Lesson 3.

Date: 4/11/2024 Teacher’s Name: Charlotte Barnard and Grace Nariani

Subject: Social Studies Grade level: 3rd

Learning Segment Title: The Similarities and Differences between the Cultures of Communities
Across the World.
Length of each lesson: 30 minutes

Central Focus:
The purpose of this learning segment is to help students understand how our culture makes us
similar and different from one another. The students will learn key aspects of their culture and
the cultures of India and Mexico. As well as how the structure and activities of families and
schools within their communities impacts culture overall. The students will display their ability to
compare and contrast using evidence from their readings and class discussions. This learning
segment will also serve as a building block for future lessons on culture, and how it impacts
identity, as well as individuality. Culture is widely embraced today, and students should be proud
of their culture, and accepting of other cultures as well.

Essential Question(s):

Learning Standards:

3.5 Communities share cultural similarities and differences across the world.

3.5a The structure and activities of families and schools share similarities and differences across
world communities.
- Students will compare and contrast the structure and activities of families and schools in
each selected community with their own.

Students will compare and contrast the structure and activities of families and schools in each
selected community with their own.

Concepts/knowledge Skills & strategies

- What is community? - Comparing

- What is culture? - Contrasting
- Factors that influence culture such as family - Research
and school - Describe
- Reflecting on differences of the communities
 - Organizational charts (Ex: Venn Diagram)
- Finding evidence based on books read in class

Academic Language
Language Function
Vocabulary
Syntax
Discourse

Differentiation
Special Needs of Students
Pre-assessment & Student Readiness
Content Differentiation
Process Differentiation
Product Differentiation

Day 1 Lesson Topic: What is Culture?

Outcomes Assessments
Students will: List key details Day 1:
about what culture is, and the Students will complete a worksheet, where they will answer short answer questions about what
key aspects of their culture culture is and then list the key aspects of their culture.

Day 1: We will introduce the Culture Worksheet

topic of culture, have a class
discussion about what culture is
and how the structure and
activities of families and schools
within their community relates to
their culture.

Learning Target Evaluative Criteria

✔ ✔+ ✔-
I can list the important examples
of what culture is, and the ● Lists 3 aspects of ● Lists 3 aspects of ● Lists 1-2 aspects of
important parts of the culture in culture culture in detail culture
my community. ● Completes the field on ● Completes the field on ● Completes the field on
the language the language in detail their language
● Completes the field on ● Completes the field on OR
where they live where they live in ● Completes the field on
● Completes the field on detail where they live
holidays ● Completes the field on OR
● Completes the field on holidays in detail ● Completes the field on
what they do for fun ● Completes the field on holidays l
● Completes the field on what they do for fun in OR
what they eat at home detail ● Completes the field on
● Completes the field on what they do for fun
 what they eat at home OR
in detail ● Completes the field on
what they eat at home

PROCEDURE
Day 1
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge
Time Teacher Actions Student Learning Activities Form of Assessment
5 Write on board the word Have students go up to the board Students share with the class what
min “culture”. and write down words that they they wrote on the board and explain
associate with culture. why they wrote their answers.

Initial Phase Direct Instruction (number the steps of your instruction)

Time Teacher Actions Student Learning Activities Form of Assessment
5 1. Introducing culture 1. Turn and talk on meaning 1. One partner shares turn
minu 2. Show video on of culture and talk
tes culture in the 2. describe aspects of culture 2. Students work together to
United States in the video define culture using white
https://www.youtu 3. Brainstorm aspects of boards
be.com/watch?v=N culture in their own 3. other partner shares turn
SCFxDKJWwo families during turn and and talk
https://www.youtu talk
be.com/watch?v=F
OEB87B0Zas
3. Teacher shares
aspects of culture
in the schools
community

Middle Phase
Guided Practice
Time Teacher Actions Student Learning Activities Form of Assessment
8 1. Count off by four to 1. Form culture discussion 1. Groups share with the class
mins make groups. groups. what they discussed
. 2. Ask the students to 2. Discusses the definition of
define culture with culture with their group.
their groups 3. Discusses the aspects of
3. Ask the students to culture with their group.
come up with
aspects of culture
with their groups.
4. Reviews the
definition of
culture and it’s 2. Re-writes the definition of
aspects. culture.
5. Asks the students 5. Students discuss with their group 3. Generates a class list on the
to come up with aspects of their own cultures. aspects of culture in
aspects of their
 own culture within general, and the cultures of
their family. the students.

Independent Practice
Time Teacher Actions Student Learning Activities Form of Assessment
8 1. Recap definition of 1. State definition of culture 1. Culture Worksheet
mins culture and aspects and aspects of culture
. of culture from 2. Complete the worksheet
class list
2. Distribute culture
worksheet- go over
criteria for success

Concluding Phase
Closure/Summary
Time Teacher Actions Student Learning Activities Form of Assessment
4 1. Teacher assigns 1. Students share with table 1. Students share their
min students to write buddy what questions questions with the class
down 3 questions they will ask their 2. Students share with the
to ask their parents/grandparents class the following day
parents/grandpare about their culture about what their
nts about their 2. Students have the option parents/grandparents told
culture to speak to their parents them if they asked them
2. Teacher assigns or grandparents when about it.
students to do a they get home about their
“parent/grandpare own culture.
nt hotline” where
they go home and
talk to their
parents or
grandparents about
their cultures.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)

Materials: (items, technology, etc.)

