EQ Cultural Fair:
One World Many Cultures
Title of Project: EQ Cultural Fair-One World Many Cultures
Schools and Teachers
East Quogue School Teachers: Grisel Baltazar, Toni Arnone, and Brittney Daily
ENL Proficiency Level | ENL Program | Standards | Technology
Appropriate for all levels | Stand-Alone, Integrated ENL/ELA, Integrated ENL/SS | R3, R9, SL1, SL2, SL5, SL6, L3, L4, L5 | Buncee, Google Slides
Assessments
Formative: graphic organizers, concept maps, in-class discussions, group work, checklists, presentations
Summative: final essays, final projects
Description
ENL integrative classrooms worked on a collaborative Buncee project. The class broke into two groups. Each group is researching a different country. Each student in the group is assigned a cultural aspect of that country, ie: specialty foods, dance, music, population/geography,etc. The students each made a buncee slide and attached a Qr phone link. The videos were displayed on the night of the cultural fair and attendees were able to access videos and information about the country using their phone.
Content
I can read nonfiction books and articles about art, history, social studies and information displayed in charts, graphs, or maps in both print and digital sources.
Language
I can develop and answer questions to demonstrate an understanding of key ideas and details in a text; summarize portions and make connections between self and text. I can use knowledge of language when reading, writing, speaking, and listening.
Technology
I can integrate content and language when presenting knowledge and ideas to include digital media and/or visual displays in presentations to clarify or support ideas, thoughts, and feelings.
Student work
Tri board 1.jpg
Procedure
Students were engaged by collaborating within their groups to create a virtual country board and a Buncee presentation for the Cultural Fair. Each student was given an assigned role within the group, and they were informally assessed as they worked together. This assignment was differentiated by having students take on different roles according to their English proficiency levels. Technology was incorporated by having the students use Buncee and Google Slides. This technology enabled students to share in the creative process as they worked together to contribute to the presentation. All of the 4 modalities were touched upon, as students were listening to their peers’ thoughts and ideas during collaborative discussions about their projects. They were speaking to their group members as they were sharing their ideas. They were reading the contributions of their group members as they reviewed their work. They were writing as they added information to Buncee and Google Slides.
Reflection
Culture brings forth unity, compassion, and understanding of languages, as well as, diversity. This school-wide collaborative project between teachers, students, and parents has been an enriching experience which has brought a robust authentic learning experience for our students and for all of us. We taught relentlessly, our students learned endlessly to make this event one we won’t forget. Together We Stand…...One World Many Cultures!