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In chapter eight of Foundations of Education, the author outlines six common themes in guidelines for teaching diverse groups: 1) legitimize their cultures and experiences, 2) include significant, accurate, and comprehensive information about different cultures and their contributions in all school subjects, 3) use cultural legacies, traits, experiences, and orientations of diverse students as filters through which to teach them academic knowledge and skills, 4) make learning active and participatory, in which students are assisted in giving personal meaning to new ideas, 5) build moral commitment, critical consciousness, and political competence needed to promote social justice and social transformation, and 6) teach students style switching so they can move back and forth between school and home cultures easily.
I believe if I follow these guidelines in my classroom, I will be able to promote cultural diversity and social justice in my classroom.
Part V – ConnectionsMy unit plan is entitled “Non-Conformity” and includes the classic play Romeo & Juliet and the popular young adult novels Stargirl, and The Chocolate Wars as primary texts. This unit plan reflects my philosophy of teaching English in several ways.
The main goal of this unit plan is to Unit Plan - COMING SOONpromote diversity and individuality in all people and cultures. Students will analyze what happens when diversity is and is not accepted in society (i.e. non-conformity and conformity). Overall, students will learn to appreciate the uniqueness in themselves and others and be encouraged to stay true to who they are. This objective reflects my values and beliefs about being a teacher because it shows that I truly care about how my students are as people. It demonstrates the security I want my students to have with themselves and how I want them to be able to grow and change as individuals. The content will be relevant and meaningful to them in this way. My unit plan also reflects how I want the activities in my classroom to also be meaningful to students; I will always have activities and assignments that will be creative and varied.
My ideas about pedagogy are reflected in my unit plan as well. My unit is constructed to provide opportunities for students to use multiple areas of intelligence and find out what their strengths and weaknesses are in regards to learning. The assignments and activities are varied to appeal to all kinds of learners and designed to build up students’ strengths and weaknesses. My unit does not fully rely on Constructivism because this method of learning has to be incorporated gradually into a body of students who have never learned by it before. My unit includes a sort of modified Constructivism. There is a lot of learning that is still dependent on the teacher in the beginning of the unit, but as the unit goes on there are days dedicated specifically toward allowing students to construct meaning entirely by themselves.
Because I have studied Creative Writing and Electronic Media & Film and believe them to be important in teaching an English classroom, my unit plan is designed to incorporate these subjects into my lessons. In my unit plan, the core assessments are essays, classroom debates, and multimedia projects. Through these assessments and more, my students will directly engage in building technical and creative writing skills, dramatic skills, and sound, video, and editing skills. Students will also be able to relate film to the material being studied by watching certain parts of book-to-film adaptations and watching montages of film that illustrate particular themes.
Cultural diversity and social justice are reflected at the very core of my unit plan. The heart of the unit plan (the idea of conformity, non-conformity, and individuality within society) connects directly to what cultural diversity and social justice are all about. Cultural diversity is displayed in the fact that this unit encourages students to be their own person and not conform to the world around them, while social justice is displayed through understanding and seeking to correct the injustice that occurs in society when people choose not to conform.

Feedback on Lesson Plan 1
- Good transitions.
- Good closure activity.
- Did you have your peers review your lesson plans?? If not, you still need to do that.
- Finish objective 3. Why will they define that word? Also, finish the explanation of the associated assessment.
- Write predicted student responses for warm-up.
- What kinds of things will you discuss after reading in activity one. Write that and predicted student responses.
- How will you select groups?
- Write predicted student responses for EVERY activity.
- Add a safety valve.

Part I – Values and Beliefs
Throughout my years of schooling, I have had several memorable teachers. Some were memorable because they seemed to care about me and were effective in helping me learn. Others were memorable for the opposite reasons. When I was in high school, I first started to seriously consider teaching as a career. I expected my high school teachers to model what effective teaching looked like in the classroom. Instead, I received a model for what ineffective teaching looked like. Many of my teachers did not appear to like teaching or students and seemed passionless. Instruction in the classroom was always structured the same way each day. As a result of this, I did not enjoy my high school experience. I did not learn much in school and was never fully engaged in the classroom. However, I have often looked back on my high school experience in order to reflect on the qualities that make a good teacher and how I want to be in my own classroom.
their lives.
This
This is the to be.
