Language Arts Strand Project

CULTURAL DIVERSITY Language Arts Strand Project: Cultural Diversity Courtney L. Peyton School of Education, Liberty University Author Note Courtney Peyton I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Courtney Peyton. Email: clpeyton@liberty.edu

CULTURAL DIVERSITY Abstract This Language Arts Strand Project for third grade students is an immersive exploration of cultural diversity through the lens of nonfiction literature. This project aims to cultivate a deep understanding and appreciation of different cultures by integrating various language arts components. Throughout this project, students will engage in activities that involve listening, talking, reading, writing, viewing, and visually representing. One of the key aspects of this project is the utilization of nonfiction texts. Students will have the opportunity to work with a wide range of books that explore different aspects of cultural diversity. Through guided reading and group discussions, students will develop their skills in answering questions based on nonfiction and fiction texts. They will also practice the valuable skill of comparing books on the same topic, allowing them to gain a deeper understanding of the subject matter. In addition to honing their comprehension skills, students will also focus on developing their critical thinking abilities. They will learn how to formulate opinions and support them with evidence from the texts they have read. Through activities such as persuasive writing and class debates, students will strengthen their ability to articulate their thoughts and develop well-reasoned arguments. Furthermore, this project will encourage students to analyze and interpret various forms of media related to cultural diversity. They will learn to determine the main ideas and details conveyed through visual representations such as photographs, videos, and infographics. By engaging with different media sources, students will broaden their perspectives and deepen their understanding of cultural diversity. By combining nonfiction literature with a variety of language arts skills, this project will provide students with a comprehensive and enriching learning experience. Through active participation and exploration, students will not only enhance their language arts proficiency but also develop a profound respect for cultural diversity.

CULTURAL DIVERSITY j) Use reading strategies to monitor comprehension throughout the reading process. k) Identify new information gained from reading. l) Read with fluency and accuracy. 3.7 The student will demonstrate comprehension of information from a variety of print and electronic resources. Strand Writing: 3.9 Student will write for a variety of purposes. 3.12 The student will use available technology for reading and writing. Objectives The objective of including these books in the project is to promote cultural diversity, empathy, and understanding among students. By reading books from various genres that explore different aspects of identity, race, history, and personal experiences, students can: 1. Develop empathy: Reading about diverse characters and their experiences can help students understand and empathize with people from different backgrounds and cultures. 2. Foster cultural awareness: These books provide opportunities for students to learn about different cultures, traditions, and historical events, helping them develop a broader perspective and appreciation for diversity. 3. Enhance critical thinking skills: Reading different genres and perspectives encourages students to analyze, question, and evaluate the content, enhancing their critical thinking abilities. 4. Encourage self-reflection: Books that explore identity and personal experiences can prompt students to reflect on their own identities, values, and beliefs, fostering self-awareness and personal growth.

CULTURAL DIVERSITY 5. Promote discussion and dialogue: Reading these books as a group can facilitate meaningful discussions, allowing students to share their thoughts, perspectives, and insights while promoting open-mindedness and respect for different opinions. Overall, the objective is to create a learning environment that celebrates diversity, encourages empathy, and fosters a deeper understanding of the world we live in. These books offer valuable opportunities for students to explore different genres, engage with diverse narratives, and develop a greater appreciation for the richness of human experiences. Children’s Literature/ Reading Materials 1. "It's OK to be Different" - Genre: Autobiography, Author: Sharron Purtill 2. "Let's Talk About Race" - Genre: Realistic Fiction, Author: Julius Lester 3. "Dreamers" - Genre: Narrative Fiction, Author: Yuyi Morales 4. "My Family Divided" - Genre: Memoir, Author: Diane Guerrero, Erica Moroz 5. "Separate Is Never Equal" - Genre: Historical Fiction, Author: Duncan Tonatiyh 6. "Happy in Our Skin" - Genre: Narrative Fiction, Author: Fran Manushkin 7. "We March" - Genre: Narrative Fiction, Author: Shane W. Evans 8. "What Was the Holocaust" - Genre: Nonfiction, Author: Gail Herman 9. "Hidden" - Genre: Historical Fiction, Author: Loic Dauvillier 10. "Amina's Voice" - Genre: Realistic Fiction, Author: Hena Khan These books cover a wide range of topics related to cultural diversity and will provide students with a rich and diverse reading experience. Text Set 1. “It's OK to be Different.”  Author: Sharon Purtill, Illustrator: Sujata Saha  Published: July 2020, Grade Level: 3rd  Genre: Realistic Fiction Format: Picture Book Summary: "It's OK to be Different" delivers a powerful message to young readers about embracing individuality and celebrating the unique qualities that make each person special. Whether it's a preference for a certain color or differences in appearance, the book encourages children to choose kindness and appreciate the diversity of individuals.

