Culturally Relevant Text Read
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Apr 3, 2024
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Culturally Relevant Text Read-Aloud
Book: Last Stop on Whistle Street by Matt De La Pena
This book is about a young boy and his nana traveling across the city on their way to the soup kitchen. They encounter several different characters that provide a richness of diversity and empathy throughout the story. Sharma & Christ want us to take into consideration if any children in our class will identify with the characters in the book. The main character, CJ, is a low-income class African American boy who lives in a low-income neighborhood. Looking into my class, most of the children are from low-income families and live in a low-income neighborhood. Burkin and Yaris second this idea about reading stories that have children that are relatable to those listening to the story and add that it is also “important for students to
experience…texts with representations of people who initially appear unlike them (page 40).” CJ meets several people quite unlike him which allows him to see beyond himself and experience the diversity of others and helps him to develop empathy. Grace Lin in her TEDx Talk ties the idea of diversity and empathy in children’s stories together and challenges us by saying, “…how can we expect kids to get along with others in this world, to empathize, and to share, if they never see outside of themselves…(Lin,
2016).” Children need to be introduced to diversity, to empathize but also, just as CJ’s nana worked to do throughout the story, to embrace their own culture.
Objectives:
1.
Students will determine which character they most relate to in the story and why.
ELA K.6A-describe personal connections to a variety of sources
How the book applies: There is a diverse selection of characters throughout the story that children can both relate to and appreciate.
2.
Students will be able to answer open-ended questions using textual evidence.
ELA K.5 F- make inferences and use evidence to support understanding with adult assistant ELA K.6C- use text evidence to support an appropriate response
How the book applies: The book offers vibrant pictures and text that can be used for open-ended
questions and support for answering those questions. Vocabulary:
Lurched- sudden or abrupt motion in one direction. It is very unlikely that students will know the meaning of this word, explaining this to students will help broaden their vocabulary. Students can use this word regularly during a drive in the car, on a bus they travel on, or even while walking in class, moving forward or backward suddenly.
Surrounded- be all around (can be someone or something). Students can use this word in daily context as we are constantly surrounded by something, clean or dirty, people or silence, beauty or a mess. This will give students a word to use during discussion of the book or in daily situations. Witness- evidence or proof. This word is relevant as it can be used in discussion questions concerning the
book and future conversations within the classroom and beyond. Children witness things every day and will now have a term to use regarding things they see.
Stopping Points for Second Reading:
1.
I will stop and discuss after CJ asks why they don’t have a car. This will be an opening segway to discuss aspects of diversity such as class as well as city life. I will ask the students to turn and discuss, “Why do you think CJ and Nana don’t have a car?” We don’t have buses, other than school buses, and children can catch a glimpse of city life. I will stop and ask the children, “What are some different ways we can travel?” Students will each get a turn to discuss a way we can travel, pointing out walking and bicycling as options if no one mentions them.
2.
The next stopping point will be just after CJ and Nana enter the bus Nana greets everyone and she makes sure CJ greets them as well. They notice a diversity of people as they enter the bus and Nana greets each of them. This will highlight the importance of treating everyone the same, even though we are different. I will ask the children to explain a time they greeted someone different than them. We recently received a young girl who speaks Spanish only, the children quickly noticed she is different because she talks differently. We are learning how to say simple phrases in her language and the importance of greeting her in her language.
3.
Each vocabulary word will be a stopping point. I will make it a point to look up each of our vocabulary words in Spanish as well, to accommodate our ESL student. The students are enjoying learning new words in Spanish along with English. We will discuss a kindergarten-
friendly definition of each of the words as well as a second example of how the word could be used in the children’s daily lives.
After Reading Discussion:
1.
Upon meeting the blind man, who cannot see, on the bus, our main characters are told how some people see with their ears. We will try an exercise of closing our eyes and exploring what we can “see” with our ears and our noses, just as the blind man did. Students will be called upon
one at a time to describe what they can see by listening.
2.
We will discuss where CJ and Nana were headed, a place they go to every Sunday after church, using the book to support how we know where they are going and how often they go there. Following an explanation of how CJ and Nana are volunteering, I will ask students to turn and talk to the student next to them to discuss something that they do, or could do, to help others or
others like CJ and his Nana.
3.
Nana states, near the end of the book, about how being surrounded by dirt can help you better see the beauty in the world. Students will explain a time in the book or their lives when they saw
something beautiful. Each student will get a turn to ensure that all students have a turn. 4.
We will recall each of the characters in the book and a brief description and students will be asked to explain which character they feel most like and why, using an example from the story to
support their answer.
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