Resource Review Matrix

Running head: RESOURCE REVIEW MATRIX 1
Resource Review Matrix

Kate Grzywa
TESOL 507
June 30, 2014
Nona Hall
Running head: RESOURCE REVIEW MATRIX 2

Resource Review Matrix: Culturally Responsive Teaching
Resource #1:
Name of Resource and
Link to Resource
(if applicable)
Type of
Media
(e.g., text,
software,
music, art)
Target
Grade
Levels
Relevant
Content
Areas
Language
Levels
Reading
Levels
Alignment to
Principles of
Culturally
Responsive
Teaching
Information About Resource
Culturally Responsive
Teaching (Brown
University)

http://www.lab.brown.edu/

Website Grade 12
or adult
learners
and staff
members
ELLs,
Diverse
Learning
WIDA
Level 4
Expanding
WIDA
Level 5
Bridging
Principle of:
Utilization of
diverse learning
strategies. The
teacher seeks out
ways to meet the
learner.
Provides information and
strategies to adapt teaching
so that it meets the needs of all
students.
Strengths of Resource:
Scaffolding ideas for ELL students.

Limitations of Resource:
There is a lot of English and not very engaging. Little graphics, colors,
and other visual interests to help someone enjoy looking at it.
Strategies for Implementation and Evaluation of Each Resource:
This website can be used in the planning phase and in trying to find ways to reach out to ELLs and Diverse learners.
Could be used to teach a lesson to students on compare and contrast for teaching methods where they fill out a graphic organizer or they can list facts
on a topic they research from this site.

RESOURCE REVIEW MATRIX 3

Biases and Stereotypes of Resource:
There are no biases or stereotypes in this resource.

Methods for Adapting Each Resource Based on Differentiation of Language and Literacy Levels:
Pair students up, one that is fairly proficient with one who is not, to help access the information. Maybe use this website for a scavenger hunt of
information to provide guidance.

Resource #2:
Link to Resource
(if applicable)
Type of
Media
(e.g., text,
software,
music, art)
Target
Grade
Levels
Relevant
Content
Areas
Language
Levels
Reading
Levels
Alignment to
Principles of
Culturally
Responsive
Teaching
Teaching Tolerance
Southern Poverty Law
Center, 400 Washington
Ave.,
Montgomery, AL, 36104.
http://www.tolerance.org/

Website and
Professional
Journal/
Magazine
9-12,
adult
learners
and staff
members
Social
Studies,
Character
Education
Social
Emotional
Learning
WIDA
Level 3
Developin
g and
higher
WIDA
Level 3
Developi
ng and
higher
Principle:
Culturally
mediated
instruction.
The teacher plans
lessons paying
attention to
culture and
educates the
students in this
Website provides thought-
provoking news, conversation
and support for those who care
about diversity, equal
opportunity and respect for
diversity, equal opportunity and
respect for differences in schools.

way.
This site has great articles and information about tolerance and cultural
awareness. It talks about real-life issues in articles that are easy reads. It is
a great way to spark discussions.

Great resource for 9-12, but is not offered for primary grades and/or
younger readers with less proficiency literacy skills in English.
Teacher reads an article to the class as a read aloud and then has everyone discuss. Provide students with a black outline sheet and haves students
work in pairs to fill in. Have student then share their work with their classmates.

This website offers ways to address biases and stereotypes in a safe and productive manner.
Teacher can project the article being covered on the Smartboard or a Mimio system and work on any vocabulary that may be needed for
comprehension. Have students interact with the board, allowing them to use partner help if needed, when discussing the vocabulary and ideas.
Resource #3:
Link to Resource
(if applicable)
Type of
Media
(e.g., text,
software,
music, art)
Target
Grade
Levels
Relevant
Content
Areas
Language
Levels
Reading
Levels
Alignment to
Principles of
Culturally
Responsive
Teaching
Multicultural Review Journal 9-12, Social WIDA WIDA The principle of Multicultural Review is a

Greenwood Publishing
Group, Inc., P.O. Box 5007,
Westport, CT, 068815007.

