Lesson Plan Template

NEPF + Components of an Effective Lesson Hybrid

Name Ashley Moreno

Grade Level Eighth

Subject Area Social Studies

Main Topic Culture

CCSD Standard Describe the elements of culture.

Standard 1: Learning Purpose and Connections

What will the students be learning?
What are the big concepts for the lesson?
How will students know the objectives for the lesson? [Daily Objective]
How will students know the purpose and relevance of the lesson?
What resources/technology will help students make connections to previous learning? [Daily Review]
How will students receive feedback for their review?
How will students build their current knowledge?
How will the lesson be introduced? [Introduction]

The big concepts for this lesson are the seven elements of culture: social organization, customs and traditions, language, arts and literature, religion,
forms of government, and economic systems.
I will discuss the objectives of this lesson with the students before I begin to teach the lesson.
Students will know the purpose and relevance of the lesson as I begin to give examples of each element of culture. They will hopefully relate to an
example, which will lead them to the purpose of this lesson. The purpose of this lesson is to show the students that our planet holds many different
cultures. This is also meant to be an eye-opening lesson.
A PowerPoint presentation will be used to help students connect with this learning. I will also use a pull-down map to show the students where
countries are so that they can connect a culture to its country.
Students will receive feedback for their review through whatever grading system the school I am working at uses. For example, if I were working at a
Las Vegas high school they would receive feedback through Infinite Campus.
Students will build their current knowledge through a group discussion. I will have them pair up with others to discuss what they learned and share
their perspectives on what they thought of each element of culture.
The lesson will be introduced with me asking the students what they believe culture is. I will ask for examples, definitions, or just personal opinions.
Standard 2: Learning Tasks and Cognitive Demands
How are students supported in achieving the learning goals?
What Depth of Knowledge levels will students experience in the learning tasks?
How will students be supported to experience deeper learning? Address any SPED, Gifted or ELL students [Concept and Skill
Development and Application]
How will students be challenged to advance their thinking and skills? [Concept and Skill Development and Application]

DOK: Questions to increase depth of knowledge.

o Why would a culture located in America be different than a culture located in a different country? What may some of these differences be?
(DOK 4)
o How does Americas economic system work? Why do you think it works that way? (DOK 2)
Support:
o Visual: Clothes other cultures wear, food other cultures eat, PowerPoint, video
o Auditory: Lecture, use Spotify to listen to music from other cultures, video
o Kinesthetic: Building a map of the continents and pinning certain cultural aspects such as food and clothes on each continent
o SPED: Put students in small groups for discussion or form classroom centers that contain information and materials of each element of culture
o ELL: Allow ELL students to offer insight on their culture if they please, have short group discussions after each element
o Gifted: Create a small scrapbook of their culture that contains images and written examples of each element of culture. Images could be drawn,
found online, or personal
Learning Activities:
o Play video: Bidi Bidi Bom Bom by Selena https://www.youtube.com/watch?v=RKGbjJarMeA
o Teach words of Bidi Bidi Bom Bom to students. Since I speak Spanish, I will be able to translate and explain the meaning of the song to the
students. Any other Spanish-speaking students will be encouraged to participate in the translation of this song.
o Have a potluck.
Materials: Plates, forks, spoons, cups, other utensils, food, napkins, drinks.
Method:
Explain why, when, and how cultures eat certain foods. For example, it is a tradition in Mexico to eat a pastry called Rosca de
reyes on January 6 (Kings Day).
Certain foods popular in America originated in other cultures. Students will attempt to guess which food originated where. I
will then share the answers with them. For example, pizza is a popular American food, but it originated in Italy. I would have
students submit their guesses to Kahoot. The student with the most correct guesses will get extra credit.
Students will discuss with other students what foods they recognize and what foods they do not recognize. I would also like
them to share any stories they have associated with foods they have eaten before. For example, Mol is a popular food in my
culture. I would talk to my students about how my Grandma makes the best Mol anyone has ever eaten.
Standard 3: Engagement Strategies and Discourse
How will students engage in interactive dialogue and/or discussions? [Guided/Independent/Group Practice]
How will students develop their skills in argumentation, explanation, and critique, using logic/evidence to support or refute a claim or
position?
How will students use multiple representations of concepts in their thinking? (i.e., graphic organizers, visuals, drawings, concept maps, videos,
simulations, data formats)
What opportunities will students have to use their personal experiences and knowledge to connect to the new concepts and skills?
How will students collaborate with each other?

