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Culture in the Classroom

Stage 1

Standards:
K.SS.1.1.1 Share stories, pictures, and music of one’s own personal life, family and culture.
K.SS.1.1.2 Describe how families celebrate in many different ways.
K.SS.1.1.3 Describe how individuals have similarities and differences.
K.SS.1.1.4 Describe how each person is special and unique within the classroom.
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

Big Ideas: Learning about other cultures gives us an understanding and appreciation of them.

Key Understandings:
Students will understand that…
● Respect for others culture is part of being a good citizen.
● We all come from somewhere.
● Where we come from may shape who we are.
● Different cultures create a more diverse community.

Essential Questions:
● How does someone else’s culture affect you?
● What would society be like if we were all exactly the same?
● How has your family's background shaped your current traditions?
● How might you have an effect on future generations?

Students will know…


● What countries their ancestors came from.
● Some of the different cultures that around them.

Student will be able to…


● Identify differences in culture respectfully.
● Present what they have learned about their families culture.

Topic - Culture in the Classroom


Stage 2 - Assessment Evidence

Pre-Assessment:
This will be an oral test, with the exception of 2 questions, based on the students culture the and
the culture of others in the classroom.

Performance Tasks:
Fill out family information sheet with a parent or guardian.
Create a poster about your family culture and where your family is from.
Make a short book about what makes students in the classroom unique.
Bring an item to class that represents a way your family celebrates birthdays, holidays, or other
important events.
Write a letter to someone of another culture appreciating something special about them.

Other Evidence:
Using vocabulary such as similar, different, culture, celebrate, etc.
Spontaneous compliments between students.
Explanation of what makes us who we are and how being different is good.

Post-Assessment:
It will be the same as the pre-assessment along with an oral response to the essential questions.
Name: ___________________
Pre-Assessment
Culture in the Classroom

1. What is a story about your family?

2. What countries are your ancestors from?

3. What is one way your family celebrates?

4. What is one way someone celebrates differently than you?

5. What is one similarity between you and someone in the class?

6. What is something that is different between you and a classmate?

7. Draw and describe something that makes you unique?

8. Draw and describe something that makes [student name] unique?

Name: ___________________
Post-Assessment
Culture in the Classroom

1. What is a story about your family?

2. What countries are your ancestors from?

3. What is one way your family celebrates?

4. What is one way someone celebrates differently than you?

5. What is one similarity between you and someone in the class?

6. What is something that is different between you and a classmate?

7. Draw and describe something that makes you unique?

8. Draw and describe something that makes [student name] unique?

9. How does someone else’s culture affect you?

10. What would society be like if we were all exactly the same?

11. How has your family's background shaped your current traditions?

12. How might you have an effect on future generations?


Blueprint:

Standard/ Pre-Test Post-Test Type Level of Scoring


Objective Questions Questions Bloom’s
Taxonomy

1 K.SS.1.1.1 What is a What is a Oral, free Remember 1- Answer that is


Share stories, story about story about response relevant to the
pictures, and your your question and
family? family? Use about their own
music of one’s
pictures family.
own personal and music 0- Off-topic
life, family and that answer or
culture. support answer about
your story. someone else.

2 K.SS.1.1.1 What What Oral, free Understand 1- List of


Share stories, countries countries response countries may
pictures, and are your are your include which
ancestor.
music of one’s ancestors ancestors
0- No countries
own personal from? from? listed.
life, family and
culture.

3 K.SS.1.1.2 What is What is Oral, free Remember 1- Describes a


Describe how one way one way response tradition or or an
families your family your family example of a way
celebrates celebrates? their family
celebrate in
? celebrates
many different holidays,
ways. birthdays, or
other important
events.
0- Gives an
unrelated
response.

4 K.SS.1.1.2 What is What is Oral, free Analyze 1- Describes a


Describe how one way one way response tradition or or an
families someone someone example of a way
celebrates celebrates someone else
celebrate in
differently differently celebrates
many different than you? than you? holidays,
ways. birthdays, or
other important
events.