Adult
Learners,
and staff
members
Studies,
Religious
Studies,
Character
Education
, Social
Emotional
Learning
Level 3
Developin
g and
higher
Level 4
Expandi
ng
Culturally
mediated
instruction.
The teacher is
trying to create
an understanding
environment
where issues that
are relevant to
the class and
related to the
curriculum are
discussed.
quarterly trade journal and book
review for educators and
librarians at all levels. In addition
to regular columns,
announcements, and
news, Multicultural
Review contains five or six
feature articles in each issue.
These feature articles may be one
of the following types: 1)
discussions of current issues
related to multiculturalism in the
United States; 2) bibliographic
essays or bibliographies on
current issues related to
multiculturalism; 3) ethnographic
articles on specific groups; 4)
bibliographic articles on specific
groups, highlighting children's
and/or adult books; 5) articles on
non-profit resources (audio,
video, software, online sources)
that present diverse cultures; and
6) practical articles on
multicultural pedagogy or
librarianship.

The source is current and factual and it brings up topics that may hot
button issues.
Directed for staff members with high English proficiency.



This resource would be used as supplemental reading when it pertains to the topics being discussed in class.

This site would be useful when addressing biases and stereotypes against: religion, ethnic and racial diversity.
Take excerpts of articles and features when applicable using a Smartboard, IPADS, or Mimeo. If one projection is being used, provide paper copies to
each student as well. After reviewing the information, have student work in small groups (3-4) and fill out a short answer worksheet. When all groups
are finished, have students present their answers.
Resource #4:
Name of Resource and Link
to Resource
(if applicable)
Type of
Media
(e.g., text,
software,
music, art)
Target
Grade
Levels
Relevant
Content
Areas
Language
Levels
Reading
Levels
Alignment to
Principles of
Culturally
Responsive
Teaching

Diversity Calendar
www.kumc.edu/diversity
(University of Kansas)

Website with
a calendar
Any
grade
above
grade 3
that may
be
studying
Social
studies,
Religion,
Math,
Science
WIDA
Level 3
Developin
g and
higher
WIDA
Level 3
Developi
ng and
higher
The principle of
Culturally
mediated
instruction.
The teacher is
trying to create
awareness and a
Shows ethnic, national, and
religious days in a
monthly listing.


calendars
or
holidays
sense of
community by
studying other
holidays and
using a calendar
to teach children
to become
seekers of
cultural
information.
Very diverse list of holidays and links for support in teaching about them.

Using more pictures would make it more visually appealing.

Have students choose a calendar and do more research on the different holidays. They could use a graphic organizer to keep information organized
and then create some type of presentation that they are comfortable with to present their findings to their class.
This source breaks biases and stereotypes because it encourages all who see it to seek out information equally.

The assignments should take the support the students at their current level of proficiency and possible allowing students to work with partners.



Resource #5:
to Resource
(if applicable)
Type of
Media
(e.g., text,
software,
music, art)
Target
Grade
Levels
Relevant
Content
Areas
Language
Levels
Reading
Levels
Alignment to
Principles of
Culturally
Responsive
Teaching
www.teacher.scholastic.com
/professional/teachdive/inde
x.htm
And
http://teacher.scholastic.com
/fieldtrp/childlit/folk.htm

website 1-5 Social
Studies
unit,
Literature
Study/
Reading,
Writing
WIDA
Level 3
Developin
g
WIDA
Level 3
Developi
ng
Principle:
Reshaping the
curriculum. The
teacher can create
lessons that are
cross content
and connected to
students lives
and its a way to
study students
cultural
backgrounds and
bring recognition
to them.
Features lesson plans, activities,
and professional resources to
assist teachers in coping with the
challenges of the diverse
classroom.

At some point during the year most elementary teachers do something
with folktales. Traditional tales can be used as the foundation of a holiday
celebration, integrated into a social studies unit, or as a literature study.


This is a great site and a good way to tie-in content and fun folktales of all
cultures. I dont see any limitations.
This site is a great tool when planning lessons. It can also be used for students to find a folktale that intrigues them and they can do research and report
out on it.

This site helps cut the stereotypes and biases of the students who may be in the class because students can compare and contrast stories from different
culture and make connections to their own culture.

