![]() The writing holds no connection to those students and creates a gap between those who have taken this kind of vacation and those who don’t have the means or opportunity. When planning a lesson, think about the connections students will be able to make.Įxample: Students are often tasked with writing a creative reflection about their last family vacation in English class however, many students have never gone on a family vacation. Students want to be connected to their learning and in control of it. In this scenario, keeping it real means sharing their neighborhood and explaining in creative ways how we are tied to the culture, traditions, and people around us. Students could share their community through more pictures or other artistic representations, or through interviews with senior leaders of their community. How has their community changed? How has it stayed the same?įinally, ask students to explain what they learned about their neighborhood. What can students infer from the pictures? Or invite neighborhood senior citizens to school to share their memories. Next, ask students to locate vintage pictures of their community from various websites. Who were the first people to move to that particular part of town? As an example, what was their ethnic background? Was that particular part of the community more rural than urban, more industrial than agricultural? Have students learn about the history of their neighborhood by researching it. Ask your students: How do our neighborhoods define us, our families, and our neighbors? But where we live does have a real impact on us. For many students, their demographic reality is something they have no control over. As you introduce this lesson in history or social studies, remember that some students might feel proud of their community, but others might be embarrassed about where they live, and still others might feel indifferent. Students want to learn about things that have an impact on them in their daily lives.Įxample: Give students an opportunity to learn about where they live by researching how culture, religion, and traditions have shaped their community and perhaps their lives as well. And we can tap into their interests to embed speaking, listening, reading, and writing in classes to help achieve content objectives. They read what interests them and what helps make their world a more real, relevant, and relatable place to live. ![]() Our students are reading all day long-text messages on their phones, emailed directions about homework, apps from advertisers.
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