August 24, 2013 Religious Oppression and Expression Somali

Seating for August 24-a.m.
Gather in Section 4 homework jigsaw
Tracy Wendy Kirk Jessica
Jordan Chris David Joceline
Joanne Ashley Carla Rich
Cristina Amy Roxanne Cari
August 24, 2013
Somali Bantu Community Organization
• Name tags
• Geneva Gay DVD (36 min) with
structured notes, whole group
• Developmental Model (ISC), pair
share what to question or add
• Somali Bantu brochure review.
Generate questions to ask guests.
Translator protocol.
• Homework debriefing
Session Objectives
Understand that alignment of family, school, and community spheres of influence
enhances student learning and that discontinuity in these spheres of influence
interferes with learning.
Leadership and Collaboration: The teacher demonstrates leadership by taking
responsibility for student learning and by collaborating with learners, families,
colleagues, other school professionals, and community members to ensure learner
growth and development, learning, and well-being. [InTASC Standard #10]
Candidates know, understand, and use the major concepts, principles, theories,
and research related to the nature and role of culture and cultural groups to
construct learning environments that support ESOL and bilingual students' cultural
identities, language and literacy development, and content area
achievement.[TESOL #2]
Candidates demonstrate knowledge of the history of ESL teaching. Candidates
keep current with new instructional techniques, research results, advances in the
ESL field, and public policy issues. Candidates use such information to reflect upon
and improve their instructional practices. Candidates provide support and
advocate for ESOL and bilingual students and their families and work
collaboratively to improve the learning environment. [TESOL #5]
Somali Bantu Guests
• Developmental Model (ISC), pair share what
to question or add. We are on a journey with
our students to develop ethnorelative views.
• Somali Bantu brochure review.
• Guests may be Muslim or Christian
• Generate questions to ask guests. Ask them
to speak from their own experience, not to
represent all Somali peoples.
• Protocol: Speaking via interpreter
Homework Debriefing
• Talking Story text rendering
• Homework discussion
• Try a new role
Lessons Learned
A Case Study
• Bridging the Divide: Culturally Diverse
Families in Our Schools Somali Bantu
Community Organization of Oregon
Move into content area/related groups for
collaborative answers to questions.
Joceline Cari Tracy Kirk Amy
Jordan David Ashley Carla Jessica
Wendy Chris Joanne Cristina Roxanne Rich
Liguicism: American Dialects
The Real Ebonics Debate, Lisa Delpit
“Glorifying Standard English as a superior mode of
expression is intellectually limiting.” (The Skin That We
Speak: language and culture in the classroom)
Break away. Stretch, go outside if you wish, find a
place to read this article alone. This is SSR, or
“sustained silent reading” time.
Bring back one or two reflections about how you might
honor language diversity (not just AAVE) in your
Return in 20 minutes.
English Learners in American Classrooms
JIGSAW TEXT READING: These books are
on loan from the Bilingual Teacher
Program. Please do NOT mark in them.
Leave them in your folder at the end of
class. Thanks!
Divide and conquer:
• Form group of 5. Assign a number to
each group member: 1,2 3,4,5
#1 reads topics 1 through 19
#2 reads topics 20 through 39
#3 reads topics 40 through 59
#4 reads topics 60 through 80
#5 reads topics 81 through 101
Submit draft objectives and agenda (see participant
handout) for tk20 assignment (printed) _5%
Handout for participants (not a photocopy of slides)
(2-4 pages)
The handout should include key points from your
presentation. (your objectives and how you meet
May include a note-taking section.
You must include an annotated bibliography of at
least 10 readings, resources, websites, or videos you
drew most heavily in the presentation. At least eight
must be readings from class.
Use APA format
Include a brief summary of the article, website
or video (1-2 sentences)
Briefly explain why this resource would be of
interest or value to participants
In your folder
1. Reading response
2. Autoethnography paper
3. Bridging the Divide group work
Books mentioned today
• Alfie Kohn: Re the positive discipline system. Book:
Beyond Discipline: from compliance to community
• Linda Christensen: My Dirty Little Secret” why I don’t
grade papers. Rethinking our Classrooms, Vol. 1.
• Howard Gardner on multiple intelligences. Cool graphic
representations at:
• The Skin That We Speak, Lisa Delpit
• I Read It, but I Don’t Get It! Cris Tovani (re: “fake”
Laws Re: Immigration Status and ELLs
• Lau v Nicols (1974) U.S. Supreme Court decision. K-12 schools must
provide language assistance to ELLs. "Sink or swim" policy is a civil rights
• Plyler v. Doe (1982) U.S. Supreme Court decision. K-12 schools may not
discriminate against undocumented immigrant children; they have the
same right to a free public education as U.S. citizens and permanent
• After grade 12, Dream Act....
• In Oregon, Deferred Action applicants must prove they arrived in the
United States before turning 16, are aged 30 or younger, have been living
here for at least five years, and are in school, graduated from high school
or served in the military. They also cannot have been convicted of certain
crimes. Then, they can qualify for in-state tuition.

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