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Running head: CULTURALLY RESPONSIVE LESSON 1

Culturally Responsive Lesson


Jillian Lyles
Specialized Instructional Techniques
Johns Hopkins University
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This lesson is culturally sensitive in two ways: it is accessible to English Language

Learners (ELLs) and it includes cultural topics that my students will be able to relate to.

In my classroom, as least every class has at least two English Learners, who speak

Spanish, and who are at varying proficiency levels of English Language acquisition. To account

for that a large portion of the lesson includes accommodations for English Language Learners,

specifically Spanish speakers. The vocabulary lesson includes Spanish cognates so that students

can connect vocabulary they may know in their native language to the schema of the new

vocabulary words. The lesson also includes many visuals, specifically visuals for the vocabulary

words so that ELLs can get multiple exposures to the new vocabulary, even if they do not

possess the English language proficiency necessary to fully comprehend the lesson when it is

solely delivered verbally. Throughout the lesson, the ELLs are placed in groups with native

Spanish speakers and native English speakers with the intention of ensuring that they are getting

the most information possible from the lesson while simultaneously hearing English spoken

correctly. All of these additions to the lesson plan make the lesson more accessible for the ELLs

in my classroom (Berg, Patrn, & Greyback, 2012).

A large number of my students are immigrants or the children of immigrants and their

parents came to the United States, in large part, to provide them with better academic

opportunities. The except from I Am Malala, the text being read in class, while not being based

in a Latin American country like many of my students, touches on experiences that would be

relatable and similar to the experiences of my scholars. Students can bring their background

information and cultural experiences into the lesson to better understand the text and diversify

the lesson for everyone. These connections allow students to link their own cultural identities to
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what is being taught in the classroom, increasing interest and the opportunity to learn (Ladson-

Billings, 1995).
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References

Berg, H., Petron, M., & Greybeck, B. (2012). Setting the Foundation for Working with English

Language Learners in the Secondary Classroom. American Secondary Education, 40(3),

34-44.