Lesson: Learning a New Culture; U.S. Vs. Mexico

Lesson Plan

By Lydia Bolls

Lesson: Learning a new culture; U.S. vs. Mexico

Length: 1 hour and a half

Age or Grade Level Intended: 1st grade

Academic Standard(s):

1.5.2-Writing-Write brief expository (informational) descriptions of a real object, person, place, or event, using sensory details.

1.7.5-Comparison- Recognize celebrations and holidays of other cultures and compare them to those of the learner's culture.

1.7.2- Comparison- Recognize similarities and differences in structural patterns of languages.

Performance Objective(s):

Given a writers notebook each student will write a onepage paper explaining their favorite place to read. The students will explain why they chose this area as their favorite place and what types of things are around. The students must state if this place is quiet, loud, relaxing, etc. A completed credit is given to students if they state favorite place and the reason.

The students will be given a compare and contrast worksheet after reading Book Fiesta. The children will then compare and contrast the cultural differences between how they celebrate certain holidays/celebrations in Mexico and how we celebrate holidays here in the United States. Full credit given for correctly writing five differences.

Given a vocabulary worksheet with blank boxes to write out correct answer, each student will correctly fill in 4 out of the 4 Spanish words coming out from Book Fiesta.

Assessment:

My assessment for the one page writing activity will be based on if the student listed their favorite place to read and if they wrote an explanation as to why they chose the place. It would be a complete/no complete grade. My assessment for the compare and contrast worksheet would be to give one point for each difference listed from the book. Students must have at least five. Given a copy of Book Fiesta students will write out the Spanish words that matches the English words given on the vocabulary sheet and be given the full four out of four points if written with 100% accuracy.

Advance Preparation by Teacher:

Bring in enough copies of the bilingual picture book; Book Fiestaby Pat Mora for the entire class
Make enough worksheet copies for each student: Vocabulary worksheet and compare/contrast worksheet
Bring in writing journals for the children to write their one page paper about their favorite place to read
Have a complete/no complete grade sheet and checklist

Procedure:

Introduction/Motivation:

I will introduce the lesson by saying “Ok class, remember how were talking about how there are cultures that are different than our own? Who can give me a culture that is different from some of the ones that we have here in the U.S.? Well today we are going to continue to learn about other different cultures but we’re going to focus on a specific one. “Today we are going to talk about Mexico”! I will ask the students “have any of you ever been to Mexico? Do any of you know anything about Mexico or know any Spanish words? Well we’re also going to be learning some neat words in Spanish! Don’t you think it’ll be so cool to go home and say mom/dad today I learned how to speak Spanish!”

(Gardner: Intrapersonal, Verbal/ Linguistic) (Bloom: knowledge)

I will then go on to introduce the hardback Book Fiesta, and the author which is Pat Mora. I will ask the class if any of them have ever read the book before. Ask the students if they can predict what the book is about just by looking at the cover of it.

(Gardner: Intrapersonal)

Step-by-Step Plan:

