Part 5

Two Lessons & a Conclusion

Recap
I am creating two lessons for a Woodcrest Elementary School fourth grade
class where I previously student taught at, in Fullerton.
According to the US Census Bureau, in 2014, Fullertons population is 54%
White and 36% Hispanic. According to GreatSchools, Woodcrests
population is 86% Hispanic.
The majority of families and community near Woodcrest is low income, low
SES.
The class is Intermediate EL, with the remaining being fluent in English or
beginner EL.
One student is identified as GATE, one student is identified as SPED, and
one is identified as having a severe emotional disorder.
This information was gathered from my Slice Part 1 (http://screencast-o-
matic.com/watch/c21YbUnCCs)
Lesson 1
Grade: Fourth
Subject Matter Goals:
Students will learn about the
differences in people, culture, and
society through the use of
technology, music, and the arts.
(Subject areas: Technology, history,
creative expression).
Students will learn through the arts
and technology that morals can be
created, shifted, and different within
individuals over time (Subject areas:
Technology and creative expression).
Objectives
Students will learn what morals and values are, and
also identify one moral/value they have.
Students will be able to identify the differences
between a society and culture.
Students will identify differences across multiple
cultures on a global perspective.
Students will be able to identify the differences in
values/morals over the course of time in different
cultures.
Materials
Ipad
Pre-chosen music that represents different cultures.
Visual art examples from artists from different cultures/societies.
Learning journals
Sharpies
Water Color paint & brushes
Crayons
Printed pictures of the visual art examples
Document camera
iPod for playing music from different cultures.
Age appropriate magazines
Scissors
Glue
Chalk pastels





Vocabulary
Morals
Values
Society
Culture
Different

Modifications



English Learners:
Visual demonstration
Model several times
Total physical response to new vocabulary words
Provide wait time & pre-planned partners
Short and explicit instructions.
GATE:
Compare and contrast two different cultures and societies.
Find values/morals among those cultures/societies.
Triangulate the findings, make a hypothesis about how these are connected.
SPED:
Extend time to work on spread.
Designate roles for the computer use, with a partner.
Small group to keep engaged.
Designate as the researcher/question role.
Emotionally Disturbed (ED):
Front load expectations for behavior.
Positively reward good behavior.
Give this student the role to record information, something he feels confident
in.
Lesson Plan
This lesson will take place over the course of two weeks.
Engage (Day 1-2)
Students will get into small groups of 4.
Each student will interview another student to learn about their home life, beliefs, what they believe their
morals and values are, traditions, and other things about the student. They will be given 10 minutes to
interview and record.
The students will share, with permission, the most interesting facts about that person.
The class will come together, and have a discussion about what it was like when they learned about
someone who was different from them.
I will pose questions:
What does it mean to be different from you?
What do you think culture is?
What do you think morals are?
How do you think that influences our class?



Explore (Day 3-5)
As a class we will create a KWL chart.
The individuals in small groups will be divided into researchers, discussion leaders,
presenters, and information recorders.
Students will be given pre-picked websites that are age appropriate to look for the
questions and wonderings they made.
They must look for, but are not limited to:
What is culture? Society? Morals? Values?
How are they different around the world?
How are they different over time.
How do they express themselves differently? (give an example of music, visual art,
etc.)
Explain (Day 6-7)
Students will be given the choice of iMovie, Prezi, or Voicethread to show their
findings.
The groups will share their presentation to the class. Students will fill in their KWL
chart with each presentation.

Extend (Day 8)
Students will extend their knowledge by reflecting on their experience through their
learning journals.
They will be given materials to create a spread that reflects what they learned about:
values, morals, culture, society, and the differences between people on a global
perspective.
They must include in their spread:
What did you learn about?
Identify one value/moral you have.
What is one thing you still wonder about?
Evaluate (Day 9)
I will evaluate student learning and participation through observations. I will record those
who are participating in the activities and fulfilling their designated role in the group. I will
do this with a checklist.
I will evaluate the group on their presentation of the findings through the media of their
choice.
I will evaluate their understanding of culture, society, morals, and values through their
journal reflections.
Rubric
My rubric will be a checklist of
my objectives I have made for
the lesson. I will keep a running
record of students sharing with
one another, in their
presentation, to me, or in their
journals of the understandings
and identifying I wanted them to
take away.
Lesson 2
Grade: Fourth grade
Subject Matter Goal:
Students will demonstrate an understanding of figurative
language, word relationships, and nuances in word
meanings through the creation of poetry and conversation.
(Subject areas: Speaking, English language arts (writing),
and reading).
Students will make personal connections to their
favorite/least favorite characters in a book they previously
read. (Reading, language arts (speaking).
Objectives
Students will pull from the text,
Island of the Blue Dolphins,
examples of figurative language,
word relationships, and nuances.
Students will use those examples
to create poetry and express it in
conversation.
Students will either chose a
favorite character or least favorite
character from Island of the Blue
Dolphins.
Students will identify 3 personal
connections to that character.

