Mini Unit - Postcards from Peru Jordan Logan- In collaboration

with Chris Wells and Julia Coyes

Overarching Question

At the end of the assignment, will students have used prior knowledge to make
connections to global citizenship, and in doing so, will they have they developed a
respect for diversity and perspectives in South American culture?

What is the importance of being able to understand other cultures from around the
world?
Why is it important that we develop a respect for diversity and alternate
perspectives?
What connections can we make to South American culture using our prior
knowledge of global citizenship?

Overview/ Rationale:

The focus for the mini unit is to connect the major ideas in multiple curricula
(Spanish, Social Studies) in a way that will allow the students to experience cultural
diversity. The 3rd grade Social Studies Program of Studies outlines the general
learning outcomes of global citizenship and the understanding of other cultures
from around the world. In this case, we will specifically be focusing on the culture of
Peru. The 4th grade Spanish Language and Culture Program of Studies highlights
global citizenship and the understanding of diverse cultures from the Spanish
speaking world as its general learning outcome. This unit will expand the students
understanding of diverse cultural traditions found in the country of Peru, and use
aspects of those traditions to express the emotions that are connected. They will do
this by applying their knowledge of the Spanish language. This unit fits into the
ideas of global citizenship that stand out in both the Social Studies and Spanish
Programs of Studies, as they both have multiple recurring themes that overlap in
both curricula.

The unit identifies and prioritizes the importance of creating global citizens and
providing the students with an understanding of other cultures, which is
transferable to many applications in life. The students will be able to realize the
importance behind cultural understanding, through their examination of the cultural
tradition and reflection on the emotions that they are able to connect with the
experience. The unit will guide the students to continuously reflect on the cultural
differences identified in each lesson and how this relates to their prior knowledge of
cultural diversity. The key questions being addressed will be: What is the
importance of comparing other cultures to our own? How might we use this
understanding to expand our own understanding of culture and community?
 Through this unit and its relevance to the Program of Studies, students will be able
to examine a Spanish-speaking culture and identify key aspects of their traditions,
while appreciating the significance of cultural differences.

Identified GLOs SLOs and Skills & Processes Within Multi-Lesson

Assignment

Social Studies Curriculum

3.1 - General Outcome - Communities in the World

Students will demonstrate an understanding and appreciation of how geographic,
social, cultural and linguistic factors affect quality of life in communities in India,
Tunisia, Ukraine and Peru.

Specific Outcomes
Values and Attitudes
3.1.1 - Appreciate similarities and differences among people and communities:

Demonstrate an awareness of and interest in the beliefs, traditions and customs of

groups and communities other than their own (CC)

Knowledge and Understanding

3.1.2 - Examine the social, cultural and linguistic characteristics that affect quality
of life in communities in other parts of the world by exploring and reflecting upon
the following questions for inquiry:
What are the traditions, celebrations, stories and practices in the communities that
connect the people to the past and to each other (e.g., language spoken, traditions,
customs)? (CC, GC, TCC)
How is identity reflected in traditions, celebrations, stories and customs in the
communities? (CC, I, TCC)
How is cultural diversity expressed within each community? (CC, I)

3.2 - General Outcome - Global Citizenship

Students will demonstrate an understanding and appreciation of Canadas roles and
responsibilities in global citizenship in relation to communities in India, Tunisia,
Ukraine and Peru.

Specific Outcomes
Values and Attitudes
3.2.1 - Appreciate elements of global citizenship:
respect the equality of all human beings (C, GC, I)
 Skills and Processes

Dimensions of Thinking
3.S.1 - Develop skills of critical thinking and creative thinking:
choose and justify a course of action
generate original ideas and strategies in individual and group activities
compare and contrast information from similar types of electronic sources, such as
information collected on the Internet
3.S.2 develop skills of historical thinking:
correctly apply terms related to time, including past, present, future
3.S.3 develop skills of geographic thinking:
use cardinal and intermediate directions to locate places on maps and globes
apply the concept of relative location to determine locations of people and places
3.S.4 demonstrate skills of decision making and problem solving:
support proposed ideas, strategies and options with facts and reasons
Social Participation as a Democratic Practice
3.S.5 demonstrate skills of cooperation, conflict resolution, and consensus building:
demonstrate cooperative behaviour to ensure that all members of the group have
an opportunity to participate
consider the needs and points of view of others
share information collected from electronic sources to add to a group task
Research for Deliberative Inquiry
3.S.7 - Apply the research process:
evaluate whether information supports an issue or a research question
develop questions that reflect a personal information need
follow a plan to complete an inquiry
access and retrieve appropriate information from electronic sources for a specific
inquiry
organize information from more than one source
process information from more than one source to retell what has been discovered
draw conclusions from organized information
Communication
3.S.8 - Demonstrate skills of oral, written and visual literacy:
organize and present information, such as written and oral reports, taking particular
audiences and purposes into consideration
listen to others in order to understand their points of view
interact with others in a socially appropriate manner
create visual images for particular audiences and purposes
use technology to support and present conclusions
3.S.9 - Develop skills of media literacy:
compare information on the same issue or topic from print media, television,
photographs and the Internet
identify key words from information gathered from a variety of media on a topic or
issue
 Spanish Language Curriculum
Global Citizenship (GC)
GLO- Students will acquire the knowledge, skills and attitudes to be effective global
citizens.
1.1 a. participate in activities and experiences that reflect elements of the cultures
of the Spanish-speaking world.
1.3 a. recognize elements of the cultures of the Spanish speaking world in the
classroom.
1.4 a. experience diverse elements of the cultures of the Spanish-speaking world
Applications (A)
GLO- Students will use Spanish in a variety of situations and for a variety of
purposes.
2.1 b. express a personal response; e.g., respond to a song or story
2.2 a. respond to and express basic emotions and feelings
5.2 a. gather simple information from a variety of sources
5.2 b. organize items in different ways
5.4 a. listen attentively to the opinions expressed
5.4 b. respond sensitively to the ideas and creations of others
6.2 a. use the language creatively
Language Competence (LC)
GLO- Students will use Spanish effectively and competently
1.2 c. write some words of personal significance
1.3 a use a repertoire of words and phrases in familiar contexts, within a variety of
lexical fields
2.5 a. produce simple written words and phrases in guided situations
Performance Task Handout
 Use these links to research your festival of choice:

Introduction to Festival Choice - [Link]

Festejo - Info: [Link] Video: [Link]

Zamacueca - Info:[Link] Video: [Link]

The Diablada - Info: [Link] Video: [Link]

The Danza de las tijeras - Info: Video: [Link]

[Link]
Video: [Link]
The Huaylarsh - Info: [Link]
Video: [Link]
Marinera - Info: [Link]
Video: [Link]
The Huayno - Info: [Link]

Use this word reference chart to choose your emotion words:

Happy Angry Scared Surprised

Feliz Enojado Miedo Sorprendido

In Love Confused Worried Excited

Amarado Confundido Procupado Emocionado

What does my festival include?

While you are researching your festival there are many things you should be
looking for! Try to answer as many of these questions as you can to show just
how much you know about it.

What is the name of my festival?

__________________________________________________________________________________________

What kind of music/instruments are being played?

__________________________________________________________________________________________

How does the music make you feel?

__________________________________________________________________________________________

Who is participating, and how many people are there?

__________________________________________________________________________________________

What are they wearing? Is it a costume? If so, what is something about it that
you like/dislike?

__________________________________________________________________________________________

Does this look like any festivals that I know of? Why or Why not?

__________________________________________________________________________________________

How does this festival compare to the other cultures we have looked at in
Spanish class?

__________________________________________________________________________________________

What words in Spanish do I know that describe what happens in the festival?
English: Spanish:

___________________________________________ ___________________________________________
___________________________________________ ___________________________________________

What are some ideas of this festival that I would like to share with the class?

___________________________________________________________________________________________
___________________________________________________________________________________________
____

Assessment Rubric
 Student _______________________________________________________________________________

Criteria Excellent Insightful Appropriat Limited

Level e Insufficien
t

Key ideas are Key ideas are Key ideas Key ideas No score is
Reflect key extensive, insightful are are awarded
ideas and and and appropriate minimal because
information accurately appropriate and relate and there is
about a festival describe the ly describe to chosen unrelated insufficien
from research chosen chosen event. to chosen t evidence
([Link], [Link], event. event. event. of student
[Link], 3.S.8.1) performanc
e based on
Selects or Selects or Selects or Selects or the
Select creates creates creates creates requirement
appropriate visuals that visuals that visuals that simplistic s of the
visuals to are vivid are are visuals and assessment
inform and and provide appealing generally provides task.
engage others a detailed and provide appropriate little or no
(3.S.8.1, 3.S.8.4) portrayal of an accurate and provide relation to
a tradition or portrayal of a a tradition
custom. a tradition or reasonable or custom.
custom. portrayal of
a tradition or
custom.

Use technology Accessed Accessed Accessed Accessed

effectively to and and retrieved and and
research retrieved insightful retrieved retrieved
(3.S.5.5, 3.S.7.5) extensive information appropriat minimal
informatio from e informatio
n from electronic informatio n from
electronic sources n from electronic
sources which electronic sources
which supports sources which are
greatly group task. which adds unrelated
adds to to group to group
group task. task. task.

Translation Extensive Insightful Appropriat Minimal

(A 2.1b,A 2.2a) use of use of e use of use of
emotion emotion emotion emotion
words that words that words that words that
are are are are
 successfully successfully successfully successfully
translated to translated to translated to translated
Spanish. Spanish. Spanish. to Spanish.

Personal Focus
(Students will choose one area that they want the teacher to focus on within
their assignment, see personal focus comments attached.)
My Postcard From Peru - Grade/Subject: Social Studies/Spanish

Lesson 1 Lesson Duration: 60 min

LESSON PLAN OBJECTIVES - Students will: (within this lesson)

By the end of the assignment..

Students will apply their previous knowledge about South American culture and
language to introducing the topic of global citizenship
Students will use technology to research a cultural festival to examine the cultural
and social differences among communities within Peru and compared them to
their own.
Students will have begun to develop an appreciation for the difference between
culture and communities around the world
By the end of the lesson
Students will have identified and researched a Peruvian festival and begun to
identify key aspects related to its performance
Students will have begun to establish a better understanding of the use of
technology to research information from online sources

LEARNING RESOURCES CONSULTED

Alberta Assessment Consortium

Online Link - [Link]
[Link]/en/peru/live/[Link]
Video reference - [Link]
Alberta education program of study - Social studies grade 3 & Spanish grade 4
(introduced early).

MATERIALS/ EQUIPMENT/ SET UP

 video for class on smartboard
[Link]
4BE9538E27D2
Provide students with task handout
Students will have access to the internet for the first lesson in order to conduct
research
Classroom will have access to printer in order to print out student photos that are
selected
Introduction to Festival Choice - [Link]
[Link]/en/peru/live/[Link]
Festejo- [Link]
[Link]
Zamacueca - [Link]
[Link]
The Diablada- [Link]
[Link]
The Danza de las tijeras - [Link]
[Link]
The Huaylarsh - [Link]
[Link]
Marinera - [Link]
[Link]
The Huayno - [Link]
[Link]

Pre-emptive Tasks for Teacher

Have video for introduction ready to watch on smartboard

Handouts printed off and stapled for students in class with extra teacher copy
Access to a computer lab or internet established for class use
Have access to printer resource for students to select and print one image each

PROCEDURE

Introduction (12 min.)

Begin with a class discussion and have the students contribute by brainstorming
ideas about global citizenship that they have learned thus far. (During this time
put video up on smartboard ready to play)
Prompting class discussion about personal connections to material
Ask students about festivals they celebrate, that might be celebrated around the
world
Reflect on visual aspects and how it makes them feel
Identify/reflect on how people participate in festivals
How do festivals reflect certain beliefs and values in a culture
Afterwards, students will watch the video regarding Elida and stop at key points
while the teacher will be providing further prompts for class discussion and
analysis:
 Where do you live (environment)? (0:00)
What are the sounds you hear when youre waking up? (1:45)
What are the sounds Elida hears when she wakes up?
What do you do when you wake up? Do you have any chores? (2:20)
What does Elida do when she wakes up? Does she have any chores?
How are you and Elida different? How are you and Elida the same?

After this discussion we will transition into the body of the lesson.

Body (40 min.)

Learning Activity #1: Task Handout (8 minutes)

Provide students with a handout of the performance task - student helper of the
day will do this while the teachers goes over points below.
Expectations for Learning and Behaviour: Ask students questions regarding
internet safety and proper use so they can reflect on behaviour before they go
online to research their festivals.
Assessment of Prior Knowledge: Refer to handout and cover the Spanish language
section that reflects their previous learning of language.
Teacher will read through and provide guidelines/expectations that are associated
with the assignment for day number 1

Learning Activity #2: Research and information gathering for festival (35
minutes)
The students will visit the main link provided and decide on a Peruvian traditional
dance.
After selecting a festival, students will visit the appropriate link provided that
reflects the tradition of their choice and provides a video for them to watch
Then students will research the main ideas behind the cultural tradition that the
have chosen, which is prompted in their handout.
Once finished researching, students will find and decide on a picture of the festival
they selected that they want to be printed off for the cover of their postcard.
During this time the teacher will be supervising, as well as asking the students
questions to ensure that they are learning from their research.
What festival are you researching?
What is your favorite piece of information that you have found so far?
What would you like to find out about your festival?
Is there anything that you do not understand or that is causing you to struggle
that I could help you with?

Closure (5 min.)

The teacher will confirm that students have researched their topic and written
down key information they will use in the next class and that their picture is an
appropriate selection to be printed off.
Transition To Next Lesson: Teacher will remind students to take their handouts and
 pictures to be put away for the next class where they will be using the information
they collected.

ASSESSMENTS
(Observations, Key Questions, Products/Performances)

Ongoing formative in relation to assignment completion

Did students.
provide evidence of connection...
to previous knowledge of language
to cultural festivals and impact on beliefs and values
identify key differences between ways of life in different culture and community
effectively use technology to research their festival and gather information
identify a photo that captures their festival accurately

Rationale: Ed Technology A

Scaffolding Lesson Plans

Lesson # One

Description Describe how communication

technology used in the lesson/s,
will promote student engagement
toward the identified learner
outcome(s). This should provide a
strong rationale for using
technology.

Lesson Lesson Outcome: Within the lesson, students will be

Overview: The lessons outcome is able to access online articles that are
correlated with the Spanish appropriate comprehension levels and
and Social Studies GLOs in youtube videos to learn about a
the Program of Studies. The festival of their choosing.
students will develop an
understanding of other In doing so, students are able to
cultures from a different part quickly and easily learn about another
of the world, and progress culture and learn about online safety
along the characteristics of through an introduction to online
global citizenship. research.

The point of this lesson is to help

Lesson Description:
students gain a better use of accessing
 Students will participate in online resources to be used for
group discussion to access research. It is aimed to be used
prior knowledge, and receive throughout the curriculum to also
the performance task match with Social Studies Program of
handout in order to be Study SLOs that focus on using online
introduced to what they will data collected to be used within group
be doing in this and presentations.
upcoming lessons. They will
work independently to
choose a festival that they
are interested in as well as
to research that festival,
writing out key points as well
as emotions surrounding the
festival. They will find a
photograph to use for their
performance task in order to
prepare for lesson two.

Instruction Describe any potential downsides

al to using this technology.
Processes
Description of what Downsides to using this technology
teacher is doing: include:
The teacher should be [Link] are engaged when
facilitating group discussion technology is involved, however
by asking questions that all students can often be thrown off task if
students are capable of they have access to a variety of
answering using their prior computer programs. If the internet is
knowledge. being used, it is important to monitor
the students to ensure that they are
They should be facilitating keeping on task and not accessing
the video activity as well, other websites.
ensuring that the students 2. Search engines on computers now
are answering questions at cover a variety of topics. If a student
specific pause points. misspells when searching, they may
come across inappropriate content,
They should also be which is another reason why
accurately describing the supervision is important.
performance task and what 3. Students are developing writing skills,
is expected of the students however not all students will have
in this particular lesson, typing skills. They may require
while laying out the assistance typing in order to ensure
expectations for the that they reach the websites efficiently.
computer lab and how the 4. Students may be inclined to plagiarize
students should be by copying and pasting their research
behaving. onto their summaries. Students may
find it difficult to be concise in their
They should be supervising findings, however the values of using
the research process, good research techniques should be
engaging the students in enforced early.
discussion about what they
are finding, and making
themselves available to
students who require help.

Description of what students are doing:

Students will be participating in group discussion as well as watching
the video provided and using their knowledge of their own culture to
answer questions about the culture that they are viewing.