White board, dry erase markers, smartboard (to show video and powerpoint), chart paper, scrap paper,
culture worksheet, pens, and pencils.
_____________________________________________________________________________________

Day 2 Lesson Topic: What are examples of culture in the global communities of India and Mexico?
Outcomes Assessments
Students will: Identify examples Day 2: Students will complete an exit ticket where they identify the key
of culture within the global aspects of their culture within the structure and activities of families and
communities that read about in schools in India and Mexico.
the books “Living in India” and
“Living in Mexico.” Global Culture Exit Ticket
 Day 2: We will go over what we
learned about culture and then
apply that knowledge to the
books that we read in class about
living in Mexico and India, and
how the structure and activities
of families and schools within
those global communities relates
to their culture.

Learning Target Evaluative Criteria

✔ ✔+ ✔-
I can name the important parts of
the culture in India and Mexico
● Lists 2-3 ● Lists 3 or ● Lists 1-2
after reading the books “Living in
aspects of the more aspects aspects of
India” and “Living in Mexico”.
culture in of the culture culture in
India in India India or
● List 2-3 ● Lists 3 or Mexico
aspects of the more aspects
culture in of the culture
Mexico in Mexico

Day 2
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge
Time Teacher Actions Student Learning Activities Form of Assessment
5 Play this video for the kids https://www.youtube.com/watch?v Recap with the class some important
minu recapping some of the =Umgb9i_T52E aspects of culture.
tes topics that we discussed in MULTICULTURAL WORLD
yesterday’s lesson.

Initial Phase Direct Instruction (number the steps of your instruction)

Time Teacher Actions Student Learning Activities Form of Assessment
5 1. Shows a map that 1. Students make 1. Share responses to the
minu points to India and observations on their question.
tes Mexico. locations.
2. What is the culture 2. Students propose ideas 2. Students share their
like in India and responses with the class.
Mexico?
3. Explains that we
will read two
passages on “Living
in India” and the
other on “Living in
Mexico.
4. Explains that we
need to gather the
key aspects of
those two cultures
 to determine the
key aspects of
culture in India and
Mexico.
5. Provides strategies 5. Listen and prepare to find key
for how to find ideas.
examples from the
text to answer a
question
(highlighting,
underlining,
looking for
keywords)
6. Hands out passage
from the books
to the students.
7. Read the passage 7. Students read along and use 7. Students turn and talk to share
aloud to the their strategies that we discussed in what they found important in the
students. class. passage
8. Teacher shares one 8. Students come up with 2 of their
of the key aspects own examples of the key aspects of 8. Students share their responses
they found. culture in India and Mexico. with the class

Middle Phase
Guided Practice
Time Teacher Actions Student Learning Activities Form of Assessment
8 1. Count by 4’s to 1. Form 4 reading groups.
mins form groups.
2. Gives 2 groups a 2. Students read their
passage from assigned passage as a
“Living in South group, doing popcorn
Africa” and 2 reading or silent reading.
groups a passage
from “Living in
Australia”.
3. Briefly reviews 3. Work with their groups to 1. Students share the key
strategies for how identify the key aspects of aspects of the culture found
to find the key culture explained in the in their assigned readings.
ideas and passage.
important
information in a
passage.

Independent Practice
Time Teacher Actions Student Learning Activities Form of Assessment
8 1. Recap how to find 1. Re-read the “Living in 1. Global Culture Exit Ticket
mins key ideas from a India” and “Living in
passage Mexico Passage”.
 2. Distribute exit 2. Complete the exit ticket
ticket- go over using their skills to find key
criteria for success ideas.
Concluding Phase
Closure/Summary
Time Teacher Actions Student Learning Activities Form of Assessment
4 Teacher explains the Students will raise hands and high Partners will share with the class
min directions of the high five five a partner. Once all students are their answer to the question.
hustle to the students, and partnered up, the teacher will ask
explains how to relate it to them a question about the
the Indian and Mexican different cultures read about in the
Cultures in class. readings.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)

Materials: (items, technology, etc.)

Exit Ticket Worksheet, Reading Worksheet, Highlighter, Pens, Pencils, Books (for reference),
Smart Board (to show video and powerpoint), whiteboard, dry erase markers.
_________________________________________________________________________________________

Day 3 Lesson Topic: What are the similarities and differences between our culture and another
culture?

