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Lesson Plan Template

Date:02/08/24 Teacher’s Name: Haiya Mateo & Marleen Granda

Subject: Social Studies Grade Level: 3rd


Learning Segment Title: What is culture?
Length of each lesson: 3 days

Central Focus: This learning segment focuses on the similarities and differences of various cultures in
communities around the world. Students will be learning about the different ways that history impacts
cultures. The purpose of teaching this lesson is for students to understand that some cultures may have
customs that are very similar to one another. They can understand that just because someone is from
another culture does not mean they do not have things in common. These implemented standards or
learning objectives surrounding the understanding of culture and its historical influences are met through
learning strategies involving worksheets and creating paragraphs based on class readings. This method
can help students think more carefully by reading these texts and learning how history affects cultural
traditions. It can also help improve their writing skills and express their ideas on how history shapes
culture. This learning segment can help students gain knowledge about culture and the history of
influences of culture. This lesson can help build a foundation for future lessons because of the knowledge
students will gain from it. After this lesson, students will continue to improve their reading and writing
skills by practicing how to understand and explain cultural ideas. They will also work together and talk
about how these ideas relate to real-life situations, even speaking on their own culture and what they go
through in their communities.

Essential Question(s):

Learning Standards: Students will examine legends, folktales, oral histories, biographies, and
historical narratives to learn about the important individuals of each selected world communities.

Concepts/knowledge Skills & strategies

-What is culture? -Comparing


- What is community -Contrasting
- What does a family look like in a community? -Organizational charts
- What are some key aspects of school in your -research
community? - Looking for evidence based on texts read in class.
- How does your community look any different from -Describe
others? - Discussing the differences of communities
- What makes your community unique?

Academic Language
Language Function
Vocabulary
Syntax
Discourse

Differentiation
Special Needs of Students
Pre-assessment & Student Readiness
Content Differentiation
Process Differentiation
Product Differentiation

Day 1 Lesson Topic:

Outcomes Assessments
Students will explain what culture is by listing key
details and using illustrations. Day 1: Students will be given a worksheet where
they must complete short answer questions about
Learning target: I can describe what culture is by what culture is and list essential details of their
listing important details and using drawings. culture.

Day 1: In this lesson, we’ll be discussing what is


culture. We will then discuss as a class to explore
the meaning of culture as well as how the
structure and activities of families and schools in
our community are connected to our own unique
culture.

PROCEDURE
Day 1
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge
Time Teacher Actions Student Learning Activities Form of Assessment
10-1 1)Pass out illustrations 1)Examine the illustrations given 1)Illustrations
5 demonstrating key details 2)Write down what they learned 2)Short answer questions
on culture from today’s lesson and list key worksheet
2)Pass out a worksheet details of their own culture
for students to complete
short answer questions
on what they learned

Initial Phase Direct Instruction (number the steps of your instruction)


Time Teacher Actions Student Learning Activities Form of Assessment
15-20minutes 1) Discussing to 1)Students will talk with their 1)Turn and talk
students about partners about what their
the definition of culture is.
culture using a
slideshow on the
board with
examples.

Middle Phase
Guided Practice
Tim Teacher Actions Student Learning Activities Form of Assessment
e
1) The Teacher will 1)Students will watch a video on 1)Students will receive a
hand out a text culture worksheet
and a worksheet
for students to
read and
complete.

Independent Practice
Tim Teacher Actions Student Learning Activities Form of Assessment
e
1)The teacher will ask if 1)Students will ask questions or 1)Students will share their ideas.
anyone has any questions share out their examples of
on the video culture.

Concluding Phase
Closure/Summary
Tim Teacher Actions Student Learning Activities Form of Assessment
e
The teacher will hand out Students will fill out the exit Exit ticket.
an exit ticket on the ticket.
lesson.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)

Materials: (items, technology, etc.)


