Title of Lesson: Defining Culture
Grade level 2nd to 3rd grade
Goal of lesson: Students will be able to recognize there are different cultures around the world.
Students will also be able to identify within culture we raise our own generation, tradition, and
customs.
Objective for this lesson: Students will be able to define culture and tradition
Materials needed:
o Coqui figure
o Plantain
o Bag
o Book about culture—Same, Same Different By Jenny Sue
o Computer
Time needed: 45 minutes
Procedure
1. I will bring two personal items that represents my culture being that I am Puerto Rican and
Dominican. The first item will be a coqui figure and the second item will be a plantain.
2. I will then put both items in a bag and have students guess what’s in the bag. As students are
guessing what is in the bag I will provide students with clues for each item.
3. To describe the Coqui, I will tell students that it is an animal and this animal is the mascot of
my country, Puerto Rico. I will also tell students that this animal hops, has four legs, this
animal color differs, and it can be green or brown. A possible answer a student can respond
to these clues is, “it’s a frog.” I will explain to students that a coqui is a part of the frog
family.
4. To describe the next item I will tell students it is used to create main dishes in the Dominican
Republic, which makes this item a food. This food can go from green to yellow, you have to
peal it. Student’s response when they hear pile would more than likely be “banana.” I will
explain to students it is known as a plantain, in which in Spanish is called “platano.” I will
also explain to students the significance of the platano in Dominican Republic. First, I would
mention that platano is the main dish because many families cook different dishes with this
such as, mangu, pastelon, tostones. And many other foods. As I mention these different
dishes I will show students pictures of each so students will understand that each dish is
constructed differently with the same product.
5. Then, I will explain to students why platanoes is meaningful to me. I will tell them it is
meaningful to me for various reason, one reason is because in my country my family in
Dominican Republic always makes breakfast with platanoes so here in the U.S we try to keep
that tradition and eat a platanoe dish in the morning. Another reason why it is meaningful to
me is because when we never had food to eat we would always have platanoes to make and it
was our choice to either cook it as mangu, pastelon or tostones.
6. After, Students will then write in their social studies notebook, how do you define culture?
7. After students have written their definition of what is culture to them. We will share as a
discussion the definitions that students came up with. I will then provide students the
definition of culture which is, a shared way of living by a group of people.
8. I will then write on the board the different aspects of people’s lives that make up their
culture.
9. Afterwards I will provide students with a worksheet that has fill in the blankets. Students will
be asked, can you make a list of some elements that makes a person’s culture
10. Students will then share their list a loud
11. I will then explain to students that culture is an important concept to learn because everyone
has a different culture in which shapes how they see the world and who they are.
12. I will tell students to come sit on the rug as I will read a book.
13. Once I am done reading the book I will engage students by asking them questions from the
book, such as, how are the children in the book similar to us? Different? What do you think
people are doing in the picture? In the book we read about their culture, what is your culture
about? (pick on three students) Do you family have any specific traditions they do?
14. Finally, I will provide students with the definition of culture and tradition students will write
the definition in their journals
o Culture definition: A shared way of living by a group of people
o Tradition: The transmission of customs or beliefs from generation to generation,
or the fact of being passed on in this way.
Connect: I will send a newsletter to parents explaining for this unit we will be learning about
culture. In the newsletter I will inform parents that I will be brining items that represents my
culture. I will ask parents if they as well can participate in this unit by sending an item that
represents their children’s culture and having the child explain it to the class later on in the unit.
Organize: Activating background knowledge
How will you help your student work with the important information in this lesson? Describe an
ACTIVE strategy.
Reflect:
o
o
o
o
What do you see in the photo that describes culture?
What are some of the ways people in the book celebrate their own culture?
How can culture be expressed?
What are some traditions you and your family part takes in?
Extend: At the end of the unit I can have an international fair/ potluck where students can
provide the class with a dish that represents their culture and dress up any way their culture
dresses. Within the fair we can also include any games or traditions family do in their family and
involve the class, or share stories.
Assess: I will assess students understanding of culture on their response to the reflect questions.
Possible answers students can respond to the questions are
o What do you see in the photo that describes culture? *Clothing, celebration
o What are some of the ways people in the book celebrate their own culture? *Party, games
o How can culture be expressed? *Music, language, clothing, food
o What are some traditions you and your family part take in?
*On Christmas day we make pizza
* On thanksgiving we all wear pajamas to the dinner table