Part II – Pedagogy
teach accordingly.
First,
First, I will are met.
In addition, I will need to consider Piaget’s stages of development. If I am unaware of my students’ levels of physical, social, emotional, and cognitive development, I was surely be unsuccessful in accomplishing my objectives in the classroom. Each lesson should be tailor-made to meet the levels of all students in my class. In regards to cognitive development, I stand by the theory of Multiple Intelligences, which states that all people can learn in a number of different ways. Through using a variety of teaching methods and styles and differentiating each lesson, I can make sure that my students are learning according to their levels of intelligence and development.
this way.
Any methodology or learning theory that I choose to put into practice will be featured in my classroom within the context of Culturally Responsive English Instruction. Culturally Responsive English Instruction emphasizes four main areas of importance: focus on content, instructional variety & relevance, feedback & assessment, and a community of learners. I believe that if give priority to these elements of instruction, I can create a setting where students are successful.
Part III – Content Knowledge
Other kinds of electronic media will also have a place in my teaching. I believe I can use many different media technologies in order to help my students learn. Audio, visual, and editing technologies provide fun ways for students to develop their reading and writing skills. These technologies will also help me to differentiate in the classroom in order to help all students succeed.
Part IV – Cultural Diversity and Social Justice
classroom walls.
In my selection of course materials, I will constantly assess whether there is a broad range of cultures being promoted. Even in texts that may be considered to not be as diverse, I will do my best to solicit themes and issues that are universal for all learners and show some kind of cultural relevance. I will select materials that can be compared and contrasted in regards to how they express cultural elements. Materials I select will range from being popular to being unknown in and among different cultures, but will all be of high quality.
I teach.
Overall,
Overall, multicultural teaching and implemented.
In
In chapter eight cultures easily.
I
I believe if my classroom.
Part V – Connections to Unit Plan - COMING SOON

Philosophy of Teaching English
Part I – Values and Beliefs
Throughout my years of schooling, I have had several memorable teachers. Some were memorable because they seemed to care about me and were effective in helping me learn. Others were memorable for the opposite reasons. When I was in high school, I first started to seriously consider teaching as a career. I expected my high school teachers to model what effective teaching looked like in the classroom. Instead, I received a model for what ineffective teaching looked like. Many of my teachers did not appear to like teaching or students and seemed passionless. Instruction in the classroom was always structured the same way each day. As a result of this, I did not enjoy my high school experience. I did not learn much in school and was never fully engaged in the classroom. However, I have often looked back on my high school experience in order to reflect on the qualities that make a good teacher and how I want to be in my own classroom.
I believe that good teachers not only know the content, but can teach it effectively and in a way that is meaningful to students. Good teachers care not only about the material being taught, but about the lives of their students. Good teachers educate students so that they might be able to function in and navigate through this intimidating, survival of the fittest world. Most important, I believe that good teachers believe in their students. They believe that any child can learn and are willing to do whatever it takes to make sure that happens. They want their students to be the best people they can be, in all areas of their lives.
This is the kind of teacher I will strive to be.
Part II – Pedagogy
I believe every child can learn and succeed in the classroom. However, several different factors influence how each child learns. As a teacher, it is my responsibility to understand those factors for each of my students and teach accordingly.
First, I will take into account Maslow’s Hierarchy of Needs when planning lessons for my students. I will be unable to teach effectively unless the basic needs of my students are fulfilled. I will be sure to create an environment where students feel welcome, safe, and equipped to learn. If I have students who lack food or sleep, which is hindering their ability to learn, I will do what I can to make sure those needs are met.
In addition, I will need to consider Piaget’s stages of development. If I am unaware of my students’ levels of physical, social, emotional, and cognitive development, I was surely be unsuccessful in accomplishing my objectives in the classroom. Each lesson should be tailor-made to meet the levels of all students in my class. In regards to cognitive development, I stand by the theory of Multiple Intelligences, which states that all people can learn in a number of different ways. Through using a variety of teaching methods and styles and differentiating each lesson, I can make sure that my students are learning according to their levels of intelligence and development.
