Cover Letter

December 04, 2014

To whom this may concern,
We are a group of Elementary Education teachers who are invested in teaching children
to become well-rounded citizens and active members of our community. Throughout this unit,
we will be introducing students to a variety of cultures, using an interdisciplinary approach, with
a focus on Social Studies and Art. Our goal is to create a classroom community that is open to
diverse perspectives and where cultural differences are celebrated and explored.
Creating a classroom community that is accepting and safe begins with the
understandings of each individual and the unique background they bring to the class. Becoming
knowledgeable citizens of our society, and greater community, are the main goals we have for
our students. Being a culturally responsive teacher means developing lessons that encourage
students to venture out of their familiar lifestyles and experience how others around the world
live and interact. This unit allows students to take a leap into three cultures and gain new
perspectives about the world and how they view those different than themselves.
We hope that this unit is informative for the students and also demonstrates the
importance of cultural acceptance of all. If you would like more details please feel free to contact
any of us at teacher@email.wsu.edu
Thank you,
Keely Wells, Rachel Pederson,
Marlayna Lockwood, Audrey Frazier
Hannah Sidel

Inclusive Philosophy Statement

Teachers are one of the biggest influences in a childs life. Many children do not have a
positive role model to look up to in their personal lives, so we would love to be that role model
for our future students. We want to have professional relationships with all of our students and
their families to make them feel involved in their personal education process.
Academically, we want students to succeed at all levels. Through our culturally
responsive pedagogy, students will have the opportunity to grow as individuals and citizens of
our society. Our unit and teaching styles will include accommodations and modifications that are
designed to meet the individual needs of each student. Student identity characteristics including
culture, gender, sex, race, etc will be embraced and accepted rather than viewed as markers
of difference. Our students will be viewed as individuals who contribute to the development of a
positive and safe learning environment.
Language Statement
Language skills are ways for students and teachers to communicate both verbally and in
written forms. Allowing students to express their feelings toward a lesson, their understandings
on content, and future goals in their learning are crucial for instruction. Without communicating
with our students, we will not be able to create accommodations and modifications that address
all learning needs within the classroom.
Student voice guides instruction and allow teachers to understand how they might adapt
a previously taught lesson to teach the students in a more beneficial way. Since every student
learns and communicates in different ways, we have created strategies to include every
students ability levels. Students are verbally using language to present on cultures and
collaborating with their peers, but they are also writing down their thoughts for presentations and
using their bodies to communicate a theme in a tribal dance.
Language directly relates to communication, and without language learning could not be
expressed and no teaching would be beneficial for the students.
Unit Framework
The goal of this unit is to introduce the students to three different cultures and how those
cultures artistically represent their beliefs, customs, and cultural history. The students will be
given an opportunity to create these art representations and emerge themselves in a variety of
cultures. Each lesson will have an introduction and academic portion, as well as an artistic
portion. This way, students will know what to expect, and look forward to participating in the
lessons.
Standards:
1.1.1 Understands the key ideals of unity and diversity.
Understands that the community is made up of people from various cultures.
Explains the benefits of diversity for a community, including the increased range of
viewpoints, ideas, customs, and choices available.

1.1.2 Understands and applies the key ideals of unity and diversity within the context of the
community
Explains the diverse perspectives of cultural groups in the community.
Contributes ones own diverse cultural perspective to the classroom community.
3.2.2. Understands the cultural universals of place, time, family life, economics, arts, recreation,
food, clothing, shelter, transportation, government, and education.
Explains the variety of ways that people in North America use language to communicate,
including spoken, written, sign, and body language in the past of present.
Compares the forms of literature, music, art, dance, and games that belong to cultures in
Mexico, Canada, and the United States.
Compares the traditions, beliefs, and values of cultural groups in North America.
Explains how children gain knowledge formally through school and informally through
family, friends, and media.
Explains how people make a living in different communities.
Explains the variety of ways that people in ones community use money or trade to meet
their needs and wants.
Lessons:
Lesson 1: Native American
Introduction of culture
Have students complete a KWL on the cultural and societal customs
Students will then learn about how Native American people artistically express their
culture (dancing, tribal meetings, worship)
Friendship Dance
Watch video clip about Native American Friendship tribal dance
Have students learn the dance
Demonstrate their dance to the class
Present, orally, what they have learned to the class
Lesson 2: Arab Culture
Introduction of culture
Short video Clip
Students will complete a visual tour around the classroom of pictures that illustrate Arab
culture. The teacher will then lead a group discussion.
The teacher will introduce marriage customs, and focus on the importance of henna
tattoos.
The students will study the meanings of henna tattoos and what each symbol
represents.
To make sure we are incorporating active learning the students will have a chance to
imitate the henna tattoos by completing an art project. This gives the students a chance
to show their creativity/individuality.
Students will present their finished products to the class and explain what theyve
learned about hennas importance to arabic culture

