My Culture Project
My Culture Project Lesson Design
STAGE 1 – DESIRED RESULTS
Differentiated Instruction and Understanding by Design
(15 B) identify and describe common traits that define cultures.
(18 A) explain the relationships that exists between societies and their architecture art, music, and literature.
(21 A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about various world cultures;
(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in verbal and written communication based on research;
(C) express ideas orally based on research and experiences;
(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research;
(E) use standard grammar, spelling, sentence structure, and punctuation
Students will understand that…
They each have their own culture with cultural traits and a relationship with their culture’s traits.
They can organize and use information acquired to express what they have learned.
How is culture expressed in your life?
KStudents will know:
How the culture exists and functions in their lives.
SStudents will be able to:
Express what they’ve learned in a format of their choice.
STAGE 2 – ASSESSMENT EVIDENCE
Students will analyze the ten traits of culture as taught by the district curriculum.
Students will complete an interview with relatives.
Students will then create a presentation of their culture using the ten trails of culture based on a provided rubric.
Completed interview questions
Presentation of their culture
STAGE 3 – LEARNING PLAN
1 – I introduce the ten traits of culture we utilize in our district to teach culture by giving them to the students on cards. Each card has a cultural trait, a definition, or an example description of each trait. Each set of shoulder partners has a card set. The students work with their shoulder partner, taking turns reading a card to the other. After the card is read, the other student states if they think it is a word, definition or example and lays it on the table between them. As matches become evident to students, they put the cards next to one another after they ask their partner if they agree by using the word stems posted on the front screen such as “What do you think?” or “Do you think this (definition or example) matches this word?” The student who answers then works with the other student to agree on matching words, descriptions, and examples. They then state how this trait looks in their lives and the other student does the same.
Note: All students are placed in heterogeneous groupings at their tables, based on most recent reading STAAR scores. I check for understanding and success with students who are challenged with speaking, such as my students with English as a second language and those who have special needs. I also place them with a partner who will allow the two students to work well together.
2 – Students then let me know they’re done by waving jazz hands. I give the pair a copy of the key to the cards. Students check their work together for complete and correct answers. Students then use the cards to create a graphic organizer in their interactive notebook of the ten traits of culture while adding their own example. The graphic organizer can be a bubble map or listed in an order the student prefers. They then add an image of what that trait looks like in their life by drawing it out next to the explanation.
3 – Students are then given a copy of the culture homework that lists the ten traits with examples and space to complete what each trait is like for their own family. Students are encouraged but not required to interview and ask family members for assistance in completing this form. The form is translated into Spanish using Google Translate and a short apology added for any errors as a result of using a translator. I also place a copy of each on my website, in case students lose them.
4 – The next day, students do a stand up, hand up, pair up activity with a student who is not at their table. They then take turns reading each culture trait and comparing it to their classmates’. If a student with special needs or a students whose first language is not English is struggling as they share, I often check in with them and shorten the amount they have to share.
5 – I then give the students a rubric and the requirements for their culture project. I walk them through the rubric and requirements. I then show them a variety of examples done in different formats, including Prezi, Power Point, and tri-fold boards. I hand out copies in Spanish as well as the English. Students use what they need. Students with special needs may be given a modified rubric to better suit their needs.
6 – Students then have an opportunity to ask questions.
7 – I have each student get a highlighter and highlight the date due. Students then take it home and there is a place for their parents to sign stating that they are aware of the assignment and the fact it is a major grade. Students return this bottom piece. Parents of students with special needs will be contacted directly regarding the project to be sure they are aware of it.
8 – Students are given one day to work on this in class and the rest of the time is to done outside of the regular class day. Those who are struggling to complete it are encouraged to come to tutorials before or after school or during lunch. The special education assistant and I work with these students, one on one, using whatever medium works best for them during these times. We also work with them on their project during class and other times that the student is available during the school day and set up tutorial ties with their parents.
9 – Students bring their project to class or access it online in class. They then present their culture project to their table team of two to three other students. The first person can volunteer to go first or they will be chosen by random number draw on the online spinner. Students listening to the project have two sticky notes per person presenting. They write the name of the presenter at the top of two of their sticky notes. During the presentation, students listening is encouraged to move eyes between presentation and presenter, smile and look interested. At the end of the presentation, the students listening write down one thing they really liked about the presentation and one thing that reminds them of their presentation or culture in some way. They place these sticky notes on the presenting student’s desk. The student presenting is encouraged to maintain eye contact, smile, and speak at a voice level that isn’t too loud or too quiet. The students will take turns presenting, going clockwise around the circle, until all students have presented.
10 – Students write in their interactive notebook about their experience sharing their culture and one thing about another culture that interested them.
11 – Presentations are then chosen to display in the room as well as in the front foyer of the school.
Past student projects: Prezis, Power Points, and Tri-fold boards or pictures of them.
Culture Cards Key
Ten Traits of Culture Homework in English and Spanish
Project Rubric as well as modified one in English and Spanish
Culture Cards Key
My Culture Homework - English
Name______________________________________ Pd._____ Date________________________
Directions: Answer the following questions. If you can, have a family member help you. The words in bold are the culture trait the question coincides with.
