Jessica Johnston
Cultural Practices Lesson Plan
I
Content Objectives: Students will be able to recognize, partake in, and reflect on products and
practices relating to the tradition of Halloween in the United States.
Language Objectives:
1. Students will identify and then write a paragraph using the vocabulary related to
Halloween: Pumpkin, costume, costume party, ghost, trick or treat, scary, skeleton,
jack o’lantern , black cat, and onomatopoeia words: boo! Woo oo oo, and creak.
2. Students will use the verb ‘to be.’ I.e. I am, he is, you are, etc. to describe their
costumes.
Standards: Communications, Culture, and Comparisons.
Five dimensions of culture: Products, practices, and some perspectives.
Cultural Products: Costumes, candy, pumpkin, skeleton, jack O’lantern
Extralinguistic Features of Communication: Paralanguage, kinesics, chronemics, and context.
Note: Materials that you must bring are in bold and italics. All pictures are taken from
Microsoft work clipart.
II
Setting the State:
1. The class before tell students to bring candy to class. Don’t give an explanation
as to why they need to bring it. Simply tell them to bring it.
2. Before students arrive, place some Halloween decorations around the room.
Decorations could include things such as a pumpkin, skeleton, spider web, bats,
and if you want to really set the stage some dry ice.
3. Come to class dressed in some sort of costume. It doesn’t have to be elaborate,
but something different enough so that students will be able to recognize a
difference.
4. Once students have arrived and are sitting in their seats walk around the room
and say “trick or treat” to different students. Some may already know, however
others may not. It’s ok if no one actually gives you candy. The point is to get them
curious as to what you are doing.
5. Next ask students to get into pairs of 3-4 and discuss what they think the teacher
is doing and why. If they are familiar with Halloween or are from a country
where it is celebrated, ask them to discuss what traditions they are familiar with
about Halloween. After they discuss, each group will share their ideas to the
class.
Input:
1. Explain to students that the class is going to focus on the tradition of Halloween in
the United States. Tell them that we are going to look at and discuss the traditions
related to Halloween and vocabulary related to the event.
2. To begin, pass out the short paragraph about Halloween to the students.
a. First ask students to skim the paragraph and underline words that they don’t
know. Have them write them on the board.
b. Explain the new vocabulary from the reading to students
c. Next ask students to read the paragraph and discuss it with their partner.
3. After students read the paragraph and discus it with their partners, lead a group
discussion about the tradition. If students have previous knowledge about the
holiday, ask them to note any differences they noticed or things that they learned.
4. Tape the pictures on the board for students to see. Ask if anyone one can correctly
identify the names of the items. If so, write the name above it. Then write the names
above the ones students couldn’t identify. Then write a list of the words which do
not have a picture go with them. All of the the words are: Pumpkin, costume, costume
party, ghost, trick or treat, scary, skeleton, jack o’lantern , black cat, and onomatopoeia
words: boo! Woo oo oo, and creak.
5. Go through the list of words on the board. Say the word out loud and give an example
for each one. Explain the tactic significance behind black cat and jack o’lantern. For the
sound words, give an example of how to say them and tell them what they mean.
a. After going through the list hold up a picture and ask questions to check for
comprehension. For example, hold up a picture of a pumpkin and ask “is this a
skeleton? Yes or no.”
6. Explain the concept of a costume party in a little more detail. Explain to students what
may be incorporated in a costume party, what people will do, and how they will act, etc.
Describe that in some costume parties people might have costume contests to vote on
who has the best costume.
Guided Practice:
1. Pass out a short list of questions for students to answer about the paragraph and
class material they have just learned.
2. In groups of 2 -3 give students a piece of blank paper. Ask students to draw a picture
of a Halloween party or haunted house and have students draw pictures of the
things they have just learned. Then have them correctly label the items.
Applications and Extension:
1. Bring lots of construction material to class. For example colored paper, tape,
scissors, old newspapers, glue, toilet paper, old plastic bags, etc.
a. Tell students that we are going to have a costume party in class. Give them 10
minutes to create themselves a costume. Tell them that during the costume
party we will be having a costume contest and vote for the best costume.
2. After students have created their costumes have them leave the room and then one
by one knock on the door and come in as if they were entering a party. Put some
music on quietly. You could even bring some snacks or have had them also have
brought snack along with the candy. Tell them to practice the previously learned
concept of small talk. Also tell them to use the “to be” verb to describe their costume
– ie. I’m a ghost. I’m Albert Einstein. He’s a bear. She’s a cat. Etc.
a. Halfway through the costume party lead students in a costume contest. Have
each student come to the front and explain their costume. Then have
students vote to what they think is the best costume. Give the winner a candy
bar prize.
