Culturally Responsive Lesson Plan

Alexa Armentano

Lesson Topic (Title):  Family Traditions

I.          Learning Objective(s)

A.    Teacher's Goals

The teacher’s goal of this lesson is to introduce differences between cultures.  Teacher will read the story “The Name Jar.”  Teachers will discuss different family traditions within cultures with the class. 

B.    Define Content Objectives for Students

Students will be able to understand differences between family traditions within cultures.  Students will be able to articulate a family tradition using simple sentences. Students will verbally describe a family tradition using words or phrases.  Students will write or draw a key word on the class chart.  Students will explain their contribution to the class chart.  Students will present their activity to the class.  Students will participate in the class discussion by sharing thoughts on similarities and differences between family traditions.

C.    Define Language Objective: Student Will Be Able To (SWBAT) speak, listen, read or write in English or Native Language.

Students will be able to share their own family traditions.  Students will be able to draw a picture and write a sentence about their family traditions.  Students will be able to speak to the class about their family traditions.  Students will be able to discuss differences between cultures.  Students will be able to listen to their classmates’ family traditions.

II. Standards

A.    NYS Content Common Core Standard(s)

RL.2.3 - Describe how characters in a story respond to major events and challenges.

SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

B.    TESOL NYS

Standard 3 - English language learners communicate information, ideas, and concepts necessary for academic success in the area of Language Arts.

Standard 4 - English language learners develop and demonstrate their home language and literacy skills in English.                

C.    Native Language Arts State Standards

CC6K2 Language: Characteristics of one’s own cultural and use of language and the ways in which these can differs from other cultures and uses of languages.

III. OUTLINE: Description of Learning Experience

Procedure: What will you as the teacher do? What will the students do? Describe mini-lesson or learning experience.

A.    Basis for the lesson

The basis for the lesson is rooted in creating a culturally and linguistically responsive learning environment for grade two students.  The lesson is designed to celebrate diversity, foster inclusivity, develop language skills. Encourage reflection, promote cultural awareness, and build a positive classroom community.

B.    Approach and/or motivation

The lesson will begin with a discussion on the concept of family and why it is important.  Then, there will be a read-aloud of the book “The Name Jar,”

C.    Development

a.     List strategies, activities, in sequential order

1. After the book is read, there will be a sharing circle where students can start thinking about their own family traditions.  Students will have the opportunity to talk about a special tradition in their family.  Students will be encouraged to use simple phrases or sentences to describe their traditions.

2. A class chart will be created titled “Our Family Traditions.  As students share their traditions, the teacher will write down key words or draw simple illustrations to represent each tradition.  Names of each student will be included next to their contribution.

3. Students will be given a paper where students will write about their family tradition and draw a picture of their family tradition.  Students will write their sentence or two first, and then draw a picture that illustrates their tradition.  Students will have the opportunity to color in their picture.

4. Once students completed their activity, they will be invited back to the carpet to share their work.  Students will have the opportunity to present their work with the class and other students will have the opportunity to ask questions about their family tradition.  Teacher will emphasize the uniqueness of each tradition and how it contributes to the diversity of the class.

5. Once all students who wanted to share their work is finished sharing, there will be a class discussion on the similarities and differences in the family traditions shared.  It will be discussed how these traditions contribute everyone’s cultures.

6. Finally, students will have the opportunity to reflect on what they enjoyed learning about their classmates’ family traditions.  It will be reinforced that understanding and appreciating different traditions make the class community stronger, unique, and special.

b.     List questions to be asked and anticipated answers.

What does the word family mean to you?

-Love, sharing, spending time together, helping each other

What is a tradition?

-Something you do with your family, something you do every year

Can you share a special tradition that you have with your family?

-Students may share traditions around holiday celebrations, family meals, activities, etc.

What is one key word about your family tradition that we can add to our chart?

-Party, food, celebration, holiday

What is your favorite part about your family tradition?

-Being with family, the party, the food, the activity

Do all families have the same traditions?

-No, yes, some families have the same traditions

What similarities do you notice between everyone’s family traditions?

-Families are always together

Do you notice any differences?

-Yes, families have different traditions, families do different things

Why do you think it’s important for families to have traditions?

-To do things together

Why do you think it’s important to learn about different family traditions?

-To understand each other, respect each other, to learn about each other

                                    c.   Medial Summary - means by which to check for student comprehension 
                                                 of concepts, information, being taught.

Assess participation in the discussion after the read aloud and contributions to the class chart.  Student comprehension will also be assessed from their activity where they will write and draw a picture about their family tradition. 

                                    d.  Practice and reinforcement activities and follow-up

Students will have a home project to complete with their families regarding their family tradition.  Students will create a poster board about their family traditions and include photos of themselves with their families participating in the tradition.  When students bring the poster boards back in, there will be another opportunity to share their family tradition, and some traditions can be chosen to be completed in class.  This will ensure students understand other family traditions and see that all traditions are special whether they celebrate them or not.

Instructional/Environmental Modifications:  Describes the procedures used to accommodate the range of abilities in the classroom, such as (NLA, ESL, multi-level):

   Instructional modifications made

-Provide key vocabulary words on a word list in multiple languages

-Encourage students to share their family traditions in their L1 if needed, and then try in L2

-Use visual aids, such as pictures, symbols, or drawings to support understanding

-Pair ESL students with proficient English speakers for certain activities throughout the lesson to foster collaboration and support

-Simplify instructions and use clear, concise language. 