Students will ask questions when they are confused or do not

understand something, continuously checking for their own benefit as
well as the benefit of their classmates.

Students will use their computer time wisely and efficiently, ensuring
that they stick to the task at hand and preparing to answer any
questions the teacher may have for them.

Sequence of key questions:

What festivals do you celebrate that might be celebrated around the
world?

How do those festivals make you feel?

How do people participate in festivals?

How do festivals reflect certain beliefs and cultural values?

What festival are you researching?

What is your favourite piece of information that you have found so

far?

What would you like to find out about your festival?

Is there anything that you do not understand or that is causing you to

 struggle that I could help you with?

Evidence of Lesson Components (opening, closing, content,

timeline)
Opening: consists of accessing knowledge from prior lessons through
group discussion in order to ease the students into the proper mindset
that will be required. Establishes the performance task and the tasks
for this particular lesson.

Closing: encompasses some of the objectives that are set out from
the beginning of the lesson both formative feedback to the student.
Includes an opportunity for all students to work independently and
make independent choices in terms of their task.

Content: the cross curricular content that is covered within the

lesson consists of attainable or understandable goals which students
can then apply to their work while still being challenged and building
upon their prior knowledge. The assignment includes both Social
Studies and Spanish curricula.

Timeline: is set out to be accomplished within the one hour lesson,

however the learning objectives from the lesson are applicable within
the students upcoming lessons and continued education allowing for
more time to develop a deeper understanding of their learning goals

Jordan Logan
Rationale: Assessment A
Scaffolding Lesson Plans
Lesson 1:
Description How does your lesson What core assessment
scaffold to your concepts inform your
performance task? design choice?
Lesson Lesson Outcome: The lesson plan for Our design choice of the
Overview: The lessons outcome lesson #1 provides a lesson was based on the
is correlated with the brief introduction into idea of continuous
Spanish and Social the material that is formative assessment
Studies GLOs in the going to be covered, through both individual
Program of Studies. and then outlines the and group reflection. The
The students will expectations through use of these
develop an the performance task metacognitive practices
understanding of handout, and teacher are more constructive for
other cultures from a explanation. Lesson #1 the students as they are
 different part of the begins the scaffolding forced to think more
world, and progress to complete the critically about their
along the performance task as learning, and the impact
characteristics of the students become they have on the quality
global citizenship. aware of what the task of the assignment. We
Lesson at hand is. The started with the end in
Description: explanation of the mind by stating the SLOs
Students will assignment will inform from both the Spanish and
participate in group the students of the Social Studies Program of
discussion to access multiple facets for Studies that we wanted to
prior knowledge, and research and personal cover, as the intention
receive the expression that is was to go cross curricular
performance task included in completing the whole time. By
handout in order to the task. By outlining including both curricula in
be introduced to outcomes in the our unit the students are
what they will be performance task able to transfer their
doing in this and handout on a daily knowledge better which
upcoming lessons. basis, the students can has proven to be more
They will work visually see the steps effective in creating more
independently to that they will be taking concrete knowledge thus
choose a festival that to complete the task. resulting in a more
they are interested The research and positive learning
in as well as to student decisions of environment. We decided
research that traditions that follows that incorporating
festival, writing out the description is summative assessment at
key points as well as important as the the end of the unit was an
emotions students begin their effective way to ensure
surrounding the postcard assignments that the students were
festival. They will by gathering key points aware that all of the prior
find a photograph to and deciding on what formative assessment was
use for their tradition they want to being used as a way to
performance task in explore. polish their work leading
order to prepare for up to the summative
lesson two. assessment of the
postcard.
Instructio What formative How does your use of
nal assessment techniques formative assessment
Processes will you be using? reflect key assessment
What information will concepts?
you be collecting?
How will you use that
information?
Description of Formative assessment The formative assessment
what teacher is will be used throughout included in lesson 1 use
doing: The teacher lesson 1 as the teacher many assessment
should be facilitating facilitates the group concepts that are
group discussion by discussion based on centered on the idea of
asking questions that the ideas presented in metacognition, and
all students are the video, and the fairness, reliability, and
capable of answering students ideas of validity.
using their prior diversity in cultures. In the teachers formative
knowledge. They The teacher will be assessment of the
should be facilitating able to guide the students, the formative
the video activity as discussion and assessment practices are
well, ensuring that reflection done by the guided by the relevant key
the students are students through key questions regarding the
answering questions guiding questions that material that is being
at specific pause are presented in a way presented. The guiding
points. They should that the teacher can questions force the
also be accurately address the main students to self-reflect
describing the points of the task. By upon their prior
performance task using this feedback the knowledge of the topic,
and what is expected teacher can identify and then eventually
of the students in where there may be share/apply that
this particular lesson, gaps in the knowledge knowledge to the
while laying out the that need to be assignment. The teacher
expectations for the addressed prior to is continuously assessing
computer lab and moving forward with the students responses to
how the students the lesson and the the question, and their
should be behaving. incorporated activities. participation in the
They should be The teacher will then discussion. When the
supervising the be able to assess the students begin their
research process, students research research on the tradition,
engaging the skills and ability to the teacher sits back and
students in work with the observes the various
discussion about technology that is research techniques that
what they are being provided. the students use, and
finding, and making their behaviors while
themselves available working with the
to students who technology to complete
require help. the assignment.
Description of The students will be The students role in the
what students are participating in the assessment process is
doing: Students will group discussion and determined by their
be participating in reflection of the video participation and
group discussion as and key concepts. The expression of their
well as watching the students will be understanding of the
video provided and continuously
using their formatively assessed concepts. While the
knowledge of their from the teacher based teacher uses a variety of
own culture to on their understanding, questions, and circulates
answer questions willingness to to all students at random
about the culture participate, and ability throughout the discussion,
that they are to conduct meaningful each student is to listen
viewing. Students research. The students attentively while their
will ask questions will be aware of the peers participate. The
when they are task and provided fairness at this stage is
confused or do not sufficient direction to based on the inclusion of
understand ensure that clarity all students, and the
something, when completing the differentiation of
continuously task. questions and the way
checking for their they are posed to the
own benefit as well students to ensure
as the benefit of everyone has an equal
their classmates. opportunity for success.
Students will use
their computer time
wisely and
efficiently, ensuring
that they stick to the Validity in the formative
task at hand and assessment is highlighted
preparing to answer as=t this key questions
any questions the stage as the questions
teacher may have for ensure that all students
them. have the same equal
Sequence of key The key questions in opportunity to succeed at
questions: lesson 1 are essential the learning task through
-What festivals do as they guide the the reflection of the
you celebrate that discussion and force questions. By allowing the
might be celebrated the students to reflect students to reflect through
around the world? upon their knowledge. these questions the
-How do those This self-reflection and assessment of the
festivals make you then group discussion performance task
feel? through the key becomes increasingly
-How do people questions is the basis more valid as the students
participate in for the formative all have the same basis of
festivals? assessment of the knowledge and have gone
-How do festivals whole lesson. The through the reflection
reflect certain beliefs questions are stage that is to be
and cultural values? structured in a way assessed on a summative
- What festival are that aids the teacher to level later on in the unit.
you researching? formatively assess the
- What is your students While the teacher uses
favorite piece of understanding, as well these key questions to
information that you provides the essential guide the class, this
have found so far? differentiation that the contributes to the prior
- What would you like teacher can provide to idea of beginning with the
to find out about include all levels of end in mind, as we
your festival? student abilities within wanted to work to our
-Is there anything the classroom. The overall goal of using
that you do not responses to the metacognition to meet the
understand or that is questions are the SLOs that are outlined in
causing you to information that the the Program of Studies.
struggle that I could teacher will be
help you with? collecting to ensure
that the whole class
has the same base of The opening, closing, and
knowledge before content are all crucial in
moving on with the meeting the reliability of
lesson. the formative assessment
Evidence of Lesson The opening of the practices. This happens as
Components lesson contributes to every student is exposed
(opening, closing, the formative to the same learning
content, timeline) assessment as the experience that takes
Opening: consists of teacher accesses the place in the classroom
accessing knowledge prior knowledge of the through the teachers
from prior lessons students through the instruction. The content
through group guiding questions and are is the crutch of the
discussion in order to video. The closing of formative assessment
ease the students the assignment does reliability as the students
into the proper not contribute so much all participate in the group
mindset that will be to the formative discussion and coverage
required. Establishes assessment, however it of the key issues being
the performance task does ensure that all presented. The teacher
and the tasks for this the students are taking the time to outline
particular lesson. prepared to move onto the expectations of the
Closing: lesson 2 so that the lesson and performance
encompasses some learning process that task meets the
of the objectives that are to take place, are describing success
are set out from the not affected. The assessment practice in
beginning of the content is more the which allows all the
lesson both guiding principle to the students to be aware of
formative feedback formative assessment what is required to have
to the student. as that teacher poses success on the task.
Includes an key questions about
opportunity for all the content that que
 students to work the responses that are
independently and being formatively
make independent assessed. The answers
choices in terms of at the content stage
their task. prompt the teachers
Content: the cross ability to assess
curricular content whether the students
that is covered base of knowledge on
within the lesson the topic is at a level
consists of attainable that will ensure that all
or understandable students have equal
goals which students opportunity for success
can then apply to in the assignment. The
their work while still timeline is solely an
being challenged efficient way to guide
and building upon the teacher through
their prior the discussion and
knowledge. The research period for the
assignment includes students. The teachers
both Social Studies ability to maintain the
and Spanish time allotment will
curricula. dictate the depth in
Timeline: is set out which the group
to be accomplished discussion can be
within the one hour conducted in, and the
lesson; however the longevity of the
learning objectives student research
from the lesson are period.
applicable within the
students upcoming
lessons and
continued education
allowing for more
time to develop a
deeper
understanding of
their learning goals.

