LESSON PLAN

Name: Anthony Locicero

WGU Task Objective Number:602.4-19-06
GENERAL INFORMATION

Lesson Title & Subject(s): My Culture

Topic or Unit of Study: Social Studies
Grade/Level:1
Instructional Setting: First Grade classroom, 19 students seated at their 4-student
work tables
STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):

National standards:
NCSS Thematic Subject Matter Standards
1c: Culture
Social Studies program should include experiences that provide for the study of culture and cultural
diversity so that the learner can describe ways in which language, stories, folktales, music, and
artistic creations serve as expressions of culture and influence behavior of people living in a particular
culture.
Kennedy Center Art Standards
K-4 Visual Arts Standard 1
Students use different media, techniques, and processes to communicate ideas, experiences, and
stories.

State Standards:
Art: A1-2:10 Students show skill development when CREATING art by Using line in various
media (e.g., pencil, marker, cut-outs, etc.) to create shape and image.
Social Studies: H&SS1-2:16 Students examine how different societies address issues of
human interdependence by Giving examples of ways that she or he is similar to and different from
others (e.g., gender, eye color, hair color, skin color, likes and dislikes, etc.).

Lesson Goals:
Students should be able to understand that music, clothing, food, and, traditions are components of
culture and be able to identify aspects of their own culture and the culture of their classmates.
Students should create a visual representation of aspects of their own culture using drawing with
crayons.

Lesson Objective(s):
When given poster paper, crayons, and magazines, students will create a visual art piece that
represents aspects of their personal culture, scoring at least 8 out of 12 on the attached rubric.
When presented with the attached my friends' culture worksheet, students will be able to identify
aspects of their classmates' cultures, including specific foods, music, traditions, and clothing, scoring
at least 7 out of 8 on the attached rubric.
MATERIALS AND RESOURCES

Instructional Materials:
Poster paper, scissors, crayons, glue sticks, magazines, pre-assessment and post-assessment
sheets.
Resources:
Supplementary information and/or places where you found information for the lesson
INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and

indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for Lesson: 5 minutes
Ability to make representational drawings, capacity to understand basic conceptual information.
Before presenting any new information, hand out the pre-assessment sheets and ask the
students to identify four examples of things that could be part of a person's culture. As students
finish the pre-assessment, briefly review each one to determine what level of background knowledge the
students have. When all of the students are finished, call them over to the group meeting area.

2. Presentation of New Information or Modeling:5 minutes

First, explain that they will be working on a project that centers around the word "culture".
Write the word on the board. Explain that culture is the way that a certain group of people does
or makes things. Explain that culture can be shown with the traditions, language, music, and
clothing that a group of people makes. Explain that for it to be part of a culture, it has to be
something that a group of people have made or changed.

3. Guided Practice:15 minutes

Next, discuss with students what some specific aspects of culture they might have. Guide
students' thinking by asking them what traditions are part of their personal culture. Things like
birthdays, religious holidays, annual family gatherings and the like are all acceptable answers.
Ask students about food, clothing, and music as well and let them know that these are also can
be part of a person's culture. As you discuss each aspect, write it on the white board and
include two or three examples with it.
Show the students your visual aid, an example of how one could make their drawing. Point out
aspects of your culture that are represented by certain drawings and photos.
Explain that students should use crayons to draw things that show their culture. Refer to the
aspects of culture that were just discussed. Tell the students that they should make at least four
things that show their personal culture, including one tradition, one food, one piece of clothing,
and one type of music. Invite students to include more parts of their culture in the art piece, but
remind them that they need at least these four elements.

Hand out the practice sheet and tell students that they need to fill out each blank space with an
example of a part of their culture. When the students have finished, have them come up to you
to check them before moving on to the drawing. If students are incorrect or unable to come up
with any of their culture aspects, have a brief conversation with them, and give examples of a
certain cultural component to help them.

4. Independent Student Practice:15 minutes

Let students work independently at their tables drawing.
If students say that they are done early, encourage them to look through more magazines to
find more images that relate to their culture. Encourage them to draw if they have ideas that
can't be represented well images from the magazines.