For Early Primary, children can focus on one folk tale and research about the culture in a simple way. They can create a power point of their learning.
Resource #6:
to Resource
(if applicable)
Type of
Media
(e.g., text,
software,
music, art)
Target
Grade
Levels
Relevant
Content
Areas
Language
Levels
Reading
Levels
Alignment to
Principles of
Culturally
Responsive
Teaching
http://www.pbs.org/jazz/cla
ssroom/

Website
about Jazz
K-3 Social
Studies,
Music,
Language
Arts,
Math
WIDA
Level 1:
Entering
WIDA
Level 2:
Beginnin
g
Principle:
Utilization of
diverse learning
strategies. The
teacher seeks out
ways to meet the
learner.
This site helps you find lesson
plans that go with the JAZZ
video series. It can be used cross
contents and its a great site to
develop musical knowledge.
This site can help educators show children more about using Music to
learn about culture.
There are plenty of plans on the site for a variety of age groups and area
of focus. This is a very comprehensive site.


Teachers can complete study on famous American musicians and expose students to the elements of Jazz. They can learn about the lively past and the
deep roots of this musical genre.
Students may not want to learn about this music because it is different or possibly boring. The teacher would need to find a creative way to show
how more popular genres of music have influences from Jazz in order to draw students in.
I would focus making this unit fun and interesting to all. I would suggest listening to various composers and seeing videos about them so students can
build an appreciation for good music. They must know the lasting history and influence on music.
Resource #7:
to Resource
(if applicable)
Type of
Media
(e.g., text,
software,
music, art)
Target
Grade
Levels
Relevant
Content
Areas
Language
Levels
Reading
Levels
Alignment to
Principles of
Culturally
Responsive
Teaching
1492: An Ongoing Voyage
http://lcweb.loc.gov/exhibits
/1492/intro.html

Website 3-5 Social
Studies,
Math,
Reading,
Writing
WIDA
Level 2:
Beginning
and higher
WIDA
Level 3
Developi
ng and
higher
Principle:
Culturally
mediated
instruction. The
teacher uses
instruction is
characterized
about cultures, it
is factual and
To examine how the
independence and ways of life of
many indigenous people have
been lost or dramatically
affected, visit the Library of
Congress virtual exhibits, 1492:
An Ongoing Voyage. It shows
what life was like among the
millions of indigenous people

related to content
areas and real-
life.

living in the Western Hemisphere
at the time of Christopher
Columbus's voyages and how
European colonization altered
these societies forever.

This site is factual and uses bullet full of good information.
Its a nice site visually not too cluttered.

It would be good to have more pictures for non-readers.

Have students work in pairs to fill out a timeline of important events. This would allow them to learn about culture via Social Studies and they would
use Math skills while making the timeline.

This lesson would help dispel and biases and stereotypes towards immigrants.

The timeline can be completed/include pictures or bulleted lists for each important date to help the students who may not be strong writers or are new
ESL kids.


Resource #8:
to Resource
(if applicable)
Type of
Media
(e.g., text,
software,
music, art)
Target
Grade
Levels
Relevant
Content
Areas
Language
Levels
Reading
Levels
Alignment to
Principles of
Culturally
Responsive
Teaching

http://www.indians.org/wel
ker/natlit2a.htm

Website 3-5 Social
Studies,
Math,
Music,
Reading,
Writing
WIDA
Level 2:
Beginning
and higher
WIDA
Level 3
Developi
ng and
higher
Culturally
mediated
instruction. The
teacher uses
instruction is
characterized
about cultures, it
is factual and
related to content
areas and real-
life.

A concise resource to learn about
Native Americans, and other
cultural issues. Links to music,
writers, writing, speakers and
famous quotes and documents
This site is great because many more links are available based on the
focus of study for the unit or for each child.

The site has many links to look review, however many pages are text
heavy which may make it difficult for ELLs to navigate.
I would have children work to explore 3 areas of interest individually and right a summary and reflection on the link. I would take a copy of each
students summary and make a class book for students to use as a reference if they were intrigued to learn anything more about a given topic.

