MGP 335/535

Lesson Plan Template

K. Johnson

1.0 Learning South American Cultures Through a Gallery Walk, Day

2, Lauren Valerio, Grade 6
Expected Duration 45 min
Concepts (Chapter 9)
o Culture and Individual development
Vocabulary
o Culture
o Traditions
o Rituals
Skills
o Interpreting pictures
o Cooperative learning
o Critical thinking
1.1 Integration of Learning Outcomes/Objectives
Students will construct knowledge of three different cultures from
South America and illustrate their understanding using a guide and a
collage.
1.2 Standards PA Civics, History, Economics, Geography &
NCSS Themes I - X with subthemes
CC.8.5.6-8.G: Integrate visual information (e.g., in charts,

graphs, photographs, videos, or maps) with other information in

print and digital texts.
CC.8.6.6-8.F: Conduct short research projects to answer a
question (including a self-generated question), drawing on
several sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
CC.8.6.6-8.H: Draw evidence from informational texts to
support analysis reflection, and research.
NCSS.1.1.a ...enable learners to analyze and explain the ways groups, societies, and
cultures address human needs and concerns
NCSS.1.1.d ...encourage learners to compare and analyze societal patterns for
preserving and transmitting culture while adapting to environmental and social
change;
NCSS.1.4.e ...guide learners as they examine the interactions of ethnic, national, or
cultural influences in specific situations or events;

1.3 Anticipatory Set

Have students bring in different items that they believe contribute to
their culture. Encourage students to bring in different items that show
their descendants history. Go around the room and have students
show and tell each item and how/why they contribute to their culture.
Today we are going to expand from our own culture and use our
knowledge about the different aspects of culture (religion, language,
clothing, symbols etc) to learn about the cultures of Chile, Brazil, and
Argentina.
1.4 Procedures
1. As we have learned the history of South America we have
transitioned into the modern day times and are going to focus on the
different cultures of Chile, Brazil, and Argentina. Some of the skills that
we have been working with during reading such as context clues and
taking information from pictures will help during this activity.
2. We will be using a gallery walk of Brazil, Argentina, and Chile to help
figure out some of the main points of culture. Can someone tell me
what are some of the categories that make up a culture? (language,
religion, clothing, symbols.) These are going to be what we are looking
for during our gallery walk. For our resource we are going to be using
Nation Geographics. (pull up the website).
3. From your previous research experience how might you verify that
this website is a valid resource? (Author, year) I will demonstrate an
example using Bolivia. Then I go into photography and take out my
guided worksheet to get started.
4. The first picture I see is of an Indian. So I would write down on my
paper under clothing large brim hats, colorful scarves and under
Fun Facts I would write that over 60% of the citizens are Indian. I
read this in the caption. It looks like her skin is tan so I might put that
they are outside a lot of the day. And then I would go on to the next
photo.
5. Lets try this together. In this next picture I want everyone to take
2-3 minutes and jot down a few things that you see and how this might
contribute to Bolivias culture. Then I would ask 3-4 people to share
and have them come up to the board to construct a class list (mining
as a major job, carpooling as a way to get around, long pants and hard
hats as clothing, tin is a major part of their lives)
6. We will count off by threes and you will join one other person that
has the same number as you. Ones will research Argentina, twos will
research Brazil, and threes will research Chile.
7. There will be a worksheet that everyone hands in with his or her
findings.
8. Students will then use iPads or computers along with the
PowerPoint of pictures to look for the different types of culture.
9. Now that everyone seems to be finishing up I want to demonstrate
what your homework is going to be. Each of you will create a collage

that shows the different aspects of culture that you researched today.
You can hand draw, use magazine pictures, or print out items from the
computer. It can be both pictures and words/ You will have two nights
to do this so if we need to use some time tomorrow to go to the
computer lab we can work that out.

