Name: Kevin Terrell

Lesson #: IMB Spring 2019 Lesson Title: Culture, Art and Community

Grade Level/Subject: Topic:

2nd Grade Social Studies 2.C.1 Understand how various cultures influence
communities.
NCES/CCSS Standard and 2.C.1.1 Explain how artistic expressions of diverse cultures contribute to
Objective (1) the community (stories, art, music, food, etc.).

• Cultures from other countries may influence a community

• The art of different cultures may be expressed through a variety

of means.
• Global understanding and tolerance within a community may
often be achieved through the sharing of the art, music and
cultural traditions of different groups of people.

2.C.1.3 Exemplify respect and appropriate social skills needed for

working with diverse groups.

• Respect for diverse groups may be influenced by individual

ethnic and cultural differences.
• Cultural values and traditions should be respected when
interacting with others.

Revised Bloom’s level of Understand through strategic thinking and reasoning. Level 3
thinking/type of knowledge Apply their understanding in an approach to conceptual problems. Level
(1) 3
Behavioral Objective (2) Following a reading of Maybe Something Beautiful by F. Isabel
Campoy, students will write a personal statement paragraph of 4 to 5
sentences on how they would use artistic expression to contribute to
their own communities and how others can contribute as well. Students
will also demonstrate an understanding of how community culture is
shaped by its members through stories, food, music, technology,
language and art, etc by illustrating their personal statement in support
of their understanding.
Students will apply their understanding of what respect, diversity,
tolerance, fairness mean by modelling these attributes during the lesson.

Objective Rationale (1) In a pluralistic society where there is a prevalence of diverse populations
and communities, artistic expression provides an outlet for
communication, tolerance, respect, fairness, and a strengthening of
communities. Students will learn to be receptive and respectful of the
traditions, experiences and cultural values that exist within their
communities and understand how they themselves can make impactful
contributions by working together.

Prerequisite Knowledge and Students will understand that communities are much more than the
Skills (1) physical elements that exist in a given space and are comprised of
Revised for spring, 2012

Key Terms and Vocabulary
(1)
Content and Strategies
Focus/Review (prepares
students for the lesson) (2)
various groups of people who may be collectively diverse or similar.
Students will be able to identify various forms of artistic expression
within their own communities and denote their importance, prevalence
or even absence.
Culture -The values, beliefs and behaviors that are shared among a
community of people.
Community- A group of people who live together in one place or
particular area.
Diversity- A group or community that includes different types of
people.
Respect- Being considerate, caring, accepting of others and treating
them with kindness.
Tolerance- being respectful, accepting, appreciative of the differences
in our diversity.
Transform- to change.
Values- the beliefs that guide your attitudes and actions.
Ethnicity- the cultural characteristics that exist within a particular
group of people.
Influence- the ability to change or effect behavior or ways of thinking.
Identity- The unique attributes that an individual believes are
important to their belief of self.
Instructional
Strategies
Students will gather on the carpet at the front of the
classroom and be asked relevant questions to assess
prior knowledge. This first question will be used for
determining the students understanding of culture.
The teacher asks students: “What is Culture?” and
draws a large circle on the board. Teacher fills circle
with student responses and definitions in order to
introduce more definitions to be applied during the
following activities.
After circle is filled in the teacher will ask additional
questions such as:
• What is art?
• Who can tell me what a community is?
• Are there differences or similarities between
communities?
• Have you ever made something special for
someone and when you gave it to them how
did they react?
• What is diversity?
• Do you think that people in a community can
work together to make positive changes?
• How do you think they would need to treat
one another?
Revised for spring, 2012
Objective as stated for
students (helps students set
their own goals for the lesson)
(1)
Teacher Input (provides the
content to students in a
teacher-directed manner) (3)
Guided Practice (scaffolded
practice with the content;
helps students make sense of
the content provided in
Teacher Input) (3)
“Today we are going to learn about how different people in a diverse
community can come together and make something beautiful.”
At the end the lesson, you will all be able to show me how you can use
art to contribute to your community and what that will look, taste, or
sound like.” You will write one paragraph explaining what it is you
could do to contribute to your community and will draw a picture that
supports what you have written.”
Teacher shows students the cover of the book and
asks them
• What they notice about the cover?
• What they think the book will be about?
-Students may infer that the young girl on the cover
lives in an urban community, likes to paint, has a
colorful imagination, she is happy/joyful.
“Let’s read the book to see how art can transform a
community.”
During the reading:
Pg. 6- “in the heart of the grey city.”
“a blank piece of paper.”
“her room was full of color, her heart was full
of joy.”
Pg. 11- “everyone make a square like the painter and
focus on one beautiful thing you see in the classroom.
This could be anything in the room.”
Pg. 20- “salsa, merengue, bebop?” –“have you ever
heard of these types of music before?”
“why do you think the community came together to
paint with the muralist and Mira?”
Pg. 24 – “Why did Mira think she was going to be in
trouble with the policeman?”
Pg. 29 – “what did the muralist mean when he said
that the world is your canvas?”
Pg. 31 –“What was Mira thinking when she said
Maybe, just maybe…?”
Post reading: “Now maybe, just maybe each of you
can think of a creative way that you can bring joy to
your own communities.”
Teacher will ask students what types of artistic
expression they noticed throughout the story and will
add these under the art category in the culture circle
and extends to include various other interests and
artforms that the students can use to include in their
writing and illustration.
Revised for spring, 2012