CULTURAL DIVERSITY The book "Let's Talk About Race" can address several of the Virginia Standards of Learning (SOL) in the areas of Oral Language, Reading, and Writing. Oral Language (Strand: 3.1): Through group activities and discussions centered around the book, students can use effective communication skills to talk about race, diversity, and inclusion. They can share their thoughts, experiences, and perspectives, promoting understanding and empathy among peers. Reading (Strand: 3.3, 3.4, 3.5, 3.6): - Word-Analysis Skills: The book may introduce new vocabulary related to race and diversity. Students can apply word-analysis skills to decode and understand these terms, expanding their vocabulary. - Comprehension of Fictional Text and Poetry: By reading the book, students can demonstrate comprehension of fictional text and poetry. They can identify the author's purpose, draw conclusions, summarize major points, identify the main idea, and identify supporting details related to race and equality. - Comprehension of Nonfiction Texts: "Let's Talk About Race" is a nonfiction book that provides information and insights about race. Students can use prior knowledge, preview, and use text features, ask, and answer questions, compare, and contrast ideas, and monitor comprehension throughout the reading process. - Fluency and Accuracy: Reading the book aloud or independently can contribute to developing reading fluency and accuracy. Comprehension of Information (Strand: 3.7): The book serves as a valuable resource for students to demonstrate comprehension of information related to race from a variety of print resources. Students can extract information, identify key points, and engage in discussions about the content. Writing (Strand: 3.9, 3.12): Students can engage in writing activities related to the themes and topics discussed in the book. They can write personal reflections, responses to prompts, or even create their own stories or poems that explore the concepts of race, diversity, and inclusivity. They can utilize available technology for reading and writing, incorporating digital tools to enhance their understanding and expression.

CULTURAL DIVERSITY 3. Dreams  Author: Yuyi Morales, Published: 2018  Grade Level: 3 rd , Genre: Memoir  Format: Picture Book The book "Dreamers" by Yuyi Morales can address several of the Virginia Standards of Learning (SOL) in the areas of Reading and Writing. Reading (Strand: 3.3, 3.4, 3.5, 3.6): - Word-Analysis Skills: "Dreamers" includes rich and descriptive language. Students can apply word-analysis skills to decode and understand the vocabulary used in the book. - Comprehension of Fictional Text and Poetry: By reading "Dreamers," students can demonstrate comprehension of fictional text and poetry. They can identify the author's purpose, draw conclusions, summarize major points, identify the main idea, and identify supporting details within the story. - Comprehension of Nonfiction Texts: Although "Dreamers" is a fictional story, it is based on the author's personal experiences as an immigrant. Students can analyze and discuss the elements of nonfiction within the book, such as the author's point of view, experiences, and cultural background. - Fluency and Accuracy: Reading "Dreamers" aloud or independently can contribute to developing reading fluency and accuracy. Comprehension of Information (Strand: 3.7): "Dreamers" provides valuable information about the immigrant experience and the power of books and libraries. Students can extract information, identify key points, and engage in discussions about the content and themes presented in the book. Writing (Strand: 3.9, 3.12): Students can engage in writing activities related to the themes and topics explored in "Dreamers." They can write personal reflections, responses to prompts, or even create their own stories or poems inspired by the book. They can also explore their own cultural backgrounds and experiences through writing, connecting with the themes of identity and belonging. 4. My Family Divided  Author: Diane Guerrero with Erica Moroz, Published: 2018  Grade Level: 4 th , Genre: Autobiography