-Model activities before students engage in them.

-Use graphic organizers to help organize information visually.

-Offer alternative assessment methods, such as allowing ESL students to complete their activity with a drawing only and no writing.

-Provide sentence starters and sentence frames for writing activity.

-Repeat key instructions and concepts to reinforce learning through repetition.

   Teaching approach chosen (e.g., task-based learning, form-focused instruction, etc.)

This lesson has a combination of teaching approaches. There is a learner-centered approach because students are encouraged to participate in discussions about their family traditions and share traditions that they decide to share.  Interactive teaching is present because the lesson incorporates interactive activities such as different discussions and a sharing circle.  There is a culturally responsive approach because different cultural backgrounds and traditions are discussed within the classroom.  The writing activity and drawing activity covers a task-based learning approach.  At the end, there is an opportunity for students to reflect on the lesson, which is the reflective teaching approach.  And finally, there is differentiated instruction for students who need extra support with language.

   Aspects of the L2 acquisition process considered (e.g., motivation, L1 transfer, linguistic environment, etc.) for these modifications

There are a few aspects of the L2 acquisition process considered within this lesson.  Motivation is considered by incorporating engaging and culturally relevant content to enhance intrinsic motivation.  L1 transfer is also considered by acknowledging that students may bring elements of their first language when acquiring second language, and that students were able to share their family tradition in their L1.  This also is part of the linguistic environment aspect for sharing family traditions in multiple languages.

   Physical modifications of the classroom setting

-ESL students will sit closer to the teacher on the rug.

-ESL students who need extra support will work in a small group at a small table with a teacher.

Time Required:  For each aspect of the learning experience, the amount of time is stated for:

   Planning – 20 minutes

   Implementation – 45 minutes

   Assessment – 20 minutes

Resources (Materials and Supplies):  Identifies the materials, supplies, and equipment needed to successfully complete the learning experience:

   For the student

-       Pencil

-       Activity paper

-       Crayons

-       Word list

-       Sentence starter

-       Word/picture list

-       Poster board

-       Family photos

   For the teacher

-       “The Name Jar” picture book

-       Chart

-       Markers

-       An example of the writing/drawing activity

Manipulating Activity: Describe the student activity and grouping, etc.

Students will create a poster board with their families displaying their family tradition.  Students will cut photos, glue photos, etc. on poster board.  Students can add photos from magazines, or printed images representing various cultural elements of their traditions. Students may use construction paper, scissors, glue, markers, etc.

Assessment Plan (Assessment Tools and Techniques): (Especially include informal and alternative assessments.) Describes the:

   Techniques used to collect evidence of student progress toward meeting the learning standards (e.g., observation, group discussion, higher analytical questioning)

Assess participation in the group discussion after the read aloud as well as students’ contributions to the class chart.  Ask questions during discussions to see how students comprehend the questions and how they answered them.  Students will be observed during activity to see how they are doing on their writing assignment.  Students’ comprehension will also be assessed from their activity where they will write and draw a picture about their family traditions. 

   Tools used to document student progress (e.g., scoring guides, rating scales, checklists, projects, taped performances)

      Student progress will be documented with scoring guides for writing assignments and comprehension. Student progress will also be documented by their projects they complete on their own at their home, and the presentation of their project in school.

IV.       Reflection (on how this lesson fits the new paradigm and what worked well and what could be done better next time): Teacher’s comment on the learning experience, including:

   How it might better meet the needs of ALL learners

   How it might better support student progress toward the attainment of the learning standards

   How to expand the connections to other learning standards

   How it reflects current scholarship in the field and best classroom practice

This lesson aligns well with emphasizing learner-centered approaches, cultural responsiveness, and interactive learning.  By centering the lesson around students’ personal experiences, it promotes engagement as well as inclusivity and values the diversity within the classroom.  The incorporation of multilingual support and collaborative activities reflects the shift towards more culturally relevant and participatory teaching methods.  Parts of this lesson that I assume will work well are engagement and participation.  Students will be actively engaged in sharing their family traditions which will create a positive classroom environment.  Another part that worked well was having multilingual support.  Students were allowed to share in their L1 which contributes to a more inclusive and supportive learning environment.  Parts of this lesson could be made better with some improvements.  There could be further differentiation and the teacher could explore more ways to differentiate instruction to accommodate diverse learning styles and proficiency levels within the class.  This would better meet the needs of all learners.  To better support student progress toward learning standards, ongoing assessments could be integrated through the lesson to provide real-time feedback on students’ language development.  To expand connections to other learning standards, the lesson could incorporate other elements of social studies that would provide a broader understanding of cultural diversity and traditions around the world.  The lesson reflects current scholarship by emphasizing cultural responsiveness, linguistic diversity, and active student engagement.  It reflects best classroom practice because of the culturally responsive teaching and language acquisition strategies that enhances effectiveness in diverse classrooms.  While this lesson is at a good starting point, after reflecting, it shows there is always room for improvement and change.  This is a lesson that all educators should keep in mind while teaching.