Lesson 3: Chinese Culture

Introduction of culture What do students already know about China?
The teacher will read a story.
Through a venn diagram, students will analyze what is similar and different from their
own culture.
A group discussion about the similarities and differences will follow.
Students will have the opportunity to create their own calligraphy.

Disciplinary and Interdisciplinary Content Analysis

All three of the lessons covered in this unit teach content on an interdisciplinary level.
Specifically, these lessons will focus on the integration of social studies and art. Throughout the
unit, students will learn about Native American, Arab, and Chinese cultures, particularly in
relation to various forms of art expression. Students will explore the arts of dance, henna, and
calligraphy while learning about the ways in which these arts are used in each culture.
These lessons could be further enhanced with interdisciplinary content through being
tied into other subjects. For instance, information taught throughout these lessons could also be
reiterated in other subject areas such as math or science. For example, when students learn the
tribal dance called the Friendship dance, they could calculate how many steps they take
throughout the entire dance. Science could be incorporated into the lessons by having the
students create their own henna ink. Students could research the ingredients and possibly
develop the ink that is used to create henna. Calligraphy can be connected through literacy as
a way to express themselves through writing. Overall, this unit was developed to include
interdisciplinary and disciplinary content that could be expressed through the use of all subjects.

Citizenship as a Verb in Developmental Context

Citizenship is an important topic to teach to children throughout their education and even
outside of the school setting. According to our textbook, teachers often interpret citizenship
education as learning to get along in the classroom (Boyle-Baise and Zevin, 2014). We agree
with this statement, and plan to incorporate this into our social studies unit. As citizens of the
United States, it is important for children to gain knowledge and form opinions about the world
around them. It is crucial that students are active members in society, just as they are in the
classroom environment. As teachers, we plan to educate students on what it means to be a
citizen in the classroom so that they can use that knowledge in their futures. Our classroom is
accepting and encouraging of everyones differences, and we plan to reinforce that concept
through the following lessons.
In these lessons, we explore different cultures throughout the world and learn how they
express their cultures through art. These are lessons that assist students in becoming wellrounded individuals and develop a larger sense of the world around them. Becoming citizens
means becoming involved; helping children learn about different cultures is the first step to

developing their interest in the larger world around them, eventually resulting in their future
social involvement.

Curriculum and Community-Based Learning Analysis

Each of the lesson plans included in this unit are based on different cultures and
particular art expressions that are used throughout those cultures. This unit is designed to
introduce students to various cultures, some of which may be present and represented within
the school community. The goal is to familiarize students with cultures different than their own in
order to expose them to diverse perspectives, views, and communities. For example, in the
henna lesson the students will be involved in a community based activity where they participate
in a virtual field trip around the classroom, exploring different aspects of Arabic culture. Through
this exposure to new communities, students can learn to become more involved citizens.
The three lessons included in this unit explore Native American, Arab, and Chinese
cultures related specifically to art expression. When teaching these lessons, local community
members and organizations will be considered as possible classroom resources. It is important
to consider local community members are sources of information when teaching because they
bring in diverse perspectives and educational information. Throughout this unit, if possible, we
will bring in Native American, Arab, and Chinese speakers to give their own input and ideas
about dance, henna, and calligraphy as methods of cultural expression. Our goal for this unit is
to give the students an authentic experience with each culture and by bringing in community
resources that enhance their understandings.
Highlighting Key for all Lessons
Special Education Accommodations
English Language Learners: Language Objectives / Standards, Assessment, Learning
Activities, Student Connections, Cultural Connections

