UNIT PLAN Unit Topic: Active Speaking & Listening Practices Grade: 8 Unit Theme: Culture and Communication

Unit Goals: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose. Lesson Title Lesson 1 Specific Outcomes English Language Arts: -Demonstrate active speaking and listening skills such as making eye contact, rephrasing when appropriate, clarifying comments, extending, refining, and/or summarizing points already made. -Evaluate the effectiveness of their own and others talk in a variety of contexts; employ and consider the effects of verbal and non- verbal language features (e.g. summaries, examples, and body gestures). Methods/Activities/Procedures Bell Work: (15 minutes) Student will break in to partners and video each other with provided video equipment (camcorder, iPad, etc.). Taking turns, partners will verbalize their biases and prejudices toward different cultures. After both partners are finished their video, students will discuss what they said in their video and why. Make sure to cover general cultural views that the student feels comfortable with from the provided list. (MIs: Interpersonal, Intrapersonal, and Verballinguistic) APK: (5 minutes) Class brainstorming session on what the students know about other cultures. Teacher writes responses on the whiteboard. Introduction: (5 minutes) (class discussion) Ask open ended questions: -Why did you feel you were asked to complete the specific bell work for todays lesson? -Where do you think were going with this? -APK (what do you know about other cultures?) -Why did you say what you did in your video? -What has contributed to your views and what you said? Instruction: (20 minutes) Go over the outline for the upcoming unit on Resources Video equipment (camcorder, IPad, etc.) List of countries/cultures Assessment Strategies Outcome: Demonstrate active speaking and listening skills such as making eye contact, rephrasing when appropriate, clarifying comments, extending, refining, and/or summarizing points already made. Assessment: Achieved through bell work activity (individual video recording) and group/class discussions regarding views on culture and how it can differ. Bell work would function as assessment for learning.

Outcome: Evaluate the effectiveness of their own and others talk in a variety of contexts; employ and consider the effects of verbal and non- verbal language features (e.g. summaries, examples,

the whiteboard with students. Students will be split into small groups (4-5 students per group). Teacher will provide a list of ten countries/cultures for each group. Student groups will choose one country/culture from the provided list and plan to research all relevant information for their respective country/culture. As stated on the outlined plan for the unit, students will be provided with conversational methods (interviews, debates, speeches, conversations) and the goal of each group will be to develop a presentation for their culture focusing on their respective conversational method. (MIs: Interpersonal, and Verbal linguistic; Balanced Literacy: Shared Reading, Word Work) Closure: (5 minutes) Closing discussion with students about new information they have learned regarding cultures and how they differ. Write student input on the whiteboard (a student could assist in doing this)

and body gestures). Assessment: -Achieved through partner discussion following the individual video recording (Bell Work). Students must be encouraged to consider all aspects of conversation. -Group work will encourage students to work cooperatively and respectively with their group members.

UNIT PLAN Unit Topic: Active Speaking & Listening Practices Grade: 8 Unit Theme: Culture and Communication Unit Goals: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose. Lesson Title Lesson 2 Specific Outcomes English Language Arts -Demonstrate active speaking and listening skills such as making eye contact, rephrasing when appropriate, Methods/Activities/Procedures Bell Work: (10 minutes) Teacher will provide students with questions to complete upon arriving to class. Questions will use open-ended questions to ask about culture, tradition, oral expression, and material culture. Discussion on these questions and how they pertain to the current unit/project will follow. Resources Chart paper Hand-outs of Tuckmans Stages of Group Development Assessment Strategies Outcome: Demonstrate active speaking and listening skills such as making eye contact, rephrasing when appropriate, clarifying comments, extending,

clarifying comments, extending, refining, and/or summarizing points already made. -Consider and reflect upon the contribution of others ideas during discussions. Social Studies 2.1.1 -Define the terms culture, tradition, oral expression, and material culture.

Introduction: (5 minutes) Group discussion on the importance of forming good relationships during group work. Ask students What makes a good group member? What are the signs of a good group? Teacher will write student input on the whiteboard. Instruction: (30 minutes) Class discussion on the formation of group norms (collectively accepted rules/guidelines for behaviour). Teacher will lead a brainstorming period (whiteboard) on student input regarding positive norms. Students will then be given time to work on their norms with their groups with provided chart paper. Once all groups have completed their norms, teacher will lead a discussion on Tuckmans Stages of Group Development (Forming, Storming, Norming, Performing). Teacher will lead the students in a discussion on Tuckmans theory on group development; this be content focused and can be facilitated by a short power point and/or possible internet videos. Once the required information (hand-outs) has been shared with students, each group will develop a small skit to demonstrate a group that may be operating in one of the stages, i.e. Storming. Groups will be provided an appropriate amount of time, and once done will share their skit with the class in an order that follows the proper progression of group development as outlined by Bruce Tuckman. Class discussion on the upcoming assignment and presentation that students will be preparing in their culture/country groups. As outlined in

refining, and/or summarizing points already made. Assessment: -Achieved through the completion of class discussion and group work. Students will be encouraged to include these skills in their group norms, to ensure all group members maintain speaking/listening manners.

