Day+10+3B

=** __ Day 10 __ ** =

** Culture Graph **
__** Judges Prior Learning: **__ ** Preassessment **: The students demonstrated their understanding throughout the unit; however, there were still students that could benefit from extra practice to help develop and strengthen their number sense skills.

** Purpose **: The students will practice number sense while also learning about their heritage as well as the heritage of others in the class.

** Objectives **: - The students will create a culture graph by graphing two countries their families are from. - The students will see where each place is on the map. - The students will use terms such as “one more” or “one less” in order to discuss the results of the culture graph.

** Assessment **: The students will be assessed informally. We will discuss the results of the graph out loud. In order for the students to get in line at the end of the lesson, they will have to answer a question about the graph correctly.

__** Plan for Teaching: **__ ** Materials **: - Note to parents - Country labels - Sticky notes - Tape - Map of the world

** Preparation **: - Write note to parents - Make the labels of the countries the students are from

** Technology **: N/A

** Procedures **:

Before Class: - I will send a note home to the parents asking for two culture their family is from.

Introduction : 1. I will tape all of the countries the students are from on the board. 2. The students will take turns placing each country in the continent it is from. 3. For example, if a student is from England, they will put the name over Europe on the map. 4. As the students are taping the names, we will discuss what their cultures. - a. We will talk about if the students have lived there or been there. - b. We will talk about the different languages spoken in each country. - c. We will have an open conversation about the countries and cultures the students are from.

Instruction **:** 1. Once the countries are on the [|map], the students will look at the map. 2. I will point to each continent. 3. The students will tell me how many different countries our students are from in each continent. - a. I will have the totals pre-tallied just in case the students do not know the answer. 4. The students will [|graph] the results. 5. We will discuss the results of the graph. - a. Which continent has the most? - b. Which continent has the least? - c. Which continent has two more than _? - d. Which continent has one less than _?

Closure : - In order for the students to get in line, they have to answer a question about the graph correctly. For example, "Which country has the most students from it?"

** Differentiation and **** adaptations for students with special needs: **

** Extensions for early finishers: ** N/A. This is a guided lesson.

** Multicultural Extensions: ** - This lesson is relevant to all students. We all come together as one class, but when you break us apart individually, there are many unique differences that make us special. We all come from difference places and have different backgrounds, but at the end of the day we all come together to make our class.

__** Teach the Lesson: **__

__**Assess**__: The students will be assessed informally. We will discuss the results of the graph out loud. In order for the students to get in line at the end of the lesson, they will have to answer a question about the graph correctly.

__** Analysis **:__ While I observing the students during the lesson, I noticed certain students struggling with vocabulary and other succeeding. - Three students in particular could answer questions, but could not come up with the vocabulary on their own. These students are also English Language Learners. - There was one student who could not generate the vocabulary or correctly answer questions when asked. - The rest of the students did not generate any concern. They were able to come up with the vocabulary, as well as answer questions when I used to vocabulary.

__** Reflection :**__ - This was one of my favorite lessons that I have ever taught. Although it was not as academically enriched, the students were so proud of their heritages and could not wait to discuss any and every detail they could. - There was not a struggle to get any students to participate. The students were all actively engaged and ready to learn.- If I were to do this lesson again, I would send the letter out sooner. I sent it out 2 days in advance and only received 10 letters back. I would be amazed to see the difference in diversity of regions if I would have sent the note out earlier.