Exploring Culture Lesson Plan

Exploring Culture Lesson Plans
Subject:
Language Arts
Topic:
Exploring Culture
Grade Level:
7th and 8th
Time Allotment:
One week, five lessons, three mini lessons of about fifteen to twenty
minutes and two more full class periods of about forty minutes for
presentations
Common Core Standards:

Grade 7
Speaking and Listening

o 7.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher led) with diverse partners on grade 7 topics, texts, and issues,
building on others' ideas and expressing their own clearly.
o 7.SL.1a Come to discussions prepared, having read or researched material under
study; explicitly draw on that preparation by referring to evidence on the topic, text,
or issue to probe and reflect on ideas under discussion.
o 7.SL.1c Pose questions that elicit elaboration and respond to others' questions and
comments with relevant observations and ideas that bring the discussion back on
topic as needed.
o 7.SL.1d Acknowledge new information expressed by others and, when warranted,
modify their own views.
o 7.SL.5 Include multimedia components and visual displays in presentations to clarify
claims and findings and emphasize salient points.
o 7.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate.
Grade 8
Speaking and Listening

o 8.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues,
building on others' ideas and expressing their own clearly.
o 8.SL.1a Come to discussions prepared, having read or researched material under
study; explicitly draw on that preparation by referring to evidence on the topic, text,
or issue to probe and reflect on ideas under discussion.
o 8.SL.1c Pose questions that connect the ideas of several speakers and respond to
others' questions and comments with relevant evidence, observations, and ideas.
o 8.SL.1d Acknowledge new information expressed by others, and, when warranted,
qualify or justify their own views in light of the evidence presented.
o 8.SL.5 Integrate multimedia and visual displays into presentations to clarify
information, strengthen claims and evidence, and add interest.
o 8.SL.5 Integrate multimedia and visual displays into presentations to clarify
information, strengthen claims and evidence, and add interest.
Lesson Summary:
The students will explore the idea of culture, what it means, how different cultures interact and
why they interact that way, their own culture and how it affects their lives, what the Bible says
about differences, common ground between cultures, and what makes differences both difficult
and beneficial.
Lesson Objectives:
By the end of the lesson, the students will be able to
Part 1
o Share about personal experiences in their own lives where cultural differences
affected them
o Define what culture is
o List attributes of cultures
o Identify the main cultures in their lives
o List attributes of their main cultures
Part 2
o Give examples of interactions between different cultures
o Make a Venn diagram of cultural similarities and differences
o Explore the idea of stereotypes and why and how they can be negative
o Identify, analyze, and explain Bible verses that talk about differences, community,
and interactions between people
Part 3
o Explain why differences are both difficult and beneficial
o Discuss why there are difficulties because of differences
o Give examples of differences that are not just about culture and identify how these
can also affect their lives
o Give examples of the benefits of differences
Part 4
o Identify the theme of Dont Judge a Book by Its Cover
o Create and present scenarios where different people can interact in positive ways
Part 5
o Give an oral presentation about their own main culture
Instructional Format Part 1:

Student Grouping The students will work at their desks
Differentiation
Because most of this lesson is about the students own experiences and
opinions, there is no right or wrong answer. Therefore, nothing will be
changed. Additionally, information will be given orally and in written form
so everyone can copy it down if necessary.
Materials
Teacher
Computer with projector to display definitions of culture and student

responses
Oral presentation information page
Students
Assessment
Paper
Writing utensils
Informal assessment of checking for understanding, formal assessment of

oral presentations at the end of the week
Anticipatory Set
The teacher will refer to a short story that the students read over the weekend that
deals with prejudice based on culture
The teacher will ask the students if they have ever had cultural differences affect
them personally
The teacher will ask the students what culture is
Input
The teacher will define culture, and the students will take notes
o Dictionary.com Culture
o Culture is the characteristics and knowledge of a particular group of people,
defined by everything from language, religion, cuisine, social habits, music
and arts. (LiveScience)
The teacher will have the students discuss and list attributes of different cultures
The teacher will ask the students to identify and list attributes of the main cultures in
their lives, and the students will write down notes about their own main cultures
The teacher will introduce the oral presentation and give instructions about it
Modeling
The teacher will write down the definitions of culture

