mr. Warly states that he is very busy, so I have suggested to him to place me with a nurse manager or a nurse on the floor so I can explore different leering venues. Mr. Warly again states that these people are also busy and have no time. I just feel isolated. I am there to gain knowledge and experience since I am there for only a short period. I have one more week to complete to achieve the 75 hours for this course requirement.

There are a range of strategies educators could use to enrich the learning experience for children regarding cultural identities. Some of the strategies are:

An important characteristic of children’s dispositions is that they are environmentally sensitive—meaning they are acquired, supported, or weakened by interactive experiences in an environment with significant adults and peers (Bertram & Pascal 2002). As I aware the learning environment and experiences provided for children play a vital role in supporting children’s learning of cultural diversity and develop their cultural competency. The environment indoor and outdoor I set up is meaningful and appropriate for them to develop the knowledge of cultural diversity, children can explore the similarities and difference between people through wide range ways, including dress-up role play experience, reading books with their peers, etc. Children

Every week children learn about a different country or culture, so they can relate to people who are different from them.

I will readily admit that I waited for the right lesson to compare to the Muhlenberg Lesson Plan. Finding all the elements of the Muhlenberg Lesson Plan in lessons throughout all of my fieldwork experiences would be difficult because for the most part teachers do not seem to do set induction or closure. I chose to do my comparison on a Macbeth lesson in Mrs. Butterbaugh’s tenth grade co-taught class. This was strictly an observed lesson, as Mrs. Butterbaugh does not do formal lesson plans. The unit title could be Renaissance Literature: Macbeth. It would work well as a comparison to the former unit on Medieval literature focused on Oedipus Rex. In my future class, I would do some activity to compare the two. The lesson title could be “Influencing Macbeth: Act I and Act II.” It was presented loosely as a two-part lesson, making connections in the second act to who is the strongest influence over Macbeth and how his guilt begins to play a role in his downfall; this knowledge base can be utilized throughout the rest of the play to scaffold the students toward Macbeth’s fatal flaw. The Pennsylvania State Standards and Common Core Standards cited would probably be:

Intercultural relationships remain an enduring and a fundamental necessity within the lives of young people. The group comprising of Alven, Antanita and oneself provided a lesson plan for a culturally diverse, co-educational class of year eleven students. It was the intent of the lesson to foster and promote the positive perceptions that the children had already gained through the appreciation of cultural diversity. The aim was for students to develop and open-minded approach to accept other cultural beliefs and practices, and thus, avoiding a judgmental approach falling within a stereotypical view. This allows the students to digress from a narrow-minded perspective and adopt an observational as well as a highly informed and non

The first week as I observed the class, there was an obvious concept in play through the class. A new student was taking part in the class, and she stuck out like a sore thumb. I could tell that she didn’t have the same flow and presence that each of the other student had. She was different and new, and the rest of the class saw that as well. There was a cultural difference taking place, even the minor differences in how she dresses and how she spoke had a noticeable impact. After reading about ethnocentrism and cultural relativism (page 41-42), I was interested to see how the class would react. I was taken off guard when the teenagers took an interest in her newness and different points of view.

This is a beautiful illustrated book that captures the world of late nineteenth century and that of Jessie, a thirteen year old who travels alone to America to begin a new life. Strong themes within the story are to do with change, family, learning new things and resourcefulness. We see the Grandmother learning to read and write and Jessie learning lace-making and ultimately learning English: these all prove to be useful and important for the ‘happy ending.’ The reader feels a strong empathy with Jessie, when she has to leave her Grandmother and her home, for a perilous journey into the unknown. There are lots of opportunities for discussion, for example whether Jessie