Your Name: Alexa, Ashayna, Cindy, Melissa Tolson, Kristen EED 511: Elementary Principles of Curriculum Development/Dr.

Andrea Tovar Instructional Plan Type: Self/Humanistic Grade Level: 3rd Goal/Outcome To familiarize students with their own cultures and help them make connections with other classmates cultures For students to research their own cultures and how they fit into and connect with it Help students understand how their culture affects them How does my culture make me who I am? What is culture?
CCSS: (3.W.2) Write informative/explanatory texts to examine a topic and convey information and ideas clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions and details. State Standards for Social Studies: Concept 4: Human Systems: PO 4. Describe elements of culture of a community or nation (e.g., food, clothing, beliefs) in areas studied.

Essential Questions

Learning Structures/Activities

Day 1: Vocabulary sheets will be on desks that lists vocabulary words important for the unit: culture artifact tradition diversity value ritual country ideals customs pop culture ethnicity perspective

 Students will use dictionary to define each word and come up with an example for each word After vocabulary activity, discuss words and definitions Introduce topic of culture with video http://youtu.be/ai9pRv_t3y8 Discuss video with questions: What is culture? What is your culture? What are different kinds of culture? Day 2: Homework day prior was to bring in an artifact or picture they find important to their family, culture, and family to use for in class assignment Students will begin filling out their culture sheets using artifact or picture they brought in At the end of the days lesson, share artifact and culture with class by selecting a few items from the Culture Information Sheet With teachers help, pinpoint country on class map with string and pin so class can see where country is located

Resources/Materials

Day 1: Youtube video on culture http://youtu.be/ai9pRv_t3y8 Culture Vocabulary sheet Dictionaries pens, pencils, erasers Discussion question sheet (for teacher) What is culture? What is your culture? What are different kinds of culture? Day 2: Culture Information sheet Student to provide artifact (or picture of

artifact) string pins Pre-Assessment: Through discussion the teacher will monitor the students reactions and knowledge of prior days vocabulary. The teacher will discuss essential questions and evaluate students answers and discussions regarding the prior days lesson.Teacher will also acknowledge students items to determine that the artifact represents a cultural item. Formative Assessment: Teacher will monitor the students writing assignment by walking around the room during this time reading their answers and asking additional questions individually to assess their explanation and thought process about the item in reference to their culture. Summative Assessment: Students will be graded on the thoroughness of their worksheet answers and the presentation of their item to the class. (See attached rubric below). In this lesson plan the students are asked to discover their familys culture and traditions. It is important for students to understand what culture is and how it relates to them and their backgrounds, and learn about other students cultures. Henderson and Gornik explain the reflective multiperspective inquiry as looking at our students as individuals with distinctive styles and voices, which are important features of teaching and learning. Asking students to look at their own cultures and reflect on them allows expression and also for students to feel valuable and important to the world, their class, and their teacher. Henderson and Gornik go on to say that. when individual expression is discouraged, inhibited, or

Assessments

Rationale

suppressed in the classroom, much of the passion of education is lost. Again, this reminds us that allowing students to express themselves and their cultures gives them free expression of who they are and encourages personal identity.

Culture Information Sheet

Name: ______________________________ Date: _________________________

Bring in an artifact or picture that represents your culture and be ready to switch your sheet and artifact with a classmate to learn about another culture! My culture is called: ____________________________________________________________________________ My culture is originally from: (country) ____________________________________________________________________________ My culture is known for: ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ This culture is special to me and my family because: ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Other information about my culture: ____________________________________________________________________________ ____________________________________________________________________________