Students continue to build their language skills around rights Students practice reading, writing, and speaking in English.

Transcription

1 Lessn 2: Lking Inside a Schl FOR MORE INFORMATION TO HELP YOU ANSWER QUESTIONS THAT MAY COME UP DURING THIS LESSON, REFER TO THE FREQUENTLY ASKED QUESTIONS SHEET LEGAL INFORMATION ABOUT THE U.S. PUBLIC SCHOOL SYSTEM AT THE END OF THIS LESSON. Time: 2 hurs Cntent Objectives Students describe and discuss their understanding f what a teacher lks like. Students familiarize themselves with and analyze the structures f elementary, middle, and high schl classrms in the United States. Rights Objectives Students understand and interrgate what the universal right t educatin lks like in classrms in the United States. Language Objectives Students cntinue t build their language skills arund rights Students practice reading, writing, and speaking in English. Materials Needed: Student lessn plan Large paper and markers KEY VOCABULARY: Nuns Educatin Teacher Desk Table Classrm Elementary Schl Middle Schl Verbs T educate T teach T sit T learn T g (frm class t class) T stay (in ne rm) T ntice (a detail) High Schl LESSON ACTIVITIES: Understanding the U.S. Schl System Tlkit Teachers Guide 1

2 PART A) Describing a Teacher The purpse f the fllwing activity is t explre students perceptins f teachers in U.S. schls. Guide students thrugh an exercise where they draw a picture f what they imagine a teacher t lk like, and then mve t a cmparisn f their drawings with ne anther's. Ask students especially t articulate the differences they ntice between their pictures and thse f their peers. Draw a picture f a teacher, whatever a teacher lks like fr yu. Yu d nt have t draw a classrm teacher, althugh yu can. What details d yu ntice abut yur picture? Write dwn tw r three things yu ntice n yur paper. In a small grup, share what is different r the same abut yur drawing and the drawings f ther peple in yur grup. Write dwn ne r tw f the differences yu ntice n yur paper. Discuss with yur grup: Think f a child wh ges t schl in the United States. If he r she were asked t draw a teacher, hw wuld his r her drawing be similar t r different frm yurs? PART B) Talking abut the Classrm The purpse f the fllwing activity is t investigate the structure f classrms in U.S. schls. Guide students thrugh an exercise where they lk clsely at each phtgraph and build an understanding by first nting details abut the phtgraph and then mving t a cmparisn between what they see and their wn schling experiences. Lk clsely at the fllwing picture f an American elementary schl classrm and discuss the questins belw: Surce: Understanding the U.S. Schl System Tlkit Teachers Guide 2

3 Describe a detail yu ntice abut the phtgraph (Examples: There are many clrful papers n the wall, r The students sit at tables, nt desks. ). Write what yu ntice dwn n a white bard r piece f paper everyne can see. Share what is different r the same abut this classrm and classrms in yur hme cuntry. In elementary classrms in the United States (usually ages 5-12), students generally have ne teacher all day and are in a classrm with ther students. Students are gruped by age, nt by ability. What d yu think is gd abut this mdel f elementary educatin? What d yu think is bad? Lk clsely at the fllwing picture f an American high schl classrm and discuss the fllwing questins: Surce: Describe a detail yu ntice abut the phtgraph (Examples: There are many clrful papers n the wall, r The students face each ther ). Write what yu ntice dwn n a white bard r piece f paper everyne can see. Share what is different r the same abut this classrm and classrms in yur hme cuntry. In middle schl and high schl classrms in the United States (usually ages 12-18), students generally g t different classes thrughut the day and are in a classrm with abut 30 ther students. Students must cmplete the 12 th grade in rder t graduate with a high schl certificate. What d yu think is gd abut this mdel f educatin fr middle schl and high schl? What d yu think is bad? Understanding the U.S. Schl System Tlkit Teachers Guide 3

4 PART C) Analyzing Daily Schedules The purpse f the fllwing activity is t explre students perceptins f the American schl day. Guide students thrugh an exercise where they lk clsely at the schedule belw and build an understanding by first nting details abut the schedule and then mving t a cmparisn between what they perceive and their wn schling experiences. If pssible, prject the schedule n a screen r n a wall in additin t prviding printed cpies f it thrugh the student lessn handut. Lk at the example high schl schedule fr a 10th grade student. What details d yu ntice abut this schedule? What is different r the same abut this schl day and schl days in yur hme cuntry? Schedule fr Raul Gnzales, 10th Grade Perid 1 Perid 2 Perid 3 Lunch Perid 4 Perid 5 Perid 6 After schl Rm 118 Rm 203 Rm 204 Cafeteria Rm 333 Rm 119 Rm 208 Rm: Gymnasium Bilgy English (ELA) Scial Studies Lunch ESL Math Art Vlleyball PART D) Reflectins The instructr shuld invite students t share questins and cncerns the lessn raised fr them that they may want t explre with their children, teachers, schl staff members, r ther adults they knw. Recrd students ideas n the bard. Then, invite students t brainstrm hw parents initiate cnversatin with their children, teachers, schl staff members, r ther helpful figures abut their questins and cncerns regarding U.S. schls, using the questins belw as a guide. As a class, discuss yur answers t the fllwing questins, cnsidering yur experiences and the lessn activities: What is the mst interesting r imprtant thing yu learned abut U.S. schls during the lessn? What questins r cncerns abut U.S. schls wuld yu like t raise with yur children, a teacher, a schl staff member, r anther adult, such as a fellw parent? Hw wuld yu bring up a questin r cncern yu have abut U.S. schls t yur child? A teacher? Anther adult yu trust? Understanding the U.S. Schl System Tlkit Teachers Guide 4

5 END OF LESSON REFLECTIONS: The teacher asks students at the end f each lessn what they learned and hw they felt ding these activities. The teacher may want t take ntes based n what students share t help in preparing the lessn fr the fllwing week. Guiding questins fr instructrs t pse t students include the fllwing: What new ideas/cntent did yu learn? What new vcabulary did yu learn? What new rights did yu learn? What was difficult? What was easy? Hw did yu feel? What wuld yu change? Hw wuld yu use this infrmatin? Hw des this cntent cnnect t human rights? What situatins can yu think f when yu may want t assert yur rights? Understanding the U.S. Schl System Tlkit Teachers Guide 5

6 April 2016 Understanding the U.S. Schl System Tlkit Teachers Guide 6