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Elementary Education Program

Department of Teacher Education & Learning Sciences

Design Document for Lesson Plan

Name: ​Hananh Weyher and Matt Falcone


Grade Level: ​Second Grade
Concept/Topic: ​Who Am I: Family and Culture
Length of Lesson (in minutes):

Learning Objectives​: ​What are your learning objectives? (What new understandings will the
students have as a result of this lesson? Make sure learning objectives are measurable.)

● Students will ​describe​ how cultures from other countries may influence a community
● Students will ​identify​ that different cultures may express art through a variety of means
● Students will m​ odel​ respect and positive social skills among peers

Under which standards from North Carolina Standard Course of Study (NC-SCOS) do these
learning objectives fall?

2.C.1.1​ Explain how artistic expressions of diverse cultures contribute to the community (stories,
art, music, food, etc.)
2.C.1.3 ​Exemplify respect and appropriate social skills needed for working with diverse groups

Key Tasks/Activities​: ​What are the key activities or tasks that you plan to use? What is your
rationale for why you have selected these particular tasks/activities to meet your learning
objectives?
● My Culture​ by Bobbie Kalman
○ Introducing cultures and diversity
○ Teaching that people have different lifestyles but, learning how to respect each
others lifestyles via sentence structure (demonstrate the sentence structure before
they start)
■ Food (12), Music/Dance (Page 16), Holidays (18)
● Think Pair Share
○ Have one of the partners share out the other’s response with
a sentence structure: “My partner, _______, likes ________
(food, music, or type of holiday), I think that is __(positive
verb)___ because __________”
● Rainbow Family Tree Activity
○ Each table group is assigned a color
○ Create a simple family tree
○ Put all together and create a rainbow to exemplify diversity and uniqueness within
the class

Anticipating Students’ Responses​: ​How do you anticipate that students will respond to your
planned activities/tasks? This does not mean their response effectively, but instead their response
academically (e.g., What prior knowledge or conceptions might they bring? How do you think
they will approach or solve the task(s)?). When necessary, please insert images of your
handwritten anticipated approaches/strategies. Be specific - use your anticipated responses to
help you plan your questions in the lesson plan.

● They will bring their prior knowledge of their cultures and backgrounds to be able to
have a discussion about it
○ We will approach this with a think-pair-share for students to elaborate and talk on
it

Responding to Students’ Responses:​ ​Describe how you will provide scaffolding for students
who are stuck, and describe how you will extend the thinking of students who have a firm grasp
on the target content/objectives.
● Scaffolding
○ Prompt students to think about what makes them themselves and their
backgrounds and further from their to describe that those qualities they just
described are parts of what make up ​cultures
○ Have students in pairs so they can discuss and ask questions to one another
● Extension
○ Have students extend on how they could involve qualities of their culture into the
school
■ Ex. Learn about Spanish music and dance in Music class
Development of Practices among Students​: ​Which disciplinary practices does your lesson aim
to develop? (e.g., “construct viable arguments and critique the reasoning of others”, “develop
and use models”) How do the task(s) develop the target practice(s)?
● Develop applicable skills of respect of diversity of others
● Gain knowledge of different cultures and their characteristics
● Internalize understanding of their own personal culture and background

Assessment​: ​Describe your assessment plan for the targeted learning objective(s). What specific
data/information will you use, and how will that data/information tell you that the students
have/have not met the objective?

● Creation of family tree


○ Will show if they understand the concept and what they are being asked

Vocabulary/Language Function​: ​Define vocabulary that students will need to know in order to
access the content and goals of your lesson. Be precise and careful with your language. Please
attend to three types of vocabulary:
●​ ​Content vocabulary (e.g., obtuse, molecule, civil rights)
● Culture
● Celebrate
● Diversity
● Language
● Respect
●​ ​Academic language (e.g., represent, model, compare)
● Represent
● Model
● Teach
● Differences
●​ ​Key non-content vocabulary that is necessary to understand the task/activity
● Family Tree
● Colors
● Countries
Classroom Management Plan​: ​Explain how you will motivate students to engage in the lesson,
how you will set and enforce expectations, and how you will ensure that transitions are smooth
and efficient.