5 K.SS.1.1.3 What is What is Oral, free Analyze 1- Gives an


Describe how one one response example of what
individuals have similarity similarity what makes
similarities and between between them the same.
differences. you and you and 0- Gives a
someone someone in difference or and
in the the class? off-topic
class? response.

6 K.SS.1.1.3 What is What is Oral, free Understand 1- Gives an


Describe how something something response example of what
individuals have that is that is makes them
different different different.
similarities and
between between 0- Gives a
differences. you and a you and a similarity or and
classmate classmate? off-topic
? response.

7 K.SS.1.1.4 Draw and Draw and Oral and Create 1- Draws


Describe how describe describe creative something and
each person is something something free gives a
that makes that makes response thoughtful
special and
you you response specific
unique within the unique? unique? to themselves.0-
classroom. Gives an off-topic
response.

8 K.SS.1.1.4 Draw and Draw and Oral and Create 1- Draws


Describe how describe describe creative something and
each person is something something free gives a
that makes that makes response thoughtful
special and
[student [student response specific
unique within the name] name] to that child.
classroom. unique? unique? 0- Gives an off-
topic response.
Social ELA Standard Vocabulary Conce Teach Strate Asses
Studies & Objective Terms pts/ ing gies sment
Standard, Essen Materi Used of
Goal, & tial als Stude
Objective Questi nts
ons

Day 1 K.SS.1.1.1 SWBAT Ancestor: a What Plann Self- Compl


Share research about person, traditio ed Direct ete
stories, they own typically one ns questi ed questi
ancestors and more remote make ons on ons
pictures, and
share with the than a your paper
music of class. family to take
one’s own grandparent,
unique how to
personal life, from your ? parent
family and family tree s.
culture.
Culture- the
Objective:
SWBAT habits, beliefs,
understand and traditions
that where of a particular
you come
people, place,
from can
determine or time
cultural
traditions.

Day 2 K.SS.1.1.1 SWBAT create a Culture- the What Project Prese Answe
Share way to share habits, beliefs, creativ materi ntation r post-
stories, information they e ways als: Buddy assess
have learned and traditions can poster share emnt
pictures, and of a particular
about their we board, questi
music of family with their use to scissor ons.
people, place,
one’s own peers. repres s,
or time.
personal life, ent crayon
family and
Tradition- the your s,
culture. transmission family' glue.
of customs or s
beliefs from culture
?
generation to
generation,
or the fact of
being passed
on in this
way.
Day 3 K.SS.1.1.3 Students will Similarity- How List of Venn Self
Describe be able to something that does websit Diagra assess
how someon es for form if
compare and is the same studen m to
individuals contrast a Difference- e elses compar they got
ts to
have tradition read as
variety of something that e and
similarities s affect about much
cultures in a is different contras
and you? their informat
differences
respectful way Culture- the Why is chose t two ion as
and report at habits, beliefs, culture n culture they
least 3 and traditions and countr s. could.
similarities or of a particular y. KWL-
tradition
Poster
differences people, place, so or about
they have or time importa presen the
learned. Heritage- nt? tation country
valued objects What materi they
do you als.
and qualities chose
want
such as to
your
cultural compar
posterit
traditions, y to
e their
unspoiled know culture
countryside, about to.
and historic you?
buildings that
have been
passed down
from previous
generations
Influence-
have an effect
on the
character,
development,
or behavior of
someone
Ancestor- a
person,
typically one
more remote
than a
grandparent,
from your
family tree

