Mexican Americans Reflection Journals Audience: 9th grade Behavior: Observe skills of group discussion and personal reflection

Objective: By the end of this lesson students will be able to comprehend and analyze the implications of a specific cultural narrative, by reading and discussing the story in a small group, then utilizing comparison by writing their own reflection based on personal experience. Hawaii Content Performance Standards: I will fulfill Standard 2: learning Differences. The teacher brings multiple perspectives to the discussion of content, including attention to learners personal, family, community experiences, and cultural norms, including Native Hawaiian history and culture. 2(d) 10.4.1 Range of Writing Write in a variety of grade-appropriate formats for a variety of purposes and audiences, such as: literary, persuasive, and personal essays pieces to reflect on learning and to solve problems 10.5.1 Meaning Establish a controlling focus that guides the reader to the intended insight, message, or thesis of the piece 10.6.1 Discussion and Presentation Participate in a small group (e.g., plan sessions, decide on procedures, plan sessions, assign responsibilities, evaluate results) Developmental Goals: *To comprehend the implications of the narrative *To learn about another cultural perspective *To develop writing skills *To develop communication skills *To develop new vocabulary Procedures: Intro: 10 minutes Begin by handing out a sheet of paper with the story selected printed on it and asking the students to get out a piece of paper for writing.

Display a wordle with different words that describe ways someone can be discriminated against. Explain that discrimination happens to many different people in many different ways. Ask students to think of a way that they have been discriminated against in their lives and write it down in either a word phrase or sentence. Explaining that no one will see this paper, teacher will follow by asking students to turn their paper face down when they are finished. Telling students that we will come back to this at the end of the lesson.

Through Activity: 25 minutes - intro, reading and grouping 10 min, discussion 5 minutes, class sharing 5 minutes, activity 5 minutes. Introduce the title and narrator to the students, Introduce new vocabulary to students: for this lesson anglo, prejudice, entitled Read the weekly selection aloud to the students asking them to follow along. Instruct students to split into groups based on the sticker grouping strategy in the top right corner of the page. Students are already aware of the group discussion procedure, roles and responsibilities. Post 3 discussion points on the board (write discussion points) Give groups will have 5 minutes to discuss discussion points. Choose a few groups to share each on the discussion points, ensuring that every group has a chance to participate. Observe each contribution and give feedback to ensure the content is appropriate. Ask students to take out the paper that they wrote in the beginning of the lesson Ask the students if that comment that they wrote down is ALL that they are. Ask if anyone wanted to share how they can be completely and only described as, fat or ugly, or brown, or black or smart or lazy?

Ask students that are more than the comment they wrote down to crumple the paper up Put a trash can in the center of the room and ask the students to throw the paper in the trash. Remind the students that they are so much more than those descriptions, let them know that their contributions were all not only valid but relevant. let them know that you will be expecting quality conversations just like the ones exhibited today next week

Beyond Conclusion: reflection 10 minutes. Remind the students that discriminatory comments are just what those papers were, rubbish. Talk about how people are so much more than the one thing that they are discriminated for. Re-read the comment suddenly I was angry at myself for telling the man that I was a doctor. Every man is entitled to respect. A medical degree shouldnt make a difference when a man is thirsty and needs a drink. Teacher will ask the students to reflect on this statement while they answer the questions on the back of the page. Instruct the students that this is the format of the reflective journals for the semester, these need to be thorough and comparative or they will be returned for revision. Explain that this is one of the lessons in cultural perspective that we will be reading throughout the semester. Ask students to turn their story page over and read the reflection questions on the back of the page. Give the students 10 minutes to answer the reflection questions.

Words for Wordle Poverty religion homosexual rural underdeveloped culture fat man woman mental illness prohibiting gender sex health skinny fit ugly pretty tall short education job minimum wage people discrimination haole moke tiddah unemployed personality loud quiet drugs alcohol family sports conflict prejudice bias mahu disabled medically fragile asian white latino different rich poor anglo tension differences oriental brown black racial yellow young old harassment wet back stupid local foreign welfare

Group Discussion Points Group1: Have you ever experienced a time in your life when you felt like an outsider? (because of your gender, ethnicity, religious affiliation, or some other bias) what did you do about it? how did it feel? Group 2: What would you have done if the counter man ignored you like he ignored Dr. Pina? Group 3: Was the response of the woman who was next in line, right or wrong? Why? Group 4: What was the counter man saying when he called Dr. Pina, Pedro? Group 5: What did Dr. Pina mean when he said, every man is entitled to respect. Do you think this is a true or false statement? Why? Group 6: What did Dr. Pina mean when he said, I wanted to be thirsty. It would help me remember? What was he trying to remember?