Teacher Education Lesson Plan Template

Student Teacher: Tiffani Cosendine Date: April 10, 2019

Title of Lesson: My Family’s Culture Cooperating Teacher: Mrs. Braun

Core Components
Subject, Content Area, or Topic

Art/Writing

Student Population

23 Students; First Grade

Learning Objectives

Students will learn about simple aspects of culture, such as food, clothing, traditions/holidays,
homes, and families. They will understand that people live differently in different places all
over the world because of their culture. Students will reflect on their own family’s culture with
a worksheet.

Virginia Essential Knowledge and Skills (SOL)

History 1.13: The student will understand that the people of Virginia c) include people who
have diverse ethnic origins, customs, and traditions and are united as Americans by common
principles.

Visual Arts 1.6: The student will depict personal experiences in works of art.

Materials/Resources

Same, Same but Different by Jenny Kostecki-Shaw (book or read aloud on YouTube),
SMART board/document camera, pictures of people/food from different cultures, “My Family’s
Culture” worksheet, pencils, crayons

Time
Process Components
(min.)
5 mins *Anticipatory Set

Students will read the book Same, Same but Different by Jenny Kostecki-Shaw. The
teacher can read the book or play a read-aloud online. After the story is read, TTW
ask students to list differences between the two main characters. Students will reflect
on how the characters lived differently since they lived in different places. TTW
explain how someone’s culture determines how they live, including what food they
 eat, what clothing they wear, their beliefs/traditions, what things they enjoy doing,
and more.

*State the Objectives (grade-level terms)

1. I can understand how someone’s culture affects the way they live.

2. I can understand how people in different places live differently because of their
cultures.

20-25 *Instructional Input or Procedure

mins
1. After reading the story in the Anticipatory Set, TTW show students pictures of
food, clothing, and celebrations from different cultures (Spanish, Indian, and
Chinese). TSW observe how these things differ from what they generally see in
America/Virginia. TTW facilitate a discussion where students discuss their own
family’s culture. What things do they eat? What do they celebrate? What language(s)
can their family speak? etc.

2. TSW complete a two-sided worksheet where they reflect on their own family’s
culture. TSW complete the sentences on the worksheet that state what their family
eats, a holiday they celebrate, what language they speak, and what their family likes
to do. TSW also draw and color pictures to represent their thoughts.

*Modeling

TTW explain what is necessary to complete the worksheet.

*Guided Practice

TTW lead students through the anticipatory set and #1 under instructional input.

*Independent Practice

TSW complete the “My Family’s Culture” worksheet independently.

*Closure

Students may be called on to share about their family’s culture with the class.

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date

Signature
WORKSHEET