Name: Chance Moorman Grade: 1-2 Subject: Social Studies

Lesson Title: Embracing Our Differences Date: 7 March 2021

Unit Level Learning Goals:

I can identify what it means to embrace my culture, as well as the culture of others
I can identify main ideas from a story and apply them to the real world
State Mandated Standard(s):
SSSocC1 Explain the development and importance of culture.
SSSocIC1 Analyze forms of social inequality.
SSSocIC2 Analyze social change processes in a society.
IEP Goals to be Addressed in Lesson:
ESOL Student A will be able to comprehend main ideas of a short story when hearing the text read aloud and following along with
the text with 85% accuracy

Lesson Objectives: Assessment(s): Planned Feedback:

Recognize the importance and the
prevalence of cultural differences
Understand how culture plays a role in
society
Discover more about one’s own cultural
identity
Key Communication Skills Required:
Responding to prompts
Explaining a concept
Asking questions to a classmate
Instructional Resources & Materials:
“Supermom Saves the Day” short story
Formal: Interviewing a classmate and Teacher will walk around the room and
using that information to create an listen in on student interviews. If the
illustration discussion seems to be moving away from
the topic of culture, teacher will guide the
Informal: Class Discussion- answering discussion back in the right direction.
questions about the texts read in class and
about what culture is
Vocabulary to be Taught: Use of Vocabulary and/or
Culture Communication Skill in the Lesson
Unique Students will learn about what the word
Symbols “culture” entails.
They will learn how their classmates, as
well as themselves, are unique.
They will use symbols to represent the
culture of a classmate.
Use of Technology: Assistive Technologies:
Short stories and sample interview Students who need a handout/graphic
“I Tried to Hide My Stutter” short story
Mixed Media: Art supplies
SmartBoard
Planned Supports:
Differentiated Instruction Strategies:
Planned Collaboration with Others:
Management Considerations:
Introduction to Lesson/Activate
Thinking:
questions will be shown on the organizer with guiding questions to ask
SmartBoard during the interviews may use one
Prompts will be given for students to use as ideas for the peer interview.
The two short stories will be read aloud to the class; they will also be able to follow
along with the text on the board.
Learning environment: Students will be able to move around the room and talk to their
peers about the activity
The material will be read aloud to help all students, but especially ESOL students.
They will be able to hear, as well as follow along with, the stories.
The teacher will also walk around the room to offer any help during student interviews
if students seem to be struggling.
Teacher will explain what the word “culture” means and emphasize that every student
is unique.
This lesson is culturally relevant to each student in the classroom because every student
will have a partner who will learn about his/her unique culture
Paraprofessional(s) may also walk around the room to offer any help during the
interviews
They may also help students use any art supplies such as paint brushes or oil pastels
Teacher will have to manage classroom noise since all students will be talking to one
another at once.
Teacher and paraprofessional will have to make sure that students are using art supplies
appropriately
Hook: The lesson will be introduced by reading two short stories about embracing who
you are. (15 minutes)
The teacher will then explain to the class how these two stories relate to culture, and
introduce the interview activity (10 minutes)
Student interviews (15 minutes)
Portrait activity (45 minutes)

Body of Lesson/Step-by-Step
Procedures/Teaching Strategies
Lesson Closure:
Connection to Background Knowledge or Previous Learning: Students will build
on their reading comprehension skills when following along with the two short stories.
They will be able to understand the main themes of the stories with the help of prior
knowledge.
Introduce and Model New Knowledge:
The lesson will be introduced by reading two short stories about embracing who you
are. (15 minutes)
The teacher will then explain to the class how these two stories relate to culture, and
introduce the interview activity (10 minutes)
Guided Practice:
Teacher will guide the class during the peer interviews.
She will model the types of questions that should be asked and continue to offer
additional one-on-one help during the interviews. (20 minutes total)
The two short stories will be read as a class (15 minutes)
Independent Practice:
Students will use the knowledge they leanred about a classmate and apply it to create a
portrait that encapsulates his/her culture with the use of symobols, such as peace signs,
hearts, smiley faces, flags…. whatever makes the student unique! (40 minutes)
Review Standard/Summarize Learning:
Students will be able to volunteer (making sure that it is okay with the person that they
interviewed and made an illustration of) to present their portraits and explain the
meaning behind them. (Estimated 15 minutes)
Connection to Tomorrow’s Lesson:
Students will continue to learn about culture in Social Studies class and how it has
 formed our world into what it is today.
Notes: Source: https://www.learningforjustice.org/learning-plan/embracing-our-differences-0