Detailed Lesson Preparation Guide

Elementary Education
Name: Lyndsey Jones and Addison Yancey
Title: Culturally Relevant Lesson Plan
Grade: K
Concept/Topic: Key details and culture
Time Needed: 30-45 minutes
Note: A detailed lesson plan is specific enough for another teacher to read and teach
effectively. There should not be any question regarding what to do or how to do it.
Backward Design Approach: Where are you going with your students?
Identify Desired Results/Learning Outcome/Essential Question:
What relevant goals will this lesson address? What new understandings will the students have
as a result of this lesson? These goals must be measurable and connect to your planned
assessment. Consider the Big Ideas in which you will be helping students develop an
understanding.
What questions will foster inquiry, understanding, and transfer of learning? Students will be
able to answer this question or questions as a result of this lesson.
Desired Results/Learning Outcomes:
Students will be able to explain similarities in self and others, and the elements of culture.
Students will be able to answer questions about key details in a text.
Essential Question:
What can we learn about culture from Chrysanthemum by Taro Gomi?

Ensuring Lesson supports district and state goals

NCSCOS Standards:
Key Ideas and Details- 1. With prompting and support, ask and answer questions about key
details in a text.
K.C.1 Understand how individuals are similar and different.
K.C.1.1 Explain similarities in self and others.
K.C.1.2 Explain the elements of culture (how people speak, how people dress, foods
they eat, etc.)
Assessment Plan:
How will you know if the objectives/desired results have been met? What will you see and/or
hear that is evidence of student understanding? How will you know that students really
understand the identified Big Ideas?
In order to assess the objectives being met, students will have to be able to answer questions I
ask them about the text, and then draw a picture of a main idea from the story. In addition, they
will have to come up with things they think people do over the ocean. This will help with their
imagination as well as help them be open to learning about different cultures. After doing this
they will be presented with things that other cultures do, and they will be expected to be able to
tell me how some things other cultures do are similar to things they do. Also, I will get students
to give me examples of how these things are similar, and give real life example of thing and how
they relate to the examples from other cultures.
Meeting the student where they are:
Prior Knowledge/Connections:
What can target students be expected to know and/or understand about the
concept/topic? How does this lesson connect with other things that students may have learning
or experienced? How will you help students to make the connections between what they
already know and what they will be learning in this lesson?
In their class, the students have learned about culture. Forestville Road Elementary School is a
cultural oriented school, so the teachers are expected to connect things to culture in their
classrooms. In addition, children know about different cultures because of things they
experience at home that are
different from their classmates. Also, some of their parents come in at times to help explain
things that are a part of their cultures.
Lesson Introduction/Hook:
How will you focus, excite, engage, and/or elicit knowledge as you introduce this lesson? Think
of ways you can appeal to student interest and cause students to be excited about what they
will be learning about.
To introduce the lesson, I will have M&Ms for each table and have each child pick two different
colored M&Ms. Each color of M&M will have a corresponding question that goes along with it,
and students will be asked to share their answers with the other children in their groups. These
questions will be somehow related to culture so that children will be slowly introduced to the
idea behind the lesson, and it will also get them really engaged and invested in the lesson and
activities. Use this to lead into the reading of the book by saying something along the lines of,
Now we are going to read a book about different things that people in different places may do,
which relates to what we just talked about with the M&M activity because we all enjoy doing
different things.
Heart of the Lesson/Learning Plans
Differentiation/Same-ation:
How does my ONE lesson ensure engagement for all students? What is it about the
presentation and content of the lesson that makes it accessible to all students? This should be
integral to the lesson and not simply last minute additions or different work for separate
groups. All students should be engaged and a goal of mastery should be in place for all.
My lesson ensures engagement for all students because it will give them each a sense of
ownership when they get to imagine what people in other cultures do, as well as get to talk
about their own culture with their classmates. In addition, this lesson is very applicable to all
students because it utilizes all of the different learning styles: kinesthetic, auditory, and
visual. Talking in groups, doing a read aloud, creating a name puzzle, and talking about culture
in collaboration will help all students be engaged and will allow them the opportunity to master
the material and content.
Lesson Development:
Provide a detailed description of how the lesson will progress. What will you do as the
teacher? This should be a detailed step by step account of how a lesson unfolds from
beginning to end.
I do part of the lesson (Read Aloud):
Ask students to gather at the carpet for a read aloud of Chrysanthemum. Introduce the text by
doing a picture walk (or something similar) and make sure the class is paying attention before
beginning to read. Read the book to the class.

We do part of the lesson (Teacher and student collaboration):

Ask the following questions/make connections and statements while reading:

Why were Chrysanthemums classmates making fun of her?

What happened in class to make Chrysanthemum feel better?
Ask if they have every wanted to change their name?
What do you like about your name?
First have students partnered with a classmate and have them retell the story to each other and
talk about character, setting, and beginning, middle, and end. Have one group that volunteers
share their retelling of the story with the class and explain who the characters are and what the
setting is, in addition to the beginning, middle, and end of the story.

You do part of the lesson (Student works independently):

Have the students each create a puzzle piece that they feel represents their name. Allow them
enough time to decorate the piece they way that they want. After, have the students bring their
piece up one by one and put them together. Have a class discussion about how even though all
of the class have different and unique names, we come together to make one class.
Specific Questioning:
Student questioning should be planned ahead of time. Think about your students and their
needs. Plan questions that will challenge all students.
Is it appropriate to make fun of names that are unique?
How does this story make you realize about names?
How does this story help you think about what happens in different places in the world/in
different cultures?
How does being sensitive to/aware of other cultures give us the ability to work together
and make change in the community?
New Vocabulary:
List and define all new vocabulary that students will need to understand in order to have optimal
success with desired learning results. How will you use this vocabulary in the context of the
lesson?
Culture- the beliefs, customs, arts, etc., of a particular society, group, place, or time; a
way of thinking, behaving, or working that exists in a place or organization
Community- a group of people living in the same place or having a particular
characteristic in common; a feeling of fellowship with others, as a result of sharing
common attitudes, interests, and goals
Concluding the Lesson/Closure/Debriefing:
How will you wrap things up and tie together the ideas presented? How will you help students
make meaning from their experiences?
Discuss again how important having an understanding of different names benefits a classrooms
community.
Materials/Resources:
List everything that is needed to deliver the lesson. Cite any materials that you used in crafting
the lesson. Be specific and review this as you rehearse.
M&Ms
Questions to go along with M&M hook
Chrysanthemum by Kevin Henkes
25 puzzle pieces
Teaching Behavior Focus:
What is the goal for my teaching behavior and/or actions? See TBF List for suggestions.
I want to make sure that Student engagement through discussion is fostered. This teaching
behavior will allow teachers to meet all students needs because will let them have discussion
with a partner, the whole class, and the teacher. Having discussions allows students to become
engaged in what they are learning and talking about in class.
Follow-Up Activities/Parent Involvement
Lesson extensions discussed here. What will student do to utilize this new information? How
can you involve parents in the process of lesson extension in the home?
Encourage students to make a family puzzle. Invite parents to send in pictures
of their familys puzzle piece.