I will pass out a book to each student and have them come and sit on the reading blanket.
Once each student is sitting on the reading blanket with a book. I will show them the front cover of Book Fiesta and ask them if they know what the word bilingual means.
Explain what the word bilingual means and tell them that the book is in 2 languages.
I will then have them open up their copies of Book Fiesta to the first page.
I will read the first page out loud to the students as they follow along in their books.
Explain to the students that “el día de los niños” which is on page 2 translates into “children’s day” and that “el día de los libros” translates into “book day”.
We will go over the two phrases about five times or more depending on if they comprehend the phrases quickly or slowly.
As I read out loud through the rest of the book, I will stop on the pages that contain the vocabulary words that will be used for the vocabulary assignment.
We will discuss each of the words and their meanings.
Students will repeat each word (out loud) studied.
We will then spell out words (out loud) that are studied.
At the end of the book I will read the special note that the author wrote for readers to read.
Explain to students that in Mexico they celebrate El día del niño which means (The Day of the child)
The day is celebrated on April 30th
We will then review the Spanish words/phrases learned by orally saying them and spelling them;
Books
Planes
Trains
Cars
The day of the child
Students will go back to their desks quietly and take out a pencil
Give each student a writing journal
Explain to the class that they will be given 15 minutes to write about their favorite place to sit and read.
Refer back to the book and remind students of some of the places that the children in Mexico had listed as their favorite reading place. Ex. in the library, in a hot air balloon, or on a train.
Explain to students that the assignment must be one full page and also talk about why they chose this as their favorite place
As the students begin to write, walk around the classroom to see if any students have questions or need help
As it gets towards the end of the time, warn students that they only have five minutes left to finish the writing assignment.
Once time is up, if any student would like to volunteer to read their paper they can and if not then they all turn in their writer’s notebooks.
Students will quietly return to their desk
The first handout will be given and directions will be read by teacher; compare and contrast worksheet
Teacher will explain what comparing and contrasting is and provide the students with an example from the book
Teacher will ask the class if anyone else can give another example
Have students work on assignment for about 20 minutes
As students are finishing up, the teacher will go around and put check marks on papers that are correct and completed
As everyone finishes up, we will once again go over the Spanish words learned from Book Fiesta
Students will then be given the next worksheet which would be the vocabulary worksheet
Directions will be read aloud by teacher
Students will work independently to write out all five words correctly
While students are working on assignment, teacher will read/grade the rest of the journals done earlier
As it comes closer to the ending time, once again, the teacher will go around and check to see if students are writing and spelling the words correctly
Teacher will mark on students worksheets that have finished the assignment and done it correctly

Closure:

Class will once again review “what it means to compare and contrast?”

(Bloom: analysis)

Students will orally give examples of some from the book; differences in the cultures; U.S. and Mexico

(Garner: Verbal/Linguistic)

We will review the list of five words are and their meanings and what bilingual means

(Bloom: knowledge)

Teacher will wrap up the lesson by telling students to try to keep in mind that there are many different cultures and that’s its very interesting to learn about other ones other than our own. Let students know that we will reviewing in a couple days to see if they can remember some of the Spanish words and that we will comparing and contrasting more things throughout the week.
Teacher will ask students “if they were new to a different culture and did not understand how things were done there, how would they react or deal with the situation?

(Bloom: synthesis)

Teacher will ask students “what is the date of the day that the people in Mexico celebrate the day of children?”

(Bloom: knowledge)

Have children turn to a buddy and see if they can say each vocabulary word

(Gardner: Interpersonal)

I will get the students excited by asking if any of them could remember all of the cool Spanish words to teach to their parents or friends when they leave school that day.
I will ask students if they liked the idea of learning Spanish or if it was too hard

(Bloom; evaluation)

Adaptations/Enrichment:

Student with Learning disability in reading comprehension:

If the student has a learning disability in reading comprehension, I will give this student extra time on his/her assignments. I will make sure that student gets extra help either from the teacher or one of the top readers in the class. If the student needs for me to work one-on-one with the reading then I will

Student with ADHD:

The teacher will have additional activities for the students that finish and need more to do. The students can write a poem or rhyme about their favorite place to read and why.

Student with Gifts and Talents in Creativity:

Since this student will probably finish early, the students can draw a picture of their favorite place to read. They can also give the place a creative name.

Student with Autism:

I will repeat everything for this student and make sure to ask if the assignment directions are understood.
Teacher will provide the student with pictures of each vocabulary word
Use encouraging words to help students do better

Self-Reflection:

Write out the questions that you will use to evaluate yourself.

What could I change about this lesson to make it more interesting and make the students want to be more engaged?
Were the Spanish words too hard for these level students?
Should I have given the students more time for each worksheet since it was another language that they were learning?
Did most of the students understand the lesson on compare and contrast?
Should I have had students work with a buddy?

Vocabulary

Name______

Date______

Directions: Write the word that is listed in the Spanish language.

English: Spanish:

Books
Planes
Trains
Cars
The day of the child / El día del niño

Compare and Contrast

Name______

Date ______

Directions: Compare and contrast how we do things here in the U.S. with how things are done in Mexico

United States Mexico

Ex. Children read in English, Spanish, Chinese and Navajo