Reading Integrating Social Studies Strategic Lesson Plan
Teacher: Mrs. E. Davis
Dates: October 28, 2014—November 4, 2014
Lesson and/or Unit Title: Understanding Culture and Its Components/US-A Nation of Immigrants
Stage 1 – Desired Results
Amount of Time (94):
Common Core Standards: CCI- Cite specific textual evidence to support/analysis of primary and secondary information
CC4—Determine the meaning of words/phrases as they are used in a text, including vocabulary specific to domains related to history/Social
Studies.
Language Proficiency Level: 6th Grade
Student Learning Objective (s): Students will learn about the concept Essential Questions: (Checking for Understanding) 1. What elements make up
culture? 2. What are the four major advancement (stages) of early culture?
of culture, things that make up one’s culture, ways in which culture
3. What is the relation between language and culture?
changes, and identify the cultures that make up the United States.
4. Why does culture change over time?
5. Understand why the United States is called a “melting pot” of immigrants.
Lesson Outcome (s): Is to help students understand that our own
Key Vocabulary: culture, custom, tradition, celebration, civilization, social
culture is all around us and it has helped to shape who we are, what
structure, nuclear family, cultural diffusion, acculturation, ethnic group,
we enjoy, and our social norms. Let them know that our encounters
cultural diversity, cultural exchange, melting pot.
with those of different cultures are excellent opportunities to
celebrate our diversity, while appreciating our own cultures.
Stage 2 – Assessment Evidence
Performance Task: (created artifact…) Ethnic Flavors—students will research and trace the cultures of some of the most popular food that have reached
America. They will trace each item from its origin –name of the country , ethnic group.
Summative Task: (quizzes, tests, prompts) Charts , class work, research, groups, Quizzes and Test, Observation.
Stage 3 – Learning Plan
Anticipatory Set (10): K_W_L-Reading readiness Guide pp.210 from Teaching Resource-Foundation of Geography. Past out activity sheet to students. Students
will quickly preview the section. (Section 1, Chapter4.) then brainstorm and list—what you already Know about “Culture” in the first column of the chart. In the
second column, write what they Want to know or find out from reading the section. Explain that they are to save their charts for later. After reading the
sections, taking notes, and discussing the chapter they will finish it out—what they have Learned.
Bell Ringer: My Bell Ringer is listed on the board each day. As student enter and sit down they are to copy their bell work in their binder and answer it and then
we all will discuss the answer. The information is skills or information that the students didn’t master/understand.
Input/Modeling/Crafting (25): Large Group discussion-Guided Instructions. Explain to student that they will learn about the elements that make up one’s
culture, and the different cultures that make up the population of the United States. Have students read orally pp.92-95 of their text. What is culture? Discuss
the elements that make up culture. Also discuss how elements of culture differ throughout the world—giving examples. Discuss the four major advancements of
early culture. Explain why each stage was important to the advancement of culture and history. After students have finished reading, use the following question
to check for understanding:
 What are some elements of culture?
 How are culture and environment related?
 What allowed civilization to develop?
How We Dress: Using the OHP, show forms of traditional dress from several countries. Discuss why people of that cultural might dress that way.(reasons for
wear). Next, look at old photos of people in the United States---compare how they dress in other decade (50’s, 60’s, 70’s, 80’s)with the way we dress today.
Discuss the ways that traditions and customs may change over time within a culture. Ask to students to predict, by drawing the way they might dress five to ten
years from now. Repeat the process for the followings....What We Eat, How We Celebrate.
Guided Practice (25): Students will use their textbook to complete the “Guided Reading and Review”. Go over the directions with the a students, make sure they
understand what they are to do. Give remediate help to those that need additional help. Circulate among students to make sure they are writing down the right
information. Assign the reading and Vocabulary Study Guide to help struggling students. (Their workbooks).
Independent Practice (20): Groups-Construct a chart to identify the four major advances of early cultures and justify why each is important. Complete
worksheets on culture/US, a “melting Pot of people.
Closure (14): Summarize what has been taught and discussed each day. Students will have to give “Brief Constructed Responses” or complete an activity on
culture at the end of each class section.
Reading Integrating Social Studies Strategic Lesson Plan
Teacher: Mrs. E. Davis
Dates: October 28, 2014—November 4, 2014
Alignment Extension (Homework):
Differentiation Notes: Student choices:
1. Choose a country of interest to them and research its native dress.
Identify in descriptive terms the clothing of that culture. Use pictures
from magazines or drawings to better describe the clothing. Identify
whether the clothing is worn out of comfort to suit the climate or for a
special ethnic or religious celebration.
2. Celebrations—Research some celebrations that the teacher will have
listed on the board.
3. Homes—Research the various types of homes that people around the
world build.
Materials/Items Needed
1. Student’s textbooks, T.Ed., pencil and paper, binders, workbooks, wall map,
internet, wall map. Chart paper,
2. OHP, Teacher’s Resources-Foundation of Geography, worksheets,
edHelper.com, Worksheets.com, Superteacher.com, Junior Scholastic
Current Magazines, Study Island, Library.
2.
Technology Integration:
 Word Processing
 Power Point
 Internet Resources
 Graphics/Charts
 Internet Research
 Interactive Whiteboard
 Classroom Performance System
 Other
Strategies:


















Student Choice
Modeling Reading Strategies
Modeling Writing Strategies/Process
Reading Aloud
Cooperative Learning
Independent Reading
Writing Before and After Reading
Pre and Post Test
Hands-on Learning Manipulatives
Small Group
Higher-Order Thinking Skills
Real-World Connections
Anchor Charts
Research Materials
Writing Workshop Time
Conferencing
Classroom/Content Area Literacy Library
Other (Explanation Needed)