Lesson Plan 2 Lesson Duration: 60 min

LESSON PLAN OBJECTIVES - Students will:

By the end of the assignment..

 Students will apply their previous knowledge about South American culture and
language to introducing the topic of global citizenship
Students will use technology to research a cultural festival to examine the cultural
and social differences among communities within Peru and compared them to
their own.
Students will have begun to develop an appreciation for the difference between
culture and communities around the world
By the end of the lesson
students will be able to identify 3-5 emotion words (from prior lessons) and
incorporate them into their cultural reflection.
students will be able to condense the information researched in lesson one and, in
their own words, describe their festival of choice.

LEARNING RESOURCES CONSULTED

Alberta Assessment Consortium

Online Link - [Link]
[Link]/en/peru/live/[Link]
Previously collected knowledge and information from Lesson 1
Alberta education program of study - Social studies grade 3 & Spanish grade 4
(introduced early).

MATERIALS/ EQUIPMENT/ SET UP

Students should have their photo printed off and information they recorded from
last class in order to complete lesson two effectively
Word reference list (first handout)
Poster board for postcards (extra provided)
Glue to adhere picture to postcard

Pre-emptive Tasks for Teacher

Teacher should have materials ready for students

Glue and postcard cut outs prepared
Teacher should confirm that students have collected information and photo from
previous lesson in order to successfully administer lesson 2

PROCEDURE

Introduction (10 min.)

Teacher will go over previous lesson and reconfirm the lesson plan goals to
students and then ask students to take out previous work from lesson 1 (Picture
and information collected)
Students will ensure that they have all materials necessary to complete the task
ahead
Photo that was printed off
 Information collected from online research
Personal (or table) glue for postcard
Word reference list from handout

Body (40 minutes)

Learning Activity #1: (30 minutes)

Students will be asked to take out paper and begin to work on condensing their
information of the questions answered in lesson 1, into their own words.
Students will then be asked to reflect on how the festival dance made them feel
and write this down using the key emotion words on the handout.
The teacher should remind students that they will be presenting their information
to a group of their peers, so they should make the information they collected
ready for a small presentation
The teacher should make statements about the amount of time left so that
students will be ready to transfer to Learning Activity 2 effectively.
Learning Activity #2: (10 minutes)
After students will translate their emotion words into Spanish to reflect previous
knowledge of language skills
The teacher will monitor students and provide help is requested
However, students should be able to use their worksheet with minimal help

Closure (10 minutes)

Students will finalize their summaries and gain confirmation from the teacher that
they have accomplished the task to recieve their postcard paper.
Students will bring out their pictures and post card paper. The students will then
cut out their picture and paste it on their postcard in preparation and put away the
summary, reflection, and postcard for the next class.

ASSESSMENTS
(Observations, Key Questions, Products/Performances)

Focus is based on ongoing formative assessment

students are able to identify key concepts and information and create
presentation of summative knowledge

Jordan Logan
Rationale: Assessment A
Scaffolding Lesson Plans
Lesson 2:
Description How does your lesson What core assessment
scaffold to your concepts inform your
performance task? design choice?
Lesson Lesson Outcome: Lesson 2 is an The core assessment
Overview: The lessons outcome important step in the concepts in this lesson act
is correlated with the unit that works its way as a boost to the fairness,
Spanish and Social toward completing the reliability, and validity in
Studies GLOs in the performance task providing more
Program of Studies. through a more in opportunity to work on the
The students will depth exploration of task. The teacher Is
develop an knowledge. Lesson 2 formatively assessing the
understanding of acts as a work period students ability to work
other cultures from a for the students to take independently on their
different part of the the research from summaries and
world, and progress lesson 1 and reflections. The teacher
along the summarize the key will also be able to
characteristics of concepts into a rough observe the students
global citizenship draft of a summary. ability to use prompts for
Lesson This summary is part of the Spanish emotion
Description: the performance task, words that are required in
Students will work and the students the performance task. The
independently to gathering of ideas students will be
condense their creates the final piece responsible for their own
information and that will be formatively ability to meet the
reflect on how the assessed at the end of teachers behavioral
festivals made them the unit. By providing a expectations as this will
feel using their word work period this adds be an aspect that is
chart. Students will to the scaffolding of assessed throughout all
independently the lesson by allowing lessons, but is more
translate these the students more time vulnerable in lesson 2.
emotions into to work on the
Spanish, and then performance task and
finalize their ask important
summaries and questions that add to
receive teacher the students
feedback. They will comprehension.
paste the
photograph from
lesson one on their
postcard paper in
preparation for
lesson three.
Instructio What formative How does your use of
nal assessment techniques formative assessment
Processes will you be using? reflect key assessment
What information will concepts?
you be collecting?
 How will you use that
information?
Description of The teacher assumes a The use of formative
what teacher is supervisor role assessment through a
doing: Teacher throughout lesson 2, as work period is a good time
should be the students work and for the teacher to address
supervising and actively asks questions any issues, or students
checking in with the to confirm their who require more hands-
students repeatedly understanding. By the on help to complete the
to ensure that they teacher assuming a task. By using this time to
are on the right track less active role in the help the students, this
and completing their learning process at this exemplifies the boost in
task. They will assist stage, they are able to fairness as the teacher is
in translating the observe and able to differentiate to
emotion words when formatively assess the ensure that the
necessary, and students abilities to assessment is fair to all
ensure that the formulate their students. By providing a
students have summaries and work period, this
condensed their reflections. The contributes to the idea of
information before teacher can use these starting with the end in
moving on to their observations when mind as we acknowledge
next task. conducting their that in order to complete
The teacher should summative assessment the task, more time was
be reminding the of the students work to essential for the students.
students of their ensure it was in fact
time limits, and the student who did
providing the the work, not a peer. The use of the work period
students with their is constructive in a way so
postcard paper, that the students can use
assisting any the provided rubric and
students who may handouts to ensure that
need help. they are meeting the
Description of The students are using expectations. By using a
what students are the valuable time to rubric that clarifies the
doing: Students will work towards meeting task expectations, the
be referring to the the expectations of the students are able to see
research that they performance task. In what the expectations are
gained in lesson one, knowing that the for the assignment, and
condensing the teacher is continuously use the provided time to
information and using formative meet these expectations.
remaining on task in assessment to observe The use of the rubric aids
order to format a the student behaviors in ensuring that the
summary of their and work ethic, the assessment is both
information. They students are reliable and valid. It is
will ask for help responsible for valid in the sense that the
whenever necessary meeting these guidelines are adopted
while trying their expectations. The from the Program of
best to complete ability of students Studies and worded to fit
tasks on their own being able to ask the task. The rubric is also
without assistance. questions during this reliable as it establishes
Students will also be period to further their the expectations and
referring to their understanding is describes what success
prior knowledge of important, as the would look like for the
Spanish in order to teacher can use the student who meets the
incorporate the types of questions expectations.
language into their being asked by the
assignment, making students to assess
sure to show the whether or not they The key assessment
teacher what they are on the right track concepts in the key
have done before to complete the task. questions are ensuring
moving on to their that the student
next task. experiences self-reflection
Students will work on their own work to
efficiently to finalize ensure they are meeting
their summary, and the expectations. The
to complete the teacher is able to outline
pasting of their what success will look like
photograph to in the summaries and
ensure that they will relfections, however it is
have full use of the the students
final work period. responsibility to ask the
Sequence of key The formative right questions and reflect
questions: assessment techniques in depth to meet the
- How do we used in the key objectives of the rubric.
begin to questions are based on The guiding questions ae
condense the gathering of the more of a opener/
information? students responses to transitional strategy for
- How do we gauge whether or not the teacher, as it helps
determine their understanding is introduce the topic and
which on track to meet the revisit the material
information is expectations. The key covered in the first lesson.
important to questions are minimal;
keep, and however help during
which the transition periods
information is and self-reflection of
not necessary the students The assessment
for our knowledge. The use of techniques present in
self-reflection will allow lesson 2 are centered on
 assignment? the teacher to help the idea of describing
- How do we put guide the students what success looks like,
information in reflection pieces that and allowing the students
our own are part of the to meet the outlined
words? performance task. expectations on their own
- What might through the summaries
you find and reflections. The
difficult about opening may involve the
this? most important technique
- How did the as the teacher poses
festival make questions and unburies
you feel? How prior knowledge that will
can we reflect help the students
on this and complete the task. By
incorporate it guiding this student
into our reflection, the teacher is
summary? able to specifically use the
- What will our student`s responses to
emotion words gauge whether or not the
be in Spanish? students are on track to
- Is there meeting the expectations.
anything you The teacher is able to use
are finding the conclusion by
particularly wrapping up and allowing
difficult that students to assume the
you might responsibility of setting
need help themselves up for success
with? leading into lesson 3. The
Evidence of Lesson In the opening, students ae able to do this
Components formative assessment by double checking with
(opening, closing, is used to assess the their rubric, and whether
content, timeline) students or not they are meeting
Opening: consists of understanding of the the expectations.
transitions from the concepts covered in
first lesson as the first lesson. The
students teacher is able to use
immediately begin to this assessment when
interpret their dealing with the
research and to content of the second
incorporate it into lesson as the students
their assignment. transition from
They are refreshing researching their topics
their minds as to to formulating
what their particular summaries and
festival is, and reflections. The
easing themselves teacher is able to use
back into a working the timeline to control
mindset. the pace of the
Closing: students discussion
encompasses some and hopefully provide
of the objectives that the most time to work
are set out from the on the reflections and
beginning of the summaries. The closing
lesson with formative is a piece that the
feedback to the teacher will use to
student. The teacher formatively assess the
tells them when they students capabilities to
are able to move on move towards
to the next portion of finalizing their
the assignment, and postcards and sharing
is available for their content amongst
feedback when their peers. If the
students request it. student does not
Content: the cross sufficiently meet the
curricular content expectations for the
that is covered end of the lesson then
within the lesson the teacher is able to
consists of attainable work with the student
or understandable to ensure the student
goals which students can achieve success in
can then apply to lesson 3.
their work while still
being challenged
and building upon
their prior
knowledge. The
assignment includes
both Social Studies
and Spanish
curricula.
Timeline: is set out
to be accomplished
within the one hour
lesson; however the
learning objectives
from the lesson are
applicable within the
students upcoming
 lessons and
continued education
allowing for more
time to develop a
deeper
understanding of
their learning goals.