Outcome: Consider and reflect upon the contribution of others ideas during discussions. Assessment: -Achieved through class discussion and group work. Students are encouraged to work together to develop a direction for class discussions and their respective group work.

Outcome: Define the terms culture, tradition, oral expression, and material culture (K) Assessment:

the previous lesson, students will be presenting the conversational methods of a specific cultural population, in either an interview, speech, debate, or conversation. Ensure that all students understand the importance of respecting each other and following the norms that were developed during this lesson. (MIs: Interpersonal, Intrapersonal, Verbal linguistic, and Kinesthetic; Balanced Literacy: Shared Reading, Word Work, Independent Reading, and Independent Writing)

-Achieved through the Bell Work, which students will work on upon entering their class. A class discussion will be used to ensure students understand the terms and their importance to the current unit/project.

Closure: (5 minutes) Student led brainstorming session on the whiteboard regarding what was learned about group development and the importance of establishing group norms. Why is this important? Why must we respect others within groups? How does this theme of respect relate to our previous discussions on culture?

UNIT PLAN Unit Topic: Active Speaking & Listening Practices Grade: 8 Unit Theme: Culture and Communication Unit Goals: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose. Lesson Title Lesson 3 Role Play and Research Specific Outcomes English Language Arts -Demonstrate active speaking and listening skills such as making eye contact, rephrasing when appropriate, clarifying comments, extending, refining, Methods/Activities/Procedures Bell Work (APK): (10 minutes) Students join groups established on the second day of the unit. Students will do another role play group on the dynamics-forming, storming, norming, performing. Each group must role play a different dynamic than the previous day. In order to narrow down the first Language Arts outcome, ask students to focus on making eye contact and clarifying comments. (MIs: Resources Websites: www.yale.edu/ynhti/cu rriculum/units/2005/1/0 5.01.06.x.html www.unesco.org/cultur e/ich/doc/src/01857EN.pdf Assessment Strategies Outcome: Demonstrate active speaking and listening skills such as making eye contact, rephrasing when appropriate, clarifying comments, extending, refining, and/or summarizing

and/or summarizing points already made. -Access appropriate print and non-print sources with increasing independence and select information to meet specific needs with increasing speed, accuracy and confidence. Social Studies 2.1.4 -Identify various forms of oral expression through which societies and people express culture.

Interpersonal; Balanced Literacy: Shared Reading, Independent Reading, Oral Language, Shared Writing, Independent Writing) Introduction: (5 minutes) Review effectiveness of role play group by group: -Are you comfortable with the Bell Work? Are there any questions or concerns about the Bell Work? Would any groups like to share the results of their role play and problem solving? Instruction: (25 minutes) Groups will now research their chosen culture. Students may go to either the library or the computer lab for their research. Review prior instruction on how to do research, and provide students with a research template to help them select and organize their information to meet the specific requirements of the Culture and Communication assignment. (MIs Verballinguistic; Balanced Literacy: Shared Reading, Independent Reading, Oral Language, Shared Writing, Independent Writing) Closure: (10 minutes) Exit Ticket: Students will hand in a skeleton plan for their project with evidence of how it ties in with the chosen country/culture and outcomes. The skeleton plan will be done in groups. (MIs: Interpersonal, and Verbal linguistic)

Multicultural Association of the Greater Moncton Area www.magmaamgm.org www.zunal.com www.webquest.com

points already made Assessment: Achieved through the student assessment. Have students evaluate themselves and their peers as good group members.

Outcome: Access appropriate print and non-print sources with increasing independence and select information to meet specific needs with increasing speed, accuracy and confidence

Assessment: Achieved through the exit ticket. Assess the quality and quantity of accurate information in the skeleton plan.

Outcome: -identify various forms of oral expression through which societies and people express culture. Assessment: Achieved through the exit

ticket. This is the completion of a skeleton plan for the group culture project.

UNIT PLAN Unit Topic: Active Speaking & Listening Practices Grade: 8 Unit Theme: Culture and Communication Unit Goals: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose. Lesson Title Lesson 4 Bringing Culture to the Classroom Specific Outcomes English Language Arts -Listen carefully to identify key points in oral presentations Social Studies 2.1.4 -Identify various forms of oral expression through which societies and people express culture Methods/Activities/Procedures Bell Work (APK): (5 minutes) Students will return to their groups and the skeleton plans will be returned. Have the students review their skeleton plan (noting recommended changes made by teacher). (attributes of shared writing) (Balanced Literacy: Independent Writing) Instruction: (40 minutes) In order to provide students with firsthand knowledge of the unique aspects of the communication of the different cultures, invite guests from MAGMA and the New Brunswick Aboriginal Peoples Council to speak with the students. Students will be asked to listen carefully because they will need to reflect on what they learned at the end of the class. Closure: (5 minutes) Students will be asked to select one guest speaker, write 3 main points they remember from the presentation that summarizes the communication unique to their culture, and have them reflect on something from the presentations that they learned. Have them hand Resources Guest Speakers Assessment Strategies Outcome: Demonstrate active speaking and listening skills such as making eye contact, rephrasing when appropriate, clarifying comments, extending, refining, and/or summarizing points already made Assessment: Achieved through the student assessment. Have students evaluate themselves and their peers as good group members.

Outcome: Access appropriate print and non-print sources

it in at the end of class. (Balanced Literacy: Independent Writing; MIs: Intrapersonal, and Verbal-linguistic)

with increasing independence and select information to meet specific needs with increasing speed, accuracy and confidence Assessment: Achieved through the exit ticket. Assess the quality and quantity of accurate information in the skeleton plan.

Outcome: Identify various forms of oral expression through which societies and people express culture. Assessment: Achieved through the exit ticket. This is the completion of a skeleton plan for the group culture project.

UNIT PLAN Unit Topic: Active Speaking & Listening Practices Grade: 8 Unit Theme: Culture and Communication Unit Goals: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

Lesson Title Lesson 5 Presentation Day

Specific Outcomes English Language Arts -Demonstrate active speaking and listening skills such as making eye contact, rephrasing when appropriate, clarifying comments, extending, refining, and/or summarizing points already made. -Demonstrate a respect for others by developing effective ways to express personal opinions that reflect sensitivity to others, including those whose culture and language are different. -Recognize that different situations (interviews, speeches, debates, conversation) require different speaking and listening conventions (questioning techniques, persuasive talk, formal language) appropriate to the situations.

Methods/Activities/Procedures Intro/ APK: (5 minutes) While Group #1 is getting ready for their presentation you will lead a light discussion based on the new things that the other groups have learned while researching and how their groups have been functioning according to Tuckmans stages of group development that were covered in Lesson 2. Presentation: (15 minutes) Group 1 will present various forms of questioning techniques, persuasive talk, and formal language in their chosen culture by role playing an interview situation. The forms of questioning and formal conversation will be like any that you would normally see in any type of job interview such as personal and professional questions. Perhaps a good example and a bad example of an interview. (MIs: Kinesthetic, Interpersonal; Learning Styles: Sensing-Thinking) Another aspect of this presentation will be to include poster which briefly but creatively outlines the material from the research and presentation. (MIs: Spatial, Logicalmathematical, and Verbal-linguistic; Learning Styles:, Intuitive-Feeling; Balanced Literacy: Read Aloud, and Shared Writing) Group Huddle: (10 minutes) During this time the students will gather as a group to discuss all areas of the presentation they just watched. Their goal in this time frame is to write a brief response which includes questions and opinions which will be used in the next debate period. (MIs: Intrapersonal,

Resources Hand-outs of Tuckmans Stages of Group Development

Assessment Strategies Outcome: Demonstrate active speaking and listening skills such as making eye contact, rephrasing when appropriate, clarifying comments, extending, refining, and/or summarizing points already made. Assessment: This outcome will be met during the presentation period when students demonstrate all aspects of the outcome while asking questions and responding in their interview. The outcome will also be met during the debate period (see debate period section for instructions) when students pose questions and other students offer answers. The students will be assessed based on how well they plan and implement what they say and how they effectively respond to questions and comments from their peers. (Assessment of learning) Outcome:

and Verbal-linguistic; Learning Styles: Intuitive Thinking; Balanced Literacy: Shared Writing) Debate Period: (10 minutes) During the debate period the group that presented will return to the front of the class and answer questions and comment on statements given from the other groups. The teacher should lead the debate allowing equal time for the groups to speak while maintaining appropriate discussion. (Learning Styles: Intuitive-Thinking, MIs: Verbal-linguistic; Balanced Literacy: Oral Language) Conclusion: (5 minutes) As the students leave class they are required to hand in their group huddle response as an exit ticket.

Demonstrate a respect for others by developing effective ways to express personal opinions that reflect sensitivity to others, including those whose culture and language are different. Assessment: Students will be assessed based on their attentive listening skills while other groups present. The exit ticket and debate period will help gauge how they express their opinions. Outcome: Recognize that different situations (interviews, speeches, debates, conversation) require different speaking and listening conventions (questioning techniques, persuasive talk, formal language) appropriate to the situations. Assessment: The students will be assessed based on their presentations and how they have demonstrated their knowledge of their topic.

UNIT PLAN Unit Topic: Active Speaking & Listening Practices Grade: 8 Unit Theme: Culture and Communication Unit Goals: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose. Lesson Title Lesson 6 Presentation Day Specific Outcomes Demonstrate active speaking and listening skills such as making eye contact, rephrasing when appropriate, clarifying comments, extending, refining, and/or summarizing points already made. -Demonstrate a respect for others by developing effective ways to express personal opinions that reflect sensitivity to others, including those whose culture and language are different. Recognize that different situations (interviews, speeches, debates, conversation) require different speaking and listening conventions (questioning techniques, persuasive talk, formal language) appropriate to the situations. Methods/Activities/Procedures Intro/ APK: (5 minutes) While Group #2 is getting ready for their presentation you will lead a light discussion based on the previous day of presentations. -Following up on how all aspects of the class went and what could be done differently. -Return the previous days group huddle. Presentation: (15 minutes) Group 2 will present various forms of questioning techniques, persuasive talk, and formal language in their chosen culture by role playing a speech. The forms of speech in this presentation will be persuasive talk and the usage of formal language. Perhaps a good example and a bad example of a speech given by a politician or religious figure. (MIs: Kinesthetic, and Interpersonal; Learning Styles: Sensing-Thinking; Balanced Literacy: Oral Language) Another aspect of this presentation will be to include poster which briefly but creatively outlines the material from the research and presentation. (MIs: Spatial, Logicalmathematical, and Verbal-linguistic; Learning Styles: Intuitive-Feeling; Balanced Literacy: Read Aloud, and Shared Writing) Group Huddle: (10 minutes) During this time the students will gather as a group to discuss all areas of the presentation they just watched. Their goal in this time frame Resources Each groups Group Huddle write-up. Assessment Strategies Demonstrate active speaking and listening skills such as making eye contact, rephrasing when appropriate, clarifying comments, extending, refining, and/or summarizing points already made. Assessment: This outcome will be met during the presentation period when students demonstrate all aspects of the outcome while giving their examples of formal speeches. The outcome will also be met during the debate period (see debate period section for instructions) when students pose questions and other students offer answers. The students will be assessed based on how well they plan and implement what they say and how they effectively respond to questions and comments from their peers.

is to write a brief response which includes questions and opinions which will be used in the next debate period. (MIs: Intrapersonal, and Verbal-linguistic; Balanced Literacy: Shared Writing; Learning Styles: Intuitive Thinking) Debate Period: (10 minutes) During the debate period the group that presented will return to the front of the class and answer questions and comment on statements given from the other groups. The teacher should lead the debate allowing equal time for the groups to speak while maintaining appropriate discussion. (Learning Styles: Intuitive-Thinking; MIs: Verbal-linguistic; Balanced Literacy: Oral Language)

Demonstrate a respect for others by developing effective ways to express personal opinions that reflect sensitivity to others, including those whose culture and language are different. Assessment: Students will be assessed based on their attentive listening skills while other groups present. The exit ticket and debate period will help gauge how they express their opinions. Recognize that different situations (interviews, speeches, debates, conversation) require different speaking and listening conventions (questioning techniques, persuasive talk, formal language) appropriate to the situations. Assessment: The students will be assessed based on their presentations and how they have demonstrated their knowledge of their topic.

Conclusion: (5 minutes) As the students leave class they are required to hand in their group huddle response as an exit ticket.