The teacher will write down attributes of cultures that the students provide
The teacher will provide information about the oral presentation
The teacher will present her version of the oral presentation
Guided Practice
The teacher will answer questions about how to do the oral presentation and give
examples as necessary
Check for Understanding
The teacher will ask questions throughout the lesson about culture and about the
students ideas and opinions about the topic
The teacher will walk around the classroom while the students are working on their
oral presentation
Independent Practice
The students will work on their oral presentation

Homework: Due at the end of the week: Oral Presentation on Your Culture

Differentiation
Materials
Teacher
Computer with projector to display Bible verses and definitions

Paper and writing utensil to complete the Venn diagram
Document camera to show how to do the Venn diagram
Oral presentation information page to review with the students
Students
Paper

Assessment
Writing utensils
Informal assessment of checking for understanding, informal assessment

of Venn diagram, formal assessment of oral presentations at the end of
the week
Anticipatory Set
The teacher will review what culture is

The teacher will ask the students what they view are the main cultures in their lives
The teacher will ask the students about how they think different cultures interact with
each other and to give examples, whether positive or negative
Input
The teacher and the students will discuss differences and similarities between
cultures and create a Venn diagram about it
o The intent is to show that core values are similar while differences are
superficial
The teacher will talk about stereotypes, and the students will discuss stereotypes
o Dictionary.com Stereotype
o What is potentially dangerous about stereotypes?
o Are stereotypes generally good or bad? In what ways?
The teacher and the students will discuss Bible verses about differences,
community, and interactions between people
o Genesis 1:27 So God created mankind in his own image, in the image of
God he created them; male and female he created them.
o Luke 6:31 Do to others as you would have them do to you.
o Galatians 3:28 There is neither Jew nor Gentile, neither slave nor free, nor is
there male and female, for you are all one in Christ Jesus.
o I John 4:7-21 Dear friends, let us love one another, for love comes from God.
Everyone who loves has been born of God and knows God. Whoever does
not love does not know God, because God is love. This is how God showed
his love among us: He sent his one and only Son into the world that we might
live through him. This is love: not that we loved God, but that he loved us and
sent his Son as an atoning sacrifice for our sins. Dear friends, since God so
loved us, we also ought to love one another. No one has ever seen God; but
if we love one another, God lives in us and his love is made complete in us.
This is how we know that we live in him and he in us: He has given us of his
Spirit. And we have seen and testify that the Father has sent his Son to be the
Savior of the world. If anyone acknowledges that Jesus is the Son of

God, God lives in them and they in God. And so we know and rely on the love
God has for us. God is love. Whoever lives in love lives in God, and God in
them. This is how love is made complete among us so that we will have
confidence on the day of judgment: In this world we are like Jesus. There is
no fear in love. But perfect love drives out fear, because fear has to do with
punishment. The one who fears is not made perfect in love. We love because
he first loved us. Whoever claims to love God yet hates a brother or sister is
a liar. For whoever does not love their brother and sister, whom they have
seen, cannot love God, whom they have not seen. And he has given us this
command: Anyone who loves God must also love their brother and sister.
The teacher will go over the oral presentation and give instructions about it
Modeling
The teacher will create a Venn diagram about differences and similarities between
cultures and write down student observations about it
The teacher will display Bible verses
The teacher will provide information about the oral presentation
Guided Practice
The teacher will answer questions about the Venn diagram

oral presentation and Venn diagrams

The students will complete their Venn diagrams
Homework: Due tomorrow: Venn diagram

Student Grouping The students will work at their desks, and then they will break into groups
of three/four for the scenarios activity
The teacher will choose the groups

o Groups should be as mixed up as possible in the spirit of
the lesson
Differentiation
Materials
Teacher
Computer with projector to display scenarios

