USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Social

3
Studies

Group
Size: 20

Name: __Brooklyn Westfall

Date of Lesson: 11/0911/10

Culture
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Lesson Content
SS.3.G.4.3- Compare the cultural characteristics of diverse populations in one of the five
regions of the United States with Canada, Mexico, or the Caribbean.
LAFS.3.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and
the words in a text to demonstrate understanding of the text (e.g., where, when, why,
and how key events occur).

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Day 1- How does culture influence our everyday lives?

Day 2- How does my culture vary from Mexican culture?

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,

Day 1- SWBAT correctly identify different aspects of culture with 90% accuracy.
Day 2- SWBAT correctly identify how their culture is similar and different from Mexican
culture with 85% accuracy.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Social
3
Studies

Group
Size: 20

Name: __Brooklyn Westfall

Date of Lesson: 11/0911/10

Culture
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

These lessons are part of an overall social studies unit based on the introduction of North
American cultures; differences and similarities. I chose to teach the lesson this way to
incorporate social studies and language standards in an effort to better integrate the
subjects. It is important for students to learn about cultures and how they can vary from
our own. It is important to have meaningful discussions on the topic of respecting others
and their cultures.

Evaluation Plan- How will

you know students have
mastered your objectives?

Day 1- The first formative assessment I will use will be a sticky note pre-assessment
where students will write down one thing they know about culture on a sticky note and
turn it in. The second formative assessment will be a rate your understanding from
students (self-rate 1-4) after we complete our class anchor chart. The third formative
assessment I will use will be anecdotal notes as my students complete their graphic
organizers.
Day 2- My first formative assessment will be observations and anecdotal notes during
the read aloud of Same, Same but Different. My second formative assessment will be a
rate your understanding from students once the directions are given for their double
bubble and the culture presentation.

Address the following:

What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Social
3
Studies

Group
Size: 20

Name: __Brooklyn Westfall

Date of Lesson: 11/0911/10

Culture
during this lesson or in
upcoming lessons?

Day 1- My summative assessment will be my students Graphic Organizer depicting their

culture.
Day 2- My summative assessment will be my students double bubble worksheet
comparing their culture with the Mexican culture.

What Content Knowledge

is necessary for a teacher
to teach this material?

The teacher needs to have accurate knowledge and information about Mexican culture
compared to American culture.

What background
knowledge is necessary for
a student to successfully
meet these objectives?

Day 1- Students need to have prior knowledge of North America and the countries that
make up the continent. Student should be familiar with culture as they were introduced
to the idea in 2nd grade. Students will be reviewing the definition of culture and sharing
their ideas on what they believe culture includes. As a class, we will create an anchor
chart depicting the different characteristics of culture, preparing the students to fill in
their own culture graphic organizer.

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about

Day 2- Based on the sticky note pre-assessment and the graphic organizers from the day
before, students should be ready to compare their own culture to another. If there are
any misconceptions noticed from the previous assessments, they will be addressed
before the read aloud. Based on the knowledge they gained about culture the day before,
students should be ready to learn the aspects of a second culture and accurately
compare the two cultures.

Students may not understand the meaning of culture. Students may confuse the
characteristics of culture. Students may not understand certain cultural characteristics.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Social
3
Studies

Group
Size: 20

Name: __Brooklyn Westfall

Date of Lesson: 11/0911/10

Culture
this content?

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the

Lesson Implementation
Day 1- This lesson will be guided release. It will begin with an individual sticky-note preassessment and then move to whole group instruction while we create a class culture
anchor chart. Then it will move to student work as they independently complete their
graphic organizer exit ticket.
Day 2- This lesson will be whole group instruction. Any misconceptions from the day
before will be addressed and discussed. These include; students thinking culture is
mostly about food/money, culture is the future, culture is talking nicely, and that culture
is leaves (?). The finalized anchor chart will be shared and I will ask students to give
examples from their own lives to make the concept more concrete. We will start with the
read aloud of Same, Same but Different. Students will then complete a double bubble
comparing their culture to Mexican culture as we work through our Mexican culture
PowerPoint.

Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Social
3
Studies

Group
Size: 20

Name: __Brooklyn Westfall

Date of Lesson: 11/0911/10

Culture
lesson for you.)

Evaluation).
5 min

Where applicable, be sure to

address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Teacher

5 min
Teacher/St
udents
10
min

Students

5 min

Teacher

10
min

Teacher

Teacher
15
min

Day 1
1. Introduce topic and EQ and hand each student a sticky note
for their pre-assessment.
What is culture?
2. Have students write their sticky and post it on the board.
3. Read some of the sticky notes, ask students;
Why did you choose that?
Do you have an example?
4. Create an anchor chart listing the characteristics of culture
(family, holidays, traditions, beliefs, clothing, music,
language, food, jobs)
5. Have students rate their understanding of culture (1-4).
6. 1-2 level students can receive additional support at the back
table. 3-4 level students can complete the My Culture Graphic
Organizer independently.
Day 2
1. Introduce new topic and EQ and review previous days lesson.
Address any misconceptions that were noticed in the previous
days assessments. Address the following misconceptions:
Culture is the future
Culture is leaves
Culture is only about money or food
Culture is talking nicely
2. Ask students to join together on the rug by tables. Read Aloud
Same, Same but Different. Discuss page 4
How are they different?
How are they similar?
3. Discuss page 7
How are you Same, Same but Different?

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Social
3
Studies

Group
Size: 20

Name: __Brooklyn Westfall

Date of Lesson: 11/0911/10

Culture
4. Have students return to their seats and look at their returned
My Culture Organizer and the double bubble. Explain that
students will be comparing their culture to Mexican culture
with their double bubble as we talk through a presentation on
Mexican Culture.
5. Talk through the Mexican Culture PowerPoint and help
students discuss the comparisons and contrasts they make.
6. Walk around the room as students fill in the double bubble.
Ask questions;
What is this like in your culture?
Why did you choose this?
How are they different?
7. Collect double bubble worksheet from students for
summative assessment.
a student struggles with the content?
Most of the lesson will be whole group instruction to build foundational knowledge. There
are instructors in the room to provide additional support at the back table if needed.

What will you do if

a student masters the content quickly?

If students master the content quickly they can be class tutors and help their peers list
characteristics.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
I have students from multiple cultural backgrounds, although no one has background in
Mexico, and this topic of discussing our similarities and differences would be beneficial to
developing citizens who are knowledgeable and accepting of others.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Social
3
Studies

Group
Size: 20

Name: __Brooklyn Westfall

Date of Lesson: 11/0911/10

Culture

If applicable, how does this lesson connect to/reflect the local community?
Creating students who are cultural aware is connected to the type of people they will
become when they join society as adults.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Students will be encouraged to use the computers to look up a culture different than
theirs to share with their peers.

How will you differentiate instruction for students who need additional
language support?
There are multiple visuals provided throughout both lessons. There can also be directions
in the home language if necessary.

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

L.G. will need to move and visit the wiggle carpet throughout lessons.
A.R. may struggle with the content and should have progress monitored closely.
G.V. needs to sit closer to the teacher.
A.S. may use the standing desk.
C.G. use an ATD pencil to help with his writing skills.
I.R. needs to sit close to see the board.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Social
3
Studies

Group
Size: 20

Culture
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Same, Same but Different

21 copies of the My Culture Graphic Organizer
21 copies of the Double Bubble
Projector and White Board
21 Sticky Notes
Anchor Chart Paper and Markers

Name: __Brooklyn Westfall

Date of Lesson: 11/0911/10