1.5 Differentiation
Visual Learners will be given the example right in front of them with my
example written out for them to refer to on their guided worksheet.
ADHD: These students will be given brain breaks throughout the lesson to get
up and walk around the room. There will also be energy balls that they can sit
on to help them concentrate better.
1.6 Closure
Students will write an exit paragraph that compares their individual culture to
the one that she or he explored today whether there are similarities and
differences. They will use examples from the research that they used today.
1.7 Formative/Summative Assessment of Students (P-12)
Formative assessment: Students will be monitored based on their
answers and participation during the activities.
Summative assessment: At the end of this activity students will turn in
the exit paragraph, their research notes, and the collage that they
create.
1.8 Materials/Equipment
A. STUDENT MATERIALS/ READING RESOURCES:
Computers/ iPads
Internet
Worksheets
PowerPoint
Pencils
B. TEACHER MATERIALS/RESOURCES FOR LESSON DESIGN: List resources you
used to design the lesson plan (teacher materials, to provide background on
the content, etc...)
Source

http://travel.nationalgeographic.com/travel/countries/brazilfacts/

Significa
nce
Major

Reliability
2015
National
Geographi
c
Respected

Accessibil
ity
Easy

Magazine

http://www.kwintessential.co.uk/about-us.html

Minor

2014
Valid
authors
Validity
check
from
other
sources
that
informatio
n is good

Internet

http://www.everyculture.com/A-Bo/Argentina.html

Minor

Easy

http://ngm.nationalgeographic.com/2008/07/bolivias-neworder/steinmetz-photography

Minor

2015
Advemag
publisher
Encyclope
dia
2015
National
Geographi
c
Respected
Magazine

http://travel.nationalgeographic.com/travel/countries/c
hile-guide/

Major

2015
National
Geographi
c
Respected
Magazine

Easy

http://www.southamerica.cl/Chile/Food.htm

Minor

2015

Easy

Easy

Woodward
Ltda
Publisher
http://travel.nationalgeographic.com/travel/countries/a
rgentina-guide/

Major

2015
National
Geographi
c
Respected
Magazine

Easy

I.

Culture of South America

A.

Brazil Culture

1.

Ranked fifth in both population and area

2.
Immigrants from Portugal, Italy, Spain,
Germany, and Eastern Europe
3.
Ordem e Progresso- Order and Progress is
their motto
4.

GOV
a)
Military dictatorship until 1985 when
civilians took over

5.

80% population live in cities

a)
So Paulo (largest city) Belo Horizonte
and Rio de Janeiro (40% popularion)

6.
Amazon is the largest unpopulated region in
the north of Brazil
a)

Working to conserve the rainforest

7.
Plantations and slavery were a huge part of
Brazils early wealth
8.
Tourism is huge due to the samba music,
beaches, and sunny weather
9.
Economy consists of textiles, shoes, chemicals,
cement lumber ire and ore
10. Agriculture artifacts are coffee, soybeans,
wheat, rice and beef
11.

Exports
a)

12.

Transport equipment

b)

Iron ore

c)

Soybeans

d)

Footwear

e)

Coffee

Historical influence
a)

Slavery brought over African migrants

b)
European influence promoted Catholicism
traditions and built many churches
c)
Portuguese settlements from 16th-18th
century lead to the official language of Brazil
13. Focus on family and relationships with large
families that help each other out
14.

15.

Classes are dependent on

a)

The amount of money

b)

Skin color (darker= disadvantage)

c)

Women have lower-paid positions

Etiquette
a)
Women kiss each other on cheek leftright-left
b)

Men shake hands

c)
Over dressing is better than
underdressing
d)
Individual business rather than dealing
with companies
16.

17.

18.

Past times
a)

Futbol is very important

b)

Pandero- music

c)

Amautur rodeo

Food
a)

Tapioca

b)

Sweet corn pudding

Education
a)

Required 7-14

b)
Many students dont go because they
have to support their family
c)
Schools might not have plumbing or
heating

19.

B.

d)

High illiteracy rate and unemployment

e)

Many students dont go on to high school

Music
a)

Capoeira

b)

Carimbo

c)

Choro or Chorinho

d)

Samba

Argentina
1.

Land of silver

2.

Language
a)

Spanish

b)

English

c)

German

d)

French

3.

Population= 95% European

4.

Land
a)

5.

Andes on the western coast

Economy
a)

Food pressing

6.

7.

b)

Motor vehicles

c)

Consumer durables

d)

Textiles

Agriculture
a)

Sunflower seeds

b)

Lemons

c)

Soybeans

d)

Livestock

Exports
a)

Edible oils

b)

Fuels and energy

c)

Cereals

d)

Humahuaca
(1)

8.

Past times
a)

Gaucho-cowboys

b)

Soccer
(1)

9.

Trade route for thousands of years

Buenos Aires= best soccer team

Landscape
a)

Cerro Torre

b)

Climbing

c)
10.

Iguazu Falls
a)

11.