Materials
Island of the Blue Dolphins
An excerpt from the book, highlighted with examples
of nuances, word relationships, and figurative
language.
Learning journals
Pens
Highlighters

Vocabulary
Figurative language
Nuances
Word Relationships
Poetry
Dialogue

Modifications
English Learners:
Visual demonstration
Model several times
Total physical response to new vocabulary words
Provide wait time & pre-planned partners
Short and explicit instructions.

GATE:
Compare and contrast Island of
the Blue Dolphins to another
book.
Compare and contrast two
characters from both books.
SPED:
Extend time to work on spread.
Small group to keep engaged.
Emotionally Disturbed (ED):
Front load expectations for
behavior.
Positively reward good
behavior.
Lesson Plan
This lesson will take place over the course of a week.
Engage (Day 1)
Begin by asking students Who is your favorite character of all
time, from a movie, video game, book, or show? Give students
an opportunity to think, pair, share.
The students will have a chance to share with the class.
I will ask questions:
Why is that person your favorite?
What qualities do they have that other characters do not?

Explore (Day 2)
Students will be given examples of different nuances, word
relationships, and figurative language from Island of the Blue
Dolphins.
Students will be grouped into small groups and asked to find
an example of each from the text in small groups.
Explain (Day 3-4)
In a small group students will create their own alternative
ending, using their favorite character in Islands of the Blue
Dolphins.
They will need to incorporate one of the following: word
relationships, figurative language, or nuances in the ending.
They will share their alternative ending with a partner in the
class.
Extend (Day 4-5)
Students will reflect on their favorite characters or least favorite
characters from Island of the Blue Dolphins.
They will create a concept map of personal connections they
have to that character.
Next, students will create a poem that involves their character
and the personal connections they have to them.
Evaluate
Students will be evaluated on their think, pair, share
participation.
Students will be evaluated on my observations from their
participation in the creation of an alternative ending, and their
examples of figurative language, nuances, and word
relationships.
Lastly, they will be evaluated on their final poem with the
character and personal connections.
Rubric
My rubric will be a checklist of my objectives I have
made for the lesson. I will keep a running record of
students sharing with one another, their alternative
ending, and their reflections in their journals of the
understandings and identifying I wanted them to take
away.
Conclusion
The curriculum breathes life into my philosophy because it
meets several needs I want for my students. First, I wanted to
talk about culture, value, and morals. I want my students to
build their identity and understanding of others. My philosophy
hopes to inspire and support my students as individuals and to
grow internally. Next, I want to create an environment that
creates relationships, curiosity, and safety. Having my students
frequently work together, reflect together, and converse is one
of the many ways I hope to encourage those aspects.
My affinity group was on low SES students. I made
modifications, and chose a school that correlates and
responds to a low SES student population. Additionally, I
brought culture and understanding of differences in societies to
encourage a multicultural perspective.

My curriculum demonstrates my multicultural
education commitments through the various
opportunities for peer to peer discussion. My students
will work in small groups and partners to communicate
and work together on activities and projects. Having
students participate together helps them to see
different perspectives, understand differences in
individuals, and maintain respect for others.
The curriculum is a reflection of what I learned this
summer because I was able to take a deeper look into
the curriculum and how it is built. I was also able to
consider my cultural and learners needs as I had new
lenses to offer support for those students.
These lessons are awesome because they meet more
than the traditional needs of history and language arts. I
also offer opportunities to technology, morals and values,
and art. I recognize that all areas need to be integrated,
especially the ones that will help my students grow as
people.