Independent Practice
(application activities to help
students use and demonstrate
what they have learned) (2)
Closure (provides a wrap-up
for the lesson) (1)
Evaluation (How will you
assess students’ learning so
that you can determine if
they met the objective of the
lesson?) (2)
Plans for Individual
Differences (differentiations
needed for students) (1)
Materials used in the lesson;
Resources used in developing
the lesson (1)
21st Century Skills (must be
in three lessons)
Teacher will show students the template they will be
working on to write their personal statement as to
how they can contribute to their community through
artistic expression.
Students will be provided with their writing activity template before
returning to their seats and will be dismissed by rows.
Students will be instructed to first write their community objective/
personal statement that includes at least one form of artistic expression
they could use in contribution to their communities and at least four
sentences in length. Criteria to include:
• How they can contribute to their communities.
• How they can involve other members of their community
to help create their project.
After completing the written portion students will give a thumbs up and
after the teacher has determined the student has met the written criterium
they will then be allowed to complete their illustrations. Teacher will
play background music using instrumental examples of bebop, salsa and
merengue from the text during student work time.
Students will take turns and share their writing and illustrations with a
partner at their desk. Two to three students who used different forms of
artistic expression and demonstrated inclusivity of the diversity of their
communities in the task will be asked if they would like to share their
work with the entire class.
Teacher will collect all student work and create a book that includes the
student’s writings and illustrations which will be added to the classroom
library.
Formative: Teacher will use inquiry posed throughout the lesson to
assess students understanding.
Summative: Students completed written and illustrated works will be
collected and assessed based on their inclusion of a personal statement
of community contribution and how they might include others in their
project.
Students who have difficulty in writing and formulating responses will
be allowed to work with a partner or small group to complete the
project.
This may include ELL students as well as guided participation from
teacher input/ guided questioning.
• Maybe Something Beautiful by F. Isabel Campoy
• Smartboard or white board
• Chart paper and markers
• Template printouts for written and illustration portions of
activity.
Creativity and Innovation: Students construct ideas through
brainstorming and build upon these ideas to develop and communicate
Revised for spring, 2012
 their understanding of the diversity that exists within their communities
and how their creativity and that of others influence their immediate
surroundings.
Critical thinking and problem solving:
Students work to identify their cultural identities and the ways by which
their interactions both interpret, inform and inspire their artistic pursuits
and the effect those have or may have on their communities at large.
Students understand that conventional and unconventional expressions
of cultural influence and art can be utilized to solve problems.
Communication and collaboration: Students will demonstrate their
ability to communicate conventional and abstract ideas that work for the
betterment of the communities in which they live articulated through
writing and illustration. Students understand the effectiveness of
inclusivity and collaboration of diversity in order to make lasting
contributions to their communities.

Global Awareness (must be Students understand that global awareness is an act of tolerance,
in two lessons) acceptance, respect and understanding that can be achieved through the
sharing of the many artistic mediums that exist among various cultural
traditions.
Culturally Responsive Classroom reading provides various avenues of exploring cultural
Teaching (must be in three contributions of artistic expression.
lessons) Classroom discussions and questioning directly address not a conformity
of cultural singularity but one of collectiveness through diverse,
nondiscriminatory practices of exploring and creating from cultural
experience and background.
Teacher led cultural characteristics activity prior to reading of text will
provide students with a lens in which to expand their appreciation and
inclusion of diverse elements that exist within the classroom community
and see beyond the surface of culture.

Revised for spring, 2012