_____________________________________________________________________________________

Day 2 Lesson Topic:


Outcomes Assessments
Students will demonstrate how history impacts
cultures around the world by reading texts in Day 2: Students will be given a ven diagram to
class. identify the key aspects of culture and how
history impacts culture, using the information
Learning target: I can show how history affects that was read in class.
cultures around the world by reading texts in
class.

Day 2: In this lesson, we’ll review what we’ve


learned about culture and use that to the best of
our knowledge to analyze texts we’ve read in
class, which explore life in Brazil, France, and
Rangoli. we’ll examine how the structure and
activities of families and schools in these global
communities reflect their cultural identities.

Day 2
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge
Time Teacher Actions Student Learning Activities Form of Assessment
10-15 1)Give examples of 1)Turn and talk with their 1)Turn and talk
different cultures, classmates about what they
including life of Brazil, already know about culture
France, and Rangoli

Initial Phase Direct Instruction (number the steps of your instruction)


Time Teacher Actions Student Learning Activities Form of Assessment
10-15 1)Show pictures of 1)Describe what they see in the 1)Describe photos
the different cultures pictures

Middle Phase
Guided Practice
Time Teacher Actions Student Learning Activities Form of Assessment
10-15 1)Read texts on how 1)Ask any questions they have 1)Ask questions
history affects cultures on the texts

Independent Practice
Time Teacher Actions Student Learning Activities Form of Assessment
10-15 1)Writing 5-6 sentences 1)Listing similarities and 1)Writing a paragraph
differences of cultures
Concluding Phase
Closure/Summary
Time Teacher Actions Student Learning Activities Form of Assessment
3-5 1)Will go around 1)Will complete the exit ticket 1)Exit ticket
handing out exit tickets given to them
to understand where
each student is in the
lesson

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)

Materials: (items, technology, etc.)

_________________________________________________________________________________________

Day 3 Lesson Topic

Outcomes Assessments
Students will compare key aspects of culture
that are used daily by other kids around the Day 3: Students will be writing a paragraph that
world. compares cultures in communities. They will be
using texts that were given in class in order to do
Learning target: i can show the differences and so.
similarities between cultures.

Day 3: In this lesson, we will be using a Venn


diagram in order to list the differences and
similarities of cultures discussed in previous
classes. We will compare communities within
the structure and activities of families and
schools in the communities.

Day 3
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge
Time Teacher Actions Student Learning Activities Form of Assessment
10-15 1)Start a discussion on 1)Students will turn and talk 1) Students will be divided into
minutes the concept of culture with their group about elements groups and be assigned a
and its elements such of their own culture. different culture or country to
as food, clothing, research.
housing, holidays, and
traditions.

Initial Phase Direct Instruction (number the steps of your instruction)


Time Teacher Actions Student Learning Activities Form of Assessment
10-15 1)Will hand out 1)Students will read individually 1)Each student will receive a
minutes texts on the and then discuss the differences Venn diagram to write down
specific culture and and similarities between the what they discussed with their
country to each culture they read about and their group.
group of students. own culture.

Middle Phase
Guided Practice
Time Teacher Actions Student Learning Activities Form of Assessment
10-15 1)Go around the 1)Ask the teacher for clarity if 1)Ask questions
minutes classroom making they don’t understand
sure everyone is on
track

Independent Practice
Time Teacher Actions Student Learning Activities Form of Assessment
15-20 1)Hand out Venn 1)Work on Venn diagram using 1)Venn Diagram
diagram worksheet and all the texts, illustrations and
make sure the knowledge from previous
assignment is clear in classes in order to list
terms of what to do similarities and differences of
different cultures

Concluding Phase
Closure/Summary
Time Teacher Actions Student Learning Activities Form of Assessment
10-15 1)Make sure each 1)Complete exit ticket 1)Exit ticket
student completed their
Venn Diagram
2)Hand out exit ticket to
see where each student
is at

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)

Materials: (items, technology, etc.)

____________________________________________________________________________________
Resources: (reference any “borrowed” materials for any part of the Learning Segment)

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