Async 6 - Picture books and novels

 Async 6: PICTURE BOOKS AND NOVELS.    

Lesson Plan: Using picture books for intercultural learning

Grade Level: Year 6 (ESL students)

The objective of this lesson is to engage students with a picture book to explore cultural diversity and intercultural understanding.

Materials: Picture book (e.g., The Name Jar by Yangsook Choi)  https://www.youtube.com/watch?v=192ytnVUCUQ

Time: 45-60 minutes 

Task-Based Learning (TBL)

Task-Based Learning focuses on students using language to complete meaningful tasks. In this lesson, the students will focus on developing cultural understanding through the exploration of a picture book while practicing their language skills.

  1. Pre-reading (15 minutes)

Objective: Activate prior knowledge and prepare for the intercultural themes in the book.

Activity: Show students the cover of the picture book and ask them to predict the story. Prompt discussion about names, where they come from, and cultural meanings associated with names.

Introduce vocabulary related to the theme, e.g., “tradition,” “name,” “heritage,” “identity,” “culture.”

Talk to the students’ own experiences with names in their cultures.

  1. During Reading (20 minutes)

Objective: Read the story and encourage active participation.

Activity: Read the story aloud, stopping occasionally to ask questions:

“What do you think the character is feeling?”

“Why is the name important in this story?”

“How does this cultural practice compare to your own?”

Encourage students to discuss the cultural differences and similarities they notice.

Have students work in pairs to identify words or phrases that describe the cultural aspects of the book.


3. Post-reading (20 minutes)

Objective: Reflect on the cultural lessons in the story and practice language skills.

Activity:
Group Discussion: How do you think names are important in your culture? Share stories about why your name was chosen.

Role-Play: In pairs, students will role-play a scenario where one character is explaining their cultural name to a new friend.

Writing Task: Students write a short paragraph about a tradition or cultural practice from their own culture.

4. Wrap-up (5 minutes)

Objective: Reflect on the lesson and review new vocabulary.

Activity: Review vocabulary from the lesson (culture, tradition, heritage) and ask students to use the new words in their own sentences.


Assessment:

  • Formative Assessment: Monitor student participation during discussions, role-plays, and group activities.

  • Writing Task: Review students’ writing paragraphs for comprehension, language use, and integration of the key vocabulary words.

  • Vocabulary Understanding: Evaluate students' ability to use new vocabulary in sentences during the wrap-up.

Differentiation:

  • For Advanced Students: Encourage them to explore more complex aspects of intercultural understanding, such as the differences in naming practices across different regions of the world.

  • For Struggling Students: Provide additional support by using visuals or having them work with a peer to clarify key vocabulary and concepts. Offer sentence starters for the writing task, such as: "In my culture, we celebrate...," or "The tradition of [name] is important because..."

This lesson plan encourages ESL students to explore cultural diversity through literature while developing their language skills in an interactive, meaningful way. By using The Name Jar as a lens for discussion, students gain a deeper understanding of intercultural themes, share personal stories, and practice language in a supportive environment.


3. Argumentation for our program. 

When we use picture books like “The Name Jar” in our ESL classrooms, we create a powerful and multifaceted approach to promoting both intercultural understanding and language development.                                                                                                                           Grounded in Task-Based Learning (TBL), which emphasizes real-world, meaningful tasks, this approach allows us to engage students in active language use while fostering empathy, inclusion, and cultural awareness.                                                                                                            By integrating literature, discussion, and creative activities we can support our students’ linguistic growth and prepare them to navigate an increasingly diverse and interconnected world. (Dypedahl & Lund)

At the core of our program is TBL, a pedagogical framework that encourages our students to use language to complete authentic, meaningful tasks. This type of learning enhances language acquisition by promoting real communication, which is particularly effective for ESL learners. In our program, students participate in tasks like role-playing, group discussions, and writing activities, all of which provide opportunities for language use in relevant, engaging contexts.

We also align our program with Byram’s model of intercultural competence (1997), which emphasizes the importance of developing openness, curiosity, and respect for other cultures. “The Name Jar”, with its themes of identity, cultural diversity, and belonging, offers a rich foundation for exploring these concepts. As our students follow the story of Unhei, a young Korean girl adjusting to life in an American classroom, they are encouraged to reflect on their own cultural backgrounds while gaining insight into the experiences of others.

Literature like The Name Jar serves as both a “mirror” and a “window”: a mirror that reflects our students' own lives and experiences, and a window into those of others.                                                                                                                                         This dual function fosters empathy and helps our students understand the importance of inclusion. (Dypedahl ch.5)

Through activities such as empathy mapping and role-playing, our students step into the shoes of the main character, developing emotional intelligence and intercultural sensitivity. For example, when they explain the cultural significance of their own names in partner activities, they not only build vocabulary and fluency but also learn to express and value their cultural identities.

Active language use is central to our approach, which incorporates reading, speaking, listening, and writing tasks.                                                                                                                  Picture books like “The Name Jar” are especially effective for ESL learners because they combine visual and textual elements, making the content more accessible. The illustrations provide contextual clues that support comprehension, while the narrative introduces new vocabulary and grammatical structures (Nikolajeva, 2006)                                                                                                  Our students engage in meaningful language production through discussions, collaborative work, and writing assignments.                                                                                                                           For example, when they write about traditions from their own cultures, they not only develop writing skills but also engage in meaningful self-reflection and cultural exchange.

We have designed our program to meet the needs of diverse classrooms, including students who may have had limited exposure to other cultures.                                                               “The Name Jar” serves as a valuable tool for broadening our students’ perspectives and highlighting universal themes like belonging and acceptance. Through discussions about names, identity, and traditions, our students develop a deeper understanding of cultural diversity and learn to appreciate both their own and others’ cultural heritage.

Additionally, we scaffold the learning to support ESL students at different proficiency levels. Pre-reading activities, such as introducing key vocabulary and drawing on students' personal experiences, help activate background knowledge and prepare them for the story’s themes.                                                                                                                              During-reading activities, like guided questions and peer discussions, help students engage with the text, while post-reading tasks, such as role-plays and writing exercises, offer creative and purposeful opportunities to apply what they’ve learned.

In preparing our students for life in a globalized society, we cultivate intercultural competence; a crucial skill in today’s world. Understanding and appreciating cultural differences not only enrich our students’ social lives but also enhance their academic and future professional opportunities (Dypedahl ch. 7).

 By working with literature that explores diverse cultural experiences, we help our students build the attitudes, knowledge, and communication skills they need to thrive in multicultural settings.                                                                                                                                                         Our program emphasizes critical thinking, collaboration, communication, and creativity. Activities like group discussions, empathy-building tasks, and creative writing give our students the chance to practice these skills in an engaging and meaningful context. (Dypedahl p. 114)

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