As a society, many biases and stereotypes exist toward the majority and the unknown. Breaking down these walls through education is great to have a

school and life community that is more respectful and lives more harmony.
Children who have average skills would visit, summarize and reflect on three of the links on this page. The class will share their work as a reference.

Resource #9:
to Resource
(if applicable)
Type of
Media
(e.g., text,
software,
music, art)
Target
Grade
Levels
Relevant
Content
Areas
Language
Levels
Reading
Levels
Alignment to
Principles of
Culturally
Responsive
Teaching
An introduction to the Sami
people
http://boreale.konto.itv.se/sa
mieng.htm

Website, 3-5 Social
Studies,
Art,
History,
Politics
Music,
Reading,
Writing
WIDA
Level 3
Developin
g and
higher
WIDA
Level 3
Developi
ng and
higher
Principle:
Reshaping the
curriculum. The
teacher can create
lessons that are
cross content
and connected to
students lives
and its a way to
study students
cultural
backgrounds and
bring recognition
to them.

This website talks about the Sami
people and how they wanted to
regain the land upon which their
ancestors lived. There is general
information and links to more
information about the Sami
people in a cross content format
about: Social Studies, Art,
History, Politics Music, Reading,
Writing


It is a very concise and reader friendly site about Sami people a special
sector of Scandinavian people.

The site is not official it was created from a project so the validity of
information may be of concern.

This is a great way to do a cultural study to expand the knowledge of people from Europe that the students may not know much information about.
Using this site is a great way to dispel any biases and stereotypes the students may possess about European people. It would be a great way to expose
them to the culture of this distinct group so they may learn about the traditions, customs, and beliefs.
Have students create visual aides to support what they have learned about their particular topic (either independently or in pairs. As student present
their work, have the other students fill out a journal as they listen to the presentations of the things they learned. This journal and presentation would
help them write a paper or give an oral report as a culminating activity.

Resource #10:
Link to Resource
(if applicable)
Type of
Media
(e.g., text,
software,
music, art)
Target
Grade
Levels
Relevant
Content
Areas
Language
Levels
Reading
Levels
Alignment to
Principles of
Culturally
Responsive
Teaching
Cutting to the Essence,
Shaping for the Fire:
Yoruba and Akan Art in
Website &
Art Project
3-5 Social
Studies,
Art,
WIDA
Level 3
Developin
WIDA
Level 3
Develop
Principle:
Culturally
mediated
Students will travel far north to sub-
Saharan Africa to learn about the
history and art of the Yoruba people.

Wood and Metal
http://www.fa.indiana.edu/
~conner/yoruba/cut.html

History,
Politics
Music,
Reading,
Writing
g and
higher
ing and
higher
instruction. The
teacher uses
instruction is
characterized
about cultures, it
is factual and
related to content
areas and real-
life.
They lived in highly complex
kingdoms, but their way of life
changed when many of their people
were captured for the slave trade to
the Western Hemisphere. By
looking at their art and artifacts,
students can learn how the beliefs
and ways of the Yoruba have been
passed on until today.

This site is good because it is specific to the Yoruba people and their
culture.

There is a lot of text and a few pictures so for newcomers or ELLs with
less language they may have a hard time. Students may benefit from a
computer program that can read to them.
The children would create a word web to go with at least one aspect of the Yoruba culture and then they would share and write about the one they
picked.
They could create an art work of their choice to reflect what they have learned.
Students may think all black people come from Africa and that they are not different. This lesson would help break the stereotypes and biases that
may exist and teach children culturally relevant information.
As stated above, the teacher could highlight the text and have the computer read it to the student. The teacher could also pair this student up with a
more proficient reader to help out if that makes them feel more comfortable. Students have the liberty to choose another graphic organizer if they
desire. The artwork will help artistic learners express themselves.

