Lesson Plan Three Reflection

Jennifer King

UED 496

Regent University
 The lesson plan titled “Cultural Jigsaw” integrates technology and social studies content

in a student-centered collaborative project that is culturally responsive while also addressing the

needs of English Language Learners (ELL). Students previously read a fiction story about the

differences between cultures. In the “Cultural Jigsaw” lesson, students read nonfiction articles

about various cultures to broaden their understanding of literary and informational nonfiction

texts. Students, whose desks are already grouped in pods of four, are split into different groups,

where each new group is assigned a separate nonfiction article to read. After reading the assigned

article, each group creates a PowerPoint presentation to present to their original table groups. For

English Language Learners, they are given the option to work individually, answer questions

related to and create a PowerPoint about their respective culture.

Each student was individually assigned their group article in Achieve 3000. Achieve

3000 differentiates the articles to each students’ reading level. This assists in student

comprehension with varied vocabulary words. As students read their assigned articles, they

answered questions attached to them in Achieve 3000 to monitor their comprehension, and

students received immediate feedback on their understanding of the text. Next, students answer

seven questions about the tradition they read and one question comparing and contrasting the

article to the fiction story in preparation for a discussion with their group. After students have

their discussion, they begin to create a PowerPoint presentation. In their groups, students

determine how they will divide the work on creating slides and what information is essential to

be included. Students are able to insert pictures and videos to enhance the information they

present. When students work together, they can practice social and communication skills,

develop problem-solving and critical-thinking skills, and decision-making skills.

 Finally, students return to their original table groups. Every student at the table group has

a different cultural presentation. Each student presents their PowerPoint presentation to their

table group. Cooperative learning strategies have “been shown to have a positive effect on

student attitude [and build] better interpersonal relationships” (Burden and Byrd, 2019).

Presenting in small groups allows students to develop their confidence in public speaking while

the rest of the group practices being active listeners. It is vital for students to feel acknowledged

by their peers; acknowledgment is powerful. When students feel heard and validated, they are

given a sense of purpose. “The classroom creates the stage for an openness to many cultures,

[and affirms] that members of all groups are welcomed, supported, and encouraged here”

(Milner et al. 2012). Being created in the image of God, I know each student has a purpose.

Developing lessons that teach and reinforce communication skills needed to be involved in the

community is critical. Communication is an essential life skill necessary to build relationships

and be an active community member. Effective communication skills will help students reach

their full potential, and having a safe place in the classroom to practice these skills is vital.
 References

Burden, Paul R. and Byrd, David M. (2019). Methods for effective teaching: Meeting the needs

of all students. Pearson.

Milner, Joseph O., Milner, Lucy M., and Mitchell, Joan F. (2012) Bridging English. Pearson.