SIOP Lesson Plan Template (Modified)

Date: TBD
Grade/Class/Subject: 6th, 7th, & 8th/ Mrs. Webbe/ ELL
Unit/Theme: Immigration, cultural mingling, and impacts on families
Lesson Topic: What are specific aspects of culture? Family History/Culture Interviewing
State Standards:
History (6th grade)
1. Analyze and interpret historical sources to ask and research historical questions
a. Identify ways different cultures record history (DOK 1)
b. Interpret documents and data from multiple primary and secondary sources while
formulating historical questions. Sources to include but not limited to art, artifacts,
eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites,
charts, graphs, diagrams and written texts (DOK 1-3)
c. Critique information to determine if it is sufficient to answer historical questions
(DOK 1-3)
Civics (6th grade)
1. Analyze the interconnectedness of the United States and other nations
a. Discuss advantages and disadvantages of living in an interconnected world
b. Examine changes and connections in ideas about citizenship in different times and
places
WIDA Standards: The language of Social Studies and the language of social and
instructional communication.
Anti-Bias Goals: Students will gain pride and positive social identities. Students will develop
respect and understanding of human differences and similarities.
Content Objective: Students will identify at least 3 examples of invisible and visible aspects
of culture, and recognize different ways cultural mingling can affect people.
Language Objective: Students will write at least 3 interview questions for the family member
they will interview that will help them learn about visible and invisible aspects of their culture.
Key Vocabulary:
Culture (cultura)
Visible (visible)
Invisible (invisible)
Factors (factores)
Aspects (aspectos)
Supplementary Materials:
Picture of culture iceberg
culture slam poetry video
Poster paper and markers

Students phones/tablets

Higher Order Questions:

Compare and contrast visible and invisible aspects of culture.
Evaluate how your originating countrys culture has been viewed/treated in the US.
Time:
10 min

Lesson Sequence / Activities

Anticipatory Set:
https://www.youtube.com/watch?v=FjAMHQ3dLDk Slam poetry Culture
Tie into definition of culture and readings theyve already done.
Students will watch the video and then spend a five minutes silently
writing/reflecting about the video. What stood out to you? What did you learn
about the poets culture(s)?

Instruction:
Have students read the objectives so that they know what they are doing for the
day. Reiterate our definition for culture remember, culture is learned and
shapes how we view the word around us. Have a bilingual vocabulary list on the
wall. Have students add to this list as they find new words they dont understand
or are very important.

5 min

15 min

Introduce the idea that culture has visible and invisible aspects. Ask students
what they think that means. Then, split class in half. Have students create a
poster labeled either Visible or Invisible. Then they need to write what the
means and give examples. Students can use their phones to conduct some
research if necessary. These will be hung up in the classroom for students to
continue to refer to. Each group will share out what they put down to the other
group. May play music in the background (Manu Chao, Playing for Change,
etc.)

25 min

Then, have students form and circle and discuss how they think you can learn
about culture. List their ideas! Then, my cooperating teacher and I will model
conducting a family interview as one way to learn about culture using 5 highquality, example questions. Then students will have the rest of the class period
to discuss and write effective questions that get to invisible aspects of their own
culture. Teachers will conference and mingle with students to check their
progress and help them out.
Extension:
Why is it important to understand culture?
How does immigration and cultural interaction affect cultures and people?
The family interview is an extension of the content and language to their homes.
SIOP Features

Preparation

Application

_x_ Adaptation of content

_x_ Links to background
_x_ Links to past learning
_x_ Strategies incorporated

_x_ Hands-on
_x_ Meaningful
_x_ Linked to objectives
_x_ Promotes engagement

Integration of Processes

Group Options

_x_ Reading
_x_ Writing
_x_ Speaking
_x_ Listening

_x_ Whole class

_x_ Small groups
__ Partners
_x_ Independent

Scaffolding

Assessment

_x_ Modeling
_x_ Guided practice
_x_ Independent practice
_x_ Comprehensible Input

_x_ Individual
_ Group
_x_ Written
_ Oral

Reflections:
What went well?

What didnt go well?

What did I learn about my students?

What can a change for next time?