Lesson Plan 3 Lesson Duration: 60 min

LESSON PLAN OBJECTIVES - Students will:

By the end of the assignment..

Students will apply their previous knowledge about South American culture and
language to introducing the topic of global citizenship
Students will use technology to research a cultural festival to examine the cultural
and social differences among communities within Peru and compared them to
their own.
Students will have begun to develop an appreciation for the difference between
culture and communities around the world
By the end of the lesson.
Students will create the final copy of their postcard by finalizing their reflections
and summaries, and then pasting it all together on the postcard.
Students will jigsaw in groups. First they will split off to discuss in specialized
groups regarding each festival, afterwards they will split into their varied groups to
expand knowledge and take turns presenting their festival to the group.
Students will further their presentation skills by presenting their own research to
their fellow students. Students will then listen attentively as they further their
knowledge on Peruvian cultures.

LEARNING RESOURCES CONSULTED

Alberta Assessment Consortium

Previously collected knowledge and information from Lesson 1 and 2
Alberta education program of study - Social studies grade 3 & Spanish grade 4
(introduced early)
Online Link - [Link]
[Link]/en/peru/live/[Link]

MATERIALS/ EQUIPMENT/ SET UP

Students should have their picture pasted onto their postcard, summary, and
 reflection prepared from lesson 2.
Word reference list
Scissors, glue and extra paper for constructing postcards.
Pre-determined groups to transition from construction of postcard to presentations

PRE-EMPTIVE TASKS FOR TEACHER

Teacher will establish varied groups that place higher students with medium
skilled students, and lower level students with the higher level students. The
groups will also include one festival or tradition group in each group.
Teacher should confirm that all students are prepared to finish their postcards and
ready to move on to the presentation stage.

PROCEDURE

Introduction (5 min.)

Teacher will gather class attention by confirming that everyone is aware of the
task and that every student is setup for success.
Teacher will quickly remind students of behavioral expectations within the
students groups.
Teacher will go over constructive criticism and appropriate comments for student
feedback
Teacher will establish material distribution and the necessary materials to conduct
the lesson.

Body (50 min.)

Learning Activity #1: Students will complete final copy for postcard (20
minutes)
Teacher will hand out supplies to students.
Students will then put together their postcards by adding their summaries, and
reflection to the already pasted picture on the poster paper.
Learning Activity #2: Students will work in Specialized groups (15
minutes)
During this time students will work in groups that are all of the same festival
The teacher should aim to keep students on task and remind them that they will
be sharing their information to their group in order to gain a better understanding
of their selected festival
The teacher should also monitor groups in order to confirm that all students are
participating and sharing
In order to confirm that students are on task the teacher should provide key
question to prompt further comprehension
What are some common themes we are seeing in the traditions?
What are key points from the tradition?
After, the teacher will ask students to take out a piece of paper in order to write
 down two things positive and one thing they can work on about other students
presentations in the next learning activity
Learning Activity #3: Students will work in Variety groups (15 minutes)
After students have shared with their specialized groups the teacher will place
them into their variety groups
These groups will contain all different students who have chosen different festivals
to analyze
Students will take turns in presenting their individual festivals to their peer groups
and share their information in relation to their work completed
The teacher should aim to ensure each student has time to present and remind
students again about proper presentation behavior
The teacher should remind students to write a positive comments and be
respectful while providing constructive feedback about each students presentation
in order to provide positive peer feedback

Closure (5 min.)

Students will finalize their postcards and wrap up their group reflections and
jigsaw activities.
Teacher will reflect on the unit with the students through the prompting
questions.
What have we learned about Peru and its culture?
Was creating a postcard a good way to view the tradition that you chose?
What are some similarities and differences from the Peruvian culture to the
cultures we find in Canada?
Teacher will have the students hand in their postcards and keep them to go over
and mark at the end of class

ASSESSMENTS
(Observations, Key Questions, Products/Performances)

Teacher will be able to summatively assess students work and use the rubric that
has been provided to the class
Students will also provide positive peer feedback that the teacher will screen and
be able to go over how students positively or negatively presented their
information in groups
Formative assessment throughout the class in regards to student behavior and
ability to present and behave

