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Names: Juli H., Rebecca M, Sarah F.

Culturally Relevant Group Mini Lesson


Course: EDFD 459 Date: Teaching on Nov 9 Grade: 2nd

Learning objective/s associated with the content standard for this lesson

Specific learning TSWBAT explain their thoughts on what culture means to them.
objectives for this
lesson. TSWBAT understand the meaning of a story cloth.

TSWBAT create their own story cloth based on knowledge of Hmong


Story Cloths.

TSWBAT compare and contrast their own story cloth to Dias Story
Cloth.

Describe the 2nd graders may have background knowledge about what (Hmong)
connection to previous culture is. If not, they are probably aware of the fact that different
lessons. (Prior people across the world live life differently than they do.
knowledge of students
this builds upon)

State-adopted Academic Content Standards/Benchmarks

List the state academic 2.4.2.4.1 Describe how the culture of a community
content reflects the history, daily life or beliefs of its people.
standards/benchmarks with
which this lesson is aligned
(the overall target of student
learning).

Academic Language Support and Objectives


What planned instructional Culture: the way a group of people act and what they
supports might you use to assist believe
students to understand key
academic language to express Traditions: The passing down of culture from
and develop their content generation to generation
learning?
Write your academic language Refugee: Someone who has been forced to leave his
objectives here. Be sure to
or her country because of war or violence.
include the function and specific
vocabulary that you want the
students to learn AND use.
(Function word choice: Categorize, Story Cloth: The tradition of Hmong story cloths
Compare/contrast, describe, began in the refugee camps in Thailand in the 1970s.
interpret or justify) Hmong people traditionally make story cloths instead
of recording history and culture with text.

Materials

Materials needed by Dias Story Cloth book


teacher for this Whiteboard
lesson. Whiteboard markers
Paper
Markers/colored pencils

Materials needed by Pencil


students for this
lesson.

Procedure with Lesson Timeline and Instructional Strategies & Learning Tasks (This should
be VERY DETAILED).You may not do 3 different activities which is fine or if you do more than
3 please add that space into your plan.

Amount Teaching & Learning Describe what YOU (teacher) will be doing
of Time Activities and/or what STUDENTS will be doing during
this part of the lesson.

Orientation/Engagement/Mo CULTURE activity on the board:


tivation: Write culture on the whiteboard. Ask if anyone
can raise their hand and say what words come to
mind when they hear culture.
-Write down the words that are correct under
culture and discuss words that may be off the
mark and why.
---->This activity introduces our lesson and gauges
where students are at with the topic.
Lecture/Overview **Use Hmong Culture PowerPoint for this part.
(example at end of lesson plan)

Overview of Story Cloths: The History of Hmong


culture is historically documented using cloth
instead of text.

Story Cloths are made up of designs, scenes, or


events from someones history in the Hmong
culture.

**Show examples of Story Cloths on board to


students.

**Ask students what they think is depicted within


the different Story Cloths. What story are they each
trying to tell?

Read-Aloud: Dias Story


Cloth
Read aloud Dias Story Cloth to the class in order
to explain the concept of story cloths in hmong
culture further.

Questions about Story


Cloth Ask students at the end of the story what they
thought about the book and what they found
surprising. Did their perception of story cloths
change?

Work time: Explain to students that they are going to be


creating their own Story Cloth. These Story Cloths
should represent their families or an influential
event in their lives. Provide all students with a piece
of paper and colored pencils/markers. Provide work
time.
Closure: Ask 2 students to share their story cloth.

Exit Ticket - Write down one new thing you


learned about Hmong Story Cloths.

Accommodations and Modifications


How might I differentiate Instead of reading as a large group, you could have small groups
instruction for the range of read the story.
learners?
You could also have the students listen to an audio recording of
Extensions and enrichment: the story.

Additional supports: Students could discuss ideas with table groups prior to drawing.

Students could work together or with a para to complete Story


Cloth.

Assessments: Informal and/or Formal used for this lesson.


The

Describe the Informal Observation as a means of informal


tools/procedures that will Formal assessment during culture discussion
be used in this lesson to and story cloth exploring/making.
monitor students learning
of the lesson objective/s
Informal / EXIT TICKET: Write down one thing
(include type of
Formal you learned about Hmong Story Cloths.
assessment & what is
assessed).