CULTURAL DIVERSITY 1. Historical Context: The book provides insights into the history of segregation and the fight for civil rights, which can be used to explore historical context as outlined in the Virginia SOLs. 2. Civil Rights Movement: The story of Sylvia Mendez and her family's legal battle to desegregate schools can be used to study the Civil Rights Movement and its impact on society. 3. Equality and Justice: The book can be used to discuss the concepts of equality, justice, and fairness, which are important themes in the Virginia SOLs. 4. Analyzing Primary Sources: The book includes primary source materials such as photographs, court documents, and newspaper clippings. Students can analyze these sources to develop historical thinking skills. 5. Empathy and Understanding: The story of Sylvia Mendez and her family can promote empathy and understanding of the experiences of marginalized communities, which aligns with the Virginia SOLs' focus on cultural diversity and inclusivity. While the book may not align precisely with specific SOLs, it can be a valuable resource for educators to address multiple learning objectives and engage students in discussions about civil rights, social justice, and the importance of equality. 6. Happy in Our Skin  Author: Fran Manushkin, Illustrator: Lauren Tobia  Published: 2015, Grade Level: 1st  Genre: Realistic Fiction, Format: Picture Book Happy in Our Skin" can address several of the Virginia Standards of Learning (SOLs) in the strands of Oral Language, Reading, and Writing. Here's how the book can align with these standards: Strand: Oral Language (3.1) - The book can be used as a discussion tool in group activities, promoting effective communication skills. Students can share their thoughts and interpretations of the book's themes and messages. Strand: Reading (3.3, 3.4, 3.5, 3.6, 3.7) - The book provides opportunities for word analysis skills as students encounter new vocabulary related to diverse appearances and experiences. - Students can expand their vocabulary by encountering and discussing new words and phrases found in the book.

CULTURAL DIVERSITY - Students can demonstrate comprehension of fictional text by understanding the story's plot, characters, and themes. - The book can be used as a nonfiction text to practice comprehension skills such as identifying the author's purpose, using text features, asking, and answering questions, drawing conclusions, summarizing major points, identifying the main idea, and identifying supporting details. - Students can practice reading strategies to monitor comprehension while reading the book. - The book can be used as a resource for students to demonstrate comprehension of information from print resources. Strand: Writing (3.9, 3.12) - Students can write about their own unique qualities and experiences, reflecting on the themes of the book. - Technology can be used to support reading and writing activities related to the book, such as online research or digital storytelling. 7. We March  Author: Shane W. Evans, Published: 2012  Grade Level: 2 nd , Genre: Narrative Nonfiction  Format: Picture Book "We March" by Shane W. Evans can also address several of the Virginia Standards of Learning (SOLs) in the strands of Oral Language, Reading, and Writing. Here's how the book can align with these standards: Strand: Oral Language (3.1) - The book can be used as a discussion tool in group activities, promoting effective communication skills. Students can share their thoughts and interpretations of the book's themes and messages about the power of unity and peaceful protest. Strand: Reading (3.3, 3.4, 3.5, 3.6, 3.7) - The book provides opportunities for word analysis skills as students encounter new vocabulary related to civil rights, activism, and historical events. - Students can expand their vocabulary by encountering and discussing new words and phrases found in the book. - Students can demonstrate comprehension of fictional text by understanding the story's plot, characters, and themes related to the civil rights movement.

