GCU College Of Education Lesson Plan Template Section 1 Less

Gcu College Of Educationlesson Plan Templatesection 1 Lesson Preparat

GCU College of Education Lesson Plan Template Section 1: Lesson Preparation. Teacher Candidate Name: Grade Level: Date: Unit/Subject: Culture/History and art Instructional Plan Title: What is culture? Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. In this lesson, the major concept is helping and guiding students to think about similarities and differences between their classmates and how we can learn from each other. This aims to foster better citizenship by increasing awareness of different cultures worldwide. Classroom and Student Factors/Grouping: Describe classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, behavior concerns, gifted learners), and how these impact planning, teaching, and assessment to facilitate learning for all students. Keep this to 2-3 sentences, focusing on differentiation. The lesson will utilize different groupings such as whole group, small group, independent work, and peer-to-peer, tailored according to abilities, with peer assistance and movement around the classroom. National/State Learning Standards: Identify relevant national and state standards that align with the lesson’s content, learning targets, and assessments. Include full standard statements with performance indicators. For Ohio standards: Change over time can be shown with artifacts, maps, and photographs (History Standard); identify patterns of same and different phrases in poems and songs (Art Standard). Specific Learning Target(s)/Objectives: Clearly state measurable objectives aligned with standards, specifying what students will demonstrate or accomplish by the lesson’s end, such as “Given an unlabeled map, students will accurately label all state names.” The objective focus is on understanding components of culture. Academic Language: List key academic and content-specific vocabulary such as Culture, Tradition, Diversity, etc., and briefly describe how to teach these terms—using context clues, group discussions, models, and visual aids. Resources, Materials, Equipment, and Technology: List all materials and tools used, including online resources, printed materials, and technology. For example, Hello Song by Global Wonders, tape, colored pencils, index cards, large paper, My Culture worksheet, pencils. Section 2: Instructional Planning Anticipatory Set: Describe 2-3 activities planned to activate prior knowledge and engage students’ interest, such as visual prompts, class discussions, and video integration. Indicate needed materials like visuals of Earth, student sharing prompts, and the Hello song. Time Needed: Specify the time allocated for this section. Multiple Means of Representation: Explain how content will be presented through varied methods (guided notes, graphic organizers, videos, manipulatives) to meet diverse learning styles. For instance, using a Venn diagram to compare characters, anchor charts on culture, and visual aids. Differentiate for groups: ELLs get small group language focus; students with special needs receive visual aids and guided instruction; gifted learners complete detailed sentences; early finishers choose extension activities from the “I’m Finished Chart.” Time Needed: 20-30 minutes. Multiple Means of Engagement: Outline strategies to foster active participation—collaborative work, discussion, hands-on activities, questioning strategies, and use of formative assessments like thumbs up/down. Highlight activities like class discussions on what makes students unique, anchor chart creation, modeling of vocabulary, and worksheet completion. Differentiate activities: ELLs and students with special needs work in guided groups; gifted learners express feelings in detailed sentences; early finishers explore additional tasks from the display chart. Time Needed: 20-30 minutes. Multiple Means of Expression: Describe how students will demonstrate their understanding through varied assessments—summative (short answer, poster, multimedia projects) and formative (exit tickets, thumbs check, class discussions). Provide options for response and assessment tiering. For example, students might produce a poster, write a reflection, or participate in oral presentations. Differentiate assessment based on student needs: ELLs and students with special needs participate in guided activities; gifted students complete more complex tasks; early finishers engage in extension activities. Time Needed: 15-20 minutes. Extension Activity and/or Homework: Outline additional tasks or homework that reinforce lesson targets, such as filling out an exit ticket about what students learned and what resonated with them. This supports retention and understanding. Estimated Time: 5-10 minutes. Reflection: In developing this lesson, the goal was to deepen students' understanding of what constitutes a culture, including clothing, food, traditions, language, and family practices, emphasizing their importance in personal identity (Setiawan, 2019). The lesson incorporated diverse instructional methods—small groups, whole class activities, individual tasks, and teacher support—to accommodate students’ different needs. Critical thinking questions were used to connect content to real life, promoting problem-solving and reflection. The culture worksheet served as a formative check, and the exit ticket provided insight into student comprehension, informing future instruction. Overall, the lesson aims to be inclusive, engaging, and effective across varied student groups, fostering cultural awareness and appreciation (Pinterest, 2019; Education.com, 2021; Setiawan, 2019).

References

• Education.com. (2021). Worksheets for kids & free printables. Retrieved from https://www.education.com
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