5. Culminating or Closing Procedure/Activity/Event:10 minutes

When the students have finished, instruct them to put out their art piece and their my culture
practice sheet on their tables. Hand out the My Friends' Culture post assessment sheet and
explain it. For each category on the sheet, the student will find another student's artwork and
record that aspect of their peer's culture. For example, a student may write, _Halloween_ is
part of Mr. Anthony's culture.
Tell students they will do an art walk in which they walk around the room and look for aspects
of culture in their classmates' artwork, recording them on their My Friends' Culture postassessment sheets. After the art walk, collect the artworks and post assessments. Save the
artworks for display in the classroom.

Pedagogical Strategy (or Strategies):

direct instruction, modeling, active learning

Differentiated Instruction:
Hearing impaired- if this student uses a microphone system, I would test the earpiece and
microphone before the lesson begins to ensure that it works correctly. If they do not use one, I
would be sure to seat the student in a place where they could see me clearly and be close
enough to me that other sounds would not drown out my voice.
Student with emotional or behavioral disorder- If the student has a behavior management plan, I
would briefly go over the behavioral expectations for the lesson with the student. If the student has a
1:1 paraeducator or behavioral interventionist, I would review the lesson with this staff person before
the lesson so they would understand the sequence of the lesson and the lesson goals.

Student Assessment/Rubrics:
The modeling portion of the lesson includes an informal assessment by checking for student
understanding of the basic definition of culture by asking if various man-made and natural objects
could be considered products of culture.
The independent practice portion of the lesson will also include checks for understanding by walking
around as the students are working and talking with students to observe if students are portraying
aspects of their culture. For instance, if a student drew a picture of a certain type of food, the student
should be able to explain how that food is important to them or their family (e.g., every Friday my
family makes pizza together.)

The lesson ends with a post assessment in which the students have to write in four aspects of culture
from their peers' work (see attached sheet). This addresses the learning goal of students being aware
of aspects of their personal culture because they have to identify specific examples of culture.
The drawing part of the lesson addresses the learning goal that students will be able to represent
aspects of their culture using visual means. This connects to the Art standard that students will be
able to use visual art as a means of communicating their own experience and ideas.
The visual art piece and the post-assessment will serve as the main assessments for this lesson.
They will be assessed using the following rubrics:
Visual Art Rubric

Clothing

Food

Music

Traditions

1: Below Standard 2: Meets Standard

3: Exceeds standard
student does not
student creates one
student creates two or more
create a
recognizable visual
recognizable visual
recognizable visual representation of a clothing representations of clothing
representation of a that is part of their culture. that is part of their culture.
clothing that is part
of their culture.
student does not
student creates one
student creates two or more
create a
recognizable visual
recognizable visual
recognizable visual representation of a food that representations of food that
representation of a is part of their culture.
are part of their culture.
food that is part of
their culture.
student does not
student creates one
student creates two or more
create a
recognizable visual
recognizable visual
recognizable visual representation of music or a representations of music
representation of musical instrument that is partand/or musical instruments
music or a musical of their culture.
that are part of their culture.
instrument that is
part of their culture.
student does not
student creates one
student creates two or more
create a
recognizable visual
recognizable visual
recognizable visual representation of a tradtion representations of traditions
representation of a that is part of their culture. that are part of their culture.
tradition that is part
of their culture.

Post-assessment Rubric

Clothing

1: Below Standard
2: Meets Standard
student does not identify a student identifies a type of clothing that is
type of clothing, or
part of a classmate's culture.
incorrectly identifies another
type of cultural aspect as

Food

Music

Traditions

clothing.
student does not identify a student identifies a type of food that is part
type of food, or incorrectly of a classmate's culture.
identifies another type of
cultural aspect as food.
student does not identify a student identifies a type of music or
type of music or musical
musical instrument that is part of a
instrument, or incorrectly classmate's culture.
identifies another type of
cultural aspect as music.
student does not identify a student identifies a tradition that is part of a
tradition, or incorrectly
classmate's culture.
identifies another type of
cultural aspect as a tradition.