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Student: Hannah Lindsay School: Park Elementary School

IWU Supervisor: Professor Schuler Co-op Teacher: Julia Lambert
Teaching Date: November 28 Grade Level: Kindergarten

LESSON RATIONALE
Students of all ages and from all backgrounds need to recognize the importance of different cultures and that it is a
good thing to celebrate different aspects and look different than others. In this lesson, I want to celebrate how even
though people look different than us, we are all still valuable and we have more in common than we have different.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will recognize and identify similarities and differences between American culture and
Hispanic culture.
B. Objective:
● Given discussions throughout the lesson, students will understand and explain that people from all cultures
should be treated with kindness.
● Students will understand that people from all different cultures should be treated with kindness after the
anticipatory set and discussion in the closure.

C. Standards: NCSS/ IAS

● K.3.6 Identify and compare similarities and differences in families, classmates, neighbors and
neighborhoods, and ethnic and cultural groups.
● NCSS Standard 1: Culture: Students come to understand that human cultures exhibit both
similarities and differences, and they learn to see themselves both as individuals and as members of
a particular culture that shares similarities with other cultural groups, but is also distinctive.
II. Management Plan
a. Materials: red and green tissue paper, paper, my computer, white egg brown egg and tupperware,
hula hoops, pictures for Venn Diagram, crayons, play dough
b. Time: 45 minutes
● Anticipatory Set: 3 minutes
● Mini Lesson: 10 minutes
● Centers: 24 minutes + 4 minutes with transitions = 28 minutes
● Closure: 4 minutes

c. Space: On carpet for mini lesson

Center 1: at back table
Center 2: at carpet
Center 3: at own seat
Center 4: at side table

d. Behavior:
● Students will earn Eagle Bucks for being active listeners, following directions the first time they are
given, remaining quiet during transitions.
● TJ will have a personal behavior chart where he earns points when he goes 10 minutes without
shouting out or interrupting the class. When he earns 10 points, he receives a sticker
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● I will follow the 4-1 rule by stating 4 positive behaviors to every 1 negative behavior.
● KO will be buddied with the Practicum student (since cooperating teacher is on vacation) and hold
a fidget item as he participates in the centers. He will also have a behavior sheet earning the reward
of playing with legos for 15 minutes if he earns 5 points on his behavior log created by me. Since he
does not usually follow what the class is doing I will have a seperate folder for him including
coloring pages, books, and cut and paste worksheets that talk about Hispanic culture.

III. Anticipatory Set:

● Student will be sitting in a circle on the carpet and I will be sitting at the top of the carpet in the
head position. I will have two small tupperware containers that are see through and a brown egg
and a white egg. I will VERY carefully crack one egg at a time into the separate tupperware
containers and talk about how even though things look different on the outside, they still can
look the same on the inside.
● I need you all to sit on your pockets and just look for now, (pull out the eggs one white and one
brown) What do you notice about these two eggs? Good! One is white and one is brown so they
look different or not the same on the outside. Hmmm I wonder what they look like on the inside.
Carefully crack one egg at a time. Wow! Stay on your pockets and I’ll walk around so you can
see what they look like on the inside. What do you guys see? Do they look the same or different.
Good! They look alike or the same. Hmmmm I wonder what are other things that look different
on the outside but look the same on the inside are. Think of something in your head and if you
think of something give me a thumbs up. Allow for some response but if the responses are off
target guide them by saying. I think people are kind of like that. Remember in We’re all Wonders
when how Auggie looked different but was really kind on the inside?

Purpose Statement:
● Today we are going to learn about how people who live in Mexico are different from us and how they are the
same as us. It is really important to learn about people who live in different countries and to see how
important they are even if they may not look like us on the outside - because in the end you guys are all
wonders and so are they!

PLAN FOR INSTRUCTION

IV. Adaptation to Individual Differences and Diverse Learners
● TR will participate in whole group activities to receive social skills practice, and participate
in one station. He will also have a folder of differentiated work that includes 3rd grade level
readings related to lesson. At the fashion station, he will write on the following prompt:
Why do you think people in Mexico no longer where the traditional clothing they wore in
the past?
● KO will also have his own behavior sheet , fidget item, and buddy to be able to complete the
learning experiences in the lesson without disrupting the class.