Plaza de Mules

Parrots, toucans, jaguars, and tapirs

Food
a)

Love beef and pasta

b)

Spanish and Italian inspire food

c)

Barbeque
(1)
Locro stew with corn meats pumpkins
and sweet potatoes

12.

13.

14.

Labor
a)

Jobs through technical schools

b)

On the job training

Classes
a)

Large middle class

b)

Descendants of immigrants

c)

Industrial, commercial and public jobs

d)

Upper Class

e)

Land owners of large estates

Etiquette
a)
Men and women kiss each other on the
cheek
b)

Formal- shake hands

c)
Physical distance much closer while
talking

10

15.

Religion
a)

Roman Catholics

b)
Jew migrated there from Eastern Europe
Russia, and Middle East
c)

C.

Protestant denominations

Chile
1.

West coast of South America

2.

European or mixed European

3.

Industry

4.

5.

a)

Copper

b)

Minerals

c)

Fish processing

d)

Iron and steel

Agriculture
a)

Wheat

b)

Corn

c)

Grapes

d)

Beans

e)

Beef

f)

Fish

g)

Timber

Exports

11

6.

a)

Copper

b)

Fish

c)

Fruits

d)

Paper/pulp

e)

Chemicals

Easter Island
a)

7.

8.

Mysterious moai

San Antonio
a)

Traditional fishing community

b)

Big ship cargo port

Past times
a)
Cowboys- traditional colorful ponchos
(chamantos)

9.

Food
a)

Fruit cart Santiago

b)

Seafood

c)

Meat

1.9 Technology
SmartBoard
iPads/ computers
2.1 Reflection on Planning
My ultimate goal for this lesson plan is for students to use a different
approach to gaining information other than just reading text and jotting down
notes. There is a lot to learn through looking at pictures and visually seeing
what makes up a culture. With that in mind there are also pieces of other
cultures that are not appropriate for sixth graders; therefore, I took pictures
and put them into a PowerPoint to decrease the likelihood of misguided
researching. If I were in a school I would use books from the library as
another resource for my students to use to look at different cultures.
One of my favorite parts of the lesson is the anticipatory set where the
students bring in something from their culture. I believe this is a great way to
promote diversity within the classroom and also increase individual
development by seeing what other kids their age are doing in a different
country. Something that I might be concerned about are the students not

12

taking the time to really comb through the pictures and truly grasping all of
the information that the pictures offer. I would try to rectify this by walking
around and asking them questions to get them to focus on each picture.
Lesson Plan Elements (see WCU lesson plan rubric on D2L
for specifics)
Lesson Plan Details
Integration of Learning Outcomes/Objectives
Standards PA Civics, History, Economics, Geography &
Anticipatory Set
Procedures
Differentiation
Closure
Formative/Summative Assessment of Students (P-12)
Materials/Equipment , Citation of Sources
Evaluation of Sources (Information Literacy)
Lesson Plan Teacher Content Notes
Technology
Reflection on Planning

Point Value
Total /30
/1
/2
/2
/1
/5
/1
/1
/3
/2
/5
/7
*
*

Total
Points will be taken off for spelling/mechanics.
Comments

Name:
Country:

13

Picturing Cultures in South America

1. Picture One
Describe whats happening in the picture.

What aspects of culture do you see in this picture?

How might this contribute to their everyday life?

How does this compare with your own culture?

2. Picture Two
Describe whats happening in the picture.

14

What aspects of culture do you see in this picture?

How might this contribute to their everyday life?

How does this compare with your own culture?

3. Picture Three
Describe whats happening in the picture.

What aspects of culture do you see in this picture?

How might this contribute to their everyday life?

How does this compare with your own culture?

15

4. Picture Four
Describe whats happening in the picture?

What aspects of culture do you see in this picture?

How might this contribute to their everyday life?

How does this compare with your own culture?

16

5. Picture Five
Describe whats happening in the picture?

What aspects of culture do you see in this picture?

How might this contribute to their everyday life?

How does this compare with your own culture?

17

Culture Collage
Today

in class you researched Argentina, Chile, or Brazil using pictures that were
provided. Now your assignment is to use your own resources at home whether that is the
Internet, drawing pictures, news paper clippings, or using magazines to cut out pictures or
phrases that have to do with your country. I need to see at least three items from every
aspect of culture (language, religion, cuisine, social habits, music and arts) are
incorporated in some way.
3 Language
Evidence

3 Religion
Evidence

3 Cuisine
Evidence

3 Social habits
Evidence

3 Music and Art

Evidence

Total

18

/18