Slips of paper with the provided scenarios printed on them for each
group (scenarios are included at the end of the lesson plans)
Students
Assessment
Paper
Writing utensils

of scenarios activity, formal assessment of oral presentations at the end of
the week
Anticipatory Set
The teacher will review some of the differences between cultures and interactions
between different cultures
The teacher will review the Bible verses
The teacher will ask if differences are good or bad and why
Input
The teacher and the students will discuss how differences are both difficult and
beneficial
The teacher and the students will discuss examples of differences that are not just
about culture and identify how these can also affect their lives
o Academic standing
o Athletic standing
o Interests
o Money
o Etc.
The teacher will pose the following questions
o If differences are generally beneficial, why do we make negative judgements
based on them?
o If the Bible is clear about how we are to treat others, why do we still act
unlovingly?
o What negative prejudices are you guilty of? Why? What can you do about
that?
o What are we to do with negative prejudices?
o What are some ways that we can overcome negative prejudices? How can
we help each other?
o Side Note: Are there things we can judge people for? Why? What should we
do? How should we do it?
We are allowed to say that evil is evil. We can say a murderer is
wrong, etc., but we should separate this information from their culture
The teacher will introduce the scenarios activity
o The students will be divided into groups of three/four to work on the scenarios
to be presented tomorrow
Incident
One typically bad way to resolve the incident
One possible good way to resolve the incident
Modeling
The teacher will give examples of answers for any of the questions posed
The teacher will give an example of one of the scenarios
Guided Practice
The teacher will answer questions about the scenarios activity

oral presentation and scenarios activity

Homework: Due today: Venn diagram
Homework: Due tomorrow: Scenarios activity

Student Grouping The students will work at their desks, and then they will break into groups
of three/four for the scenarios activity
The teacher will choose the groups

o Groups should be as mixed up as possible in the spirit of
the lesson
Differentiation
Materials
Teacher
Computer with projector to display information

Slips of paper with the scenarios printed on them for each group
Students
Assessment
Paper
Writing utensils

of scenarios activity, formal assessment of oral presentation at the end of
the week
Anticipatory Set
The teacher will ask the students what common literature theme is expressed by
these lessons
o Dont Judge a Book by Its Cover
The teacher will ask the students for examples of that theme from books and movies
Input
Scenarios presentations
o Students will be divided into groups of three/four to present the scenarios
Incident
One typically bad way to resolve the incident
One possible good way to resolve the incident
o Follow-up questions for each scenario
What was the basis of the prejudice?
What harm was caused to each person in the situation?
What could the student do?
What could the other students do?
What could the teacher or school do?
What do you think about the bad and good reactions? What could they
do differently?
The teacher and the students will talk about what we can do to make the culture of
our school a positive one
Modeling
The teacher will give examples of answers for any of the questions posed
Guided Practice
oral presentation

Homework: Due today: Scenarios activity
Homework: Due at tomorrow: Oral Presentation on Your Culture

Differentiation
Materials
Teacher
Oral presentation grading rubrics
Students
Assessment
Oral presentation paper

Oral presentation visual
Informal assessment of checking for understanding, formal assessment of

oral presentation
Anticipatory Set
The teacher will ask the students what they have learned this week
The teacher will ask the students how they can be more aware of differences and
still treat people kindly
Input
Oral presentations
Modeling
N/A
Guided Practice
N/A
Homework: Due today: Oral presentation
Oral Presentation on Your Culture
Pick one of the cultures you belong to and give an oral presentation about it
Due: Thursday/Friday, October 13/14, 2016
o Larger classes will be presenting on both days
One-minute time limit
o No-penalty five-second buffer on either end
You may use notecards
You must have a visual that reflects something about your chosen culture
o You must incorporate the visual into your presentation
A picture
Traditional dress
Traditional food
An item specifically related to your culture
Etc.
o Do not bring a visual to be displayed on my computer
Give information about your chosen culture based on time and relevance
o Required information:
What do you most want us to know about your culture?
How and why is this culture important to you?
o Optional information:
Where did it originate from?
What are important dates regarding your culture?
What do you think is the defining attribute of your culture?
Who are notable people linked to your culture?
What are notable things related to your culture?
What is the traditional dress of your culture?
What is the traditional food of your culture?
Etc.
Organize information in a logical way that makes sense to the listener
You will be graded on the following criteria
o Content will be based on giving at least five pieces of relevant information
Time (10)
1 2 3 4 5 6 7 8 9 10
Volume (10)
1 2 3 4 5 6 7 8 9 10
Tone and Expression (10)
1 2 3 4 5 6 7 8 9 10
Poise and Eye Contact (10) 1 2 3 4 5 6 7 8 9 10
Content (10)
1 2 3 4 5 6 7 8 9 10
TOTAL (50) & GRADE
____________________
Scenarios from CAABU.org

