Posted: December 5th, 2023

COE Lesson Plan Template

GCU College of Education

LESSON PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Name:

Grade Level:

Unit/Subject:

Culture/History and art

Instructional Plan Title:

What is culture?

Lesson Summary and Focus:

In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.

In this lesson the major concept is helping and guiding the students to think about the similarities and the differences between their classmates and how we can learn from each other. This would help the students to become better citizens having knowledge of the different culture in the world.

Classroom and Student Factors/Grouping:

Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.

In this lesson the teacher would offer different groups types ie the whole group, small group, independent work, and peer to peer group according to their abilities by asking the above grade to help those needing assistance and move around to allow questioning in the class.

National/State Learning Standards:

Review national and state standards to become familiar with the standards you will be working with in the classroom environment.

Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.

Include the standards with the performance indicators and the standard language in its entirety.

State (Ohio) History Standards:

2. Change over time can be shown with artifacts, maps, and

photographs.

State (Ohio) Art Standards:

1CE Identify patterns of same and different phrases in simple poems and songs.

3CE Listen to and identify music of various styles, composers, periods and cultures.

Specific Learning Target(s)/Objectives:

Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:

· Who is the audience

· What action verb will be measured during instruction/assessment

· What tools or conditions are being used to meet the learning

What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.

For example:

Given an unlabeled map outlining the 50 states, students will accurately label all state names.

The students will be able to understand the basic components of culture.

Academic Language

In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.

· Culture

· Tradition

· Different

· Alike

· Diversity

The learners would be given three tiered words. The teacher would write a sentence on the board using the vocabulary word in context. Request the learners to use the context clues among their classmates telling the meaning of the vocabulary. Then in groups, they would discuss the meaning of the vocabulary.

Resources, Materials, Equipment, and Technology:

List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

· Hello Song by: Global Wonders https://www.youtube.com/watch?v=kjwkMmdqmH4

· Tape

· Colored pencils

· Colorful index cards

· Large piece of paper

· My Culture worksheet

Pencils

Section 2: Instructional Planning

Anticipatory Set

Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.

In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.

For example:

· I will use a visual of the planet Earth and ask students to describe what Earth looks like.

· I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.

· The teacher would gather the students,

· then the teacher would guide then in exploring all the things that makes them unique and special on that day,

· the teacher would ask them to share things that they feel are so special to them to the entire class,

· the teacher would explain the difference in the students trying to tell them that the difference makes all of us unique and makes us special

· The teacher would lead the class in responding to some question and introduce the learner to the Hello song (you tube) and discuss this video.

Time Needed

Multiple Means of Representation

Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.

In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.

For example:

· I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.

· I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.

· The lesson would be taught using an anchor chart presented by the teacher with the teachers name and culture on it. By pointing at the word culture, the teacher would ask them to respond the definition of the term, and allow them to share their opinions and tell them the definition and what it all entails

· The teacher would them model what this index card means

· The answers to the index card would be recorded on the anchor chart by use of words and or pictures

· The teacher would lead the students in reading the anchor chart by describing the characteristics of one culture which are the things that makes one so unique and therefore special.

Explain how you will differentiate materials for each of the following groups:

· English language learners (ELL):

This students would work in some small groups being led by the teacher as this is focused on the language of the activity. ELL students will work in a teacher led small group that focuses on the language of the activity

· Students with special needs:

This groups would be led in groups with the teacher being the leader who would be leading the learners in to get an uderstading of the lesson better. With this learners some other materials and the visual aids can also be used as teaching aid.

· Students with gifted abilities:

With this learners, they can completed the worksheet in detailed sentences where they would be expressing their feelings in a special way.

· Early finishers (those students who finish early and may need additional resources/support):

The learners that would have finished the work before the others may chose some other activity from the “I’m Finished Chart” which is a chart that has been displayed which gives more ideas and tasks for those finishing earlier to finish as they wait on the rest of the students to finish with their work.

Time Needed

Multiple Means of Engagement

Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.

In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.

For example:

· I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.

· I will model one example of solving a number sentence on the white board before having students search for the matching card.

· I will then have the partner who has the number sentence explain to their partner how they got the answer.

