Lesson Plan Template

Unit Title: Creating Communities Through Cultural Understanding

Grade/Class: 2nd Grade

Your Name: Cathy Green

Social Studies: What foods tell about you?

Lesson Objective: SWBAT create a menu to effectively communicate family traditions and the cultural relevance of food.
Content Standard: GEO 2.6 Identify cultural characteristics of a place/region. INQ K-2.11 Construct explanations using correct
sequence and relevant information.
Verbal Linguistic (V)
Logical Mathematical (L)
Visual Spatial (S)
Musical Rhythmic (M)
Body-Kinesthetic (B)
Naturalist (N)
Interpersonal (IE)
Intrapersonal (IA)

Initiation/Hook

Verbal Linguistic (V)

Logical Mathematical (L)
Visual Spatial (S)
Musical Rhythmic (M)
Body-Kinesthetic (B)
Naturalist (N)
Interpersonal (IE)
Intrapersonal (IA)

Developing the lesson Indirect or Direct Instruction

The teacher will begin by sharing (acting out) her food story and menu with the students.
When I was a kid my mom always madeand we would watch through the oven doorthere were
never any left oversit was a perfect night whenever we had

Intro.
Guided Practice
Independent Practice
Share Out
Assessments
Reflection

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Verbal Linguistic (V)
Logical Mathematical (L)
Visual Spatial (S)
Musical Rhythmic (M)
Body-Kinesthetic (B)
Naturalist (N)
Interpersonal (IE)
Intrapersonal (IA)

Guided Practice:
The teacher and the students will discuss and create a menu together. The teacher will explain the
various ways students may use to create their own food story and show examples.
Students may create their menu:
1. on the computer with images and typed explanations using Google Slides.
2. with crayons, paper and magazine clippings and explain verbally, visually or in writing
3. by acting out a commercial and explaining with a jingle they make up
4. by composing a poem or story using adjectives to stimulate visualizations
The teacher will then introduce Google Slides to the students and show them some basic ways in which
they can create a menu and add images. The teacher will also provide links to tutorials for helpful hints
about how to use Google Slides.

Verbal Linguistic (V)

Logical Mathematical (L)
Visual Spatial (S)
Musical Rhythmic (M)
Body-Kinesthetic (B)
Naturalist (N)
Interpersonal (IE)
Intrapersonal (IA)

Independent Practice:
Students will have multiple opportunities to work on their presentations. Day one will mostly be used
for brainstorming and deciding on which way they would like to present. They can use one ELA centers
rotation time each morning and their technology class time if they are choosing the Google Slides route.
The students may use one ELA centers rotation time each morning and some of their art class time if
they are choosing the paper (visual arts) route. They can use one ELA centers rotation time each
morning and part of PE class time if they are choosing the dance/movement route. They can use one
ELA centers rotation time each morning and part of music class time if they are choosing the
dance/movement or commercial/jingle route. Arrangements will have been made with specials teachers
ahead of time.
Presentations are due in 5 school days (not including introduction day).

Lesson Plan Template

Verbal Linguistic (V)
Logical Mathematical (L)
Visual Spatial (S)
Musical Rhythmic (M)
Body-Kinesthetic (B)
Naturalist (N)
Interpersonal (IE)
Intrapersonal (IA)

Assessment: 30 points possible

10 points each:
* Student clearly shows the ideas and beliefs connected to the cultural holiday.
* Student explains the importance of the holiday to the particular culture in a way that is
easy to understand. (makes a connection)
* Student uses media in an appropriate and effective way for presenting their topic.
6 points each:
* Student shows some ideas and beliefs connected to the cultural holiday.
* Student explains the holiday or tells why it is important to the particular culture.
(events and traditions)
* Student uses media in an appropriate way for presenting their topic but may at some points
be unclear.
2 points each:
* Student shows only one idea or belief connected to the cultural holiday.
* Student is unable to explain the importance of the holiday or why it is important to the
culture.
*Student uses media in an ineffective way for presenting their topic.

Verbal Linguistic (V)

Logical Mathematical (L)
Visual Spatial (S)
Musical Rhythmic (M)
Body-Kinesthetic (B)
Naturalist (N)
Interpersonal (IE)
Intrapersonal (IA)

Reflection Strategy
After all students have presented, the class will be given time to reflect in their journals about the
process of creating their project. Was it easy or difficult to decide on a family meal? Was it easy or
difficult to decide on a way to present your meal? How do you feel about your final product? Do you
have any other constructive comments about a classmates final product?

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Intrapersonal Objective and Activity (IA)
Students will explore parts of their family tradition and choose a
meal to present as a final product. Students will need to be aware
of their own familys traditions and how they present their meal in
relation to their culture.

Preparation
Art Materials
Manipulatives

Interpersonal Objective and Activity (IP)

Students will respond and comment on others presentations.
Students will offer constructive feedback to classmates and make
connections between others presentations and their own.

Paper, crayons, magazines, glue, scissors

Visuals
Books
Props/Costumes
Science Materials
Music

CD player

Technology
Other

Computer, Google Slides, Smart Board

Please include the 1 page typed reflection on student learning for this lesson here.
Double-spaced, 12 point font (Times New Roman or Courier)