1. What values are important to you and your family? Examples: honesty, trust, responsibility
(Values & Beliefs)
2. What goals do you and your family believe are important? Example: You graduate high school,
trade school, or college OR you get married and have children? (Values & Beliefs)
3. Who is your hero and why? (Values & Beliefs)_______________________________________________
4. What language(s) do you and your family speak?______________________________(Communication)
5. In your family, what is considered polite and what is considered rude? (Think about table
manners, behavior toward guests in your home, what to say when answering the phone, how and
when to say thank you.) (Communication)
6. What music do you listen to? (Communication) ______________________________________________
7. What dances do you know? (Communication) ______________________________________________
8. How often do you see your extended family (such as grandparents, aunts, uncles, and cousins?)
or friends of the family? What role do they play in your life? (Social Relationships)
9. What foods do you and your family eat at home? (Food)_______________________________________
10. What restaurant does your family enjoy going to eat at together? (Food) __________________________
11. What types of clothing do you wear on a normal day? (Clothing & Body Decoration) _______________
12. What types of jewelry do you wear on a normal day? (Clothing & Body Decoration) _______________
13. What do you wear on special occasions? (Clothing & Body Decoration) ________________________
14. What type of jewelry do you wear on special occasions? (Clothing & Body Decoration) _____________
15. Are tattoos or other body decorations acceptable in your family? If so, please describe. (Clothing
& Body Decoration) __________________________________________________________________
16. Who is in your family? (names and their relation to you) (Family Structure)________________________
17. What holidays and ceremonies are important in your family? (Traditions and Customs) ______________
18. What holidays do you celebrate? (Traditions and Customs) ___________________________________
19. What is your religion? (If you are not comfortable sharing your religion, please let Mrs. R know.)
(Traditions and Customs) ________________________________________________________________
20. Does your family see time as cyclical (there’s always more time coming) or linear (on a schedule
and time is something we lose)? (View of Time) ________________________________________________
21. What do you do for fun? (Recreation/Relaxation) ____________________________________________
22. What does your family do for fun together? (Recreation/Relaxation) _____________________________
My Culture Homework - Spanish
Nombre______________________________________ Periodo____ Fecha ________________________
Esto se ha creado usando Google Translate. Por favor, perdona los errores.
Instrucciones: contesta las siguientes preguntas. Si puede, a que un miembro de la familia le ayude. Las palabras en negrita son el rasgo de la cultura la cuestión coincide con.
1. ¿Qué valores son importantes para usted y su familia? Ejemplos: la honestidad, la confianza, la
Responsabilidad (Valores y Creencias)
2. ¿Qué objetivos y su familia cree que son importantes? Ejemplo: Graduado de escuela secundaria,
escuela de comercio, o la universidad o que se casan y tienen hijos? (Valores y Creencias)
3. ¿Quién es tu héroe y por qué? (Valores y Creencias)__________________________________________
4. ¿Qué idioma (s) usted y su familia habla? _____________________________________ (Comunicación)
5. En su familia, lo que se considera educado y lo que se considera grosero? (Piense en la tabla
modales, comportamiento hacia los huéspedes en su casa, lo que dicen cuando se contesta el teléfono,
cómo y cuándo decir gracias.) (Comunicación)_______________________________________________
6. ¿Qué música te gusta escuchar? (Comunicación)____________________________________________
7. ¿Qué bailes sabe usted? (Comunicación) __________________________________________________
8. ¿Con qué frecuencia ve usted su familia extensa (abuelos, tíos y primos?) O amigos de la familia? ¿Qué papel juegan en su vida? (Relaciones Sociales)
9. ¿Cuáles son los alimentos que usted y su familia coma en su casa? (Alimentación) __________________
10. ¿Qué restaurante no disfrutar de su familia va a comer en conjunto? (Alimentación) ________________
11. ¿Qué tipo de ropa te pones en un día normal? (Ropa y Decoración del Cuerpo) ___________________
12. ¿Qué tipo de joyas es lo que llevas en un día normal? (Ropa y Decoración del Cuerpo) _____________
13. ¿Qué se pone en ocasiones especiales? (Ropa y Decoración del Cuerpo) _______________________
14. ¿Qué tipo de joyería es lo que llevas en ocasiones especiales? (Ropa y decoración del cuerpo)
15. ¿Son los tatuajes u otros adornos corporales aceptable en su familia? Si es así, por favor describa. (Ropa
y Decoración del Cuerpo)_____________________________________________________________
16. ¿Quién está en su familia? (nombres y su relación con usted) (Estructura de la Familia) _____________
17. ¿Qué festividades y ceremonias son importantes en su familia? (Tradiciones y Costumbres) _________
18. ¿Qué días de fiesta Cómo se celebra? (Tradiciones y Costumbres) ____________________________
19. ¿Cuál es su religión? (Si no se siente cómodo compartiendo su religión, por favor, dejar que la señora R
sé.) (Tradiciones y Costumbres) _______________________________________________________
20. ¿Su familia ver el tiempo como cíclico (siempre hay más tiempo en llegar) o lineal (en un horario
y el tiempo es algo que perdemos)? (Vista de Tiempo) __________________________________________
21. ¿Qué se hace para divertirse? (Recreación / Relajación) ______________________________________
22. ¿Qué hace su familia para divertirse juntos? (Recreación / Relajación) __________________________
Differentiated Culture Project Info with Rubrics
- In English
- In Spanish
- For Exceptional Learners