V. Lesson Presentation (Input/Output)

Have a mini lesson on similarities and differences between American culture and Hispanic culture with a focus on
traditions in mini lesson. For the mini lesson the class and I will be sitting in a circle on the carpet. The centers will
be about the 4 f’s of multiculturalism: food, festivals, fashion, and folklore.
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Mini Lesson:
● Using the hula hoop Venn Diagram, we will compare and contrast 3 of the 4 f’s of multiculturalism between
Mexico and the USA (the 4th will be addressed at the center I run). We will place pictures of food, festivals
(specifically the Independence Days of both countries), and fashion or clothes in the Venn Diagram.
● Does anyone know what country we live in? We live in the United States! Has anyone heard of the country
Mexico? It is the country right below or south of the United States (point to it on map). People in Mexico speak
a different language than us, they speak Spanish and we speak English. They also look a little bit different than
the people in the US (shows picture). But they still do awesome things in their country just like we do here!
(Pull out the hula hoops and put them in the middle of the circle like a Venn Diagram). Who remembers what
this is called? Good! This is a Venn Diagram. As we learn about different parts of Mexico and compare it to the
USA we are going to use the Venn diagram to show what is the same and what is different about Mexico. First,
let’s talk about what they wear. Here are some pictures of what people who live in Mexico wear. Does this look
similar or different than what we wear in the USA? Right! It looks similar or the same. Who knows where this
picture goes on the Venn Diagram if people in the USA and Mexico wear similar clothes? Right! It goes in the
middle! (Call on student to place picture in the middle of Venn Diagram). Next, let’s talk about what they eat
iN Mexico? HMM.. Does anyone have any ideas? People in Mexico eat foods like tacos, enchiladas, tamales and
churros (shows pictures). Do people in the USA eat those foods everyday? No, we may eat them sometimes but
we eat foods like pizza, baked chicken, and hamburgers usually (shows pictures). So who knows where to put
the pictures of the food in the Venn Diagrams? Right! The tacos, enchiladas and tamales go on the side that is
Mexico and the pizza, hamburgers, and baked chicken go on the USA side. Our last topic is festivals. Mexico
and the United States both celebrate Independence Day. Does anyone know what the US Independence Day is?
It is the 4th of July and that is the day we won Independence from England. We celebrate usually by watching
fireworks and wearing red, white, and blue. In Mexico they have an Independence Day too. It is on September
16 but that is not the real day Mexico became independent or free from another country Spain. They also
celebrate with fireworks and throwing confetti that matches their flag colors - red, white, and green. So if we
both celebrate Independence Day, where would we put this? Right we put it in the middle because both
countries have Independence Day celebrations in common. TR want to put this picture in the middle?
● Now that we have learned a little about what the USA has in common with Mexico, we are going to do centers
to learn more about it. I am going to explain each station and then I will tell you where to go. At the station at
the back table with me we are going to listen and talk about a song they sing in Mexico. At the carpet with
Miss Porr, you are going to make the Mexico flag that they fly on Independence Day and she is going to tell you
a little more about what they do to celebrate. At your seat, you will do seat work like normal. You will get a
paper from this back chair, and you are going to draw a picture of what someone in Mexico would wear on a
regular day. There is pictures on the board if you need an idea but remember they wear clothes similar to
what we wear. Last, at the side table with Ms. ______ (insert sub’s name) you are going to use play dough to
make some of the food we talked about that people in Mexico eat on a regular day. Make sure to clean up all
your play dough when you are done and do not mix the colors together.
● Call out names and tell them where they are going for the first station. Each station helper will have a
descriptive list that I will discuss with them before the lesson with instructions on how to help.

Centers: There will be four, 6 minute long centers. To transition to different centers, I will ring the bell (that the
classroom teacher regularly rings) to transition. The rotations go in a circle around the room, but I will have
students stop and point to where they are going before they move.

Group 1 Group 2 Group 3 Group 4

Thomas Jacoby Leeyah Asher

Genna Leo Caleisa Dustin

Pax Lilly Jaxson Pearl

Kristyn Sarah Karter

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1. Center 1: Folklore:
1. At back table with me. I will play a folklore song off of my computer for students to listen to
and play maracas while listening. Before I play the song I will intro it by saying, you know
how we sing fun songs in America like Knick Knack Patty Wack and She’ll be Comin ROund the
MOuntain? In Mexico, they listen to songs like that too! This one is called Arroz Con Leche
which means rice and milk. (both of those the students are familiar with from brain breaks)
We will listen 2 times through and then discuss:
a. What did you notice about the song?
b. What did you like/dislike about the song?
c. Do we have any songs in America that remind you of this song?
2. https://folkways.si.edu/classic-folk-songs-for-kids-from-smithsonian-
folkways/childrens/music/album/smithsonian Song: Arroz Con Leche
2. Center 2: Food:
○ At side table monitored by substitute teacher. I will provide the substitute a half sheet of paper
(located at the bottom of the lesson plan) that gives detailed instructions of who is in her group and
when, tendancies of students, and directions on how to monitor students at this. Students will be
creating common Mexican food at this center out of play dough. There will be pictures of the
following foods for them to create: enchiladas, tacos, ceviche (raw fish), churros, tres leche cake,
tamales, and pozole. The reference book Foods of Mexico will also be at this station for students to
look at.
3. Center 3: Festivals
○ At carpet with Miss Poor. I will provide Miss Poor a half sheet of paper (located at the bottom of the
lesson plan) that gives detailed instructions of who is in her group and when, tendancies of
students, and directions on how to monitor students at this. At this station, students will create the
flag of Mexico using tissue paper (that is ripped into pieces in advanced by me) to make the flag of
Mexico which is waved on Independence Day in Mexico.
○ Talk about Mexico independence day and the 4th of July using this script, On the independence day
in Mexico the mayors of all the towns and the president all step out on the balcony at 11:00 pm and
shout “Viva Mexico! Viva la independencia!” Which means Long live Mexico! Long Live independence!
They also fly their flag and throw confetti that matches their flag that is red, white, and green.
4. Center 4: Fashion
○ At seat students will complete this station independently. The blank sheet of paper to draw on will
be located on the pick up chair in the back of the room where they always pick up work for their
independent station. Students will draw a picture of what people in Mexico wear (which they
learned in the mini lesson is similar to what people wear in America not the traditional Mexican
clothing that is typically pictured that people in Mexico wore in the past). Pictures of common dress
will be posted on the board for students to look at if they need a better idea of what to draw.

