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