Jordan Logan
Rationale: Assessment A
Scaffolding Lesson Plans
Lesson 3:
Description How does your lesson What core assessment
 scaffold to your concepts inform your
performance task? design choice?
Lesson Lesson Outcome: In lesson 3 the Formative and summative
Overview: The lessons outcome performance task is assessments are used in
is correlated with the finalized, as we this lesson. Formative
Spanish and Social scaffold higher and assessment is used as the
Studies GLOs in the higher. I dont like students finalize their
Program of Studies. saying that scaffolding postcards and the teacher
The students will is ever complete as we assesses their ability to
develop an can always expand our finalize their ideas and
understanding of knowledge; however in then share those ideas
other cultures from a this lesson the with their peers. The
different part of the scaffolding reaches its summative assessment is
world, and progress peak. First the students the main point of this
along the will share their lesson as the student`s
characteristics of traditions in specific share their ideas with
global citizenship. groups to cover the their peers and then hand-
Lesson main ideas of that in the postcards at the
Description: tradition. The second end of class for grading by
Students will jigsaw step is the jigsaw the teacher. The teacher
in groups. First they effect of the students then grades the postcard
will split off to meeting in variety with the previously
discuss in specialized groups to share their outlined expectations that
groups regarding findings with students are included in the rubric.
each festival, who did different
afterwards they will traditions. This is the
split into their varied last stage of our
groups to expand scaffolding for the unit
knowledge and take as all the knowledge
turns presenting comes together,
their festival to the creating one unified
group. source of knowledge.
Instructio What formative How does your use of
nal assessment techniques formative assessment
Processes will you be using? reflect key assessment
What information will concepts?
you be collecting?
How will you use that
information?
Description of The teacher will The use of formative
what teacher is formatively assess the assessment in this
doing: Teacher student`s behavior and situation aligns with
should be moving ability to work in a including the student in
throughout the class group setting creating class
to provide support to throughout the expectations which would
students/groups and presentation stage. have been done at an
maintaining This assessment will be early point in the year. By
classroom reflected when the creating a system of
management. teacher also assesses expectations with the
They should have the student`s acquired students, the teacher is
help prompt students knowledge of other able to formatively assess
to share their traditions later through their abilities to abide to
previous work within group discussion. If the these expectations and
specialized groups teacher observes poor follow them in the
and establish behavior it will reflect classroom. The other form
guidelines in order to on the student`s of formative assessment
facilitate learning freedom to choose being done is the
within these their groups when able assessing of student
specialized groups. to work in partner understanding through the
After, they will be groups, or in this case group discussion as the
able to monitor and with multiple students. teacher guides the
assess students work students through a final
and abilities through review discussion of the
their own traditions covered.
presentation of their
learning to the The formative techniques
group. that effect what the
Description of The formative students are outlined by
what students are assessment of the the pre-established
doing: Students will students relies on their behavioral expectations of
be first gaining a ability to work within the classroom. The
further their groups, and then teacher will be able to
understanding of participate in the group formatively assess the
their particular discussion. The student`s ability to meet
festival through students are these expectations, and
meeting with the responsible for also include their opinions
specialized group, meeting the behavioral and views in the guideline.
and then they will expectations for By allowing the students
have the chance to working within groups to take part in establishing
present their that is conducive to the rules they are more
knowledge in small positive learning likely to comply with the
groups to their practices. guideline that they see
varied groups. reasonable within the
Differentiation is classroom. The formative
seen by providing a assessment of the wrap
variation of formats up group discussion is
in which the students effective in ensuring and
are to perform the
task as it includes finalizing the student`s
visual, auditory, and knowledge of the material.
written components, The sequence of key
all playing an questions guides the
important role in students to reflect on their
student learning and learning and the concepts
motivation. covered by their peers.
Sequence of key The sequence of key The questions should be
questions: questions help the easily answered in the
- What were teacher formatively students own reflections,
some assess the student`s however should still
interesting knowledge gained require some thoughts as
facts about throughout the unit. the students expand their
the festival The teacher is able to knowledge. The teacher is
that you pose appropriate able to formatively assess
researched, questions that create this expansion, and
that stood out concrete concepts that consider it when
to you? the students can refer formatively assessing the
- What are to later. By creating student`s knowledge at
some these concepts, the the end of the unit.
assumptions teacher is able to
that you might formatively assess the
have about student`s participation The lesson components
the other in the discussion and align with the key
festivals after gauge as to whether or assessment concepts of
hearing their not the student may jigsaw learning, and then
name? need more hands-on evidence of learning. The
- How does your help with the topic. content/body of the lesson
tradition or is all a larger sized jigsaw
festival learning experience as the
differentiate students share their
from the findings to their peers
others that through mini
you learned presentations. The
about? Why teacher is able to
might there be formatively assess the
these student`s behaviors as
differences if they move through the
they take sharing process. The
place within evidence of learning
the same assessment practice is
country? evident through the group
Evidence of Lesson Within the lesson discussion and reflection
Components components the of the unit. The students
(opening, closing, teacher is continuously will share their
content, timeline) formatively assessing experiences of the
Opening: consists of the student`s ability to activities and through this
transitions from the work within a group the teacher will be able to
first and second setting. In the opening formatively assess as to
learning by bringing the teacher is able to whether the student
forward the prior formatively assess grasped the important
knowledge and whether or not the concepts of the lesson. If,
continuing with the students are able to for some reason the
established transfer their student did not grasp the
project/activity. knowledge from the concepts, then the
Closing: first two lessons and teacher will be able to
encompasses all of then further it in the work with the student
the objectives that third. The closing is individually to ensure that
are set out from the important to the student comprehend
beginning of the unit formatively assess the the key concepts of the
with both formative student`s lesson.
and summative understanding of the
feedback to the group presentations
student. As well as and to finalize
an opportunity for all questions or ideas that
students to reflect the students may
upon their own work have. The content is
and continue with based on the jigsaw
the knowledge they activity, which requires
have gained into a higher level of
later units or lessons cognitive abilities that
within their the teacher is able to
education. assess by observing as
Content: the cross to whether or not the
curricular content student is capable of
that is covered reaching this level. The
within the lesson content and timeline
consists of attainable are based on the
or understandable students ability to
goals which students transition between
can then apply to groups, and then into
their work while still class discussion of
being challenged important concepts.
and building upon These transitions can
their prior be formatively
knowledge. The assessed by the
assignment includes teacher as per the pre-
both Social Studies established behavioral
 and Spanish expectations of the
curricula. class.
Timeline: is set out
to be accomplished
within the one hour
lesson; however the
learning objectives
from the lesson are
applicable within the
students continued
education allowing for
more time to develop a
deeper understanding
of their learning goals.

By: Chris, Jordan, and Julia - Section JKL

Rationale: Ed Psychology Defense

Lesson Plan #3

Description Connections to Learning Theories

& Demonstration of Attention to
a Classroom Structure and
Climate

Lesson Lesson Outcome: The theory of socialized learning is

Overview: The lessons outcome is developed by Bandura and Vygotsky
correlated with the Spanish and is carried within our overview
and Social Studies GLOs in through group work and peer
the Program of Studies. The reflection. Scaffolding is present
students will develop an within the overview as each lesson
understanding of other builds towards an ultimate objective,
cultures from a different with each stage requiring knowledge
part of the world, and from the prior. Complex cognitive
progress along the processes play a role through
characteristics of global metacognition as the students are
citizenship. continuously self-reflecting on their
work, as well as reflecting on their
peers work. Eriksons fourth stage of
Lesson Description:
Psychosocial development plays a
Students will jigsaw in
role as the students develop stronger
groups. First they will split
social skills through group discussion,
off to discuss in specialized
 groups regarding each collaboration, and interdependence.
festival, afterwards they will
split into their varied groups
to expand knowledge and
take turns presenting their
festival to the group.

Instructio Description of what The main teaching strategy that is

nal teacher is doing: present throughout the lesson is
Processes Teacher should be moving Jigsaw learning as each facet of the
throughout the class to task comes together to create one
provide support to body of knowledge as the students
students/groups and learn the individual components.
maintaining classroom Group discussion is the sub-teaching
management. strategy as the lessons transitions
involve group discussion and
They should have help participation from all students as they
prompt students to share share their knowledge holistically.
their previous work within The teacher is incorporating the 4th
specialized groups and stage of Erikson's theory of
establish guidelines in order psychosocial development in a way
to facilitate learning within that is centered around the childs
these specialized groups. desire to demonstrate competency
After, they will be able to amongst their peers. This intrinsic
monitor and assess students motivation will help drive the
work and abilities through students through their group peer
their own presentation of reflection and discussions.
their learning to the group. The teacher takes on a coach on the
side role by gaging the conversation
and collaboration and helping to
facilitate the level of respect that the
students give to one another.

Description of what Students are actively participating in

students are doing: both self and peer regulation
Students will be first throughout the lesson. They are able
gaining a further to successfully complete their own
understanding of their portions without having to fully rely
particular festival through on stronger members of their group,
meeting with the specialized while still being respectful and
group, then they will have participating in the group work
the chance to present their portions.
knowledge in small groups The teacher is incorporating aspects
to their varied groups. of Kohlbergs thinking. Without
--- assuming that the students are
Differentiation is seen by capable of making higher level
providing a variation of decisions, they are being guided
formats in which the along every step of the way and are
students are to perform the able to receive help whenever
task as it includes visual, necessary. The teacher is also helping
auditory, and written to develop universal, ethical people
components, all playing an by teacher the class about other
important role in student cultures and allowing them the
learning and motivation. independence to explore them on
their own (with some guidance).