Day 4 K.SS.1.1.2 SWBAT Celebrate- How Stude Stude Checkl


Describe represent two acknowledge do nts will nts will ist of
how families differences in differe need pair the
culture by (a significant nces superv share differe
celebrate in or happy day
creating a way make ision and nces
many to show the us on use a that
or event) with
different class. unique websit Venn each
a social
ways. ? es and Diagra studen
gathering or Why books m to t
enjoyable do to find note shows
activity. people the the the
Holiday- a choos differe differe class.
e to nces nces.
day of celebr they
festivity or ate are
recreation things interes
when no differe ted in.
ntly?
work is done.
Tradition- the
transmission
of customs or
beliefs from
generation to
generation,
or the fact of
being passed
on in this
way.
Relic- an
object
surviving
from an
earlier time,
especially
one of
historical or
sentimental
interest.
Day 5 K.SS.1.1.4 SWBAT explain Similarity- How All Prese Each
Describe what they have something that can studen ntation studen
how each learned about we ts s t will
their peers is the same use poster Aroun share
person is Difference-
culture while respec s are d the about
special and looking at the tful posted world anothe
something that
unique within posters around words aroun sharin r
is different
the the classroom. to talk d the g time. studen
classroom.
Culture- the about classr t's
TECH habits, beliefs, our oom. poster
STANDARD and traditions friends the
of a particular differe things
nt that
people, place, culture they
or time s? learne
d.
Discovery/Inquiry Lesson Plan
Topic: Personal Heritage/ World Grade Level: Kindergarten Name: Sophia Murdoch &
Culture Lindsay Ochs

# 3 in a series Grouping: Independent

SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

Social Studies Standard: K.SS.1.1.3 Describe how individuals have similarities and differences.

Literacy Strategies: Venn Diagram to compare and contrast two cultures.


KWL- about the country they chose to compare their culture to.

Objective/s: Students will be able to compare and contrast a variety of cultures in a respectful way
and report at least 3 similarities or differences they have learned.

Vocabulary terms and definitions:


Similarity- something that is the same
Difference- something that is different
Culture- the habits, beliefs, and traditions of a particular people, place, or time
Heritage- valued objects and qualities such as cultural traditions, unspoiled countryside, and historic
buildings that have been passed down from previous generations
Influence- have an effect on the character, development, or behavior of someone
Ancestor- a person, typically one more remote than a grandparent, from your family tree

Technology Integration: ICT.K-2.1.b With guidance from an educator, students learn about various
technologies that can be used to connect to others or make their learning environments personal and
select resources from those available to enhance their learning.

Accommodations:
● Send notice home to parents so they can help them with research and reading.
● Let ELA students share in their native language and English if they want to share that culture with the
class.
● Pair struggling students with proficient students so they have a partner to assist them.
● Give extra time to those who need more time to read something accurately.

Time What the teacher will say and do. What the student will say and do. Materia
ls
Anticipatory Set/Gain Attention & Recall prior The country my ancestors are from is White
Knowledge: Mexico or England… board/
List the different country from the previous Students will go over the list together and markers.
lesson about each students culture and their look around the room at the posters that Posters
posters they already made. Recall the each of them already completed during the on
presentations they already did on their own previous lesson about their families culture. display
culture and think about the other presentations around
their classmates did. the class

Teacher Input: They will report to the teacher which Paper


Remind them to write down their definitions of country they chose and record the and
similarity and differences. Also make notes of similarities and differences. pencils.
them between their culture poster and the new
country they chose.

Discovery Or Inquiry questions: Discovery Or Inquiry questions:


How does someone elses traditions affect We see and hear them doing different
you? things.
Why is culture and tradition so important? We are proud of where we come from so
we should continue what your parents and
grandparents do. How can we keep our
What do you want your posterity to know culture alive today?
about you? The things we did that were awesome!
What makes us awesome?
What do our cultures have in common?
How does that affect me?
Explore Activity: Explore Activity:
Students will choose a country that their Students will be using their peer’s posters Handou
ancestors are NOT from, from the class list to research the country they have chosen. t with
and do research on that countries culture. This research will be represented in a Venn the
Thy will get with other children in the Diagram or like form to the class at the end
Venn
classroom to complete a Venn Diagram where of the chapter.
Diagra
they identify a unique trait of each culture and
then something that they have in common.
m
They can write them on the diagram and then already
illustrate them to present to the class. made.

Teach: Teach:
“It is amazing to see what makes different The students will share with a partner what
cultures unique and what they have in they have learned and a few will be called
common with other cultures. I want you to look on to share what they talked about.
at all the posters and Venn Diagrams we have
made together. You each are unique and you
each are special. Our backgrounds have
made us who we are and it makes the
wonderful classroom we have! Thank you for
sharing what makes you special.”

