Lesson Three: Cross-curricular Engagements

Teaching authentic reading involves acknowledging that not every student will be pleased with the reading selections. However, we can empower students by offering choices in their reading materials, fostering connections between their interests and the joy of reading. Through my extensive experience in both public school teaching and nannying for special needs children over eight years, I've observed that children and teenagers thrive when given the opportunity to engage with content that resonates with them and builds upon their existing knowledge.

For instance, in one teaching scenario, I introduced Agatha Christie's "And Then There Were None" to eighth graders. While I couldn't offer them a choice in the book selection, I allowed them to choose which character they wanted to follow through the mystery. This approach enabled them to engage more deeply with the text by recording weekly video reflections, participating in discussions with peers who followed different characters, and adapting their reflections as the storyline progressed. Even when extensive choice isn't feasible, thoughtful book selection remains a vital aspect of fostering student engagement and ownership of their reading experiences.

The importance of choice in education cannot be overstated. By offering students the opportunity to make choices in their learning, we empower them to take ownership of their education and become active participants in the learning process. Choice fosters a sense of autonomy and independence, which are essential for cultivating intrinsic motivation and a love for learning. When students have a say in what they learn and how they learn it, they are more likely to be invested in their studies and demonstrate higher levels of engagement and achievement.

Furthermore, choice allows for differentiation and personalized learning experiences tailored to individual students' needs and interests. Every student is unique, with their own strengths, preferences, and learning styles. Providing choices in reading materials, assignments, and learning activities allows educators to cater to the diverse needs of their students, ensuring that each learner receives the support and resources they require to succeed. This personalized approach not only enhances student motivation and engagement but also promotes a deeper understanding and retention of the content being taught. Ultimately, choice empowers students to take charge of their learning journey, fostering a sense of agency and self-efficacy that extends far beyond the classroom.

Incorporating choice in the classroom while fostering cross-curricular engagement requires careful planning and thoughtful implementation. Here are some strategies to achieve this:

1. Flexible Assignments: Offer students a range of assignment options that align with different subjects or topics. For example, if students are studying a historical period in social studies, provide options for projects that incorporate elements of language arts, such as writing a historical fiction narrative or analyzing primary source documents.

2. Integrated Projects: Design projects that integrate multiple subject areas, allowing students to choose how they want to demonstrate their understanding. For instance, a project on environmental sustainability could involve research in science, persuasive writing in language arts, and data analysis in math.

3. Cross-Curricular Themes: Identify overarching themes or concepts that span multiple subject areas, and allow students to explore these themes through their choice of reading materials, research topics, or creative projects. This approach encourages interdisciplinary connections and deeper learning.

4. Choice Boards: Create choice boards or menus that offer students a variety of activities or assignments related to a specific topic or unit. Include options from different subject areas, such as reading a historical novel, conducting a science experiment, or creating an art project inspired by the topic.

5. Collaborative Projects: Facilitate collaborative projects that require students to work together across different subject areas. For example, a project on sustainability could involve research in science, data analysis in math, and presentations in language arts, with each student contributing their expertise to the overall project.

6. Student Interest Surveys: Use student interest surveys to gather information about their preferences, strengths, and areas of interest. Tailor learning experiences to align with students' interests, allowing them to choose topics or activities that resonate with them while still meeting curricular objectives.

By incorporating choice in the classroom in ways that allow for cross-curricular engagement, educators can promote student agency, motivation, and deeper learning across multiple subject areas.

Lesson Example:

English Language Arts Lesson Plan: Exploring Cultural Identity through Literature

Grade Level: 8th Grade

Objective: Students will analyze and compare themes of cultural identity, tradition, and assimilation in three texts: "The Monkey King: The Complete Odyssey" by Chiako, "American Born Chinese" by Gene Luen Yang, and "The Joy Luck Club" by Amy Tan.

Materials Needed:

• Copies of "The Monkey King: The Complete Odyssey" by Chiako

• Copies of "American Born Chinese" by Gene Luen Yang

• Copies of "The Joy Luck Club" by Amy Tan

• Writing journals or notebooks

• Graphic organizers for comparing and contrasting

Lesson Plan:

Introduction (10 minutes):

1. Begin by discussing the concept of cultural identity and its significance in literature.

2. Introduce the three texts: "The Monkey King: The Complete Odyssey," "American Born Chinese," and "The Joy Luck Club." Provide a brief overview of each text and its cultural context.

3. Explain that students will be exploring how each text explores themes of cultural identity, tradition, and assimilation.

Reading and Analysis (40 minutes):

1. Divide students into small groups and assign each group one of the three texts to read.

2. Instruct students to read their assigned text closely, paying attention to how the characters navigate issues of cultural identity and assimilation.

3. Provide guiding questions or prompts to help students analyze the text, such as:

• How do the characters in the text navigate between their cultural heritage and their desire to assimilate into American society?

• What role do traditional cultural values and beliefs play in the characters' lives?

• How do the characters' experiences reflect broader themes of cultural identity and belonging?

1. Encourage students to take notes in their writing journals or notebooks as they read.

Discussion and Comparison (30 minutes):

1. Bring the class back together for a whole-group discussion.

2. Ask each group to share their insights and observations about their assigned text.

3. Facilitate a discussion comparing and contrasting the themes, characters, and narrative techniques used in each text.

4. Encourage students to identify commonalities and differences among the texts, as well as any recurring motifs or symbols related to cultural identity.

Wrap-Up and Reflection (10 minutes):

1. Have students reflect on the discussion and their own understanding of cultural identity.

2. Ask students to write a brief reflection in their journals, responding to prompts such as:

• How has reading these texts deepened your understanding of cultural identity and assimilation?

• What connections can you draw between the experiences of the characters in the texts and your own experiences or observations?

1. Conclude the lesson by highlighting the importance of literature in fostering empathy, understanding, and appreciation for diverse cultural perspectives.

Extension Activity (Optional): For a culminating project, students could create a multimedia presentation or creative writing piece that explores their own cultural identity and heritage, drawing inspiration from the themes and techniques explored in the texts studied.

TEKS:

Reading/Comprehension Skills.

• (8.2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. In this lesson, students will encounter new vocabulary related to cultural identity and assimilation in the texts they read.

• (8.3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze themes of cultural identity, tradition, and assimilation in the texts "The Monkey King: The Complete Odyssey," "American Born Chinese," and "The Joy Luck Club."

Writing/Composition Skills.

• (8.14) Writing/Writing Process. Students write clear, coherent, and focused essays. This TEKS can be addressed through the reflection writing activity at the end of the lesson, where students will write a brief reflection on their understanding of cultural identity and assimilation.

• (8.15) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. This TEKS can be addressed through the optional extension activity, where students create a creative writing piece exploring their own cultural identity.

Speaking/Listening Skills.

• (8.20) Listening and Speaking/Listening. Students will engage in whole-group and small-group discussions to share their insights and observations about the texts they read.

• (8.21) Listening and Speaking/Teamwork. Students will work collaboratively in small groups to analyze their assigned text and prepare to share their findings with the class.