Name: Yiqi Luo (Betty)

Lesson Plan

PLANNING THE LESSON - Part 1

Date: November 24, 2020
Grade: 5
Timeframe (time available): 30 Minutes
Curriculum Area: Social Studies
Title of Unit (if appropriate): Cultural Traditions and its Changes

Context: Introduction to the unit

Learning Expectations:
Academic:
• A1.2: “Compare their family’s structure and some of their traditions and celebrations with those
of their peers’ families” (Ontario Ministry of Education [OME], 2018, p. 78)
• A3.4: Describe some significant traditions and celebrations of their families, their peers, and their
own communities, as well as of some other communities in Canada.” (OME, 2018, p. 80)
• A2.1: “Formulate questions to guide investigations into some of the past and present traditions
and celebrations in their own family and the communities to which they belong.” (OME, 2018, p.
79)

Social (optional):
• Communicate cultures and traditions with peers in a respectful way with an open mind.

Big Ideas: Cultural diversity

1. “Understanding the diversity that exists among families and within the local community leads to
an appreciation of diverse perspectives” (OME, 2018, p. 76)
2. “The traditions that we celebrate today have developed over the generations” (OME, 2018, p. 76)

Connections to Equity, Diversity, and Social Justice:

This 30-minutes lesson aims to develop students’ awareness of cultural diversity in the classroom, and the
skills of learning about their peers’ cultures and traditions in a respectful way using question prompts.

Cross-curricular connections/Connections to students’ lives (local/global):

Art; Connection to family and community

Assessment:

Assessment for learning: Diagnostic of students’ understanding of cultures and traditions (beginning).
Assessment as learning: Assess students’ communicational skills with peers on festivals and traditions.
This includes assessing students’ abilities to summarize and describe their festivals and traditions in a
clear and concise way, demonstrate active listening skills, and ask questions that are respectful.

‘Creating the Dynamic Classroom, A Handbook for Teachers, Revised Edition’, Schwartz/Pollishuke, Pearson Publishing, 2011
 Accommodations and Modifications – Differentiated Instruction:

Students can make choices on which prompt questions to answer to promote inclusivity and equity.
Students can choose to draw on Google Jamboard or on a piece of paper.

Materials/Resources:

Minds-on materials; Jamboard; Question Prompt worksheet (digital); Slides

Homework/ Reminders/Personal Notes:

Interview parents/families on their experience of the chosen festival, and how festival traditions may have
changed over time and why.

DELIVERING THE LESSON - Part 2

Note: Timing & Grouping

Mental Set (~5 minutes)

1. I will share my own example of a festival that I celebrate with my family (Spring Festival). This
includes pictures and music.

2. Then, I will ask students to share one favourite festival and how it is celebrated.

Sharing the Purpose/Objectives (~2 minutes)

Describe the agenda:

Phase 1: Time to Draw!
Phase 2: Time to Share!

Body (~20 minutes): (Input, Modeling, Check for Understanding, Guided Practice, Independent
Practice)

1. Time to Draw (~10 minutes):

a. On their distinct Jamboard frame (or a piece of paper), each student will take around 10
minutes to describe their festival in drawing. Before they do that, I will first suggest
ideas on things to draw and model some drawings on my Jamboard frame. I will monitor
students’ drawings and provide help and provide prompts.
2. Time to Share (~10 minutes):

‘Creating the Dynamic Classroom, A Handbook for Teachers, Revised Edition’, Schwartz/Pollishuke, Pearson Publishing, 2011
 a. Students will receive a digital document of question prompts. Each student will share the
drawing with the group and explain elements of their work. The rest of the group will
each ask 1-2 questions using question prompts.
Closure (if time allows)

Students will each share one thing that they have learnt from their peers.

Homework/ Reminders (~3 minutes):

Students’ homework is to
1. interview their families on how they celebrate the chosen festival when their age
2. how that is similar and/or different from what they have described
3. If different, why?

Next Class:
Compare and contrast traditions in the past and present using graphic organizers.

Reflections: Include Successes, Challenges, Changes, Next Steps.

Success: The class is meaningful, engaging, and smooth; appropriate for the grade level students.
Changes: If I have more time, I will also model the sharing artwork and asking question processes for the
purpose of scaffolding.

Resource:
Ontario Ministry of Education. (2018). Social Studies: Grades 1 to 6; History and Geography:
Grades 7 and 8. http://www.edu.gov.on.ca/eng/curriculum/elementary/social-studies-history-
geography-2018.pdf

‘Creating the Dynamic Classroom, A Handbook for Teachers, Revised Edition’, Schwartz/Pollishuke, Pearson Publishing, 2011