Though I plan to use a variety of teaching methods in the classroom, one method that I plan to rely heavily on is Constructivism. Constructivism indicates that learning does not take place when students simply regurgitate what is “taught at” them; students learn as they construct meaning from their prior knowledge and personal experiences. In order for this to happen, students must be motivated, challenged, and self-reliant. It is my experience that Constructivism is a wonderful theory, but sometimes impractical in its implementation. Most middle and high school students have not been taught according to Constructivist principles, constructing their own learning while the teacher acts as a facilitator. It will be my obligation to ease children into learning this way.
Any methodology or learning theory that I choose to put into practice will be featured in my classroom within the context of Culturally Responsive English Instruction. Culturally Responsive English Instruction emphasizes four main areas of importance: focus on content, instructional variety & relevance, feedback & assessment, and a community of learners. I believe that if give priority to these elements of instruction, I can create a setting where students are successful.
Part III – Content Knowledge
I began college as an English major with a concentration in Creative Writing. When I decided to switch the concentration to Secondary Education, I continued taking Creative Writing courses and made this subject into a minor. I believe learning to write well is an integral part of a student’s education. I want my students to be prepared to write in any kind of context. Therefore, I will emphasize grammar as well as organizational techniques in writing. I also want my students to be inspired to write creatively, whether in the form of short stories, personal reflections, or poetry. If students know how to write well, they can do anything. The ability to express themselves clearly is one that will only fuel their successes in life. Most assessments I use in the classroom will involve some form of writing. I will also regularly use journal writes and collaborative group writing in my lessons.
Another focus of my education has been Electronic Media & Film. I believe that the medium of film has a lot to offer students. It is displays the narrative in a different way than literature, but I believe it has just as much value. Film has relevance in the classroom because it can bring to life themes and stories that students are studying. It is a great way to supplement reading materials and issues being explored in a unit. It is also a great way to engage students, most of who will jump excitedly at the opportunity to watch a film over reading a book. I will use film, however, to encourage and support the reading of books in the classroom.
Other kinds of electronic media will also have a place in my teaching. I believe I can use many different media technologies in order to help my students learn. Audio, visual, and editing technologies provide fun ways for students to develop their reading and writing skills. These technologies will also help me to differentiate in the classroom in order to help all students succeed.
Part IV – Cultural Diversity and Social Justice
The cultural diversity of my students will influence every decision I make in the classroom. My instructional practices, interactions with students, and classroom environment will all be tailored to encourage and support the diversity of my students. In my instruction, I will vary teaching styles to reach all students of different cultures and make content meaningful and relevant by providing real-life examples from different cultures and connecting themes and issues of different cultures to the content. In my interactions with students, I will show that I value their cultures and want to provide learning experiences that celebrate them; I can do this through one on one conversation and classroom discussions. I plan to showcase cultural diversity in my classroom environment by including posters, maps, and interesting facts about many different cultures; literary pieces from several different cultures will also be displayed on my classroom walls.
In my selection of course materials, I will constantly assess whether there is a broad range of cultures being promoted. Even in texts that may be considered to not be as diverse, I will do my best to solicit themes and issues that are universal for all learners and show some kind of cultural relevance. I will select materials that can be compared and contrasted in regards to how they express cultural elements. Materials I select will range from being popular to being unknown in and among different cultures, but will all be of high quality.
In teaching cultural diversity, I will inevitably teach social justice and examine the existence of social inequalities in cultures. Social justice is an inherent, universal theme in the study of culture. I will most center a unit specifically on social justice and make it a point to consider social justice in all of the texts I teach.
Overall, multicultural teaching is extremely important in schools because the student body will always be diverse. In order for all to feel comfortable in a learning environment and achieve successful learning, a support and appreciation for all cultures must be acknowledged and implemented.
In chapter eight of Foundations of Education, the author outlines six common themes in guidelines for teaching diverse groups: 1) legitimize their cultures and experiences, 2) include significant, accurate, and comprehensive information about different cultures and their contributions in all school subjects, 3) use cultural legacies, traits, experiences, and orientations of diverse students as filters through which to teach them academic knowledge and skills, 4) make learning active and participatory, in which students are assisted in giving personal meaning to new ideas, 5) build moral commitment, critical consciousness, and political competence needed to promote social justice and social transformation, and 6) teach students style switching so they can move back and forth between school and home cultures easily.
I believe if I follow these guidelines in my classroom, I will be able to promote cultural diversity and social justice in my classroom.
Part V – Connections to Unit Plan - COMING SOON

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