Education Standards
https://docs.google.com/presentation/d/1EEftcC2boQCTG172T1Hh0emZvcbxGKzkGxXV7cEIo38/edit?usp=sharing
Hispanic Heritage/Elements of Culture
Overview
In this lesson, students will learn what the word “Hispanic” means and what some elements of culture are. Pairs/groups of students will read about a Hispanic country and create a one-pager showing cultural elements of that country. |
LESSON DESCRIPTION
Hispanic Heritage Month/Elements of Culture
Author of the Lesson: Clarissa Wiebe
Lesson Summary/Overview: In this lesson, students will learn what the word “Hispanic” means and what some elements of culture are. Pairs/groups of students will read about a Hispanic country and create a one-pager showing cultural elements of that country.
LESSON GOALS AND OBJECTIVES
Alignment and Objectives
Content Standards: CCSS.ELA-Literacy.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Content Objectives: Understand the different elements of culture, particularly related to Hispanic cultures.
ELP Standards:
1: Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.
2: Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.
3: Speak and write about grade-appropriate complex literary and informational texts and topics.
8: Determine the meaning of words and phrases in oral presentations and literary informational text.
9: Create clear and coherent grade-appropriate speech and text.
10: Make accurate use of standard English to communicate in grade-appropriate speech and writing.
Language (ELP) Objectives: Understand the word Hispanic as well as the elements that make up culture.
Supporting Academic Language
Language Functions: Describing people, places, and things; Literary analysis; Drawing conclusions
Language Modalities:
Reading—After teacher modeling, students will read informational text and highlight specific information.
Writing—Using an example for reference, students will write and draw items on a piece of paper that represent elements of culture for a specific Hispanic culture. Students will also answer questions in journals about the activity, using sentence frames if desired.
Listening—Students will listen to members of their group when discussing what they highlighted as elements of culture from the reading.
Speaking—Students will use a talking chip to contribute to group and class discussions, using sentence frames if desired.
Vocabulary: Hispanic, elements of culture
Syntax or Sentence Structure(s):
I gave myself a score of ____ for participation because _______________.
An element of culture I found for (country) is ________.
In (country) an element of culture is ____________.
The country my group read about was ___________.
I noticed that all the countries had _______________ in common.
Some of the cultural elements in the country ______________ are ___________, _____________, and ____________.
The hardest part of this lesson for me was _______________.
LESSON PREPARATION
Considerations
Prerequisite Knowledge and Skills: Having an understanding of what culture is, reading grade-level informational text, highlighting specific information, having a discussion in a group, sharing information out loud, and answering questions in a journal.
Instructional Materials
Resources, Materials, and Technology required or recommended for the lesson:
Printed handouts
Paper/colored pencils, crayons, markers, etc.
Cards/other means for grouping students
Talking chips/tokens
Learning Supports
Socio-emotional supports: Having students work together in groups and providing sentence frames. Journal entry that won’t be shared with others.
Cultural & Linguistic Responsiveness: This lesson focuses on learning and knowing about other cultures, specifically Hispanic cultures, which may represent multilingual learners in the class. Strategic grouping of students where needed for language/comprehension supports.
Accessibility: Students work in groups, specific grouping as necessary to support language/comprehension supports. Teacher modeling of all tasks required of students. Use of talking chips to promote fair group work.
Instructional Supports
Differentiation: Teacher modeling and examples, strategic grouping
L1 Supports: Cognates, word wall, sentence frames, multiple ways to show knowledge
L2 Development (by level):
LESSON PROCEDURES
Anticipatory Set/Motivation/Hook
Time: 10 minutes
Teacher Does/Students Do:
Whole Group—Activate prior knowledge: Think about the elements of one’s own culture. Allow for a few students to share. Give help and examples as needed.
Make a mind map: On the board/overhead with “elements of culture” in the middle and branching out with terms the class comes up with (traditions, food, language, celebrations, sports, clothing, etc.)
Introduce vocabulary word: Hispanic (any culture where the language spoken is Spanish).
Focused/Guided Instruction (Teacher-as-Model/Joint Responsibility)
Time: 7 minutes
Teacher Does/Students Do: Show the informational sheet for one of the Hispanic countries (example done is for Argentina) on the overhead. Read aloud and highlight as students and teacher give a thumbs-up whenever reading about a cultural element.
Show the one-pager example for Argentina and discuss how the elements represented are related to the informational page.
Group Application (Student-to-Student Joint Responsibility)
Time: 20-30 minutes
Teacher Does/Students Do: Pass out cards to students and have them find their match(es). These will be the pairs/groups. Students should be put into groups of 2-3, depending on numbers. Give each student a talking chip and explain that they will need to use these during their group discussions.
Distribute the Hispanic country information sheets: Give each group one color copy and enough black and white copies for each student in each group, using a different country for each group.
Students will read the information and highlight the elements of culture for their particular country. They can do this together if they wish, or on their own. When all students in a group are done reading, they will have a group discussion to decide what to put on their one-pager. Each group member must use their talking chip to discuss something they highlighted while reading the text. Provide the sentence frame: “An element of culture I found for __(country)___ is ___(element of culture)___.” Students will decide which elements to include on their one-pager and will make it together.
Groups share with class: Each group will present their one-pagers to the class. They will need to tell the name of the country and the elements they included. Each group member should share something. They can use the sentence frame: “In ___(country)____an element of culture is _____________.”
Individual Learning (Independent Practice and Application)
Time: 10 minutes
Teacher Does/Students Do: Using classroom journals, students will make an entry with the following:
1. On a scale of 1-5 (1 is low, 5 is high), I participated and did my part during group work. Tell why you gave yourself that score.
I gave myself a score of ____ for participation because _______________.
2. On a scale of 1-5, I did the best work I was able to do today.
I gave myself a score of ____ for doing the best work I could today because _____________.
3. What is the country your group read about?
The country my group read about was ___________.
4. Did you notice any elements of culture that your country had in common with another country that a different group shared about?
I noticed that all the countries had _______________ in common.
5. What are some of the specific elements of culture in the country you read about? List at least three, but you can list as many as you would like.
Some of the cultural elements in the country ______________ are ___________, _____________, and ____________.
6. On a scale of 1-5 (1 is easy, 5 is difficult), rate the difficulty of this lesson. What was the hardest part for you?
The hardest part of this lesson for me was _______________.
Closure
Time: 3 minutes
Teacher Does/Students Do: Using an exit ticket, students will list three elements of culture and define the word “Hispanic” in their own words.
ASSESSMENTS
Formative Assessment
Content: One-pagers, Journal entry, highlighted information on student copies, student sharing out loud to class[d]
Language: Exit ticket, journal entry