STANDARDS AND OBJECTIVES
State Core Curriculum Standard
Culture: Students will realize and explain how individuals in the community, nation and state differ or have similarities.
Lesson Objectives
The students will identify and examine the differing cultures in the community. They will describe the cultural heritages in the community. Students will explain the methods people pass customs, traditions and integrate customs from other cultures.
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The students should be able to recognize and explain the contributions of the different cultural groups in the state and nation. The students should explain how individuals from other cultural groups have shaped the culture of the state and country. Finally the students should compare elements of two or more cultures in the state. Some of these components include clothing, traditions, language and celebrations.
When given an opportunity to observe and listen, students will be able to recognize the various cultures around them (Brugar & Roberts, 2017 p. 262). The lesson will be have achieved an acceptable level of performance when a student could identify at least two cultures within the community.
MATERIALS AND RESOURCES
Instructional Materials
State map
The historical coloring book
Harcourt Text: People We Know
Microsoft Excel
Resources:
Brugar, K. A., & Roberts, K. L. (2017). Seeing is believing: Promoting visual literacy in elementary social studies. Journal of Teacher Education , 68 (3), 262-279.
Shanahan, C., & Shanahan, T. (2014). Does disciplinary literacy have a place in elementary school?. The Reading Teacher , 67 (8), 636-639.
INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/ Activities/ Events
Pre-requisite skills
The students should have map reading skills for locating the different cultures within the state.
The students should display computer knowledge skills for the Venn diagram activity
Students ‘comprehension skills will be required
Presentation Procedures for New Information and/or Modeling
Presentation Procedures for new information
The purpose of the lesson is to make the students familiar with the culture of communities around them. After the lesson the students will explain how people transmit traditions and their contributions to the state and nation. After the lesson the students will compare elements such as traditions, food, clothing and celebrations of cultures within the community.
In first grade the students learnt to differentiate between the school and neighborhood. The students learnt to share stories, music, dance, folk tales and art inherent in the neighborhood and community. The focus skills in the lesson are speaking and listening. The students will therefore build on the knowledge acquired in the first grade to lean about the cultures within the community. The teacher will engage the students in a question and answer activity and remind them of what they learnt in the previous grade while asking them questions of the cultures they remember.
Modelling
The teacher will model the focus skill through reading aloud activities. He/she will read aloud the cultures within the community and let the students read after me. The teacher will allow the students speak in turns as they answer the question of cultures within the community and point out the different cultures in the state map.
Guided Practices
The teacher will discuss the objectives and why they are important to learn. Additionally he/she will provide copies of the reading material and maps to a group of two students and provide background information about the coloring book. The students will also create a Venn diagram using Microsoft excel to compare the different types of cultures within the community. During the activity, the teacher will go around the class and encourage the students to verbalize their thoughts.
Independent Student Practice
Each student will demonstrate the understanding of the focus skill by standing in front of the class and outlining the different cultures within the community, explaining how individuals pass traditions and the contributions of each culture in the state and nation. The teacher could use this moment to assess the students’ understanding of the topic.
Culminating or Closing Procedure/ Activity/ Event
The teacher will end the lesson by outlining the contents of the lessons learnt then ask the students to outline what they learnt and how they might use the knowledge on cultures in the future. The teacher will also seek to understand if the students learnt something new about cultures within the community. The teacher will display several yes/no questions from the lesson and ask the students to indicate with a thumbs up or down for each one. The questions will help me understand how well the students understood the lesson.
Differentiated Instruction Accommodations:
For English language learners the teacher will pair them with students more conversant with the language for the group activity. He/she will also dedicate some more time to ELLs to ensure that they are conversant with vocabulary. For students with visual impairments the teacher will provide magnification equipment such as handheld magnifier for the reading material and I reduce the glare on the computer for the Venn diagram activity or use the verbal guide on the computer (Shanahan & Shanahan, 2014 p. 636).
Use of Technology
The students will use Microsoft Office 2013 Excel to make the Venn diagram that is used to compare the different cultures within the community.
Student Assessment
During the individual assessment where students get to present what they learnt the teacher will assess how much the students acquired from the lesson. A student who could name at least two cultures, compare its elements and complete the Venn diagram is considered to have understood the lesson.
References
Shanahan, C., & Shanahan, T. (2014). Does disciplinary literacy have a place in elementary school? The Reading Teacher , 67 (8), 636-639.
Brugar, K. A., & Roberts, K. L. (2017). Seeing is believing: Promoting visual literacy in elementary social studies. Journal of Teacher Education , 68 (3), 262-279.
