KMG3 - Task 1 Serene Bou-Ghanem

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Running head: [SHORTENED TITLE UP TO 50 CHARACTERS] 1 KMG3: Task 1: Critical Commentary: Incorporating Diverse Cultures and Communities of Learners Serene Bou-Ghanem Western Governors University

[SHORTENED TITLE UP TO 50 CHARACTERS] 2 A. Video 1: Case# 96 – Defining the Problem, Effect and Solution Through an Interactive Read Aloud Video 2: Case# 203 - Determining the Influence of Media on American Culture and Stereotypes Video 3: Case# 1252 - Analyzing Diverse Media to Clarify Text B1. In the first video (case# 96), the teacher was reading a book and stopped asking the students questions after reading a few pages. At some point, the teacher stopped and asked, “how is everybody feeling?” and students answered by saying “they felt sad” or “worried”, this allowed the teacher to have students give different feelings about feeling scared such as; worried, afraid, and panicked. In the second video (case# 203), the teacher and a group of her students were discussing the famous Walt Disney movie of “Aladdin”, the students were discussing the stereotypes that are made for Muslims and Arabs in general. One student stated that Aladdin’s character, ‘Jafar’, who is portrayed as evil and has a long black beard, similarly looks like Oussama Bin Ladin. She said that “every time I see Jafar, it reminds me of Oussama Bin Ladin” and this is a cultural effect that students have noticed. Every time they see someone evil and has a black beard, they’re stereotyped as Muslim and are evil or associated with terrorism. In the third video (case# 1252), the students are situated in groups of four and are working together to answer questions about Alice in Wonderland from the book versus the movie made by Walt Disney and Tim Burton. The student’s social needs are met by discussing together the differences and answering the questions asked by the teacher, or by providing the answers to the assignment by working together as a group rather than individually. This allows students to

[SHORTENED TITLE UP TO 50 CHARACTERS] 3 talk to one another and give their different opinions and ideas which allows social needs to be met. B2. In the first video, the teacher could have further met the students’ emotional needs by asking questions such as “how would you have felt if you were put in this situation?” Or “would you have felt scared if you were stuck in the mud?” also if questions were being answered, the teacher could have given more praise to the students such as “good job…” or “you all have wonderful answers”. Comments like that would make students, especially kindergartners feel happy and like accomplished something. In the third video, the teacher could have had students switch groups with one another to interact with other students rather than just three other students in the same group to answer all questions. Moreover, the teacher could have assigned different activities that will allow students to engage in rather than just having a discussion, perhaps a debate. B3. In the third video, students are comparing ‘Alice in Wonderland’ the book by Tim Burton and the movie created by Walt Disney. Students were to choose which one was more appropriate and why and one student answered, “I think the book is more appropriate because when it was made, it had different old English that younger kids wouldn’t understand”. This addresses nontraditional text that develops the literacy skills of all students that are multilingual or multicultural. The teacher uses two different methods of the same story to make sure all students of different literacy abilities and those who are multicultural can understand the story itself. In the second video, the majority of the students are white, although ten out of seventeen students speak a language other than English. In this video, the teacher and the students are

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[SHORTENED TITLE UP TO 50 CHARACTERS] 4 discussing the Disney Movie of Aladdin and how Muslims and Arabs are stereotyped. The class discusses ways in which Disney stereotyped cultures in their movies and how they’re portrayed through the media. The teacher brings in a topic that caused a discussion about Arab culture and how that is relevant in the media in America. B3A. In the future, I could do a lesson that allows students to distinguish the difference between modern English and Old English, such as the Shakespearean language. Watching a movie about Romeo and Juliet demonstrated by Shakespeare versus a modern version of Romeo and Juliet would allow students of different cultures who are multilingual to understand the same story but are created to help facilitate the understanding of the narration. I would also demonstrate a lesson on the stereotypes of another culture, such as the Mexican culture is portrayed in movies in the USA. This brings students of different cultures and American cultured students to think about the way the media portrays the Mexican culture yet teaches them whether that’s the right or wrong thing to do. B4. I would invite the student’s caregivers to the classroom and have students make a presentation on how different races are portrayed through the media and how they create stereotypes. I would further involve the caregivers to give their opinion and ask questions to the students to further help them understand and criticize the stereotypes made in the media. Moreover, I would perhaps set up a debate between the caregivers and the students using inquiry-based teaching demonstrated by the caregivers. B5.

[SHORTENED TITLE UP TO 50 CHARACTERS] 5 I would organize a trip to a local television station and have a tv host give a presentation to the student about how stereotypes are made on television, not only through movies but also through news outlets because typically, stereotypes are made on the media in general. I would also have a tv host explain why stereotypes are made and how they try to refrain from portraying them through the media.

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