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Lesson Class #: Peru Traditions and Celebrations

Course Social
Title/Focus Dec 4 – 1 hour (12:24-1:45)

PROGRAM OF STUDY OUTCOMES

 General Outcome 3.1 – Students will demonstrate an understanding and appreciation of how
geographic, social, cultural, and linguistic factors affect quality of life in communities in Peru.
o Specific Outcome 3.1.1 – appreciate similarities and differences among people and
communities by demonstrating an awareness of and interest in the beliefs, traditions and
customs of a groups and communities other than their own.
o Specific Outcome 3.1.2 – examine the social, linguistic characteristics that affect quality
of life in communities in other parts of the world by exploring and reflecting upon what are
the traditions, celebrations, stories and practices in the communities that connect the people
to the past and to each other.

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Describe aspects of culture in Peru (understanding)
2. Locate answers from their reading to contribute answers to the factile game (remembering)

MATERIALS AND EQUIPMENT

 https://www.playfactile.com/peruculture
 workbooks
 textbooks

PREPARATION AND LOGISTICAL CONSIDERATIONS

 Pull up factile game before class starts
 Student helper hand out workbooks as soon as possible

PROCEDURE
Introduction Time
 Discuss outcomes of understanding culture, traditions and celebrations in Peru
 Define tradition: customs or beliefs passed down from generations
5 min
 Turn and talk to discuss some traditions or celebrations you partake in at home.
Popsicle stick to share
Body Time
Factile game 1) Today, were going to look at Traditions and Celebration 55 min
in Peru.
2) When I say go, the oldest person out of the person you
are sitting beside will go get a textbook
3) Open texts to page 27. To page 30, you will be able to
find the answer to these questions
4) Today, we are going to play a game to find the answers
together.
5) The people you are sitting with are going to be your
team. Between you and the person you are sitting
beside, I need a small object.
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6) I am going to put a question up on the board. When you
think you have found the answer in the textbook, hold
the object up in the air. I will keep track of the order in
which hands went up on the board. I will give you about
a minute for each question.
7) If you were the first to hold up your object and you get
the question right, your team will be awarded the points.
If you shout out an answer though, no one gets points.
You must keep the answer a secret until I call on you.
8) The first team to get the question right will pick the next
question. Tell me the title of the category and the price
you want.
9) If the question applies to your workbook, we will write
the answer down as a group right after we answer the
question
10)Ask for questions before we begin.
11)Even out teams and have them grab their textbook
12)Have them pick their team mascot
13)Hold up their object before you begin
14)Play game

Conclusion Time
 If students finish with remainder of time in class, work on quality of life
assignment or finish math
 Collect workbooks

Assessment
 Formative – observation during factile game with regards to who is participating and
attempting to find answers. Take anecdotal notes.
 Formative – submission of workbooks for who is paying attention and following along.

Additional Notes: