Course/Grade: ELD 4 Advanced Intermediate Level (Grades 9-12)

Lesson Title: Injustice and Resistance in Latin America

(As this course combines element of Language Arts and Social Studies [as well as World Languages], I have used standards from both, and am listing the English
Language Arts standards as they would apply to Language Arts in Spanish.)
Global Education Standards Addressed
*Investigate the World: Students investigate the world beyond their immediate environment.
*Communicate Ideas: Students effectively communicate their ideas effectively with diverse audiences.
*Recognize Perspectives: Students recognize their own and others perspectives.

Stage 1 Desired Results
ESTABLISHED GOALS
OREGON ELP STANDARD 1
An ELL can participate in conversations,
discussions, and written exchanges on a range
of topics, texts, and issues: build on the ideas
of others and express his or her own clearly,
supporting points with specific and relevant
evidence; ask and answer questions to clarify
ideas and conclusions; and summarize the key
points expressed.
OREGON ELP STANDARD 5
An ELL can carry out both short and more
sustained research projects to answer a
question; gather and synthesize information
from multiple print and digital sources, using
search terms effectively; evaluate the
reliability of each source and integrate
information into an organized oral or written
report, citing sources appropriately.
OREGON ELP STANDARD 7
An ELL can adapt language choices and style
according to purpose, task, and audience, use
a wider range of complex general academic
Transfer
Students will be able to independently use their learning to
T1. Understand and explain their own culture and cultural identity.
T2. Use research skills and technology to learn more about the world and make cross-cultural
connections.
T3. Effectively communicate ideas to others.
Meaning
UNDERSTANDINGS
Students will understand that
U1. Culture is complex and consists of deeper
elements that are not always apparent.
U2. Learning about other cultures is
interesting and can create unity among
peoples.
U3. Varying cultures have similarities and
differences that should be understood to
avoid cross-cultural conflict.
U4. The ways in which dominant cultures
impact and oppress minority cultures.
ESSENTIAL QUESTIONS
E1. What is culture?
E2. Why is it important to understand the
cultures of others?
E3. How does understanding culture help with
cross-cultural communication?
E4. How is cultural diversity viewed within the
United States? In other countries?
E5. What does it mean to be bicultural?

Acquisition
Students will know
K1. The elements make up a culture
Students will be skilled at
S1. Conducting research to understand an
and content-specific words and phrases, and
adopt and maintain a formal style in speech
and writing, as appropriate.
OREGON ELP STANDARD 9
Ann ELL can create clear and coherent grade-
appropriate speech and text.

K2. How cultural values impact cross-cultural
communication
K3. Which elements of culture are surface
issues and which are deep issues
K4. How to communicate with people from
other cultures

issue
S2. Explaining information gained through
research, interviews, and their own life
experience
S3. Creating and delivering well-organized and
interesting presentations that incorporate
technology.
Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
1. Posters that are thorough and focused on
both elements of culture.

2. Clear and well-organized information,
effective delivery.

3. Skit written and delivered with correct
grammar and pronunciation, depicting a
realistic and meaningful situation.

4. Clear communication of information.


5. Thoughtful responses and reflections.


6. Clear and thorough presentation of
information with correct grammar and
conventions.
1. Culture Poster: After doing research, in small groups create a cultural iceberg poster
representing surface and deep culture.

2. Cultural Presentation: Create a detailed and interesting presentation, including visuals,
which details your culture, both surface and deep.

3. Cross-Cultural Communication Skit: Create and perform a skit representing a cross-cultural
communication issue, with two versions, one depicting cultural conflict and one depicting
effective cross-cultural communication.

4. Interview Report: After interviewing someone from a culture not represented in our class,
report back to the class on elements of surface and deep culture that you learned about.

5. Being Bicultural Chart and Reflection: Complete a chart exploring ways in which you are
bicultural, then reflection on the benefits and challenges of being bicultural.

6. Cultural Understandings Guide: Individually create a page for an electronic web site based
on your culture that will be viewed by students and staff. Collaborate on a class page giving
advice to teachers on working with students from varied cultures who are learning English.

7-9. Responsible use of time, effective
collaboration with peers, engagement with
the issues.
OTHER EVIDENCE:
7. Observation of research and work time.
8. Observation of collaboration between partners.
9. Participation in class discussions and thematic activities.
10. Utilization of new vocabulary and
grammatical structures learned during the
unit.
10. Incorporation of new vocabulary and grammar points.

Stage 3 Learning Plan
Summary of Key Learning Events and Instruction

Unit Introduction Brainstorm and Activities: Students will brainstorm their definitions of culture, then share ideas with one another to expand
their understanding. (T1, E1)

Culture Research: Students will be introduced to the idea of culture with one or more articles on culture, specifically surface culture and deep
culture. Given a list of helpful websites, students will then complete a webquest related to surface and deep culture. Each student will share
their key learnings with the class. (U1, T2, T3, K1, K3, S1)

Cultural Iceberg: Using the metaphor of the iceberg, students will create posters illustrating surface and deep culture, based on the research
they conducted. (T3, U1, E1, K1, K3, S2)

Cultural Presentation: After being given a list of guiding questions related to surface and deep culture (based on previous activities), students
will create a 7-10 minute presentation based on their culture, including images and examples of the elements of surface and deep culture.
Students will present to the class, and listeners will complete a listening guide comparing their cultures with the culture of the presenter, as well
as noting the most interesting cultural insights from each presentation. Discussion after the presentations will focus on comparisons and what
was gained by learning more about the cultures of classmates. (T1, T2, T3, U2, E2, K3, S2, S3)

Cross-Cultural Communication Readings and Examples: Based on the presentations, students will begin to brainstorm situations in which
cultural differences might cause misunderstandings or conflict. Students will read several articles related to cross-cultural communication and
analyze and discuss them as a class. They will also read example dialogues in which there were problems with cross-cultural communication.
(U3, E3, K2, K4)

Cross-Cultural Communication Skit: Students will write and perform skits that illustrate cross-cultural communication situations, one that ends
negatively followed by one that ends positively. (T3, U3, E3, K2, K4)

Interview: Each student will interview someone from a culture not represented in class and then report back on their findings. (U2, S2, K4))

Cultural Diversity Discussion: Using guiding questions (and having had time to prepare), students will participate in a Socratic Seminar dealing
with issues of how cultural minorities are treated in the U.S. and in their countries of origin. (U4, E4)

Biculturalism Discussion Students will fill out a graphic organizer helping them to think about their bicultural identities (rating where they place
themselves culturally in different areas). Class will discuss issues of biculturalism, including readings/videos. (E5)

Cultural Understandings Guide: Each student will create a web page that will educated viewers/readers about her/his culture (both surface
and deep). Students will collaborate to create another page that provides advice to students and teachers on communicating with and working
with students of diverse backgrounds and ELL students. (T1, T3)

Class presentation: After web site has been viewed by other students and staff (there will be a way for those who view the site to interact and
give feedback), students will finish the unit by sharing what theyve learned with one another. (U2)

Another option would be for students to present during a panel that is usually done with only our foreign exchange students but could be
expanded to include our English Language Learners.