Lesson Plan
Teacher Candidate: Railyn Lamb
Grade and Topic: Second grade/Social
Studies
Mentor Teacher: Claire Knowles
Date: 04/24/16
Length of Lesson: 50 minutes
School: University of Memphis
Unit Objective:
"Who Am I?" is a two part lesson plan apart of a unit on culture and diversity in the United
States. Throughout the unit, students will learn about different cultures and their aspects. This
unit will teach students self identity among themselves and their peers. At the end of this unit
students will have a better understanding of how people differ by race, culture and ethnicity but
everyone is the same on the inside and unique and special in their own way.
Lesson Objective:
Content Learning Goals and Objective
Given a informative website with information on other cultures, TLW write an expository
paragraph including facts, definitions and a concluding statements with a score of 3 out of 4 on
the rubric.
Given 15-30 seconds, TLW will record themselves explaining the ways we are all part of the
same community, share principles, goals and traditions with a score of 3 out of 4 on the rubric.
Student Participation
The goal of this lesson is for students to demonstrate clear understanding of the various
cultures in the United States and how we are all apart of the same community regardless of
ancestry. Students will write a paragraph and create an audio recording to demonstrate their
understanding.
State/District, Common Core Standards
2.4 Write an expository paragraph about another culture represented in the United States,
introducing the topic, using facts and definitions to develop points, and providing a concluding
statement
2.5 Create audio recordings, adding drawings or other visual displays, to explain the ways in
which we are all part of the same community, sharing principles, goals, and traditions despite
varied ancestry.
ISTE Standard(s)
[Link] and collaboration: Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.
[Link] information and ideas effectively to multiple audiences using a variety of media
and formats.
3. Research and information fluency: Students apply digital tools to gather, evaluate, and use
information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety
of sources and media
Materials
Expository Paragraph Worksheet
4 Laptops
Internet access to: [Link]
Internet access to: [Link]
Pencil
Dictionary
Technology Integration
Students will use the websites listed above to complete the assignment. The first site will be
used a resource to complete their expository paragraph and the second will be used to create
their audio recording.
Background and Rationale
Students will demonstrate a clear understanding of the different cultures in the United States
and how they shape this country by using prior knowledge and visual representations.
Academic language is not addressed in IDT 3600.
In the previous lessons, students learned about four different cultures (African American,
Native American, Asian and Hispanics) present in the United States and their beliefs, customs,
ceremonies and traditions. This is standard 2.1.
The lesson focuses on the student's writing and critical thinking skills. Students will be asked to
write a detailed paragraph describing a culture using learned facts and definitions along with an
audio recording discussing how everyone still belongs to the same community.
I am aware some students may not master the lesson and the lesson will be differentiated for
those students.
Procedures and Timeline
Introduction (5 minutes)
Begin by reviewing the four cultures learned in class as an open discussion. (African
American, Native American, Asian, and Hispanics.)
Provide some guidance when needed to ensure the students understand well enough to
be able to write their paragraph.
Give students a few minutes to recall with their table the differences amongst each
culture.
Follow this with a formative assessment. Question: "How well do you know each
culture?" 1 being the lowest, 5 being the highest.
Now the students will transfer their knowledge to paper and recordings.
Procedures
Teacher Procedures:
Student Procedures:
Expository Paragraph 20 minutes
I will pass out the worksheets to
the students.
I will walk through the worksheet
and explain each part to students
and answer questions.
During this portion, I will walk
around and monitor the classroom
and assist where needed.
Expository Paragraph 20 minutes
Students will use the provided website to
help them write an expository paragraph on
one of the cultures we learned about.
Use background knowledge and the website
to compose their paragraphs.
Students can also use the dictionary at their
table to find definitions for their paper.
Students can also work together to complete
the activity but everyone has to turn in their
own work.
Audio Boom 20 minutes
Students will work as a table for this part.
There is one laptop at each table.
Students will log into audio boom using the
classroom created account.
Students will walk through the steps as the
teacher demonstrates how to use audio
boom.
Students will then come up with a 15-30
recording to discuss the given topic.
*Students can write down what they're going
to say and recite it together or one person
from each group can record it themselves.
Audio Boom 20 minutes
I will talk students through the
process of logging into the classroom
made account of Audio Boom.
Next I will demonstrate how to use
Audio Boom by doing a sample audio
boom.
From there, I will assist and monitor
as needed.
Closure
5 minutes
The last five minutes we will go through each group's audio boom and we will discuss
everyone's answers.
Assessment Evidence
Rubric
Criteria
Expository
paragraph
Audio Boom
Recording
Level 1
Very little effort
was made to
complete the
assignment;
blank paper,
incomplete
sentences.
Recording was
less than 5
seconds. No
thought given.
Audio was
unclear
Level 2
Little attempt
was made to
complete
assignment; 1-2
sentences, no
facts or
definitions.
Recording was
5-14 seconds.
Some thought
was given. Audio
was difficult to
understand at
times.
Level 3
Effort was made
to complete the
assignment; 3-5
sentences,
reasonable
amount of facts
and definitions.
Recording was
15-30 seconds.
Required
amount of
thought was
given. All points
were addressed.
Audio was
mainly clear.
Level4
Very high effort
was made to
complete the
assignment, 5-7
sentences,
many facts and
definitions.
Recording was
30+seconds,
more than
requested
thought was
given. Audio was
very clear and
more than one
student spoke at
once.
Modifications
I am aware that modifications will be made for students who did not master the
objectives and for those ready for enrichment. However, modifications are not covered in
this course and are not part of this particular lesson.
Student Handout
Name: _________________
Expository Paragraph
Topic Sentence:
First Fact:
Middle Part of the
Paragraph:
Second Fact:
Concluding Statement:
Paragraph:
Student Sample
Expository Paragraph
Topic Sentence: Hispanics
have a very interesting
culture.
First Fact: Long before
English immigrants came
to North America, the
Spanish had explored,
settled, and claimed lands
such as California and
Florida.
Middle Part of the Paragraph:
Hispanics have introduced
America to many aspects of
their culture from food to
music.
Second Fact: Hispanics are
the fastest growing group
of people in the U.S.
Concluding Statement:
Hispanics have contributed to
American culture in many
ways and these things have
enhanced and influenced the
way Americans live today.
Paragraph: Hispanics have a
very interesting culture. Long
before English immigrants
came to North America, the
Spanish had explored,
settled, and claimed lands
such as California and
Florida. Hispanics have
introduced America to many
aspects of their culture from
food to music. Hispanics are
the fastest growing group
of people in the U.S.
Hispanics have contributed to
American culture in many
ways and these things have
enhanced and influenced the
way Americans live today.