Sequence of key
questions: The sequencing of key questions in
this lesson are directly derived from
What were some Vygotskys theory of socialized
interesting facts about the learning and scaffolding. The
festival that you researched, socialized learning is present through
that stood out to you? the group discussions. Scaffolding is
the driving variable behind the the
What are some assumptions key questions as each question
that you might have about comes into play at a point that builds
the other festivals after on the prior knowledge from a
hearing their name? previous point in both the lesson and
the unit.
How does your tradition or
festival differentiate from
the others that you learned
about? Why might there be
these differences if they
take place within the same
country?

Evidence of Lesson The lessons effectiveness will depend

Components (opening, on the students ability to reach the
closing, content, self-actualization level in Maslows
timeline) Hierarchy of needs. When the student
Opening: consists of reaches this point they will be able to
transitions from the first and intrinsically motivate themselves to
second learning by bringing achieve a higher level of
forward the prior knowledge understanding in the lessons
and continuing with the material.
established project/activity. The level of skill required to complete
this task aligns with Piaget's concrete
 Closing: encompasses all of level of operation as the student is
the objectives that are set able to examine concrete real life
out from the beginning of situations or ideas. This also coincides
the unit with both formative with Vygotskys idea that the students
and summative feedback to can not accomplish a task that they
the student. As well as an don't have the base of knowledge or
opportunity for all students skills for. The students would have
to reflect upon their own been exposed to the material, and
work and continue with the task being asked to do through their
knowledge they have previous learning experiences.
gained into later units or
lessons within their
education.

Content: the cross curricular

content that is covered
within the lesson consists of
attainable or
understandable goals which
students can then apply to
their work while still being
challenged and building
upon their prior knowledge.
The assignment includes
both Social Studies and
Spanish curricula.

Timeline: is set out to be

accomplished within the one
hour lesson, however the
learning objectives from the
lesson are applicable within
the students continued
education allowing for more
time to develop a deeper
understanding of their
learning goals

C&I Rationale

Within the C&I portion of our mini unit we incorporated differentiation by

having two ESL students, who have an introductory level knowledge of the
English language. We have also incorporated one student with high level
ADHD that struggles with maintaining attention within class and
continuously fidgets and moves while in class.

Lesson 1

What is the Teacher doing and why?

The teacher should be facilitating group discussion by asking questions that all
students are capable of answering using their prior knowledge. During the video
activity, they are ensuring that students are answering questions at specific pause
points. This aligns with a more scholarly academic approach as the teacher delivers
the necessary background knowledge prior to conducting the activity.
The teacher will then engage the students in a group discussion using prompt
questions that guide them to reflect on the cultural differences that are immediately
present. By allowing the students to guide the discussion through the prompt
questions the teacher is allowing the students to express and build upon their own
knowledge through group discussion.
The teacher will then shift to describing the performance task and what is expected
of the students in this particular lesson, while laying out the expectations for the
computer lab and how the students should be behaving.
The teacher will supervise the research process, and make themselves available to
students who require help. This incorporation of student centered learning and
teacher supervision of the task is an example of both scholar academic and learner-
centered learning approaches as the teacher is facilitating the students through
more free flowing learning processes.

What are the students doing?

Students will be participating in group discussion as well as watching the video
provided and using their knowledge of their own culture to answer questions about
the culture that they are viewing.
Students will ask questions when they are confused or do not understand
something, continuously checking for their own benefit as well as the benefit of
their classmates.
Students will use their computer time wisely and efficiently, ensuring that they stick
to the task at hand and preparing to answer any questions the teacher may have
for them.
Differentiation:
ESL - For ESL learners we have provided youtube links for analysis through a
video performance of a festival. In doing so, we are able to have a focus on the
visual aspects that are brought forward from the performance. As far as conducting
research within the festival aspects, we will have some students that struggle with
the information use Word Reference, which is an online translator, in order to give
them a base level of knowledge that they can take and interpret into the English
language. If students are comfortable, one part that would be effective to bringing
about their own culture and responses to share with their peers is having them
translate emotion words into their own language. This will help students further
their understanding of both English and Spanish emotion words. While possibly not
focusing too strongly on the Spanish translation for these students, the teacher can
focus on the ability to identify keywords that are being translated by the ESL
students.
ADHD - For the student who has severe ADHD the teacher will need to
continually monitor him and attempt to keep him on task. However, the student has
been introduced to the use of fidget toys within the classroom in order to help him
and others stay on task. The teacher will continue to watch and monitor that the
student is not being disruptive and that they are also remaining focused on learning
process by calling on them to answer some of the key questions provided. If the
student is unable to focus or becomes hyperactive to the point where they will
become disruptive to other students around them, the teacher can implement one
of the many strategies that they have worked on throughout the school year. One of
the key ones is the use of the 5-point scale to students that can inform the teacher
when they are becoming anxious and restless within class and need to remove
themselves from the classroom.

Taxonomic level
This lesson moves through multiple levels of Blooms Taxonomy within the different
portions of instruction as well as within this lessons aspects of the performance
task. The levels that it moves through include the remembering stage, the
understanding stage, and the applying stage. The lesson addresses the
remembering stage by having students recall and work with prior knowledge about
global citizenship as well as about their own cultures. They then use their prior
knowledge in the understanding stage and applying stage by determining how their
culture is different from other cultures, and in what ways the cultures are similar.

Student engagement
Student engagement is facilitated in this lesson by ensuring that students are
involved in discussion (answering questions, asking questions) and through the use
of technology (the video that they watch as a group, applying their understanding
as they go, and the use of computers to begin researching their different festivals).
The students are also engaged through the variety of choices that they are able to
make in terms of what they would like to research and do their assignment on.

Timeline and SMART objectives

The lesson plan timeline has allowed for sufficient time to give the students a brief
overview of the assignment, provide them with a direction for their research, and
outline the expectations of the assignment. With this timeline the teacher is able to
sustain a reasonable and attainable pace for the class to be conducted, while also
achieving all the objectives of the lesson.
The objectives of the lesson align with the SLOs of both the Spanish and Social
Studies program of studies, by also maintaining an attainable, time efficient, and
relevant aspect while the lesson is conducted. The measurability of the lesson is
represented in the students participation in the group discussion, and their
understanding of the key concepts presented in the video.

Lesson 2

What is the Teacher doing and why?

The teacher should be supervising and checking in with the students repeatedly to
ensure that they are on the right track and completing their task. The teacher will
assist in translating the emotion words when necessary, and ensure that the
students have condensed their information before moving on to their next task.
The teacher should be reminding the students of their time limits, and providing the
students with their postcard paper, and assisting any students who may need help.
By allowing the students to work freely on their assignments, the teacher is
assuming a coach on the side role and focusing in on a learner-centered teaching
approach that allows the students to be in control of their own learning.
What are the students doing?
Students will be referring to the research that they gained in lesson one, condensing
the information and remaining on task in order to format a summary of their
information. The students will then write a brief reflection that incorporates
emotions that are attached to the tradition, leading to the translation of the English
emotion words into Spanish. They will ask for help whenever necessary while trying
their best to complete tasks on their own without assistance. Students will also be
referring to their prior knowledge of Spanish in order to incorporate the language
into their assignment, making sure to show the teacher what they have done before
moving on to their next task. Students will work efficiently to finalize their summary,
and to complete the pasting of their photograph to ensure that they will have full
use of the final work period.