Resource #11:
to Resource
(if applicable)
Type of
Media
(e.g., text,
software,
music, art)
Target
Grade
Levels
Relevant
Content
Areas
Language
Levels
Reading
Levels
Alignment to
Principles of
Culturally
Responsive
Teaching
Culture and Change: Black
History in America

http://teacher.scholastic.com
/activities/bhistory/index.ht
m

Website &
videos
3-5 Social
Studies,
Reading,
Writing,
Music,
History
WIDA
Level 3
Developin
g and
higher
WIDA
Level 3
Developi
ng and
higher
Principle:
Cultural
sensitivity.
Teachers help
students gain
knowledge of the
cultures
represented in
their
Classrooms or in
the school and
translate this
knowledge into
instructional
practice and
classroom
learning.
This site is a teachers guide to
planning activities for students in
grades 3-5. Some online
activities are: Meet famous
African Americans, listen to jazz
music, publish your own writing,
and explore history with our
interactive timeline.

This site is reliable because it is made by Scholastic. It is represented in a
non-threatening way that would be easy to access for individual
exploration as well.

This website is plentifully and a reliable source.

I would use this site during a Black History Month unit to learn more about history and important people to make the events more meaningful to my
students.

Students will be able to see how any biases or stereotypes they may have about African Americans will be broken. The lessons will include music
videos, stories and pictures of famous people and important events to build the knowledge base.

Students could do a web quest of information after discussions in class, where they need to seek out more information in a given topic in a specific
order. The number of steps can be altered depending on how proficient the student is.

Resource #12:
to Resource
(if applicable)
Type of
Media
(e.g., text,
software,
music, art)
Target
Grade
Levels
Relevant
Content
Areas
Language
Levels
Reading
Levels
Alignment to
Principles of
Culturally
Responsive
Teaching
Hispanic Literature Lesson
http://www.nea.org/home/1
6727.htm

Romeo and
Juliet video
clips of the
movie and
paperback
copied of the
book for
students
9 Reading,
Social
Studies,
Writing
WIDA
Level 4:
Expanding
and higher
WIDA
Level 4:
Expandi
ng and
higher
Principle:
Culturally
mediated
instruction. The
teacher uses
instruction is
characterized
about cultures, it
is factual and
related to content
areas and real-
NEA is a website with many
great lesson plans to help teach
about cultural responsiveness.

life.
This lesson relates to real world issues students can relate to (cultural
tension and family issues). Students will be more intrigued to read such
heavy text like Shakespeare if it can be taken down to their level.

The teacher would have to make sure this book is safe to read with the
students before proceeding with this lesson.

Putting Shakespeare in the context of their own culture can make a difference. Using the themes of family and cultural tension in Romeo and Juliet,
students will be able to compare and contrast their own family relationships with their classmates, read for specific information, draw conclusions, and
develop a vocabulary relevant to the materials.

Making connections when Reading increases comprehension even for ELLs. Using the literacy skill of compare and contrast will help children see
how similar they may be to classmates even if they are form different cultures because the themes of family and conflict can be found in all cultures.
This lesson will hopefully help eliminate or diminish any biases and stereotypes.

After reading passages from the play, the students discuss and write answers for the following questions that follow the play's examination of family
and culture clashes: Who is the head of my household? Why? Are all family members equally responsible for the protection of the family unit?
Should final decisions always be made in the same manner? Are families closer to each other on happy occasions or in crisis? How does where a
family lives affect them? As an extended lesson, have students compile questions to ask their parents and grandparents comparing family life during
their childhood and today.


Resource #13:
to Resource
(if applicable)
Type of
Media
(e.g., text,
software,
music, art)
Target
Grade
Levels
Relevant
Content
Areas
Language
Levels
Reading
Levels
Alignment to
Principles of
Culturally
Responsive
Teaching

Native American Reading
Lesson
6727.htm

Map, food
for activity,
one of these
two books:
Robert
McClosky's
Blueberries
for Sal, or
Lindsay
George's
Around the
Pond, recipe
for jam to
send for
homework
1-3 Social
Studies
and
Reading,
Cooking
WIDA
Level 2:
Beginning
and higher
WIDA
Level 2:
Beginnin
g and
higher
Culturally
mediated
instruction. The
teacher uses
instruction
characterized
about Native
American
Culture, it is
factual and
related to content
areas and real-
life.
This lesson relates to real world issues students can connect with like
relationships and family roles in relation to Native American culture.
Students have the ability to connect to their new learning.


