Cristina Almeida

EDHM 401-001
Teaching Bilingual/Bicultural Students Activity
12-6-17
ELL School District: Paterson School District - Washington
Standard(s)/Unit Goal(s):
 CCSS.ELA-LITERACY.RL.10.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
 CCSS.ELA-LITERACY.RL.10.2 Determine a theme or central idea of a text and
analyze in detail its development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective summary of the text.
 CCSS.ELA-LITERACY.W.10.1Write arguments to support claims with clear reasons
and relevant evidence.
 CCSS.ELA-LITERACY.SL.10.1 Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively.
 CCSS.ELA-LITERACY.SL.10.2 Integrate multiple sources of information presented in
diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility
and accuracy of each source.
 CCSS.ELA-LITERACY.SL.10.4 Present information, findings, and supporting
evidence clearly, concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are appropriate to
purpose, audience, and task.
Essential Question(s):
 Are people able to choose who they want to be or do outside factors (the past, family,
etc.) limit who they will become?
 Is it possible to be purely evil/good or are these fluid concepts?
Objectives:
Students will be able to…
 Defend their ideas with evidence from the text.
 Identify and discuss the major themes of the text.
 Identify and examine historical events referenced in the text.
 Create a presentation that demonstrates their understanding of the text.
What students should know and be able to do before starting this lesson
 Have a thorough understanding of the historical events surrounding the Union Pacific and
Oregon Railway based on their field trip to the Chinese House Railroad Museum in Echo,
Oregon.
 How to support their ideas using direct and indirect evidence.
 How to identify and analyze the themes of a text.
 How to participate in group discussions.

Instructional Materials/Resources/Tools
  Tablet/Smartphone
 Projector
 Computer
 Art Supplies
 East of Eden by John Steinbeck
Instructional Tips/Strategies/Suggestions for Teacher
 Thoroughly go through instructions, essential questions, objectives, and
expectations with students.
 Let students complete the initial questions for discussions on their tablets in case
they prefer typing to writing by hand.
 Remind students of what is proper behavior for a class discussion.
 Teach students how to use the Google Slides app if they are unfamiliar with it.
 Assign roles for each student in a group.
Lesson Details (including but not limited to:)

Lesson Opening
 Bell Ringer Writing Prompt:
o List some of the main ideas/themes that we’ve discussed while reading this novel
that are present in Lee’s conversation with Adam about how his mother gave birth
to him while working on the railroads. For each main idea/theme you list, pair it
with one quote from the novel that supports your reasoning.
 Students will share their answers in a class discussion. The teacher will list these themes
on the board for students. Some major themes include: fate, the past, good and evil, and
family.
During the Lesson
 Students will be divided into groups of four. Each group will be assigned a specific main
idea to focus on. Each student will create a poster or Google slideshow that visually
represents how this chapter of the novel addresses their assigned main idea. With the use
of their poster for talking points, students should be able to:
o State how the main idea/theme connects with this chapter.
o Defend their reasoning with two quotes from the text.
o State how this main idea/theme in this chapter relates to one thing they learned
from their field trip to the Chinese House Railroad Museum. Students may refer
back to the museum website if needed (http://www.echo-
oregon.com/chinese.html).
(Vacca 78)
Lesson Closing
 Students will share their posters with their group members and then, with the whole class.
 The teacher will use students’ presentations as a way to address their questions and
concerns and initiate a more in-depth class discussion of these themes.