3. After students interact and converse with each other at the costume party lead a
short debriefing discussion and explain the homework for the next class.
Assessment and Evaluation:
1. Throughout the lesson you will listen to student’s comments as well as ask
comprehension questions to judge how well they understand the material.
2. Send students home with a homework assignment to write a paragraph reflecting
on their ideas of Halloween. Guiding questions for the assignment are. 1. What did
you think of this holiday? 2. What is something you didn’t like about it? 3. What is
something you did like about it? 4. What did you learn? 5. What questions do you still
have? Use at least 5 of the vocabulary words.
a. In their writing, students should address all of the guide questions. In their
writing, students should use at least 5 of the vocabulary words. Poorly done
assignments will answer as briefly as possible and not show signs of
thoughtful reflection whereas good assignments will reflect an
understanding of the material, answer each of the questions, and use at least
5 vocabulary words.
III
3.1. Specifically in this lesson I was able to focus on different and more creative ways to
provide input. I think in the past I had a tendency to not provide as much input as I should
have. With this lesson I was able to incorporate a written text as well as pictures and
discussion to provide student with a good amount of input.
3.2. Developing a lesson plan which focuses on a specific cultural practice has been a very
good experience. It has helped me to realize just how deep and intricate our cultural
practices are. While I was researching the history of this practice it was interesting to learn
the history involved in it and see how that history has evolved into our modern practice. I
think learning just how detailed these practices are has helped me to appreciate even more
the richness that teaching culture can bring to a classroom. There are so many fun things
that can be done with practices that can give the students a wide range of interesting
information and topics while at the same time providing them with authentic situations to
practice their language skills.
3.3 I think that breaking culture down into different parts as Moran has done has helped to
create a solid basis for knowing the different components of culture available for teachers.
Starting with products and now being able to contrast that with the concept of practices
has been very helpful.
Halloween Questions
1. Why did people in ancient Celtic communities wear costumes on October 31?
2. What is a costume party?
3. What are some things associated with Halloween today?
Halloween Questions
1. Why did people in ancient Celtic communities wear costumes on October 31?
2. What is a costume party?
3. What are some things associated with Halloween today?
Halloween Questions
1. Why did people in ancient Celtic communities wear costumes on October 31?
2. What is a costume party?
3. What are some things associated with Halloween today?
Halloween Questions
1. Why did people in ancient Celtic communities wear costumes on October 31?
2. What is a costume party?
3. What are some things associated with Halloween today?
Halloween
Straddling the line between fall and winter, plenty and paucity, life and death, Halloween is a time of
celebration and superstition. It is thought to have originated with the ancient Celtic festival of Samhain,
when people would light bonfires and wear costumes to ward off roaming ghosts. In the eighth century,
Pope Gregory III designated November 1 as a time to honor all saints and martyrs; the holiday, All Saints’
Day, incorporated some of the traditions of Samhain. The evening before was known as All Hallows’ Eve
and later Halloween. Over time, Halloween evolved into a secular, community-based event
characterized by child-friendly activities such as trick-or-treating. In a number of countries around the
world, as the days grow shorter and the nights get colder, people continue to usher in the winter season
with gatherings, costumes and sweet treats.
From: http://www.history.com/topics/halloween
Halloween
Straddling the line between fall and winter, plenty and paucity, life and death, Halloween is a time of
celebration and superstition. It is thought to have originated with the ancient Celtic festival of Samhain,
when people would light bonfires and wear costumes to ward off roaming ghosts. In the eighth century,
Pope Gregory III designated November 1 as a time to honor all saints and martyrs; the holiday, All Saints’
Day, incorporated some of the traditions of Samhain. The evening before was known as All Hallows’ Eve
and later Halloween. Over time, Halloween evolved into a secular, community-based event
characterized by child-friendly activities such as trick-or-treating. In a number of countries around the
world, as the days grow shorter and the nights get colder, people continue to usher in the winter season
with gatherings, costumes and sweet treats.
From: http://www.history.com/topics/halloween
Halloween
Straddling the line between fall and winter, plenty and paucity, life and death, Halloween is a time of
celebration and superstition. It is thought to have originated with the ancient Celtic festival of Samhain,
when people would light bonfires and wear costumes to ward off roaming ghosts. In the eighth century,
Pope Gregory III designated November 1 as a time to honor all saints and martyrs; the holiday, All Saints’
Day, incorporated some of the traditions of Samhain. The evening before was known as All Hallows’ Eve
and later Halloween. Over time, Halloween evolved into a secular, community-based event
characterized by child-friendly activities such as trick-or-treating. In a number of countries around the
world, as the days grow shorter and the nights get colder, people continue to usher in the winter season
with gatherings, costumes and sweet treats.
From: http://www.history.com/topics/halloween