CULTURAL DIVERSITY - They can practice reading strategies to monitor comprehension, such as making connections, asking questions, and summarizing information from the book. - The book can be used as a resource for students to gather information from print resources and identify the main idea and supporting details. Strand: Writing (3.9, 3.12) - Students can write about their own thoughts and feelings regarding the Holocaust and its historical significance. - They can write summaries or brief reports about the key events, people, and aspects of the Holocaust discussed in the book. - Students can also engage in research and writing activities related to the Holocaust, using the book as a starting point for their exploration. 9. Hidden  Author: Loic Dauvillier, Illustrator: Marc Lizano, Color: Greg Salsedo  Published: 2012, Grade Level: 4 th  Genre: Historical Fiction, Format: Graphic Novel The graphic novel "Hidden" can address the following Virginia Standards of Learning (SOL) in the areas of oral language, reading, and writing: Oral Language (3.1): - "Hidden" can be used in group activities to promote effective communication skills. Students can engage in discussions about the book, share their thoughts and opinions, and practice listening and responding to others. Reading (3.3, 3.4, 3.5, 3.6, 3.7): - Students can apply word-analysis skills when reading "Hidden" by decoding unfamiliar words and using context clues to determine their meaning. - The book can expand students' vocabulary as they encounter new words and phrases within the text. - Students can read and demonstrate comprehension of fictional text by understanding the story, characters, and events in "Hidden." - When reading nonfiction texts, students can identify the author's purpose in writing "Hidden," such as raising awareness about discrimination and promoting empathy.

CULTURAL DIVERSITY - Students can use their prior knowledge and background information to understand the context of the story and make connections to their own experiences. - They can preview and use text features, such as headings and illustrations, to gain a better understanding of the content. - Students can ask and answer questions about what they read in "Hidden," draw conclusions based on the text, summarize major points, identify the main idea, and identify supporting details. - They can compare the characteristics of "Hidden" as a fictional graphic novel with elements of biographies and autobiographies. - Students can use reading strategies to monitor their comprehension throughout the reading process, such as making predictions, visualizing, and clarifying understanding. - They can also use information from a variety of print and electronic resources to enhance their understanding of the themes and historical context of "Hidden." Writing (3.9, 3.12): - Students can write for a variety of purposes related to "Hidden," such as journal entries, book reviews, character analyses, and personal reflections on the themes and messages of the book. - They can use available technology to read and research additional information about the Holocaust, discrimination, and related topics, which can support their writing and deepen their understanding. 10.Amino’s Voice  Author: Hena Khan, Published: 2017  Grade Level: 3 rd , Genre: Realistic Fiction  Format: Novel "Amina's Voice" addresses several of the Virginia Standards of Learning (SOL) in the areas of Oral Language, Reading, and Writing: Oral Language (SOL 3.1): - The book can be used as a basis for group discussions and activities, allowing students to practice effective communication skills. Reading (SOL 3.3, 3.4, 3.5, 3.6, 3.7):

CULTURAL DIVERSITY Lesson Plan L ESSON P LAN T EMPLATE P RELIMINARY I NFORMATION Candidate Name: Courtney Peyton Grade Level: 3rd grade Candidate’s Endorsement: Elementary Education Central Focus: Cultural Diversity Subject: Language Arts Learning Segment Theme: Exploring identity and cultural understanding Where in the learning segment does this lesson occur? ☒ Beginning ☐ Middle ☐ End Lesson Structure or Grouping: ☒ Whole Class ☐ Small Group ☐ 1:1 Other (specify): Click or tap here to enter text. S TUDENT A SSETS (K NOWLEDGE OF S TUDENTS ) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A. Personal (Interests, family backgrounds, experiences, etc.) n/a Cultural (Traditions, dialects, worldview, literature, arts, etc.) n/a Community (Landmarks, community events, etc.) n/a Developmental (Cognitive, physical, social, and emotional) n/a C ONTENT S TANDARDS State Standards VA Standards of Learning Strand: Oral Language 3.1 The student will use effective communication skills in group activities. Strand: Reading 3.3 The student will apply word-analysis skills when reading. 3.4 The student will expand vocabulary when reading. 3.5 The student will read and demonstrate comprehension of fictional text and poetry. 3.6 The student will continue to read and demonstrate comprehension of nonfiction texts. a) Identify the author’s purpose. b) Use prior and background knowledge as context for new learning. c)Preview and use text features. d)Ask and answer questions about what is read. e) Draw conclusions based on text. f) Summarize major points found in nonfiction texts.

