Group members: Aaron Law, Catherine Li, Teresa Rotella and Marie-Kassandra Sweeney

Tiered Lesson Plan Assignment

Lesson Topic: Traditional holidays and clothing. Grade level: Secondary 2

What type of tiered lesson plan are you designing? Circle one: RTI (Tiered Intervention) DI (Tiered Assignment)

List the KUDs of your chosen lesson

Knows (facts, vocab, lists) Understands (big ideas) Dos (skills)

Vocabulary Multiculturalism, acceptance, intercultural Describe their clothing

Clothing dialogue, cultural awareness, prejudice and Recognise traditional holidays based on the
Pants, t-shirt, shirt, necktie, socks, skirt, dress, discrimination prevention? events and festive apparel
Explain to others the different holidays and
shoes, etc.
their traditions
Holidays Create a presentation for small groups of
Christmas, Lunar New Year, Thanksgiving, Day of peers
the Dead, St Jean Baptiste

Facts
The date of the holidays discussed in class.

Who, why and how they celebrate what.

Functional language
I celebrate… I wear… What holidays do you
celebrate? When do you celebrate…? What do
you wear on…? Why do you wear a…?
 Group members: Aaron Law, Catherine Li, Teresa Rotella and Marie-Kassandra Sweeney

How will you preassess your students? Briefly describe how your three groupings of students differ from one another.

Assess what they know about holidays and clothing

Do they know how to describe their clothing?

Do they know names of holidays?

Do they know clothing vocabulary words?

Assess what they would like to learn

Do they know any holidays they don’t celebrate?

What are the clothings they are unfamiliar with?

Are they interested in learning new holidays?

Why would they want to learn about holidays or clothing?

Assess what they will learn

Be able to identify holiday clothing of different cultures

Be able to describe holiday clothing of different cultures

Be able to understand why we need to accept cultural diversity

 Group members: Aaron Law, Catherine Li, Teresa Rotella and Marie-Kassandra Sweeney

Lesson Plan
1. Common Experience
We will teach our students acceptance/respect of others’ cultures and backgrounds through traditional holidays and clothing. We will
encourage the students to share about their own holidays and culture. Students will be paired with a student of a different culture and learn
about them. They will have to ask each other questions about what it is that they celebrate and if they have special clothing for that holiday.
Once they have learned about their partners, they will further their knowledge by doing research on that culture to answer questions needed
for their presentation. At the end, the students will have a “science fair” presentation of their partner’s culture and vice versa.

2. Tiered Lesson/Activity/Assignment
TIering by Complexity (English proficiency level) or by product (learning styles)?
Tier 1 (low): Students with low level

Students in the lower level will receive more assistance during the lessons or after school. After assigning tasks and explaining the
instructions, the teacher can re-explain individually to the students who did not understand and guide them step by step. Before the interview,
students can work together on constructing the questions. Those who have difficulties can receive a worksheet for extra practice on writing
questions. During the interview activity, a student that has more difficulties can be paired up with a stronger student who can revise what he or
she knows while helping their classmate. This opportunity will prompt students to reinforce their knowledge and to learn how to support each
other.

Tier 2 (middle): Students with an average level

Differentiation (learning stations? Different difficulty levels for activities?)

Students who belong to the intermediate level will participate in the main classroom activities. Each student has to take part in 3 of the 4
learning stations prepared by the teacher. The learning stations are designed to accommodate students with various learning styles, in
accordance with Gardner’s theory of multiple intelligences. The first station involves pictures of traditional clothing of different cultures,
students are tasked with comparing the clothing and writing sentences with comparative adjectives. The second station includes a music
video, which students have to listen to and fill in the lyrics on a worksheet. The third station contains several texts describing certain holidays.
Students have to identify the respective holidays and write a short summary for each text. At the fourth station, students read several short
paragraphs which describe different holidays. They have to pick one and draw a picture according to the description. After the students have
 Group members: Aaron Law, Catherine Li, Teresa Rotella and Marie-Kassandra Sweeney

completed their tour, they gather together, form groups and discuss what they have learned.

(video source: https://www.youtube.com/watch?v=lp3xpaLeasM&ab_channel=JohnFarrell%2FBridgesofPeaceandHope)

Each learning station offers students a specific task to complete. Examples of learning stations would be to watch a video on clothing, to listen
to a podcast, to read articles, to do an independent research on the internet and etc. Students in the same learning station can support and
help each other while the teacher is also walking around to provide guidance. Students who have difficulties can do the activities at their own
pace.

Tier 3 (high): Students with an advanced level

Students who are more advanced, in addition to working at 1 of the learning stations, get a period of time in which they interview each other to
learn each other’s cultural apparel. Afterwards, each of them would have to pick one traditional clothing piece and share it with students of
Tiers 1 & 2. All the students are divided into groups, with Tier 3 students as leaders, and they create a presentation on it. The presentation
can be in a variety of forms, such as Powerpoint, short videos, and show and tell. While working on the presentation, students will have
opportunities to receive feedback from their peers, as well as meetings with the teacher to check up on their progress. The teacher will also
provide a detailed rubric for students to reference from.
 Group members: Aaron Law, Catherine Li, Teresa Rotella and Marie-Kassandra Sweeney

Differentiation:
 Multiple intelligences: ...
 Learning styles: ...
 Assessments (formative, summative): ...

Lesson plan:
Day 1
Introduce/Refresh topic. APK. Discussion on holidays. Think-Pair-Share.

Day 2
Watch a movie about various cultural holidays? Read an article?

Day 3
Research at the library to prepare presentation (origins of holiday/traditional clothing). Preparation of posters, pamphlets, etc.
Provide feedback to each team.

Presentation/Learning Stations day 4 and 5

Let the students choose what kind of presentation they want to prepare.
Learning stations:
1) Create a game about holidays and clothing.
2) Each team represents a holiday+traditional clothing. The students go from one station from another and discuss about what they have
found and ask/answer questions.
Class divided into 2 and half of the class presents on the first day, and so on.
Student A presents student B and vice versa??
Peer feedback (Give a grade for rating someone else’s presentation + exit cards (what did I learn today? What was surprising? Is there a
holiday you never heard of?)

Evaluation day 6
Watch a TEDtalk video (auditory+visual learners) and have a discussion(kinesthetic learners)
Quiz (students get to choose which question to answer as long as it totalizes 10 points. Multiple-choice questions, short answer questions,
reflection questions, association questions, etc.)
Group members: Aaron Law, Catherine Li, Teresa Rotella and Marie-Kassandra Sweeney
Group members: Aaron Law, Catherine Li, Teresa Rotella and Marie-Kassandra Sweeney
Group members: Aaron Law, Catherine Li, Teresa Rotella and Marie-Kassandra Sweeney