Learning Experience/Unit
Holidays: Ramadan and Eid
Subject
Native Language Arts
Grade Levels
Elementary, 2nd Grade, 3rd Grade, 4th Grade
Learning Context/ Introduction
In this learning experience, bilingual Bangla students learned how some holidays are celebrated in this country. They also shared their own experiences of celebrating Eid, an important holiday in Bangladesh for the Muslim people.
Students made a class book about Eid, after having read books about some of the important holidays celebrated by different people in the United States.
Drawing from their own personal experiences, students described and illustrated how they celebrated Eid in their native country and how they celebrate it now in this country. First, they wrote in Bangla, and then they translated their writing into English.
The students used the writing process to create their narratives. During the revision stage, students worked in small groups to evaluate their first drafts.
All narratives and illustrations were included in a class book that became a resource guide for other classes learning about the holiday and the Bengali culture.
Author
Shakila Ahmed, Bangla language Arts Teacher
P.S. 17, Community School District 30
New York, NY
Student Work
Student Work
Procedure
WHAT THE TEACHER DOES
- Leads brainstorming discussion with students about holidays in the United States and their native country.
- Compiles a list of the holidays the students have identified.
- Reads aloud books on the different holidays.
- Creates two graphic organizers: a semantic map for important information and a Venn diagram to compare and contrast information.
- Uses the organizers to instruct students on how to write a first draft comparing and contrasting the way in which Eid was celebrated in their native country with the way it is celebrated here.
- Assigns students in pairs to translate their work into English.
- Creates small groups of four students each to help in editing each other's work.
- Facilitates the process of students' sharing their work orally with the rest of the class.
- Holds conferences with students as they create their final drafts.
- Assists in the process of creating the class book.
- Arranges for other classes in the school to borrow the class book for use as a resource guide.
WHAT THE STUDENTS DO
- Respond to teacher's brainstorming questions about holidays in the United States and their native country.
- Listen to the books about holidays read aloud by the teacher.
- Respond to teacher's comprehension questions about the books read aloud.
- Use the information from the semantic map and Venn diagram to compare and contrast the holiday in the two countries.
- Use the writing process.
- Write a first draft of their essay, and draw an illustration related to the text.
- Work in pairs to translate their work into English.
- Share their individual works in small groups for feedback and editing.
- Participate in a conference with the teacher to obtain additional assistance, if needed.
- Share their individual works with the entire class.
- Assist in the process of creating the class book.
Instructional/ Environmental Modifications
- Students worked in pairs—more proficient students in L2 worked with more proficient students in L1—to facilitate their writing in both languages and the translation of the essays.
- Students were assigned to groups of four for the purpose of peer evaluation.
- Whole class took part in making the class book.
Materials and Supplies
- Ramadan , by Suhaib Hamid Ghazi
- Hanukkah , by Miriam Nerlove
- The Night Before Christmas , by Clement Moore
- Kwanzaa , by Janet Riehecky
- Semantic map graphic organizer
- Bangla/English dictionaries
- Construction paper
- Markers, crayons, pencils
- Paper, lined and white, for writing and drawing
Venn Diagram
Assessment Tools and Techniques
- Teacher directly observed students during all activities related to the learning experience, and made personal notes that were used in students' evaluations.
- Teacher noted students' ability to work in groups.
- Teacher-student conferences were held, as needed.
- Portfolios of students' works were evaluated.
Time Required
- Planning: One to two weeks to get the materials and supplies and decide on activities.
- Implementation: Two to three weeks, depending on the reading and writing proficiency of the students.
- Assessment: Ongoing throughout the development and implementation of the learning experience.
Student Work
Selected Example:
Student Work
Reflection
"This experience incorporated various holidays so that the students could understand the differences between them. The students were proud of their writing and illustrations. They enjoyed expressing their feelings and sharing their experiences. The finished product, the class book, became a resource for the other classes in our school. It helped the other students in the building, as well as our staff and other personnel, become aware of an important Muslim holiday."
Source
Ahmed, Shakila. "Holidays: Ramadan and Eid." Learning Experiences in the Native Languages. New York State Education Department, 103-105.