Apply: Ask volunteer students to present first Apply:


on the similarities and differences in their Each student will present their findings and
Venn Diagram, then other students can join in the class discussion on why it is
present as assigned. important to be respectful of our
differences in culture.

Closure: Name a few ways to show respect to Learn about them. Ask questions. Don’t
others cultures. make fun of something just because it’s
What is something that you admire about different.
another culture that you would like to try?

To be collected: Presentation material from their research. Venn Diagram

Reflection (done after the lesson)


Cooperative Learning Lesson Plan
Topic: Personal Heritage/ Grade Level: Kindergarten Sophia Murdoch, Lindsay
World Culture Ochs

Lesson # 4 in a series Grouping:3-4 students

CCSS: SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

2 Literacy Strategies: Pair share so students help each other learn.


Brainstorming and discussion for groups to feed off each others ideas.

Social Studies Standard: K.SS.1.1.2 Describe how families celebrate in many different
ways.

Social Studies Objective:Students will be able to create and describe an object that is
unique to another culture and the way they celebrate.

Vocabulary terms and definitions:


Celebrate- acknowledge (a significant or happy day or event) with a social gathering
or enjoyable activity.
Holiday- a day of festivity or recreation when no work is done.
Tradition- the transmission of customs or beliefs from generation to generation, or the
fact of being passed on in this way.
Relic- an object surviving from an earlier time, especially one of historical or
sentimental interest.

Technology Integration: ICT.K-2.1.b With guidance from an educator, students learn


about various technologies that can be used to connect to others or make their
learning environments personal and select resources from those available to enhance
their learning.

Accommodations:
Student who is visually impaired-
1. Assign seating to each group and make sure to place this student closer to the
board with a student that will make sure they are aware of what’s going on up
front.
2. Have someone else take notes for this student.
3. Make sure the lesson includes auditory teaching to reiterate what is visual.
4. Have students read aloud things that student may not be able to see.
Student with poor interpersonal skills-
1. Outside of class ask a student who has been hand picked to be in this students
group to be respectful and aware of this students social skills and be their
buddy through the lesson.
2. Conference with that student to find out what they are comfortable with and
encourage brave group work.
3. Place them in a group with kind accepting students.
4. Assign this student a role that only requires them to step a little bit out of their
comfort zone.

Time What the teacher will say What the student will say Materials
and do. and do.

1 min Gain Attention: Gain Attention: None


The teacher will pull out a The children might say
party blowout noisemaker, “Wow!” or “What are we going
blow it and say “today we are to do teacher?”
going to explore different
cultural celebrations from
around the world!”

2 min Recall Prior Knowledge Recall Prior Knowledge None


“We have already learned Students can list the places
about the family history of that their ancestors come
students within our from.
classroom. We have learned
that their ancestors come
from all over the world. Today
we will learn how those
cultures around the world
celebrate differently.”
4 min Teacher Input: Teacher Input Envelopes
We will each be a part of a Can we pick our groups? on each
team. Each team will have I love my partners! cultural
the opportunity to learn about How much time do we have celebration
different cultural celebrations to pick our topic and decide
around the world. You will with our group. Can we work
each have a role that you will together or just on our own?
take on in your group
together, you will create an
item that represents the
cultural celebration that you
chose.
I will call a name from each
group. When I call your
name, you will come and
choose one of these labeled
envelopes. Inside you will find
information and images on
that specific celebration.
The options you have to
choose from are:
Mexico’s Dia de Los Muertos
Brazil’s Carnival
China’s Chinese New Year
Spain’s Running of the Bulls
Ireland’s St. Patrick’s Day
India’s Holi Color Festival
3 min Group Organization: Group Organization: Envelopes
They will be heterogeneous The children will come up and and
groups of 4 students. They choose an envelope as their descriptions
will also be mixed by ability name is called. If they are not of each role
levels. This way the children being called up they will sit
can all contribute to the quietly. Once they are all in
project based on their their groups, they can open
strengths. There will be a list the envelope and see who is
in each envelope of the roles, assigned to what role.
their descriptions, and the
name of the group member
assigned to that role.
Roles:
Cutter/Discussion Leader-
cuts out the item template
they found in the envelope
Reader- reads the
information sheet, found in
the envelope, to the rest of
the group
Speaker- briefly presents to
the class their item and its
importance
Illustrator- will color the item
template after it is cut out by
the cutter
15 min Positive Interdependence: Positive Interdependence Checklists
Each student will be assigned Here is the checklist they will
a role to take on in their mark as they complete their
group. The short project responsibilities.
cannot and will not be Discu
completed unless each child ssion
does their part. The roles and Lead
er
their descriptions are listed
above. There will be a Read
er
checklist for them to submit.
They will each check off their Spea
job as they complete it. ker

