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Marquette University

Lesson Plan Template (REVISED 8/15/13)

What is respectful and what is not


Winter Holidays

Date: 12/1/15
Social Studies/Grade 8/55
Subject/Grade Level/Lesson Duration

Section A. Lesson Preparation


Rationale Why is it important for students to learn the content of the lesson?
It is important for the students to learn this content because it will give them a deeper
understanding of the holidays that are celebrated during wintertime. I calls for them to be
critical about how society treats these different celebrations and how they can be advocates
for acceptance and respect for others.
Objectives/Learner Outcomes and Assessments (formal and informal)
1.

List the measurable learning outcomes (knowledge, skills, dispositions) that students are
expected to demonstrate as a result of the lesson?
-The students will be able to explain the differences in opinions gained from
interviews of what greeting should be used when discussing winter holidays
-The students will be able to create a pro and con list for each holiday saying
-The students will be able to discuss with respect to other opinions

2.

For each of the above outcomes, what ASSESSMENTS will you use to evaluate each of
your learning outcomes? (Give a brief description).
-While in groups and in large group discussions, the students will be able to
articulate what they noticed in their interviews and out of class investigation of how
winter holidays are portrayed in their community.
- In groups, they will analyze our class data and create pro and con list from what
they have discussed and learned so far about each holiday
- While in group and large group discussions, the students will be able to
communicate with one another in a respectful manner and listen to one another

Standards Addressed What Core State Standards (English/Language Arts, Math, Disciplinary
Literacy) or Wisconsin model academic standards (Science, Social Studies, Foreign Language)
are specifically addressed in the lesson? Please list the number and text of the standard. If only a
portion of a standard is being addressed, then only list the relevant part(s).
- B.8.2 Employ cause-and-effect arguments to demonstrate how significant events have
influenced the past and the present in United States and world history
-B.8.4 Explain how and why events may be interpreted differently depending upon the
perspectives of participants, witnesses, reporters, and historians
-B.8.10 Analyze examples of conflict, cooperation, and interdependence among groups,
societies, or nations
-E.8.2 Give examples to explain and illustrate how factors such as family, gender, and
socioeconomic status contribute to individual identity and development
-E.8.3 Describe the ways in which local, regional, and ethnic cultures may influence the
everyday lives of people

-E.8.6 Describe and explain the influence of status, ethnic origin, race, gender, and age
on the interactions of individuals
-E.8.7 Identify and explain examples of bias, prejudice, and stereotyping, and how they
contribute to conflict in a society
-E.8.8 Give examples to show how the media may influence the behavior and decisionmaking of individuals and groups
-E.8.10 Explain how language, art, music, beliefs, and other components of culture can
further global understanding or cause misunderstanding
Materials/Resources/Technology List all materials/resources/technology needed to support
instructional procedures in this lesson.
- White board
- Screen projector
- Notebooks
- Worksheets
- Interview data from interviews
Section B: Introduction to Lesson
Purpose How will you state the purpose of the lesson?
The purpose of this lesson is to take the data they collected in outside interviews and
discuss their meanings as a large group.
Prior learning What do students know? What can they do? What are they learning to
do? How will you make connections to prior learning?
The students know how to discuss in classroom environment
The students know how to compare and contrast things
The students will learn how to analyze data
Connections to personal/cultural/community assets How will you make connections to
your students strengths as a way to motivate students to engage in the learning activities
you have planned? (HOOKS)
The interviews are something that they conducted themselves so they will
have personal knowledge of what people in their community feel about how
to treat all the winter holidays and how they should be discussed in social
situations along within media.
Most students celebrate one of the winter holidays so they will have prior
knowledge of the holiday.
Students have grown up with winter being a mixture of different holidays
and have dealt with the medias reaction to each of them in the news,
advertisements, television, music, etc.
Section C: Content/Procedures/Sequence (Include estimated time for each activity)

Content outline

Instructional strategies/learning tasks/sequence of


activities (include what you and the students will be
doing that supports diverse student needs)

Introduction (5 minutes)

Have the students discuss their interviews


with the person next to them and write
down any thing they had in common and
things that were different between their
interviews.

Full class discussion (20


minutes)

Have the students tell me if the person they


interviewed said it is disrespectful to say
Merry Christmas and who said it was not
disrespectful. Then graph the two data
points to see the differences in opinions.
Have the students explain the person they
interviewed opinion on why it is
disrespectful while I write them down along
with having the students write them out in
their own notebooks.
Have the students explain the person they
interviewed opinion on why it is not
disrespectful while I write them down along
with having the students write them out in
their own notebooks.
Have the students discuss the medias
influence over how the statement Merry
Christmas is treated

Small group discussion (10)


-

Small group activity (15)

I will have the students talk in their 4


member small groups about what was
discussed and their reactions to what was
said. Anything that shocked them,
something they had not considered before,
what they agreed with, what they disagreed
with.
I will have the students do the counter chip
method where they have to add to the
conversation 2 times
Remind the students to be respectful to each
others opinions and to listen when another
group member is talking
In the small groups I will hand out 2 sheets
of pro and con one with Merry Christmas
and Happy Holidays at the top and have the
students fill them out as a group using the
whole group discussion
They will write the pros and cons of using
that sayings

Section D: Closure
Summary of lesson How will you bring the lesson to a close? (One-two statements that
you will say at the end of the lesson)
So after all this discussion, we have been able to see a lot of different views as to
why something may or my not be disrespectful. Why is it so important to see these
other views (one or two students answer) So we can see things from all different
ways and see how something that may not effect us has a large effect on others.
Assignment What independent work will be assigned?
- I will break the students into two groups one that is pro Merry Christmas and one
that is anti Merry Christmas and explain how they will have a debate the next
day over which one should be used in society
- Assign that they should have evidence to back it up from class discussions, prior
learning, individual experience, interviews, outside sources, etc. and bring them
to class for debate the next day.

Section E: Self-Assessment and Reflection (To bepleted only if and after you teach the lesson)
1. Was the lesson successful? What DATA or EVIDENCE support your conclusions?
2. Based on your conclusion above about what your students know and are able to do
(individually and collectively), what next steps in instruction are you planning?
a. For the class as a whole:
b. For individuals with specific learning needs within the class