Global Perspective UbD Lesson Plan Template
Teacher’s Name: Jeff Steuernagel
School: Hong Kong International School
Contact Information: jsteuernagel at
hkis.edu.hk
Context of Unit:
This cultural mapping lesson is included in
the Junior College Guidance course (approx.
20 grade 11 students in a classroom setting)
to help students identify how their cultural
identity may shape their college search and
selection.
Unit/Lesson Name: Cultural Mapping
Approximate Time to Deliver: 30-60 min
Stage 1 – Desired Results
Competency/Objectives: •Standard B: Students will acquire an awareness of their family
culture11 and own cultural identity12
–Competency GP: B2 Acknowledge developing cultural identity GP:B2.1 Understand how
“cultural identity” is affected by place, belonging, history and aesthetics
– GP:B2.2 Understand that “cultural identity” is made up of many different individual identities16
–GP:B2.3 Delineate between fore-grounded or back-grounded identity17
–GP:B2.4 Reflect on their own experiences with marginality18
–GP:B2.5 Reflect on cultural aspects of life experiences
–GP:B2.6 Define the terms “cross-cultural kid19,”“third culture kid20,” and “global nomad”21
–GP:B2.7 Develop their worldview22
–GP:B2.8 Use knowledge of cultural identity to inform decisions and intercultural encounters
Established Goals:
Understandings
Students will
understand
that...
…cultural identity may influence the college research and selection process.
…certain cultural groups may influence identity more than others (foreground, back-ground) according to the context.
Essential Questions:
•How do the groups you’re a member of shape your identity?
•Which group identities are fore-grounded or back-grounded?
Students will know…
Acculturation shapes values and identity.
The definition of culture and cultural programming.
Which identities are fore-grounded and back-grounded.
Students will be able
to…
Reflect on how their cultural identity may inform their college search.
Reflect on the values they’ve learned as a result of their cultural group
membership.
Stage 2 – Assessment Evidence
Performance
Create a cultural map
Task:
Performance Task Statement: Students complete a four-step process of cultural mapping.
Students will
Acculturation shapes their values and identity.
1
understand…
The definition of culture and cultural programming.
Which of their identities are fore-grounded and back-grounded.
Students will be able to
do…
Reflect on how their cultural identity may inform their college search.
Reflect on the values they’ve learned as a result of their cultural group
membership.
Stage 3: Learning Plan, Experiences, and Instruction:
UbD Lesson Plan
TEACHER: Jeff Steuernagel
DATE: March 2013
CLASS/GUIDANCE LESSON: Junior College
Guidance Seminar
LESSON TITLE: Cultural Mapping
Suggested Learning Activities: Consider the WHERETO elements
The Counselor will…
The Student will…
W
Where are we going?
What is expected?
H
How will we hook
(Introduce this to) the
students?
E
How will we equip
students for expected
performances?
Clearly state the EQs for the lesson.
Write them on the board or post in
PPt.
Give mini-lecture on how the groups
your part of may influences you
Include question prompts in PPt, draw
an example of your cultural map, and
one of a demo student.
Apply to their own learning
R
How will we rethink or
revise?
E
How will students selfevaluate and reflect
their learning?
T
How will we tailor
learning to varied
needs, interests, and
learning styles?
O
How will we organize
the sequence of
learning?
Check in with students on new
learning or rethinking that needs to
happen?
Step four asks students to summarize
their learning.
Do group reflection on how the
process went.
Include pair share activity to have
students share with a peer (if you do
this make sure you tell them they will
share before making the map)
Do an activity, engage in pair
discussion and also hear the “book
definition” of several terms hits
different learning styles.
Lesson is structured with PPt. Follow
along with question prompts. See
activity plan.
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Information from Stage 2: Other Evidence
Sufficient and Revealing Evidence of Understanding: Briefly explain if and how it will be used.
Informal Check:
How did the ? Do you feel you can distinguish the
language of generalizations and stereotypes?
Observation/Dialogue:
Observe each student while making the map. Are
they engaged? Stuck? Listen in on pair
conversations.
Online Self Assessments:
Can have students take a picture with laptop and upload
into Naviance for record.
Performance Task/Project: Have students describe their map in an individual college
planning appointment.
Other:
Activity Plan:
Have examples on board or ready on visualizer/PPt
5 min introduction- May need to talk about “what is culture?” and “acculturation.” See
GPD for definitions. Introduce the influence of groups and that your going to relate it to
the college process.
5 min- transition to mapping activity. Have large sheets of paper and colored
pencils/pens.
5 min- Step 1 Map identity- “Place yourself in the middle. Use a circle to represent
important identities, relationships, roles or experiences.”
5-10 min – Step 2 Map values- “Map the values and beliefs you hold and the behaviors
you enact as a result of those identities.” Refer to examples as needed.
5 min- Pair share- Are the maps the same? Different? What does this say about our
cultural identity and what we value as a result of being of groups (sometimes the same
group).
5-10 min- Step 3 Map impact- “Write what impact you think those values have on your
future educational plans? Because you value X, you want to consider Y…for college.”
5-10 min- Step 4 Importance/Learning Summary- “Which values do you think will be
most important to your college choice? Which are fore-grounded? Which are backgrounded? If you had to summarize what emerged for you from this activity in one
sentence, what would it be?
5 min- Revisit EQs and close lesson with expectation for future action that they share
with parents or upload into Naviance etc.
Suggested/Resources Used:
Maximizing Study Abroad, Paige
http://www.amazon.com/Maximizing-Study-Abroad-Students-Strategies/dp/0972254501
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