Sie sind auf Seite 1von 5

Lesson Plan

Name: Michaela O’Leary


Grade: 3rd Grade
Topic/Concept: Culture in North Carolina
Materials/Resources:
● Large map of NC
● Instructions & Articles for each station during Jigsaw
● Pens, Pencils, Markers
● Index Cards
● Ipads
● This is How We Do It ​by Matt LaMothe

Teaching Behavior Focus: Promote Collaboration


● Design learning environments that enable student collaboration
● Foster student engagement through discussion
● Utilize cooperative learning (jigsaw)

Learning Objective (measurable): Students will be able to explain how diverse cultures are
visible throughout North Carolina.

Standards:
3.C.1 Understand how diverse cultures are visible in local and regional communities.
● 3.C.1.1 Compare languages, foods and traditions of various groups living in local and
regional communities.
● 3.C.1.2 Exemplify how various groups show artistic expression within the local and
regional communities.
● 3.C1.3 Use non-fiction texts to explore how cultures borrow and share from each other
(foods, languages, rules, traditions and behaviors).

Assessment Plan:
Exit Ticket: Explain how diverse cultures are visible throughout North Carolina. Think back to the
articles you have read and everything that has been added to the map in the past two days.

New Vocabulary:
Summarize → ​to give a brief statement of the main idea or main points of something
Culture → ​customs, arts, and behaviors, achievements of a particular group
Diverse → ​showing a great deal of variety, very different
Dialect​ → form of language particular to a specific region or group
Folklore​ → the traditional beliefs, customs, and stories of a community; often passed through
generations by word of mouth.
Lesson Plan:

Launch

00:00-08:00 Read Aloud: ​This is While reading this book out loud to students, here are
How We Do It​ by some turn and talk points:
Matt Lamothe ● Page 6: Turn and talk with a neighbor about who
you live with.
● Page 10: How is this different from what you eat
for breakfast? (Call on students to share)
● Page 14: How do you guys get to school? Raise
your hand if you walk. Now raise your hand if you
ride the bus? What about carpool?
● Page 22: How is this different from the way you
spell your name? (Call on students to share)
● Page 30: Turn and talk with a neighbor about
how you help out at home.
● Page 40: What is the author trying to show you
here?

08:00-15:00 Google Slides Share the following presentation with students to


Presentation introduce the idea of culture by talking about foods
across NC, specifically Krispy Kreme.
https://docs.google.com/presentation/d/1u9EbtbZOwAzfk
OjEtAMk8jwassAwK17ZiWX0rVFV9hM/edit?usp=sharin
g

15:00-20:00 Donuts! Pass out Krispy Kreme donuts to all students.

Explore/Discuss

00:00-5:00 Lesson Introduction Since the lesson was already launched, here I will give a
brief overview of what students will be doing. Students
will be told that we are learning about the diverse
cultures found throughout North Carolina. They will be
told they are learning about these different cultures
through something called a Jigsaw. This means students
will be broken into small groups and each group will be
assigned a station. At the station there will be some type
of nonfiction text to read and discuss. Students will
become an expert on this topic and then come back and
share with the group what they learned. I will remind
students of community expectations and split them into 5
groups of 4. I will explain that each group member will
have a role. The roles are: timekeeper, reader, writer,
illustrator. The expectation at each station is that the
timekeeper will set a timer for 15 mins, the reader will
read the article or any other materials, and then the
writer will write a 1-3 sentence summary of what they
learned on an index card. Also on the index card, the
illustrator will draw some sort of picture that represents
what the group learned. Students will also be reminded
to remember where on the map of NC it would be best to
label where their station is. I will show them the map of
NC and explain that after each group shares what they
learned, their topic will be added to the big map of North
Carolina. Students will then be assigned one of the 5
stations: ​Sports, Language & Dialect, American Indians,
Folklore, o​ r ​Geography.

5:00-20:00 Jigsaw (Explore) During this part of the lesson, students in groups of 4 will
become experts on a specific topic relating to the diverse
culture here in North Carolina. Students will be expected
to read and look over all resources and then fill out an
index card with a 1-3 sentence summary as well as an
illustration. The teacher will be walking around to help
scaffold or remind students of community expectations
when necessary. Each station below has a google doc
containing the instructions and necessary resources for
students to complete the station.

Station 1: Sports
https://docs.google.com/document/d/1o9K6LsCwbHmSX
GEPGKHKu7D6LvnLij3kjMBMzp8rAGQ/edit?usp=sharin
g

Station 2: Language & Dialect


https://docs.google.com/document/d/10ve4ErgqX1ia70R
-db77CxWXuaKkbY-JxJrYLk9_4hg/edit?usp=sharing

Station 3: Cherokee Indians


https://docs.google.com/document/d/1cmeO7x7QWpz4Y
q6iIWXL4ApTjR0_sAt6pz7Jcnwt5B0/edit?usp=sharing

Station 4: Folklore
https://docs.google.com/document/d/1lSZCswAk0PlGV1
zP1sYETx0CyUWjtR8rO8zkWQOiJU4/edit?usp=sharing

Station 5: Geography (Piedmont Region)


https://docs.google.com/document/d/1IZ9iq6HQ64UrwtT
EH-EAy5SqB5z0sLeY3EypyW4S7tw/edit?usp=sharing
20:00-30:00 Discuss Each group will read their summary and show their
illustration to the class. They will put a sticky note and
explain where they think their topic should go on the
map. The teacher will then add a symbol and name on
the map to mark this area. Each spot should look like →

● Sports: ​There is a diploma in Durham, Chapel


Hill, and Raleigh to denote Duke University, UNC
Chapel Hill, and NC State.

● Language & Dialect: ​There is a mouth that is


talking in the outdoor banks to denote The
Carolina Brogue which is the dialect of the people
who live along the Outer Banks.

● Cherokee Indians: ​The Qualla Boundary,


territory for the Eastern Band of Cherokee
Indians, is oval-shaped in the Eastern part of the
Appalachian Mountains.

● Folklore: ​The Jack Tales and many other


folktales originated from the Southern part of the
Appalchian mountains in Eastern North Carolina,
so this will be denoted by a picture of a book.

● Geography (Piedmont Region):​ This is denoted


by a small deciduous forest (trees) in the middle
region of the state of North Carolina. Also there is
a triangle drawn between Durham, Chapel Hill,
and Raleigh to denote Research Triangle Park.

If there is extra time I will ask students the following:


● Turn and talk with a neighbor: What is one
interesting thing you learned about culture in NC?
● Can someone tell me where we can see different
cultures in North Carolina?
● Finally, what does the term “diverse cultures”
mean?

To close, I will discuss with students that everything we


learned about today is what makes up the culture in our
home state of North Carolina. I will discuss that it is
important we study culture to learn about where we live,
and all of the different peoples/groups that surround us.
Assessment
Students will be given about 10 minutes to fill out the following Exit Ticket after Part 2 of the
lesson. Because this is a formative assessment, no rubric will be used to assign a score but this
assessment will still help teacher in determining whether students met, partially met, or did not
meet the learning objective.

Explain​ how ​diverse​ ​cultures​ are visible throughout ​North Carolina​. Think back to the
articles you have read and everything that has been added to the map in the past two days.
How can we see diverse cultures throughout the state of North Carolina?