This site offers one idea for a lesson plan. The teacher must organize the
whole lesson to make it meaningful to the class.
In this lesson, students learn about the role that hunting and gathering play in Native American culture, as well as family roles and relationships, while
developing reading comprehension and vocabulary skills.


Students will have the chance to address any biases and stereotypes they may hold against Native Americans. They will be able to compare and
contrast while listening to the reading and in the whole lesson against their own cultures.
Bring in different types of berries for students to identify (and snack on once the lesson is complete!) Have them study a map of local flora and fauna.
Suggested readings could include Robert McClosky's Blueberries for Sal, or Lindsay George's Around the Pond. Distribute a printed recipe for freezer
jam and have them circle the nouns and verbs. Offer extra credit if students work with a family member at home to make the jam and share details
about the experience with the class.

Resource #14:
to Resource
(if applicable)
Type of
Media
(e.g., text,
software,
music, art)
Target
Grade
Levels
Relevant
Content
Areas
Language
Levels
Reading
Levels
Alignment to
Principles of
Culturally
Responsive
Teaching
Asian-American Business
and Marketing Lesson
6727.htm

Magazine
ads with
models of
many
cultures in
pictures as
they are
depicted.
9-12 Reading,
Writing,
Social
Studies,
Business
WIDA
Level 3
Developin
g and
higher
WIDA
Level 3
Developi
ng and
higher
Culturally
mediated
instruction. The
teacher uses
instruction is
characterized
about Asian
American
Culture, it is
factual and

related to content
areas and real-
life.
This lesson relates to real world issues students can connect with like
discrimination and consumerism and how it affects our American culture
as well as any other culture we may jointly possess. Students have the
ability to connect to their new learning to their own experiences with
discrimination and consumerism.


This site offers one idea for a lesson plan. The teacher must organize the
whole lesson to make it meaningful to the class.
The lesson helps students understand how advertising constructs or deconstructs stereotypes about Asian Americans, leads to discussion of students'
culture, and promotes critical thinking and composition skills.

This is a great lesson to address stereotypes and biases that we see in American marketing towards Asians and many other cultures.
Have students select a magazine and compare the number of ads featuring Asian-American models with the total number of ads, and describe the
product and company that any Asian-American model is promoting. As a discussion or writing prompt, ask, Does the ad maintain or break common
stereotypes about Asian Americans? Does it contain potentially derogatory images or language? If you could recreate the ad, how might you do so?


Resource #15:
to Resource
(if applicable)
Type of
Media
(e.g., text,
software,
music, art)
Target
Grade
Levels
Relevant
Content
Areas
Language
Levels
Reading
Levels
Alignment to
Principles of
Culturally
Responsive
Teaching
Books for Teaching about
Cultural Diversity Through
Celebrations
http://www.scholastic.com/t
eachers/lesson-plan/books-
teaching-about-cultural-
diversity-through-
celebrations

Website
about Books
K-1 Social
Studies,
Social
Emotional
Learning
and
Character
Education
WIDA
Level 1:
Entering
WIDA
Level 1:
Entering
Principle of:
Utilization of
diverse learning
strategies. The
teacher seeks out
ways to meet the
learner.
Steven Hicks
Created a list for Scholatic.com
about books to teach cultural
diversity to Primary aged
children.

This list is very complete and has many good book titles on it that
primary children would love and understands about holidays.


There are no limitations.
Use this list of books to introduce the various customs celebrated during Christmas, Hanukkah, Kwanzaa, and La Posada. Pick one or two books and
do an activity to reinforce the new knowledge about the holiday.

Children will be able to learn about other holidays outside of the ones they may celebrate in their culture and this will help reduce or eliminate any
biases or stereotypes they could one day have. It would help increase the classroom community.


Have children respond to the text by adding one sticky note daily to the big chart paper poster created in a whole group setting. The note can be about
one new fact theyve learned about the specific holiday. Children should also write or draw (based on ability) in their journal about the holidays.

Resource Review Matrix

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Resource Review Matrix

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Running head: RESOURCE REVIEW MATRIX 1

Resource Review Matrix

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