Differentiation:
ESL - Within lesson plan two, the ESL students will be able to take this lesson
to work on their assignments alongside other students within the class, this should
have minimal impact on their learning as the goal is to take the information they
have collected in lesson 1 and break it down in order to create a small summary
paragraph. The teacher should help them create a concise paragraph as necessary,
and at the same time translate sentence components that they are struggling with.
The focus is that they are able to take their information and present it. So if they are
struggling the use of google translate may be necessary, or only using keywords
with their description. It is important that the students are aware that they will be
presenting their research in the 3rd lesson, despite a possible urge to immediately
withdraw themselves from the activity they can focus on their presentation abilities,
while also focusing on specific words or differences that they identified.
ADHD - As the same within lesson plan 1, the student with severe ADHD will
be able to use their fidget toys in order to maintain their attention within the
classroom, and if necessary they can also implement the use of the 5-point scale in
order to remove themselves based on individual needs.
For the sake of redundancy, within this class the ADHD student will have a bad day
and seem to be unable to focus no matter what, they remain at a 5/red on the scale
and feel they are unable to complete the work. The teacher will move from using
simple strategies to asking if they need to go and work in another space in the
school that is quieter and easier to manage. They can also allow the student to
make a choice between continuing to work on their assignment in class time, and
having them finish it at home for homework as long as the teacher contacts their
parent to confirm this situation. Afterwards, the student will be able to go to a prior
established area where they can do activities that will help them to calm down.

Taxonomic level
This lesson moves through multiple levels of Blooms Taxonomy as well, throughout
the performance task as well when students are independently working. The levels
of Blooms Taxonomy that it moves through are the understanding stage, the
applying stage, and the analyzing stage. The lesson addresses the understanding
stage by having the students reflect on their festival and understand how it made
them feel and how it might make other people or citizens of Peru feel. The lesson
addresses the applying stage by having the students apply their research and turn it
into a summary, apply their emotions in order to reflect on the research, and apply
their prior knowledge of the Spanish language to translate certain keywords in their
summaries. The analyzing stage is taken into account as the students analyze the
research, what portions are important, and what portions may not be crucial to their
assignment.

Student engagement
Student engagement is facilitated in this lesson as the students are seated in their
table groups, independently working on their assignment. Although they are
working independently, they are able to ask group members for assistance,
feedback on their ideas, and they are able to quietly discuss the assignment with
one another, sharing what they are learning.

Timeline and SMART objectives

The lesson timeline has provided the teacher with clear expectations on how to
introduce, conduct, and close the work period. The time provided in the lesson is
appropriate according to the expectations, and can truly only be carried on through
the teachers class management skills as they transition from class/ group
discussion into the work period.
The objectives for this lesson are fairly limited, and are restricted to the students
being able to conduct quality research based on their previously acquired skills, and
the teachers guidance. The student objectives for the lesson meet the expectations
of the SMART guideline, as long as the teacher is able to guide the students through
the lesson effectively.

Lesson 3

What is the Teacher doing and why?

Teacher should be moving throughout the class to provide support to
students/groups and maintaining classroom management. They should have help
prompt students to share their previous work within specialized groups and
establish guidelines in order to facilitate learning within these specialized groups.
After, they will be able to monitor and assess students work and abilities through
their own presentation of their learning to the group. By the teacher taking on a
facilitator of the group sharing/presentations and student reflection, the teaching
approach is learner-centered as the students conduct their own presentations.

What are the students doing?

Students will be first gaining a further understanding of their particular festival
through meeting with the specialized group, then they will have the chance to
present their knowledge in small groups to their varied groups. The students will
demonstrate their presentation skills and cooperation abilities by conducting the
group discussion/ sharing of the different traditions. The students will then be
responsible for submitting their postcards for summative assessment by the
teacher. This submission must follow pre-determined guidelines of neatness,
including their name, following the rubric expectations, and ensuring all
components are completed.

Differentiation:
ESL - This may be one of the harder classes for the ESL students to
participate within as they may struggle with their understanding of the English
language and thus, they may feel the need to remove themselves from the
presentation aspect of the lesson. One way that this is being addressed is by
allowing time for the specialized group discussion where they can work in small
groups to gain a further knowledge of something that they have been studying, and
in doing so they can connect some aspects of description to their own
understanding. They will be able to focus on the visual aspects of the presentation
and the teacher can help by giving them prompts to gain a further understanding.
However, this is not what is being assessed and therefore the understanding that is
required through group presentation needs to be only minimal. The ESL students
presentation may also not be as thorough, however it does provide an alternate
cultural lens in which someone may view a performance and this will help the rest
of the class gain a further understanding of cultural differences, while also providing
a student with further opportunities to practice and develop their understanding of
the English language.
ADHD - As the same within prior lessons, the student with severe ADHD will
be able to use their fidget toys in order to maintain their attention within the
classroom, and if necessary they can also implement the use of the 5-point scale in
order to remove themselves based on individual needs. However, since this is a
class dedicated to group presentation they will be able to move more throughout
the lesson, while also being able to participate and ask questions. It will be the
teachers job to monitor their involvement and make sure that if they become too
excited and thus, disruptive they will be able to implement proper strategies for
behavior management.

Taxonomic level
This lesson also moves through multiple levels of Blooms Taxonomy in terms of the
performance task. The levels of Blooms Taxonomy that the lesson moves through
are the applying stage, evaluating stage and the creating stage. The lesson
addresses the applying stage by having the students apply the knowledge that they
have gained throughout their assignment and share it with peer groups. The lesson
addresses the evaluating stage as the students are evaluating themselves in terms
of their peers work and what they could do in their own assignments to improve
their work. The lesson also addresses the creating stage as the students have been
building their creations throughout the three lessons and are finalizing their
postcards.

Student engagement
Student engagement is facilitated in this lesson as students work repeatedly in
groups to share information and learn new ideas as well as learn about a festival
other than the one that they have been researching and writing about. The students
continue to be engaged throughout Jigsaw activities.

Timeline and SMART objectives

The lesson timeline has been implemented in order to provide students adequate
time to finish their final copy of their assignment first, if they are unable to do so,
they can also work to finish it during their specialized groups that focus on creating
a better level of their festivals comprehension. After they are given the two group
sessions to first develop a deeper level of knowledge for their individual
presentation, and secondarily to present that deep knowledge to a group of their
peers. The last group presentation aspect of the lesson focuses on presentation
skills and creates a level of motivation for students to complete their work in order
to be fairly and properly assessed by their peers.

Mini-Unit Reflection Jordan Logan

 The experience in working with this mini unit, as well as all the lessons
throughout PS1 has provided me with a wealth of knowledge that I cannot wait to
use in my future classrooms. For the sake of this reflection I will only reflect upon
the mini unit and its effects it has had on my new outlook of lesson planning.
My teaching philosophy over the semester, prior to dealing with the mini unit
on a daily basis, had expanded, and challenged to include aspects of all our
courses. I was a firm believer in metacognitive processes, a follower of Vygotsky
and socialized learning, and ongoing formative assessment was something I
couldnt wait to sink my teeth into. My belief was that the classroom needs to be
shifted to a newer paradigm style that incorporated all of those things, while
creating the most positive and opportunistic learning environment for the students.
When approached by my colleagues Chris and Julia to attack a cross-
curricular mini unit design, I was ecstatic and eager to apply my teaching strategy
to everything that I could. In working with a group, I needed to express myself as
much as possible, and thankfully my partners were on the exact same page as me.
We decided that using Vygotsky`s theory of socialized learning and ongoing
formative group and personal reflection was going to be the focus that was going to
capture the cross-curricular masterpiece that we wanted to achieve. In the
psychology readings it mentions Vygotsky`s theory of socialized learning and how it
leads to scaffold learning within the classroom. This idea of scaffolding was
something we wanted to emphasize while incorporating varying levels of Bloom`s
Taxonomy that we covered in C&I.
Upon deciphering which SLO`s we wanted to cover from the Program of
Studies, we decided that each one of our lessons were going to include an
increasingly higher (but attainable) taxonomic level. We then decided to center in
on how our assessment of the objectives would look on an ongoing formative and
final summative format which resulted in our lesson plan ideas. The
acknowledgment of Vygotsky and metacognitive processes shaped the content that
went into our lesson plans, and determined the format in which our teacher/student
processes within the lesson would be conducted.
The incorporation of technology, and ways in which we would communicate
the expectations to the students had to be addressed. Technology was easy as we
had planned a research project around online resources. The communication of
expectations to the students was a little more difficult, as using child friendly
language was not something any of us had practice in, however it was interesting to
see how something so simple could through our performance task off.
As we finalized our mini units and rationales, I realized that almost everything
we had learned in the last 8 weeks had played a part in shaping our teaching
philosophy. For me the realization of what parts of education I emphasized were
interesting to analyze who I am as a person, and will be as a teacher. Creating the
most beneficial learning environment is something that every teacher needs to
consider, especially when doing a lesson plan. Moving forward into my education
and future career I will hold the morals from PS1 that have shaped my philosophy of
teaching close to me and allow them to reflect upon my teaching.