Alief ISD
Social Studies Lesson Plans
Grade 4 Unit 2
Cultural Expressions
Date:
Desired Results: (Unit
Understanding)
The similarities and differences of the various
cultures are reflected through patriotic symbols,
customs, and celebrations throughout Texas.
Time Allotted: 3 Days
Unit Questions:
-What makes one culture better
than another?
-How would you rate another
culture’s customs and traditions?
-Is it right or wrong to compare
your customs to another?
(view another question in
closure)
Objective/TEKS:

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I can tell how cultural groups in Texas are
alike and how they are different. 4.20A
I can identify customs, celebrations, and
traditions of different culture groups in
Texas. 4.20B
I can describe how state celebrations
began in Texas, and why they are
important today. 4.17D
Assessment:
ISN Sinker / Unit Test
Anticipatory Set: (Universal Generalization) (Hook)
Topics:
Vocabulary Concept Circle: See Strategy Menu (Diversity, Ethnic, Traditions, Customs)
http://www.alief.isd.tenet.edu/instructional/social-studies/Strategies/Strategies.htm
Students will:
• develop understanding of key concepts and vocabulary.
• draw on prior knowledge to make connections among concepts.
• compare attributes and examples.
• think critically to find relationships between concepts and to develop deeper understanding.
• make visual connections and personal associations.
Texas Culture Today
Read and interpret the Ethnic Groups of Children in Texas 2000 graph on pg. 381 in textbook to
help students grasp how diverse the state of Texas is. Follow with a discussion on how members
from each ethnic group have different ways of doing things.

The teacher then generates a list of customs he/she is familiar with.

The students then create their own.
Then gather back together and explain that we all have customs to honor and celebrate the people
and events that are important to us. This week we are learning about the vast state of Texas and its
vast culture that makes Texas unique.

Generate a list of questions students can take home to their parents to interview about their
culture.
Instructional Input: (Line) Modeled/Guided Practice
Ready, Set, Recall: See Strategy Menu


First the teacher models/guides students through this strategy using textbook page 381.
Together students document and discuss their thinking while reading. Then together the
whole group discusses major concepts and vocabulary learned.
Students first independently read and recall then get together in groups to read and recall
the information on page 382-383 in their textbooks.
Independent Practice: (Sinker)
Terquain: See Strategy Menu:

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Distribute a big blank map of Texas to each student. The students are to draw symbols,
words, and phrases throughout the state of Texas that represent the information learned
from page 382-383 in their textbooks.
Then have the students create a three-line poem. HELPFUL NOTE: The teacher can
model his/her own Terquain poem and picture with the guided practice from page 381.
Modifications/Extensions:
Create student sized or class size vocabulary cards that can be later hooked together like a book
and used as a student reference in the writing center. Multilevel grouping or teacher small groups to
assist with struggling readers. Have students develop short speeches about their own culture and
traditions to share with the class.
Grade 4 Unit 2
Vocabulary:
Ethnic Groups
Heritage
Culture
Customs
Traditions
Festivals
Quinceanera
Bat mitzvah
Bar mitzvah
Kwanzaa
Lunar New Year
Ramadan
Materials/Resources:
Concept Map Chart paper
Textbook pages 381-383
ISN
Blank Chart Paper
Blank Map of Texas
Terquain Poem Layout
How will you check
for understanding?
Ready, Set, Recall notes
Poem
Observations
Concept Vocabulary
Texas map symbols,
words and phrases
1
Alief ISD
Closure: We have customs to honor and celebrate the people and events that are important to us.
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Discuss what Texas might be like if only one ethic group existed in Texas. (QQ)
Then pass out one sticky note to each student and have them write down one thing special
they do in their culture.
The first student shares their special thing. If there is another student who has a connection
with that culture they are to stand up beside the other student and join arms (hook elbows)
and then share their special thing.
This goes on until all students are standing and joined together as one vast diverse group
(like Texas).
Grade 4 Unit 2
2