Outcomes Assessments
Students will: Day 3: Students will write a paragraph where they use evidence from the books, and our
Investigate the key discussions, in order to compare and contrast culture in their own community with either
similarities and India or Mexico.
differences of the
culture within the Similarities and Differences Comparison
structure and activities
of families and schools in
their community, India,
and Mexico.
Day 3: We will create a
venn diagram, where we
discuss as a class the
similarities and
differences of the
cultures. We will
compare our own
community, India, and
Mexico, within the
structures and activities
of families and schools in
those communities.
 Learning Target Evaluative Criteria
Evaluative Criteria
I can tell what the
similarities and ✔ ✔+ ✔-
differences are between
my own culture and the ● Writes 4-6 ● Writes 6 or more ● Writes 3 or less
cultures of India or sentences sentences sentences
Mexico. ● Includes at least ● Includes one or ● Includes one
one comparison in more comparisons comparison in the
the paragraph in the paragraph paragraph
● Includes at least ● Includes one or OR
one contradiction more ● Includes one
● Investigates the contradictions in contrast in the
similarities and the paragraph paragraph
differences in good ● Investigates the OR
detail similarities and ● Investigates the
● Includes evidence differences in great similarities and
from the text detail differences in
● Includes evidence some detail
from the text as OR
well as evidence ● Includes evidence
from class from the text or
discussions class discussion

Day 3
Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge
Time Teacher Actions Student Learning Activities Form of Assessment
5 Split up the class into 4 Create a Brainstorming Bash where Each group will share what they
minu groups and assign 2 to the students discuss their assigned discussed about the cultures of India
tes discuss the important topic with their assigned group. or Mexico.
aspects of culture in India
that we learned about
yesterday and the other 2
to discuss important aspects
of the culture in Mexico that
we learned about yesterday.

Initial Phase Direct Instruction (number the steps of your instruction)

Time Teacher Actions Student Learning Activities Form of Assessment
5 1. Teacher reviews 1. Collaborates with teachers 1. Write the definition of
minu the definition of and peers to recall the culture on the board
tes culture with the definition of culture.
students.
2. What are the key 2. Students brainstorm 3 aspects of 2. Students share with the class the
aspects of your their own cultures. 3 aspects of their culture.
culture?
3. What are the key 3. Students brainstorm 3 aspects of 3. Students share with the class
aspects of the either India or Mexico’s culture. some of these key aspects.
culture of either
India or Mexico?
 4. Teacher prompts 4. As a class, they write on the
students to Venn Diagram all of the similarities
determine the between the cultures.
similarities of the
cultures discussed
in class. 5. Students collaborate in groups
5. Teacher prompts 5. As a class, they write on the based on the country they chose, to
students to Venn Diagram all of the differences discuss the similarities and
determine the between the cultures. differences.
differences of the
cultures discussed
in class.

Middle Phase
Guided Practice
Time Teacher Actions Student Learning Activities Form of Assessment
8 1. Students are mixed 1. Students get with their 1. Groups share their
mins into groups based assigned groups. paragraph comparing and
on what passage contrasting South Africa
they read and Australia to the rest of
previously. There the class
should be 2
members who read
the book on South
Africa and 2 who
read the book on
Australia.
2. Asks students to 2. Students work together in
share 3 key aspects their groups to share the
of the culture key aspects of the culture
within the country within South Africa and
that they read a Australia
passage on. 3. Students construct a Venn
3. Prompts students Diagram in their groups to
to compare and compare and contrast the
contrast those two cultures in South Africa
countries. and Australia.
4. Teacher asks the 4. Students compare and
students to contrast their own
compare the cultures with the two
aspects of those other countries that they
cultures with their discussed in their groups.
own. 5. Students work together in 5. Groups share their 3-4 sentences
5. Gives directions to groups to write 3-4 with the class.
write 3-4 sentences sentences comparing their
comparing and culture and the culture of
contrasting their either South Africa or
cultures and either Australia.
the culture of
South Africa or
Australia.
Independent Practice
Time Teacher Actions Student Learning Activities Form of Assessment
8 1. Recap strategies for 1. Students review their venn 1. Similarities and
mins comparing and diagram comparing and Differences Comparison
contrasting contrasting India or Worksheet
2. Distribute the Mexico
worksheet 2. Students write a
paragraph on the
worksheet comparing
aspects of the culture of
either India or Mexico
with aspects of their own
culture

Concluding Phase
Closure/Summary
Time Teacher Actions Student Learning Activities Form of Assessment
4 Tells students to take out Students write down takeaways Students share what they wrote to
min paper and write down the they have from the lesson that will the class and explain why what they
main takeaways from the be important to know three years learned will still be important three
lesson. from now. years from now.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)

Materials: (items, technology, etc.)

Whiteboard, Dry Erase Markers, Highlighters, Pens, Pencils, Readings on Paper, Books for
Reference, Venn Diagram Worksheet, Lined Paper for Closure, and Smart Board for
Presentation.
____________________________________________________________________________________
Resources: (reference any “borrowed” materials for any part of the Learning Segment)
- “Living in Mexico” by Chloe Perkins illustrated by Tom Wooley.
- “Living in India” by Chloe Perkins illustrated by Tom Wooley.
- “Living in Australia” by Chloe Perkins illustrated by Tom Wooley.
- “Living in South Africa” Chloe Perkins illustrated by Tom Wooley.