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Grade:
Grade 5
Subject: English Language Arts
Created by:
Juliette Villeme
Lesson Length:
2 hours
Keywords/Tags:
Who Am I? I am Two Cultures,Culture, Grade 5, Reading, Writing
Lesson Description:
The goal of this lesson is to give students the opportunity to apply the reading and writing knowledge they have developed to a story about multiculturalism. After reading and rereading the text, students should be able to answer vocabulary-specific questions using context clues, use evidence from the text to make inferences and answer text-specific questions, and compare and contrast their own culture to the Narrator's. By the end of this lesson, students should have a better understanding of culture through reading, writing, and answering questions related to the text about it. |
Common Core Standards Covered with This Lesson
- CCSS.ELA-Literacy.RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- CCSS.ELA-Literacy.RI.5.8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
- CCSS.ELA-Literacy.W.5.1b: Provide logically ordered reasons that are supported by facts and details.
- CCSS.ELA-Literacy.W.5.2c: Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
- CCSS.ELA-Literacy.W.5.3d: Use concrete words and phrases and sensory details to convey experiences and events precisely.
- CCSS.ELA-Literacy.W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
- CCSS.ELA-Literacy.L.5.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
- CCSS.ELA-Literacy.L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
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Lesson Content: Reading
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| Instructions: Please read the following reading passage as many times as needed (aloud and silent) before starting to go through other lesson pages. Understanding the content of this passage is very important since the lesson activities will be all about this content. Feel free to print the passage if needed. |
Wh o Am I? I am two cultures.
I am proud to be a member of two cultures. Even though I am only ten years old, I have lived in two countries and in two cultures. I have lived in both Mexico and the United States.
I was born in the state of Michoacán. I was born in a small town called Quinceo. Life there was simple and peaceful. There was a small church where we would go to hear mass on Sundays. There was a corral where we would go and watch rodeos. After school, my friends and I would go for a swim in a creek. My mom did not work; she stayed at home taking care of our family. Life in Quinceo was nice, but money was sometimes not enough to support us.
In 1996, the day came when my dad decided to bring us to the United States. Leaving my town was hard, but it was important that my family stay together. When I left Mexico, I had a lot of special friends and nice teachers.
When I first came to the United States, I started at a new school in Chicago. I found care and company at the school, among Hispanic people, my friends, and my teacher. She helped me all the time.
My education now is different from the one in Mexico. Here, I am studying in two languages. I feel very happy because I am able to communicate in two languages. In my case, speaking Spanish is an indication of my Mexican heritage. Speaking English is a symbol of my triumph and the struggles that I have as an immigrant in this country. Now that I have been here three years, I am proud to offer my help and support to people who need it.
I urge those who come from Mexico and other countries to learn English and to continue speaking their native language, too. It will help them reach out to others.
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Task 1: Vocabulary Activity (40 points)
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| Instructions: Please complete the following vocabulary activity by choosing the correct meaning of each word selected from the passage and use of each word correctly in a sentence. |
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| Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.L.5.4, CCSS.ELA-Literacy.L.5.4a, |
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Task 2: Discussion Activity (25 points)
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| Instructions: This discussion forum will have questions for students to respond. Read the posted questions, and respond to each. Students are responsible for posting one initial and and two peer responses for each topic.
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| Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.RL.5.1, CCSS.ELA-Literacy.RI.5.8, CCSS.ELA-Literacy.W.5.1b, |
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Task 3: Writing Activity (35 points)
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| Instructions: For your writing assignment, analyze your own culture(s) and how they have helped you communicate or learn better with others. Explain how your culture may be similar to or different from the Narrator's.
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Standards Covered with This Lesson Activity:
CCSS.ELA-Literacy.W.5.2c, CCSS.ELA-Literacy.W.5.3d, CCSS.ELA-Literacy.W.5.4, |
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