● Review expectations before the activity and remind them of the purpose of the activity
● While creating the Family Trees, they will be working individually quietly, then will be
able to talk to one another once the family tree portraits are all collected and hung to
show
● Students will be engaged by using the sentence frames during the read aloud

Lesson Plan

Name:​ Matt Falcone & Hannah Weyher


Grade​: 2nd
Topic/Concept:​ Who Am I: Family & Culture
Materials/Resources:
Book:​ ​My Culture by Bobbie Kalman
Paper
Crayons

Teaching Behavior Focus:​ Diversity and Culture

Learning Objectives (measurable):


● Students will ​describe​ how cultures from other countries may influence a community
● Students will ​identify​ that different cultures may express art through a variety of means
● Students will ​model​ respect and positive social skills among peers

Standards:
2.C.1.1​ Explain how artistic expressions of diverse cultures contribute to the community (stories, art,
music, food, etc.).
2.C.1.3​ Exemplify respect and appropriate social skills needed for working with diverse groups

Assessment Plan (How will you know that your students met the objective?):
● Labeled family tree based upon their idea of their family based upon the description given of a
“Family Tree”
● Have meaningful conversation about differences in their families and cultures
○ Conversations are ​respectful a​ nd use ​kindness​ (via the sentence frames)
New Vocabulary:
● Culture
○ A pattern of behavior shared by a society, or group of people
● Celebrate
○ To do something special or enjoyable for an important event, occasion, or holiday
● Holiday
○ A special day of celebration
● Decorate
○ To add to something/put something on something typically making it more attractive
● Musical Instrument
○ A device that is used to make music
● Language
○ A way that words and signs are used that people use to express thoughts and feelings to
each other
● Country
○ An area of land that is controlled

Note: A detailed lesson plan is specific enough for another teacher to read and teach effectively.
There should not be any question regarding what to do or how to do it.

Lesson Development (hook/engage/launch, step by step in real time, include questions you will ask
in real time, closure/revisiting learning objectives):

Step 1:
Introduction:
“Culture is the way a group of people act and what they believe, this includes their clothing,
language, food, and many other characteristics. Our class is filled with many different cultures and
characteristics that make each one of us unique. Today we will look further into cultures and why they are
important. We are going to start by reading a book called “My Culture” by Bobbie Kalman that explores
the different ways of life all around the world. While we are reading, I want you to pay attention to the
different ways people dress, the food they eat, the sports they play, the music they listen to, the types of
dances they do, and more qualities.”

Step 2:
Read​ My Culture​ by Bobbie Kalman
○ Introducing cultures and diversity
○ Teaching that people have different lifestyles but, learning how to respect each others
lifestyles via sentence structure (demonstrate the sentence structure before they start)
■ Food (Page 12)
● Think Pair Share
○ Have one of the partners share out the other’s response with a
sentence structure: “My partner, _______, likes ________ food, I
think that is ___(positive verb)____ because __________”
■ Music/Dance (Page 16)
● Think Pair Share
○ Have one of the partners share out the other’s response with a
sentence structure: “My partner, _______, likes ________ music,
I think that is ___(positive verb)____ because __________”
■ Holidays (Page 18)
● Think Pair Share
○ Have one of the partners share out the other’s response with a
sentence structure: “My partner, _______, celebrates ________,
I think that is ___(positive verb)___ because __________”

Step 3:
Rainbow Family Tree Activity
○ Discuss briefly what a Family Tree is
○ Explain to students that they will be creating a simple family tree with ​one​ color crayon
that Mr.Falcone & Ms.Weyher will be assigning
○ Once finished, we will collect all of them and put them all together in Rainbow order to
create a rainbow to exemplify diversity and uniqueness within the class

Step 4:
Extension
○ School Wide Rainbow Self Portrait Collaborative Project

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