CULTURAL DIVERSITY g) Identify the main idea. h) Identify supporting details. i) Compare and contrast the characteristics of biographies and autobiographies. j) Use reading strategies to monitor comprehension throughout the reading process. k) Identify new information gained from reading. l) Read with fluency and accuracy. 3.7 The student will demonstrate comprehension of information from a variety of print and electronic resources. Strand Writing: 3.9 Student will write for a variety of purposes. 3.12 The student will use available technology for reading and writing. National Standards NCTE Standards for English Language Arts: 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

CULTURAL DIVERSITY B EGINNING : L AUNCH /H OOK /A NTICIPATORY S ET How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? To get the lesson started and engage students in exploring cultural diversity, I would use the following techniques: 1. Text Set: Begin by presenting a curated set of diverse texts that celebrate different cultures. Display the books or project their covers on the screen to pique students' curiosity and generate interest in the topic. 2. Questioning: Pose open-ended questions to stimulate critical thinking and discussion. For example: - What does it mean to have a diverse culture? - How can learning about different cultures help us understand and appreciate others? - Have you ever experienced or witnessed cultural diversity in your community? How did it make you feel? 3. Modeling: Share personal stories or experiences that relate to cultural diversity. This can help create a safe and inclusive environment and encourage students to share their own stories and perspectives. 4. Visual Representations: Display images or artifacts that represent various cultures. This can include photographs, artwork, traditional clothing, or objects from different countries. Encourage students to observe and discuss the visual representations, asking questions like: - What do you notice about this image? - What cultural elements can you identify? - How does this image make you feel? 5. Inquiry: Introduce a thought-provoking scenario or problem related to cultural diversity. This can be a real-world situation or a fictional scenario that requires students to think critically and consider different perspectives. For example: - Imagine you are visiting a country with a completely different culture from your own. How would you adapt and learn about their customs? - In what ways can cultural diversity contribute to a stronger community or society? M IDDLE : I NSTRUCTIONAL S TRATEGIES TO F ACILITATE S TUDENT L EARNING For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers. Instruction/Modeling To facilitate student learning and engage students with ideas/texts to develop understanding of cultural diversity, I would use the following instructional

CULTURAL DIVERSITY strategies: 1. Close Reading: Select one of the text that explores a specific aspect of cultural diversity. Guide students in a close reading of the text, focusing on key details, vocabulary, and central ideas. Ask text-dependent questions to deepen comprehension and promote critical thinking. For example: - What are some words or phrases in the text that relate to cultural diversity? - How does the author convey the importance of cultural diversity in the story? - What can we learn about cultural traditions from this text? 2. Question Generation/Discussion: Encourage students to generate their own questions about the text or cultural diversity in general. This can be done individually or in small groups. Provide sentence stems or question starters to support students who may need assistance. Facilitate whole-class or small- group discussions, allowing students to share their questions, insights, and perspectives. Guided Practice 3. Collaborative Activities: Engage students in collaborative learning activities that promote understanding of cultural diversity. This can include: - Jigsaw Activity: Divide students into small groups and assign each group a different text or cultural topic. Have them become experts on their assigned topic and then regroup to share their knowledge with the rest of the class. - Gallery Walk: Set up stations around the classroom with different texts or visual representations related to cultural diversity. Students rotate in small groups, analyzing and discussing each station. - Think-Pair-Share: Pose a question or statement related to cultural diversity and have students think individually, discuss with a partner, and then share their ideas with the whole class. 4. Technology Integration: Incorporate technology to enhance student learning and engagement. This can include: - Virtual Field Trips: Take students on virtual tours