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Susan Morey
ESL 9-12
Murry Bergtraum High School, New
York
mikensue@sprintmail.com
Text: Voices in Literature, Silver
Unit: Cultural Diversity
Story: China's Little Ambassador
by Bette Bao Lord
Aim: What is an Ambassador?
IO:SWBAT increase vocabulary, complete a fluid reading of the story and understand the concept of an "ambassador"
Motivation: An ambassador is........ (students try to complete the thought)
Development:
Students brainstorm and share ideas
on the definition of an "ambassador" This can be done orally or have students
put their ideas on the board. Some students might know the meaning of the
word and some will have no idea.
Homework:
Students put the previous nights
homework on the board. The homework was to write 10 sentences using their
new vocabulary.
Vocabulary:
schoolmistress, embarrass, foreign,
ambassador, eyebrows, snap, apparently, observe
Application:
Students will take turns reading
the story from the textbook. As we read students are encouraged to ask
questions, especially vocabulary they do not understand.
Reading: Textbook pages 29-31
Written:
With a partner students write down
two questions that they will ask their classmates to check the students
listening and reading comprehension'
Summary: What is an ambassador? Why did Shirley's mother tell her she was an ambassador? How is Shirley an ambassador?
Homework: Students
respond in writing to the following questions:
How are you similar to Shirley?
Have you had an experience like
Shirley? What was it like? How did it make you feel?
What do you think will happen to
Shirley? Will she be a good ambassador?
How about you, could you be an
ambassador?
Number of class periods: 5-8 class periods
Overview
These lessons will help students
understand the importance of ambassadors, from Shirley's somewhat smaller
role to the real roles of ambassadors all over the world. These lessons
will also increase students awareness of cultural diversity and allow students
to share their own personal experiences similar to Shirley's. Finally the
students will have a chance to learn about the author of the story, take
part in related research and fact finding on the internet and increase
vocabulary.
Standards Addressed:
Students produce a response
to literature.
Students produce a reflective essay.
Students independently and habitually
demonstrate an understanding of the rules of English language in written
and oral work and select the structures and features of language appropriate
to the purpose, audience and context of work.
Student respond to literature using
interpretive, critical and evaluation processes.
Students participate in group meetings
(pair work)
URL:
Author Study: Bette Bao Lord
www.kepplerassociates.com/lordb.htm
Fact finding:
www.nationalgeographic.com/resources/ngo/maps/atlas/asia/china.html
www.datacomm.ch/pmgeiser/china
www.brooklynonline.com