Illustr
ator
Individual Accountability- Individual Accountability- Checklist
They give themselves points They will be given worksheets
for each part of their role that with the due dates for
they complete. different information that is a
checklist and they grade
themselves.

Equal Participation- Equal Participation Reflection


After the project students will Each student will fill out a form
do a peer review about how form reviewing each of the
much each group member students in their group. They
contributed to the group work. will have to participate in
order to receive full credit.

Simultaneous interaction Simultaneous interaction Whiteboard


“Boys and girls, we will now The children might say “We and marker
have the opportunity to can have a party.”, “We can
answer two very important have them teach us about
questions. First, what can we their cultural celebrations.”, or
do in order to recognize “We can allow them to
cultural celebrations around celebrate however they want
the world? Second, what can without any ridicule or
we do to make people from persecution.”
around the world feel
welcomed and valued in
today’s society? We will
brainstorm ideas as a class
and write them on the board.
If you have an idea, comment
or question, raise your hand.”

20min Curricular assessment: Curricular assessment: Presentations


The students will then present The children will each say
their item that they have something specific to the
created and what in means to culture they studied. If the
the people of that culture. student presents and is on
Each student will say topic, they have met the
something about the item objective. If a student would
they helped create. This rather write their explanation
helps the students to clearly of the object and its
meet the objective in a fun importance, that is acceptable
way. as well.
3min Closure & Debriefing Closure & Debriefing None
“We have learned a lot today The children will talk about
about how cultures around the things they learned that
the world celebrate day about cultural
differently. What were some celebrations and how it has
of the most fun and impacted them.
interesting facts you have
learned today? How does
learning about different
cultural celebrations change
the way we feel about that
culture? I also want to thank
everyone for working hard
together and for doing your
part. It is important for us to
work together because we
need each other.”

Reflection (after the lesson)


Self-Directed Lesson Plan

Topic: Individuals family Grade: Kindergarten Sophia Murdoch and


culture and traditions. Lindsay Ochs

Lesson # 1 in a series

CCSS.ELA-LITERACY.SL.K.5 Add drawings or other visual displays to


descriptions as desired to provide additional detail.

2 Literacy Strategies:
Drawing and Artwork: students will be able to draw things that represent their
research.
Brainstorming and discussion: students will need to plan out their poster and how they
will show what they have learned.

Social Studies Standard: K.SS.1.1.1 Share stories, pictures, and music of one’s own
personal life, family and culture.

Curricular objective: SWBAT research about they own ancestors and share with the class in
a creative way.

Vocabulary terms and definitions:


Ancestor: a person, typically one more remote than a grandparent, from your family
tree
Culture- the habits, beliefs, and traditions of a particular people, place, or time

Technology Integration:
ISTE 1a Students articulate and set personal learning goals, develop strategies leveraging
technology to achieve them and reflect on the learning process itself to improve learning
outcomes.

Accommodations:
A student with down syndrome can help design their own poster. They can have a partner to
work on finding research on websites. We can send a letter home to their parents and
guardians to assist them in their at home research.

Time What the teacher will say and do. What the student will Material
say and do. s
5 min Gain Attention Students might ask things
such as “What are you Tradition
The teacher will come in dressed in the doing?” or “Why are you al
traditional clothing of their ancestors. dressed like that?” This will clothing
They will introduce the country and be perfect for the teacher to and story
describe the culture. They will also tell explain about the country about
and the culture. ancestor
a story about one of their ancestors
s
and how their life was.