UNIT PLAN Unit Topic: Active Speaking & Listening Practices Grade: 8 Unit Theme: Culture and Communication Unit Goals: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose. Lesson Title Lesson 7 Presentation Day Specific Outcomes Demonstrate active speaking and listening skills such as making eye contact, rephrasing when appropriate, clarifying comments, extending, refining, and/or summarizing points already made. -Demonstrate a respect for others by developing effective ways to express personal opinions that reflect sensitivity to others, including those whose culture and language are different. Recognize that different situations (interviews, speeches, debates, conversation) require different speaking and listening conventions (questioning techniques, persuasive talk, formal language) appropriate to the situations. Methods/Activities/Procedures Intro/ APK: (5 minutes) While Group #3 is getting ready for their presentation you will lead a light discussion based on the previous day of presentations. -Following up on how all aspects of the class went and what could be done differently. -Return the previous days group huddle. Presentation: (15 minutes) Group 3 will present various forms of questioning techniques, persuasive talk, and formal language in their chosen culture by role playing various types of conversation. The forms in this presentation can be any of the given four depending on the type of conversations that the students choose to present. For example a fierce conversation my include questioning techniques or persuasive talk. Perhaps the conversations could be friendly, fierce, and inquisitive. (MIs: Kinesthetic, and Interpersonal; Learning Styles: Sensing-Thinking) Another aspect of this presentation will be to include poster which briefly but creatively outlines the material from the research and presentation. (MIs: Spatial, Logicalmathematical, and Verbal-linguistic; Learning Styles: Intuitive-Feeling; Balanced Literacy: Read Aloud, and Shared Writing) Resources Each groups Group Huddle write-ups. Assessment Strategies Outcome: Demonstrate active speaking and listening skills such as making eye contact, rephrasing when appropriate, clarifying comments, extending, refining, and/or summarizing points already made

Group Huddle: (10 minutes)

Assessment: This outcome will be met during the presentation period when students demonstrate all aspects of the outcome while asking questions and using persuasive talk in their chosen forms of conversation. The outcome will also be met during the debate period (see debate period section for instructions) when students pose questions and other students offer answers. The students will be assessed based on how well they plan and implement what they say

During this time the students will gather as a group to discuss all areas of the presentation they just watched. Their goal in this time frame is to write a brief response which includes questions and opinions which will be used in the next debate period. (MIs: Intrapersonal, Verbal-linguistic; Balanced Literacy: Shared Writing; Learning Styles: Intuitive-Thinking) Debate Period: (10 minutes) During the debate period the group that presented will return to the front of the class and answer questions and comment on statements given from the other groups. The teacher should lead the debate allowing equal time for the groups to speak while maintaining appropriate discussion. (Learning Styles: Intuitive-Thinking; MIs: Verbal-linguistic; Balanced Literacy: Oral Language) Conclusion: (5 minutes) As the students leave class they are required to hand in their group huddle response as an exit ticket.

and how they effectively respond to questions and comments from their peers. Outcome: -Demonstrate a respect for others by developing effective ways to express personal opinions that reflect sensitivity to others, including those whose culture and language are different. Assessment: Students will be assessed based on their attentive listening skills while other groups present. The exit ticket and debate period will help gauge how they express their opinions. Outcome: -Recognize that different situations,(interviews, speeches, debates, conversation) require different speaking and listening conventions (questioning techniques, persuasive talk, formal language) appropriate to the situations. Assessment: The students will be

assessed based on their presentations and how they have demonstrated their knowledge of their topic.

UNIT PLAN Unit Topic: Active Speaking & Listening Practices Grade: 8 Unit Theme: Culture and Communication Unit Goals: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose. Lesson Title Lesson 8 Presentation Day Specific Outcomes Demonstrate active speaking and listening skills such as making eye contact, rephrasing when appropriate, clarifying comments, extending, refining, and/or summarizing points already made. -Demonstrate a respect for others by developing effective ways to express personal opinions that reflect sensitivity to others, including those whose culture and language are different. Recognize that different situations (interviews, speeches, debates, conversation) require different speaking and listening Methods/Activities/Procedures Intro/ APK: (5 minutes) While Group #4 is getting ready for their presentation you will lead a light discussion based on the previous day of presentations. -Following up on how all aspects of the class went and what could be done differently. -Return the previous days group huddle. Presentation: (15 minutes) Group 4 will present various forms of questioning techniques, persuasive talk, and formal language in their chosen culture by role playing a debate within their group or perhaps with the class. The forms used in this presentation will be questioning techniques as the students pose questions to each other, persuasive talk when the students try to convince their peers in certain areas, and formal talk when the students use appropriate language in their discussion. (MIs: Kinesthetic, and Interpersonal; Learning Styles: SensingThinking) Another aspect of this presentation will be to include poster which briefly but creatively outlines the material from the research and presentation. (MIs: Spatial, LogicalResources Each groups Group Huddle write-ups. Assessment Strategies Outcome: Demonstrate active speaking and listening skills such as making eye contact, rephrasing when appropriate, clarifying comments, extending, refining, and/or summarizing points already made. Assessment: This outcome will be met during the presentation period when students demonstrate all aspects of the outcome while asking questions and responding to the questions in the debate presentation. The outcome will also be met during the debate period (see debate period section for instructions) when students pose questions and other students offer