VI. Check for understanding. How do you know students have learned? What strategies will you implement if all
students have not met lesson outcomes? Employ one or more strategies to determine student learning.
● Does anyone know what country we live in? We live in the United States! Has anyone heard of the country
Mexico?
● Who knows where this picture goes on the Venn Diagram if people in the USA and Mexico wear similar
clothes?
● Who remembers what this is called? Good! This is a Venn Diagram.
● Do people in the USA eat those foods everyday?
● So who knows where to put the pictures of the food in the Venn Diagrams?
● So if we both celebrate Independence Day, where would we put this?
● The following questions will be asked at the station that I run:
● What did you notice about the song?
● What did you like/dislike about the song?
● Do we have any songs in America that remind you of this song?

VIII. Review learning outcomes / Closure

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● When the stations are complete, I will refer back to the anticipatory set and we will have a short class
discussion on how even though we may not look the same as other people, we should treat them with
kindness, in this case someone from another country like Mexico. Then students will draw a picture as an
exit ticket on a half sheet of paper over something they learned about Mexican culture and turn it in on the
back table.
● After I ring the bell for the final center students will go to their seats and I will get their attention.
Remember at the beginning of class when we talked about how even though people may look different on the
outside but on the inside we are the same? What if we got a new student and they were from Mexico? Would
we treat them with kindness? Good! We would treat them with kindness because we have a lot in common with
them even if it doesn’t look like it on the outside. Our class is full of kind people who treat everyone like they
are a wonder!
● Now I am going to pass out a piece of paper and I want you to draw on the paper one new thing you have
learned about the food, Independence Day in Mexico, fashion, or songs in Mexico. When you are finished you
can put them in the green tray. Make sure you write your name on the top of the paper.

PLAN FOR ASSESSMENT

● Students will be assessed by what they draw on the exit slip that shows what they have learned.
● I will also have quick thumb checks throughout the mini lesson and gage class participation through
discussion and engagement.
● At the station with me, I will take notes on students discussion responses of the Mexican folklore song.

REFLECTION AND POST-LESSON ANALYSIS (CAEP

K-6 3.b)
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Did my lesson include the right amount of content?
8. Did the closure accurately summarize my lesson?

Explanation for sub at the food play dough station:

Thank you for helping out with this station during our social studies rotation! At this station, students are going to
be making food that people commonly eat in Mexico. There are pictures with names of the foods on them and also a
reference book you or the students can look at. Students are free to explore and create, but you may need to guide
them and encourage them to create food because some of them may want to create other things. The station is 6
minutes long and there will be four groups of students. The other main thing to keep an eye on is making sure
students clean up and put the play dough in the correct cup. They are allowed to use different colors as long as they
don’t smash them together and put them back in the correct cup when finished. Keep an eye on Asher, Sarah,
Kristyn, and Pearl because they may try to sneakily get away without helping clean up.

Explanation for Miss Poor at the festivals creation of the Mexico flag station:
Thank you for helping out with this station during our social studies rotation! At this station students will be
creating the Mexico flag using red and green cuts of tissue paper. They have to just glue it on the paper in the flag
outline that I have provided. Students will only need glue and I will leave you with 5 bottles at your center so they
don’t have to bring their own. While they are working tell them the following about Mexico’s Independence Day:
On the independence day in Mexico the mayors of all the towns and the president all step out on the balcony at 11:00
pm and shout “Viva Mexico! Viva la independencia!” Which means Long live Mexico! Long Live independence! They
also fly their flag and throw confetti that matches their flag that is red, white, and green. Each station is 6 minutes
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long and there are 4 groups of students. Make sure students use enough glue so that the tissue paper sticks
(Kristyn may need help with this) and not too much glue that they make a mess (Karter may need help with this).

Explanation for KO’s buddy:

Thank you for being KO’s buddy during the social studies lesson. KO is very active and moves around a lot. It is not
uncommon for him to get up and go somewhere while the class is at the carpet. They are used to his behavior of
leaving in the middle of the lesson. When he is at the carpet, sit next to him and maybe even place your hand on his
back. He has a fidget he can use, but he knows if he throws it, it will be taken away. If he gets up and leaves during
the lesson, I have created drawing pages about Mexico culture and cut and paste activities that go with the mini
lesson that he can complete at the back table or his seat. If he runs in the bathroom wait outside and knock
regularly because he has a tendancy to destroy the bathroom. For positive behavior, he has his own behavior sheet
where he earns smiley faces. These can be given for any small act of kindness, listening to directions, or completing
a task (even if it is his own task and not the same as the rest of the class). You are very appreciated and I will also
help to keep his behavior on track :)
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