5 Recall Prior Knowledge: The children might say


min things like religion, economy, Whitebo
“Let’s make a bubble chart on the clothing, food, holidays, ard and
board of what we already know about traditions and celebrations. markers
cultures around the world.” The teacher
will write “cultures around the world” on
the board. “What are some ideas or
principles that come to mind when I say
cultures around the world. When you
think of something, raise your hand.”

15 Teacher Input: The children will help the


min teacher define culture and all Index
Get out the colored pencils, index cards,
of the different components cards,
tape, and large piece of paper.
that make up culture. At the whiteboa
Tape up the large piece of paper on the appropriate times, they will rd
white board. In the center of the paper, share their ideas. markers
write “[Teacher's Name]’s Culture.”

Point to the word culture. Ask the students


what culture means.

Allow a few students to share their ideas,


and then explain to them that someone’s
culture has to do with the way they speak,
dress, celebrate, play, and live.

Get out the eight index cards and scatter


them on a table or on the ground.

Call on a student to pick up one of the


cards.

Read the card aloud, for example, “My


Language,” and tape it up on the anchor
chart.

Draw a line from the culture circle to the


index card, then model thinking about what
this index card means. For example,
explain that your language is what you
speak to communicate with others. If you
speak one language at home and one at
school, explain this to your students.

Draw a picture of you speaking to


someone next to the card.

Continue this process with all of the index


cards, thinking aloud as you explain what
the index card means.

Explain to the students that your anchor


chart shows all the characteristics of your
culture, all of the things that make you
unique and special!
5 Procedures and Direction for Independent The children will sit quietly Student
min Learning: as the instructions are given. packets
If they have questions, they
“Now you will all have the opportunity to fill will first read the directions
out your own culture and diversity packet. then ask a friend if they still
In this you will explore your culture, your do not understand. Last
family history, and how different cultures resort is to ask the teacher.
can affect you. You may start on any page
that you would like to start on. But
everyone has to complete every page in
the packet.

When I give you your packet, write your


name on the front cover so we know
whose wonderful work it is. Then read the
instructions on each page before
beginning. If you have questions about the
directions, first ask your neighbor. If they
do not know, you can raise your hand
quietly and I will come answer your
question. If you do not finish your packet
today, you can complete it at home.”

3 Closure (summary-recap information):


min Whitebo
“Boys and girls, let’s take a look at what we have learned today. Here on
ard,
the board we have talked about the different factors of culture. Who can
tell me something we talked about? We have talked about language, markers
location, dress, food, celebrations, etc. All of these things create our own
culture. It is also important to realize where our family came from and how
it has made us who we are today. Continue to ponder on what makes you
and your family unique.”

10 Curricular assessment: How to determine if the objective has been met— Student
min the evidence (determine individual student’s knowledge). packets

Everyone will have the opportunity to share a page of their worksheet with
the class and explain what makes them who they are. If they do not
choose to present, the teacher will check it to make sure it was completed.
The teacher will also ask what is unique about their culture.

Reflection (done after the lesson)


Culture and Diversity Packet
By: ______________________________________
My Family Tree
Directions: Fill out your personal family tree the best that you can. If you have questions, have a
parent or guardian help you fill it in at home.
My Family Traditions
Directions: Draw something in each box. Write a simple description on the line below.

Food Clothing

______________________ ______________________
______________________ ______________________
______________________ ______________________

Holidays Entertainment
______________________ ______________________
______________________ ______________________
______________________ ______________________

My Culture
Directions: Fill in each box with a drawing or a description about you.

How I dress... Where I live... What I eat...


My language... What I play...

_______’s
Culture

My family... Celebrations... Art & music...

Customs and Cultures


Directions: Communities sometimes have a strong cultural influence. For each type of
community, research and write about the culture found within. You can include celebrations,
food, religions, family, work, and music. Are any customs shared?
Use: https://kids.britannica.com/kids/article/culture/399913
Mexican Community

African American
Community

Native American
Community

Websites
https://www.brainpop.com/socialstudies/
https://www.starfall.com/h/index-kindergarten.php

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