Lesson Plan 1

CIED 323 Disciplinary Literacy Lesson Plan
Lesson: Social Studies

- What is Culture?
- Teachers’ Name: Earic Sullivan
- Date Taught: N/A
- Lesson #1
- Grade 11
- Instructional level: On Level with Appropriate Accommodations
Objective with Illinois Learning Standards and Common Core State Standards:
Students will be able to see how historical discoveries of new lands, and how immigration has
effectively changed many cultures throughout Central America, and the Caribbean Islands.
(SS.G.6.9-12) Analyze how historical events and the diffusion of ideas, technologies, and
cultural practices have influenced migration patterns and the distribution of human
population.
Students will be able to understand modern cultural differences between areas in Central
America, and the Caribbean Islands discussed earlier in the lesson.
(SS.G.9.9-12) Describe and explain the characteristics that constitute a particular culture.
CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse

media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of
each source.
- Reading/Listening/Viewing/Writing/Speaking/Visually Representing
o Students will take notes from the lecture.
o Students will be active in class wide discussion.
o Students will view images and excerpts of different cultures.
o Students will complete a cooperative learning worksheet.
o Students will format and contribute to a pros and cons chart.
Materials I will be using:

A Chart for the bell ringer, a PowerPoint for the lecture, a cooperative learning worksheet and
background information sheet, and another chart at the end for summative assessment and pros
and cons.
Methods used during Lesson:

• Interactive Lecturing
• Discussion Based Questions
• Summative/Formative Assessment questions
• Cooperative Learning Activities
• Compare and Contrast.
• Pros and Cons
Introduction and connection prior to knowledge:

Once students are seated in the class we will get them to take a look at the board which
will have the word culture written on it. We will then ask for some one-word descriptions of
what students think culture is. And write them down on a chart like this
Culture
Music
Food
Heritage
Lifestyle
Home
Race
Fashion
Obviously these are ideal answers on the chart above, but we would try to subvert words like
heritage from the ideas that kids are giving us. For example, a student my say something like
“Nikki Minaj is the most cultured woman on planet earth.” to which we might reply. “okay,
okay. What about Nikki Minaj speaks so much to you?” “Just everything about her, her music,
her clothes...” “ Okay great, yes both of those are cultural things music and fashion.” We would
do that for everyone's answers, and ask questions like “So do you think that (any of the
exxamples they bring up, eg: Nikki Minaj’s music) is a result of some cultural force?” until we
felt like there was enough to transition into the lecture by saying. “So now that we have begun to
understand a bit of what culture is, let’s look at our main theme today which is how cultures are
influenced by others, specifically in South America.” Then we will do the lecture on PowerPoint.
Showing students many different examples of culture with images, and excerpts from
documents. Then we will delve further into the actual definition of culture. Then we will do the
cooperative learning activity. With the co operative learning the goal is to be able to get the
students apply the knowledge they learned from the lecture, and using the handouts of the map
(filled out) to complete the blank map of each country in Central America and the Caribbean
islands. This will be done by both members of the group that will be working on this together.
Now the individual task for each member will be one person focusing on the pros of their
colonizers involvement (In the shoes of the native people) with the aspects of religion and
economic standing (Will explain why it was good and how it affected the country) and the other
member of the group will focus on the cons of their colonizers (In the shoes of the native people)
with the aspects of religion and economic standing (Will explain why it was bad and how it
affected the country) This explanation will take 3 minutes for the class and after it is explained
the groups will be allowed to move on into their own areas and start working. The time frame of
the students working will be 12 minutes, if needed the students will be granted an extra 1 minute
to finish working as well. Us teachers will be walking around the room checking on each group
ensuring that everyone is on task and working on the assignment. One example of a student
asking a question would be “Mr. Stumph, With the Dominican republic I know Spain created a
colony there but what religion did the focus on once they landed and started colonizing the native
people?” which I would respond with “Ok so good question, with Spain being in Europe what
was the main religion during the 1500’s in Europe?” Which they would respond “Well catholic
right?” and I would say “Yes!! Correct it was catholic, now with that in mind what ways do you
think they tried putting the catholic faith on to the native people and how do you think they took
that?” which then I would let them sit and think about that and continue to work on their
worksheet.
Once the cooperative learning activity is over, we will have a group discussion and charting of
the results on a pros and cons list on the whiteboard, effectively assessing the coop activity and
the effects of colonization..
Procedure:
1. We’ll start with a bell ringer about what we think culture is.
2. Then we will discuss as a class and transition to the lecture made through PowerPoint.
3. Then students will get together and do a cooperative learning activity about different
cultures through a worksheet.
4. Then as a whole class we will have a Grand Conversation as a whole class about what we
got from the cooperative learning activity, as well as pull up a pros and cons list on the
effects of colonization.
Accommodations:
If students cannot draw conclusions about the definition, and importance of culture. I can
further go into the examples given during the PowerPoint, and explain how they are culturally
relevant.
Closure with students’ reflection:

The KWL chart I will not take for a grade, but instead participation and we will discuss
their Think/Pair/Share as a class in whole. I want them to write a a paragraph over stuff they
have learned as well as something we could have gone over more or things, they needed more
help or explaining. This will count as an exit slip for the class.
Summary of the Strategies of the content and language objectives:

- Whole Class Discussion
- Cooperative Learning
- Taking Notes
- Grand Conversations
- Pros and cons chart
- Observations chart. (Bellringer)
Summary of Evaluation or Assessment of the content and language objectives:

- Assessment based questions during lecture.
- Observation
- Debrief of the activity at the end of the lesson.
Earic Sullivan
Lesson Plan Reflection
CIED 323
I wrote a lesson plan based on culture and what it means to be culturally diverse because
in our time it is important to understand and appreciate all cultures that we see in our modern era.
We as educators even have classes now that are implemented to make us better at teaching as a
culturally responsive and sensitive educated population. For instance we all have a class with Dr.
Preston at the moment that is delving into practices for culturally responsive teaching. Not only
this, but as teachers we have state mandated standards that fall in line with this exact formal
policy. The CRT standards are in fact one of the leading reasons why I chose this subject. Not
only this, but in the time that I have been student teaching I have found the most useful technique
to educate American children is to relate to them on a deeper level than completely professional.
Finding out where they are from, who their ancestors were, that is where the real connection
occurs. And so with that in mind I tried to create a lesson where students could actively
participate in open discussion and consultation about their questions on culture, and their
understanding of said subject. That is why the two ends of the lesson both have to do with class
discussions and the charting of their understandings of the content. And not just the content, but
their background knowledge as well. Most students in my experience tend to find this kind of
content more appealing than the standard lecture that is foisted upon them in daily class. And
wile I do have a lecture in my lesson plan, there is more than enough discussion based
questioning and formative/ summative assessment present to keep the attention of my students.
In all I would say I am pretty confident in my lesson plan, and the content that I chose to cover.
Not only because I am knowledgeable in the area, but also because the content is important.

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CIED 323 Disciplinary Literacy Lesson Plan

Lesson: Social Studies

CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse

Materials I will be using:

Methods used during Lesson:

Introduction and connection prior to knowledge:

Closure with students’ reflection:

Summary of the Strategies of the content and language objectives:

Summary of Evaluation or Assessment of the content and language objectives:

Lesson Plan Reflection

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