Students will be allowed to critique cultures as long as they are not saying anything offensive. Some things other cultures practice are seen as taboo in
ours, so they will be allowed to share their opinion on these taboo practices. If they do not agree with some of these practices, they will have to explain
why using reasons that are logical. Only saying the practice is weird will not suffice. Other students will be able to refute whatever a student has to
say about a cultures practices.
As mentioned in Standard 3, kinesthetic learners will have the option of building a map of the continents and pinning certain cultural aspects such as
food and clothes on each continent. This option will also be available for other learners. I may decide to just break the class into separate groups.
Creating classroom centers for each element of culture that contains these maps and pins will also be something I may do. The simplest way to do this
would be to have a map of the continents displayed on the Smart Board. Photos of different cultural aspects will also be displayed. Students will be able
to go up and drag an aspect to a continent. Each of these representations will have students build a connection between certain cultures and cultural
aspects.
At the end of this lesson, students will be told to use Microsoft Word or Google Docs to write a short paper on their culture. In that paper, they will
identify how the seven elements of culture apply to their culture. They will compare and contrast their culture with a culture of their choice.
The main way students will collaborate with each other is through group discussions. As I mentioned in the first bullet point, they will be able to debate
about certain cultural aspects. There will also be what I mentioned in the second bullet point. For that one, the students will be able to work together
to come up with the correct answers.

Standard 4: Student Understanding of and Responsibility for Learning

How will students reflect on their learning progress through structured metacognitive activities?
How will students reflect on the learning goals, the performance criteria and purpose of the lesson?
How will students share their progress?
How will students be supported in revising their learning strategies based on their progress?

Students will reflect on the learning goals, performance, criteria, and purpose of the lesson by writing a short paper at the end of the lesson. I described
some requirements of this paper in the third point of Standard 3. I would also have them reflect on what they learned by comparing what they thought
culture was to what they think it is after the lesson.
Students will share their progress by writing short paragraphs on what element we learned that day. The paragraphs will be posted on their Penzu
accounts. This will help me determine which elements I need to re-cover and which ones I need to cover less.
I will use Remind to text message students who are struggling with certain elements. For example, if a student is struggling with the Arts and Literature
element of culture, I will send that student the video of Selena performing Bidi Bidi Bom Bom to remind them that music is an example of arts and
literature.
Standard 5: Assessment Integrated into Instruction
How will student progress be assessed?
How were student pre--assessments or work samples used to plan this lesson?
What evidence of student learning will be generated during the lesson? (i.e., writing, one--to--one conferencing, discussions with peers,
instructional tasks)
How will students receive formative feedback?
How are instructional adjustments made based on student formative assessment results?
What homework will be issued to support the lesson? [Homework]
How will the lesson be closed? [Closure]
How will the lesson be reviewed? [Long-term Review]

The group discussion at the beginning of this lesson on how the students see culture (mentioned in the final point of Standard 1) is something that I
would use to plan this lesson. For example, if a student defines culture as a persons race, then I will make sure to clarify that there is more to culture
than just a persons race as I go through the lesson.
Student learning will be evident through group discussions, writing, and one-to-one conferencing. I will use one-to-one conferencing with students who
are struggling to grasp the concepts of the lessons or for students who are struggling with a specific element of culture. Instructional tasks include
students bringing in food for the potluck, finding songs, or wearing clothes from their culture.
Students will receive formative feedback in person (I will talk to these students) for assignments we complete in class. For assignments done or
completed at home, students may reach me through our classes Edmodo account. I will answer any questions the student or parents may have through
Edmodos messaging system.
While assessing the work my students have done, I may notice that some of them are not fully grasping a concept. For those students, I will re-cover
whatever they do not understand. Students that understand the concepts will be able to work together using Voki to create an avatar that discusses
the concepts that the other students are struggling with. The Voki will then be presented to the rest of the class, and the struggling students will be
able to see how others have perceived the concepts they have been struggling with. A different perspective and my one-on-one instruction will
hopefully help them fully grasp the concept.
Homework that will be issued includes: students finding a song from their cultures so that we can create a playlist, students asking their family
members about the cultures they came from, students wearing clothes their cultures wear and bringing in food their cultures eat, etc. For the family
member assignment, students will have to write the answers on a paper I will provide.
Showing the students one of the most memorable episodes of I Love Lucy, which is a show that has a huge impact on Americas culture, will close the
lesson. The episode will be Job Switching.
Throughout this lesson, I will be taking photos of the activities students perform in class using a digital camera. For example, I will be taking pictures of
the students while they are listening to music they have collected, while they are mingling during the potluck, while they are working in groups or
working at the classroom centers, and while they are watching the I Love Lucy episode. I will also take photos of any students that have brought food or
clothes to wear. These images will then be uploaded on Animoto and turned into a presentation that will be displayed on the Smart Board. We will
watch the presentation as a class and we will discuss the photos and what cultures we are seeing in each photo. We will also discuss our memories of
the days that were photographed. This will be our review of this lesson.