Sample Lesson Plan from Conley's Template

Hi all,
Below is an example of a lesson plan I designed from Conley's template. Thanks to all those who have posted theirs; we'll explore them together Wed in the lab. Bring your expository text with you if possible.
John

Curriculum Competency:
Integrate, connect and apply social studies into other subject areas and everyday life.

Objectives:
a. Identify settings of read-aloud stories as geographic locations (e.g., Grandfather’s Journey –Japan).
b. Recognize that various cultures utilize different styles of writing (e.g., Japanese alphabet vs.
English alphabet).
c. Recognize that countries are different sizes and shapes (e.g., islands of Japan vs. mainland United States).
d. Recognize that various cultures enjoy different styles of music, art, dress, food and languages.

Big Idea:
Exploring other cultures encourages appreciation for diversity.

Preparation:
1. Read aloud Grandfather’s Journey, by Allen Say
2. Discuss in a whole group setting open-ended questions about the book.
a. What did you notice about the book?
b. Did you enjoy the story? Why or why not?
3. Discuss more specific teacher-led questions to engage directly with the standards.
a. Based on the book, did you notice any differences in the way this Japanese character’s culture differed from your own?
b. How did the book reflect Japanese culture (i.e., pictures)?
4. Use Google Earth to find Japan. Compare it to the size of the United States and other countries.
5. Share a small section of writing in English and translate to Japanese with Babelfish. Reverse the translation. Try new translations. What are the differences between the two types of writing.
6. Explain that Japanese isn’t read using the same “reading path” that English uses (explicitly explain what a “reading path” is—top to bottom, left to right).
7. Choose a partner and together explore another country and compare it with the United States or with another country of choice (i.e., China & Russia, Bolivia & Spain, etc.). Use the tools we’ve explored so far.
8. Be prepared to share your findings in small groups.

Guidance:
1. Teacher reads aloud a mentor text, stopping occasionally to elicit noticings, vocabulary, imagery, elements of writing and other topics more specifically related to the standards.
2. Teacher facilitates discussion-based learning by asking both open-ended questions and Qs directed specifically at the standards.
3. Teacher walks around during pair work providing guidance and feedback.
4. Teacher provides clear, explicit criteria for sharing with small groups.

Application:
1. Students add to their blogs what they have learned about new countries, comparing and contrasting information they’ve found.
2. Students respond to each other’s blog postings, adding insights, comments, similarities, differences, resources to check out, etc.

Assessment:
1. Create a rubric together as a class to assess and evaluate presentation skills.
2. Create a document that requires students to write three things they've learned about other countries and cultures as their "exit slip."