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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

SS 2.C.2.1: Explain how artistic expressions of diverse cultures contribute to the community (stories, art, music, food, etc.).
RI.2.3: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within a text.
W.2.1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Students Will Be Able To… (Do)

  • Skills from standards including thinking (cognitive verbs).
  • This is not activities.
  • One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
  • Sequence these goals in the order in which they should be learned.

Explore Mexican culture
Identify the main topic and details of a multi-paragraph text
Construct an argument for how Mexican culture contributes to the community

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

culture
community

Lesson Essential Question

  • A question that communicates the Learning Goals.
  • Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How does Mexican culture contribute to our community?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

  • Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
  • How will you draw attention to important vocabulary in the Lesson Essential Question?
  • How will you build/link background knowledge?
  • What prerequisite content might students need to know before the lesson?
  • >Which key vocabulary from the Learning Goals needs to be explicitly taught?
  • Are there other vocabulary words that you think need to be taught?
  • Which vocabulary strategy will you use?
  • Previewing:
    • Advance Organizer
    • Prerequisite Content
    • Vocabulary

Read “Off We Go to Mexico” by Lauri Krebs. On chart paper, create a Word Splash with the word “culture” in the middle. Explain to students that “culture” is defined by the characteristics of a group of people – what they like, how they behave, how they dress, what they eat, the language they speak, what’s important to them. As you read, stop on even pages, and ask Collaborative Pairs to discuss any clues they notice that might tell about the culture of Mexico. Add clues to the Word Splash.

Key Vocabulary (for explicit instruction):

culture

Vocabulary Strategy:

Word Splash

Previewing (what, who, when):

Preview the idea of “culture” and the characteristics that can make up one’s culture. Read “The ABCs of Culture” book online at https://www.storyjumper.com/book/index/17227498/The-ABC-Book-of-Culture#

Graphic Organizer

  • How will students store and organize information as they learn during this lesson?
  • Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
  • Determine how the organizer will be previewed for struggling students.
  • Determine how the organizer will be scaffolded for struggling students.

Construct Arguments Graphic Organizer

Previewing (what, who, when):

Preview the Construct Arguments Graphic Organizer with the whole group two days prior to the lesson. Model how to use the graphic organizer on large chart paper with the argument, “I should have my own cell phone.” Have students brainstorm reasons why they should have their own cell phone, and then facts that support their reasons. Build the graphic organizer as students present their reasons and facts.

Scaffolding (what, who, when):

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Introduce the Lesson Essential Question and box the word “culture.” 1’s tell 2’s what culture means, and 2’s tell 1’s something we learned about Mexican culture from “Off We Go to Mexico.” Call on a few Partner 2s to share what their partnership talked about in regards to the meaning of culture, and make connections to Word Splash.

Introduce the Construct Arguments Anchor Chart, and go over the questions to ask as we read, as well as signal words we will use when we write about culture in this lesson.

Students partner read “Cactus Soup” by Eric Kimmel. At given points, students stop reading and discuss the main topic of the section they just read, write it on a sticky note, and place it in the book at the end of the section. At the conclusion of the book, partners revisit the sticky notes to summarize the main topic and message of the entire book. Collect responses from the book.

Students repeat the process with “The Best Mariachi in the World” by JD Smith. After identifying the main topic at given intervals, Pairs Square to compare responses and check for understanding, and summarize the main topic of the entire book.

Previewing (what, who, when):

Scaffolding (what, who, when):

Provide students with sentence frame to build onto for main topics at given intervals.

Assessment Prompt for Learning Activity 1

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Think-Ink-Share: 1’s, explain how to find the main topic of a section of a book. 2’s, explain how to find the main topic of the entire book.

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Revisit Word Splash for culture, and ask students to share which of these characteristics of Mexican culture can be found in our community. (Possible answers: Food at local restaurants, hearing people speak Spanish, Hispanic festivals, Cinco de Mayo celebrations, etc.). Explain to students that the responses they gave are proof that Mexican culture contributes to our community, and we are going to use those responses and any others they have in their minds to construct the argument that Mexican culture contributes to the community.

Students write their three reasons for how Mexican culture contributes to the community on their graphic organizer. Students work in pairs to brainstorm facts and evidence from “Off We Go to Mexico,” “Cactus Soup,” and “The Best Mariachi in the World” to support their reasons.

Previewing (what, who, when):

Scaffolding (what, who, when):

Assessment Prompt for Learning Activity 2

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

$2 Summary: Tell how Mexican culture contributes to our community.

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

  • Plan this before planning Lesson Instruction.
  • How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
  • How will the Assignment be differentiated for support and challenge?
  • Which students receive differentiation?
  • For students who struggle with the Assignment, how will you remediate this lesson?

Using their Construct Arguments Graphic Organizer, students express their opinions about how the Mexican culture has contributed to our community. Students support their opinions with facts and evidence collected from the various texts read throughout the lesson. The opinion piece must be at least three paragraphs, with a strong topic sentence for each paragraph. Students will use the Construct Arguments Writing Rubric for this assignment.

Differentiated Assignment for Struggling Students:

Using their Constructing Arguments Graphic Organizer and summary notes, students will use an Opinion Writing Frame to develop an opinion piece of three paragraphs, supporting their reasoning for how Mexican culture has contributed to our community. Students will use the Construct Arguments Writing Rubric for this assignment.

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