1. Marks parents always tried to give him and his sister the chance to try similar things. They had both started
ballet Marks sister gave up and he carried on. He was a very good ballet dancer. Ballet kept him fit and he had
lots of friends from his ballet class. When some boys at school found out though, they started making fun of him
and calling him a girl. Mark gave up ballet.
2. Jacob, a 9-year-old Jewish boy, doesnt eat pork because his religion doesnt allow it. When some of the other
kids at school found out they started making oink, oink noises each time they saw him. Jacob decided not to tell
his parents or a teacher and just tried to ignore it. But when they started leaving bits of pork sausage and ham
on his chair and in his locker, and even throwing it at him, he was really upset.
3. Kelly fell over on the way back from school. She really hoped someone would stop and help. But when a
darkish man with a beard asked if she wanted help, she was reminded of pictures of terrorists she had seen on
the TV. She mumbled that she didnt need help and limped away.
4. Nadia is Lebanese. Her mum gives her a packed lunch every day. But some people at school makes fun of her
food they say it smells. Nadia wishes her lunches had normal things in, like theirs. Sometimes Nadia throws
away her lunch on the way to school and goes hungry to avoid having the others laugh at her.
5. Jack is new at the school. Everyone asks him where he is from. He is getting fed up with it. He knows it is
because he is black. When he says that he is from here, from Britain, they usually say, No, where are you really
from? Where are you originally from? Jack knows he is British he was born here and he has a British passport.
His parents were originally from the Caribbean. Jack has been to visit but Britain is his home.
6. Lucy was having trouble in her science classes and often couldnt understand what she was meant to do for
homework. When Lucy plucked up the courage and went to her teacher for help, he said that it wasnt a big deal
because girls dont do well at science.
7. The class is going on a trip to the seaside. Selma is an Arab Muslim and she wears a veil to cover her hair. She
is really looking forward to the trip. She has a special swimming costume that she wears. The teacher says,
Selma, I know you are not allowed to swim because you are veiled, so I have arranged with another teacher that
you can join his class for the day while we are at the seaside.
8. Ben and his friend John make fun of Alex because Alex never has new clothes and his shoes are always
scruffy. They know that it is because his mum cant afford to get him new clothes and shoes.
9. Some of the people in Omars class make comments to him calling him a Paki. When he gets upset about it,
they say that they are just joking and he needs to get a sense of humor. Omar knows though that it is no laughing
matter his father and older brothers have lots of stories of being called Paki and spat on and being beaten up.
But how can Omar explain all this to the people in his class?
10. The class has to split into groups to do a project. Some Polish girls ask Lydia if she wants to be in their group,
but Lydia thinks that because their English isnt very good and they have a funny accent, that they cant be that
smart. In the end, their group did well and Lydias didnt.

Exploring Culture Lesson Plan

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Exploring Culture Lesson Plan

Diunggah oleh

Hak Cipta:

Format Tersedia

Exploring Culture Lesson Plans

7th and 8th

Common Core Standards:

Speaking and Listening

Speaking and Listening

Instructional Format Part 1:

Computer with projector to display definitions of culture and student

Informal assessment of checking for understanding, formal assessment of

The teacher will write down the definitions of culture

Check for Understanding

The students will work on their oral presentation

Instructional Format Part 2:

Computer with projector to display Bible verses and definitions

Informal assessment of checking for understanding, informal assessment

The teacher will review what culture is

Savior of the world. If anyone acknowledges that Jesus is the Son of

The teacher will answer questions about the Venn diagram

Check for Understanding

The students will work on their oral presentation

Instructional Format Part 3:

The teacher will choose the groups

Computer with projector to display scenarios

Informal assessment of checking for understanding, informal assessment

The teacher will answer questions about the scenarios activity

Check for Understanding

The students will work on their oral presentation

Instructional Format Part 4:

The teacher will choose the groups

Computer with projector to display information

Informal assessment of checking for understanding, informal assessment

Check for Understanding

The students will work on their oral presentation

Instructional Format Part 5:

Oral presentation grading rubrics

Oral presentation paper

Informal assessment of checking for understanding, formal assessment of

Check for Understanding

Homework: Due today: Oral presentation

Oral Presentation on Your Culture

Scenarios from CAABU.org

Anda mungkin juga menyukai