Your Name: Alexa, Ashayna, Cindy, Melissa Tolson, Kristen EED 511: Elementary Principles of Curriculum Development Instructor:

Dr. Andrea Tovar Instructional Plan Type: S3: Society/World Grade Level: 3rd Goal/Outcome

For students to discover their classmates cultures For students to be able to identify with other cultures as well as their own For students to see the commonalities and differences between other countries and cultures and their own culture and country.

Common Core Standard: ELA 3.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. 3.SL.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. State Standards for Social Studies: Concept 4: Human Systems: PO 4. Describe elements of culture of a community or nation (e.g., food, clothing, beliefs) in areas studied.

Essential Questions

What is American Culture?

Learning Structures/Activities

After S2 research lesson, students will be more familiar with their cultures and countries. Teacher: So far we have identified our individual cultures and researched those cultures more in-depth. We are now going to explore what the American Culture is what other cultures contribute to American Culture. Lets take some time to share out a few interesting facts you learned about your culture (teacher choose a few students). Teacher will model an example of the graphic organizer (see attached). Teacher will put the graphic organizer on a document camera and ask students to select 4 states for comparison. The teacher will engage student in a discussion about the similarities and differences between four chosen states and differences between all states. Teacher will then list the similarities in the middle circle and differences in the separate circles. Students will then have 30 minutes to search through provided magazines with their table groups to find a minimum of five pictures and words each that represent their culture/country. Pictures and words will be glued in the outline of the United States. Within the allotted time, students will each fill out a graphic organizer comparing and contrasting their classmates cultures. The teacher will monitor to ensure that students to stay on task. Students may collaborate and discuss their cultures to find similarities and differences in addition to those on the map created by group. When the students have finished their collages and graphic organizers,

each group will present the similarities and differences they found to the class. Wrap-up discussion following presentations: Does America have its own culture? What do you believe American Culture is? (teacher will provide a few examples students not realize are American). Teacher will put up the collages in the classroom on a bulletin board. magazines (National Geographic, TIME, Newsweek, educational magazines), newspapers paper glue outline map of the United States web diagram graphic organizer pencils erasers document camera

Resources/Materials

Assessments

Pre-Assessment: Teacher will initiate a review discussion including essential questions as well as Give me an example of... from your research of your culture. Teacher will be able to assess student retention. Formative Assessment: Teacher will monitor what pictures and words are being found and pasted, asking students about their interpretations and what they write in their organizers. Teacher will monitor discussions and answer questions during the group work time. Summative Assessment: The teacher will assess students on their presentations according to the provided rubric: Content Accuracy, Content Understanding, and Collaboration with Peers. Now that students have identified and researched their own cultures, they will be able to identify similarities and differences between their own and their classmates cultures. This will develop empathy and tolerance in the students, as well as inspire curiosity about the world. The Multiperspective Inquiry Map states, This reflective inquiry recognizes and embraces the existence of many plausible and illuminating interpretations of the same stories and human events (Henderson & Gornik, 2007). The cultures they have researched and identified with provide a more in-depth perspective while the comparisons enable them to see additional perspectives and cultures. The DI in this lesson will support diverse learning styles and the dialogue and cultural topics discussed throughout the lesson are presented in the end by the students (Henderson & Gornik, 2007).

Rationale

Henderson, J., & Gornik, G. (2007). Transformative Curriculum Leadership. Upper Saddle