Sul Ross Lesson Plan Model
Lesson Title: “Where Do We Come from”
Subject/Grade Level:1st grade Social Studies
Created by: Yulissa Jimenez
Lesson Theme: Culture
Integrated Subjects: ELA & Technology
Time/Duration: 5 days
STAGE 1: Desired Results
|TEKS||Objective (4 components-Who, What, How, How Much)|
TX.1.15 Culture, Grade 1 The student understands the importance of family and community beliefs, customs, language, and traditions.
1.1 (D) Students will share information and ideas about the topic under discussion, speaking clearly at an appropriate pace.
1.6 (E) The student is expected to: make connections to personal experiences, ideas in other texts, and society with adult assistance.
1.3 (B)The student is expected to: use illustrations and texts the student is able to read or hear to learn or clarify word meanings.
(B2) Communication and collaboration. The student collaborates and communicates both locally and globally using digital tools and resources to reinforce and promote learning.
|Students in 1st grade, will have a clear understanding of the importance of Cultureby participating in different activities, class discussions, formative and summative assessments as well as by using digital resources to reach a 90% mastery level.
STAGE 2: Evidence of Learning/Assessment
|Formative Assessments-check lists, questions, quick writes, etc. Reference grading keys or scoring rubrics||Summative Assessment—quizzes, tests, portfolios, projects, etc. Reference grading keys or scoring rubrics|
STAGE 3: Lesson Plan Activities
|DESCRIPTION||5E Learning Cycle|
|Instructional materials listed – carefully selected to support learning
· See Where We Come from: A First Book of Family Heritage: by Scot Ritchie
· Anchor chart
· Puppet Kit
· Game/ Quiz http://www.socialstudiesforkids.com/subjects/funandgames.htm
|Lesson hook or anticipatory set – mentally engage students with question or activity
Day 1 (1 hour)
o Discuss some of the characteristics that can shape a person’s head/neck. Advise students that their eyes may be blue or brown, ears are large orsmall, curly or straight hair, dark skin, light or shaded middle skin, freckles, glasses or hats,etc.Theblackboard or table next to the head area of the person you are drawing.
o Discuss how differenthuman bodies might be. Explainto students that people may be thin or heavy, muscular or weak, square shoulders or rounded, etc. Talk about whatclothesyou canwear:T-shirts,sweaters,pythons.List somepossibleoptions mentioned by the students.
o Finally, focus on the lower body (below the waist). It should be pointed out that people’s legs can be thin or short, and their feet can pointinward,outwardorforward. Dresses, high-top shoes, high heels, construction boots, balletflats,etc.Write down the students’thoughts. When you are satisfied that the students have arranged the three body parts.
· The teacher will explain that a person’s appearance has nothing to do with what’s inside! Everyone has special talents, special characteristics.Once students understand they areall different or unique the teacher will introduce the book “See Where We Come from: A First Book of Family Heritage” by Scot Ritchie.
|Lesson activities – appropriate level of difficulty/ maximize engagement
· Accommodation & differentiation strategies
Day 2 (30 Min)
· The teacher will ask students to “imagine how the world would be if we were all the same?” “what do you think the world would be like?”
o After the students respond the teacher will introduce the book What if We Were All The Same! By C.M Harris.
o The students will then popcorn read.
o After every page the teacher will ask students to compare this book and the book See Where We Come From: A First Book of Family Heritage” by Scot Ritchie.
o Once students are done popcorn reading, the teacher will provide the students with a Double Bubble Thinking Map.
o Students are going to compare the books See Where We Come from: A First Book of Family Heritage” by Scot Ritchie and What if We Were All the Same! By C.M Harris.
|Instructional strategies – teacher explains concepts and skills introduced in Explore phase
Day 3 (30Min )
· The teacher will call on students to come to the front of the class and pick a characteristic from the anchor chart such as “Family, Traditions, language etc.”
· Ask the students to share their ideas with the class.
o For example, if the students chose tradition, the student will share the traditions they have with their family and what they like about it.
· The teacher will provide students with “my culture” work sheet.
· Explain to students that they will draw in each blank square with colors.
· Once everyone is done the teacher will ask the student to compare the similarities and differences they have with their classmates.
· The teacher will ask the class “think about how the world would be like if everyone looked, spoked, and acted the same way?”
· In back of the paper they will write “I am special because”
· Students will write one reason why they are special.
· The teacher will explain to student that every family, and country have different traditions and we all need to respect that.
· The teacher will walk around and help students that are having trouble.
|Continue lesson activities-apply learning in new situations
Day 4 continued: (45 minutes)
English language learners and students that are struggling to read will be pulled aside and the teacher will help them read.
· The book will be about how the person looks, dresses, eats, talks, what they celebrate, their life, traditions and culture.
· The teacher will assign a lower level student and a higher level student together.
Ø Where is your puppet from?
Ø What is your puppets beliefs?
Ø What name did you put on your puppet?
Ø What is your puppet wearing?
Ø Does the color of the clothes, hair, and skin mean something?
Ø What does your puppet eat?
Ø What does your puppet like to do?
Ø What does your puppet do for fun?
|Closure – students review and reflect on their learning
Day 5- 1 hour
· Game/ Quiz http://www.socialstudiesforkids.com/subjects/funandgames.htm
The teacher will host “What is culture” game as a review for the students to reflect on what they have learned. The teacher will create 2 teams in this assessment and all students will participate.
· Children will research to learn important information about different cultures. The following is a culture rotation booklet with “passports” to other countries to RECORD THE RESEARCHED INFORMATION.
o The teacher will assign a country to each student.
o Students will use technology or library resources to research the country they got.
o Students will color the flag and the clothing of the people.
o The teacher will help the students with showing them where the country is. (Make a dot so students can go back and color the country).
o The students will write three interesting facts about the country.
o Students will draw what they like most about the country.
o Once students are finish they will go around the class and check out (visit) the other student’s passports (country).
o Students will get a Passport Stamp for each student (country) they visit.
o To grade the student and check for understanding the teacher will use a CHECKLIST.
Culture Passport STAMPS
|Did the student understand what culture is?|
|Did the student mention the vocabulary while doing the passport or wrote it down anywhere in the passport? family, customs, language, traditions, freedom, respect, diversity, holidays, and heritage.|
|Was the student able to write three facts about the country/culture?|
|Did the Student participate?|
|Did the student fill out all the sections in the passport?|
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