· The teachers would start the lesson by discussing with the entire class on the aspects that makes them unique and special in a way.

· The students would be introduced to the Hello song by the teacher

· The class would then collaborate to put together the anchor chart that shows the different traits of the different cultures.

· Then at this point the teacher would model what the language index card means

· The students would then be asked to complete the entire exercise in the Anchor chart in the specified groups.

· The students would then be asked to finish the My culture worksheet.

Explain how you will differentiate activities for each of the following groups:

· English language learners (ELL):

This students would be led by the teacher in their special groups.

· Students with special needs:

This students would be groups being led by the teachers to get a better understanding of the lesson. To make it easier, the teacher would have to use some materials and visual aid when needed.

· Students with gifted abilities:

This learners would be asked to complete the worksheet in some detailed sentences in which they would be expressing what makes them special.

· Early finishers (those students who finish early and may need additional resources/support):

The learners that would have finished the work before the others may chose some other activity from the “I’m Finished Chart” which is a chart that has been displayed which gives more ideas and tasks for those finishing earlier to finish as they wait on the rest of the students to finish with their work.

Time Needed

20-0 mins.

Multiple Means of Expression

Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.

In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.

Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments.

For example:

Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.

· After the class completes the anchor chart activity the students would be asked to use the thumbs up and thumbs down method to get a better understanding and getting a clear answer to the questions.

· The teacher would move around the class during the classes independent class work time

· at this period, teachers can check the comprehension skill of the learners asking them to name the different characteristics of their culture which makes them special/ unique.

· The teacher would listen to the responses listening to the academic language being used, sequential processing skills and the conclusions which is formed.

· The teacher would then ask the students to fill an exit ticket which would be used for testing their knowledge on the lesson.

Explain how you will differentiate assessments for each of the following groups:

· English language learners (ELL):

This leaners would work in some groups being led by the teacher focusing on the language of the activity

· Students with special needs:

The teacher would organize this students in some groups and lead them which would be helpful in getting a better understanding of the lesson. The teacher would use different material and some visual aids which are necessary.

· Students with gifted abilities:

Students who have gifted abilities would be asked to complete the worksheet in detailed sentences which would help them in expressing what makes them special.

· Early finishers (those students who finish early and may need additional resources/support):

Those students that finishes early would be asked to choose an activity from the “I’m finished chart” that has been displayed in the classroom as it offers some ideas and tasks for the early finishers to complete while they are waiting on their classmates.

Time Needed

Extension Activity and/or Homework

Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.

Students would fill out an exit ticket for example “what stuck with you today” this activity would help in supporting the knowledge and an understanding of the lesson which are being taught.

Time Needed

5-10 mins.

Reflection

In designing the “what is culture?” lesson plan, my aim was to make the students get a better understanding of the what exactly constitutes an individual culture. By stating culture, this may include the clothing, food, traditions, ceremonies, spiritual practices and beliefs, language, family structure and the communication styles. Students should have a better knowledge and learn that their culture has an important role in identifying them. This is the aspect that makes them specials and unique from the rest (Setiawan, 2019).

In this lesson, the learners incorporated various opportunities such as small groups, whole groups and the individualization and teacher support at any time needed. In creating this lesson, some of the question were used which would help in encouraging the students to use their critical thinking skills which would help in connecting the content to the real life experience and also use their problem solving skills in coming up with solutions to different problems that they may encounter in their lives. The class would also be completing the culture worksheet which would be among the formative assessment and at this time the teachers would be checking the student’s comprehension skills of the lesson. The last thing, the teacher would ask the students to complete the exit ticket as this is important which helps the students to get a better understanding of the lesson as it supports the knowledge and understanding of the lesson well which has been taught. This lesson plan would be efficient to the students of all the groups as described.

Example of “I’m Finished Chart” (Pinterest, 2019)

References

(n.d.). Retrieved from https://www.youtube.com/watch?v=kjwkMmdqmH4.

“Pinterest.” Pinterest, www.pinterest.com/.

“Worksheets for kids & Free Printables.” Education.com, www.education.com/lesson-plan/second-grade/?

Setiawan, A. R. (2019). Constructing Thematic Learning Lesson Plan to Guide Primary Education Student on Achieving Scientific Literacy.