New York Times Lesson Help With This Project

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New York Times Lesson Help With This Project

please focus on the agenda I will leave you an example you will use all the info that is hereeeeee read the articles so you have an idea

ps. this is an online class

-250words per page

LESSON PLAN TEMPLATE

Agenda:

This module will consist in different activities and small groups sharing his ideas on zoom.

  • The first activity for the students is to complete the two readings and watch one video based on Structural Inequality in Schools and Classrooms. After that students will be required to answer three questions that will be provided. The different material covered through the week highlights the importance of developing a culturally sensitive curriculum that ends up recognizing individual student strengths, and improves on their understanding of cultural diversity. As it stands, the contemporary curriculum tends to highlight the superiority of some cultures over others, leading to adversities in the development of cultural competence among learners. For instance, if the curriculum ends up shaping the students’ mindset towards a particular stereotype of a certain race, then there are chances that the said generation of students will be subject to prejudice of the said race based on the concepts learned within the formal academic context. Additionally, the coursework delivery process should be keen enough to address the diverse needs of the different learners irrespective of their cultural affiliation, which necessitates an elimination of the tracking system. The inefficiency resulting from the system ultimately puts the learners’ quality of education in jeopardy.

Readings:

  • Nasir, N., et al. (2013). Racial Storylines and Implications for Learning.
  • Oakes, J. (1985). Tracking. In J. Oakes, Keeping track: How schools structure inequality.

Overall Learning Goals of Module:

Core ideas to understand: Racial storylines, impact of tracking, importance of lived experiences

Central questions to address: How do race and class impact a student’s success in education? What roles do teachers play in mitigating adverse effects of race and class on a student’s performance (counter-narratives/alternative spaces)? How do we cultivate more empathy for people coming from low income and different racial backgrounds in order for them to thrive in schools?

Connection to other parts/topics of the course: How do racial storylines and tracking reflect and add on to Gramsci’s notion of hegemony and Marx’s views on class division? Does the curriculum influence the perception of a particular culture? Does the current curriculum favor any particular race?

Online tools to be used: Sketchboard

Online Activity 1: Concept Mapping

The title of activity: Concept Mapping

The specific learning objective of activity: To allow students to empathize with different types of students at schools

Activity’s connection to readings and module’s overall learning goals:

Activity process description:

  • Make students map out the different types of students that are in school
    • Overachievers, those who are not college bound, disabilities program, honors program, AP, etc.
      • Characterize how they are all treated, what resources they are given, do they meet with their counselors often?
    • Have them see where they fitted in the map
      • Is this why they got into Berkeley? Because of these opportunities?
      • Where are the rest? Workforce
    • Use images/visuals for map
  • The amount of time allocated for activity.
  • Will the activity be synchronous or asynchronous, or do some of both?
  • Will the activity be broken up to occur over a period of days, or a week? For example, will students need to read or watch something beforehand? Will they need to meet with a partner to do pair work in preparation for a live session on a different day?
  • What do students need to do in this activity?

Online Activity 2: First Encounters with Race and Class

Warm-Up: Students first play Spent (http://playspent.org) then share their experiences with the class via in-class session.

Main Activity: Excerpt from New York Times lesson plan https://www.nytimes.com/2017/09/27/learning/lesson-plans/first-encounters-with-race-and-racism-teaching-ideas-for-classroom-conversations.html

The title of activity: First Encounters with Race and Class

The specific learning objective of activity: To help students understand the struggles of being low-income and its often adverse effects in student success at schools. Playing the game “Spent” although it’s not an educational resource will allow students to empathize with those who don’t have access to multiple choices.

Activities connection to readings and module’s overall learning goals: racial storylines, Marx’s division of labor and class

Activity process description:

  1. Divide class into groups to read “First Encounters with Racism” and ask them to jot down words or phrases that stand out for them, feeling that emerge or thoughts they have. (https://www.nytimes.com/2017/08/02/us/first-encounters-with-racism.html?_r=0&module=inline)
  2. Group Discussion: After reading and hearing about the stories, what stands out for you? What were your thoughts and feelings while reading your story or hearing others talk about the stories they read? What are some common themes? What did you learn that you didn’t know before? Did anything challenge what you know or what you thought you knew…?
  • The amount of time allocated for activity.
  • Will the activity be synchronous or asynchronous, or do some of both?
  • Will the activity be broken up to occur over a period of days, or a week? For example, will students need to read or watch something beforehand? Will they need to meet with a partner to do pair work in preparation for a live session on a different day?
  • What do students need to do in this activity?
  • 1-2 hours
  • Both
  • Watch the assigned New York Times video and read the assigned articles.
  • A computer with working audio and video