Conventions (questioning techniques, persuasive talk, formal language) appropriate to the situations.

mathematical, and Verbal-linguistic; Learning Styles: Intuitive-Feeling; Balanced Literacy: Read Aloud, and Shared Writing) Group Huddle: (10 minutes) During this time the students will gather as a group to discuss all areas of the presentation they just watched. Their goal in this time frame is to write a brief response which includes questions and opinions which will be used in the next debate period. (MIs: Intrapersonal, and Verbal-linguistic; Balanced Literacy: Shared Writing; Learning Styles: Intuitive Thinking) Debate Period: (10 minutes) During the debate period the group that presented will return to the front of the class and answer questions and comment on statements given from the other groups. The teacher should lead the debate allowing equal time for the groups to speak while maintaining appropriate discussion. (Learning Styles: Intuitive-Thinking; MIs: Verbal-linguistic; Balanced Literacy: Oral Language) Conclusion: (5 minutes) As the students leave class they are required to hand in their group huddle response as an exit ticket.

answers. The students will be assessed based on how well they plan and implement what they say and how they effectively respond to questions and comments from their peers. Outcome: Demonstrate a respect for others by developing effective ways to express personal opinions that reflect sensitivity to others, including those whose culture and language are different. Assessment: Students will be assessed based on their attentive listening skills while other groups present. The exit ticket and debate period will help gauge how they express their opinions. Outcome: Recognize that different situations (interviews, speeches, debates, conversation) require different speaking and listening conventions (questioning techniques, persuasive talk, formal language) appropriate to

the situations. Assessment: The students will be assessed based on their presentations and how they have demonstrated their knowledge of their topic.

UNIT PLAN
Unit Topic: Active Speaking & Listening Practices Grade: 8 Unit Theme: Culture and Communication Unit Goals: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose. Lesson Title Lesson 9 What have we learned? Specific Outcomes English Language Arts Demonstrate a respect for others by developing effective ways to express personal opinions that reflect sensitivity to others, including those whose culture and language are different. Art Choose from a variety of art media to express a feeling, to communicate a message, and represent people, places and objects. Methods/Activities/Procedures Bell Work (APK): (5 minutes) Students will write a short reflection on the initial video from the first lesson. Has their views changed and why? (Balanced Literacy: Independent writing; MIs: Intrapersonal intelligence) Instruction: (35 minutes) Class discussion: -Could you fit in with the cultures from the presentations? Could you learn to change your style of communication? -Why or why not? -What would you struggle with or enjoy? Moving forward it is important to recognize that different cultures and people have different means of communicating and differences in what is expected and accepted -Students will do a pair-share reading activity. Resources Article: http://culturespan.blogs pot.ca/2008/01/howculture-affectscommunication.html Art Supplies: paper, paint, and paint brushes Assessment Strategies Outcome: Demonstrate a respect for others by developing effective ways to express personal opinions that reflect sensitivity to others, including those whose culture and language are different. Assessment: Achieved through the student reflections. They should have some insight into their views and development. Achieved through the class discussions. Students should

Students will take turns reading a paragraph out loud to each other. After reading each section the students must label it with a symbol. (? = confusing, ! = unusual or surprising, = new idea, = something understood) After reading the article students will discuss it in their pairs. After the pair discussion students will be called on randomly to share something from the article that they put a symbol beside. (MIs: Verballinguistic, and Interpersonal intelligence; Balanced Literacy: Shared reading, and Read Aloud) -Students will do an art activity to express what culture means to them. Students will be given a variety of art supplies so that they can do a painting activity. They will use the provided painting materials to show how they view culture and communication. (MIs: Spatial intelligence) Closure: (5 minutes) Students will give an appreciation. It can be on anything, but preferably about something related to the unit.

participate at least once to show involvement with the material.

Outcome: Choose from a variety of art media to express a feeling, to communicate a message, and represent people, places and objects. Assessment: Achieved through the participation in the art activity. They will be assessed on effort rather than art skill.