T&L Instructional Plan Template

Overview

The information included in this document is to support faculty in teaching about and supporting
students with the T&L (and edTPA) Instructional Plan. While there are many variations of lesson
plans, this format meets departmental requirements and is aligned with the 2014 edTPA as well.

Background Information

(When doing the actual edTPA, leave out identifiers)

Teacher Candidate: Hannah Sidel, Keely Wells, Audrey Frazier, Marlayna Lockwood, Rachel
Pederson
Date: 12/04/14
Cooperating Teacher: Douglas Hoston Grade: Third
School District: Pullman
University Supervisor: Lori White
Unit/Subject: Social Studies
Instructional Plan Title/Focus: Diversity around the World

Section 1: Planning for Instruction and Assessment

1. Instructional Plan Purpose: Students will be introduced to the Native American culture
through learning about tribal dances, meetings, worships, and will learn / demonstrate a
tribal dance called a Friendship Dance. Class discussions about this historical culture
will be incorporated throughout the lesson. The main goal of this lesson is to create
citizens in our society that are knowledgeable about the global community and local
cultures that could be present in their own lives.
1. Alignment to State Learning Standards:
a. 1.1.1 Understands the key ideals of unity and diversity.
b. 1.1.2 Understands and applies the key ideals of unity and diversity within the
context of the community
c. 3.2.2. Understands the cultural universals of place, time, family life, economics,
arts, recreation, food, clothing, shelter, transportation, government, and
education.
2. ELP State Standards:
a. 2-3.3: speak and write about grade- appropriate complex literary and
informational texts and topics
b. Level 3: Deliver short oral presentation, compose written narratives, compose
information texts about familiar texts, topics, experiences, or events.
Content Objectives:
a. SWBAT utilize a KWL to properly organize information.

b. SWBAT demonstrate a Native American based tribal dance.

Language Objectives:
a. SWBAT: explain, orally, what they have learned about the representation of the
tribal Friendship Dance.
Previous Learning Experiences (Academic Connection): Depending on the students own
cultural background, some may have prior knowledge about the Native American culture and
may also have bloodline connections to Native Americans. Students will also have prior
knowledge on how to create and complete a KWL chart due to previous lessons.
3. Planning for Student Learning Needs (accommodations, student experiences, prior
learning and experiences): Certain accommodations will be provided to students who qualify for
specific services and also for students who need accommodations/modifications to improve
their learning environment. Shown below is a chart for each of the students and what specific
accommodations are given to them during instruction. If students were at a nonverbal
communication level, for example a student who is an English Language learner that needs
lower level questions would be allowed to draw and represent their understandings using
different strategies. (Also a Special Education Accommodation) To make the classroom a
positive learning environment, taking into account each students cultural and educational
background will be a key component in this learning community. Acknowledging and
incorporating diversity into content areas are also accommodations for students who are
adjusting to a new environment. This unit involved many cultural connections to groups outside
of the students local community, as well as relating to the students own culture. Accepting and
teaching about different cultures reiterates to the students that diversity is important to this
classroom as well as becoming well-rounded citizens that are knowledgeable about the world.
# of Students

Disability Category

Accommodations and Modifications

2 Students

Developmental
Delays

*Any type of personal writing can be orally

told to the teacher who will write the words
using a highlighter. The students will then
trace over all the words.
*Close monitoring during group and individual
work.
*Directions will be explained orally.
*Seating closer to the front where the teacher
is standing.
*Simplified assignments

1 Student

Multiple Delays

*Full time paraprofessional that assists the

student within the general education
classroom.
*Student does not have to sit on the

carpet during instructions, but can sit at a

desk, due to her medical conditions.
*Also able to use computers to type out
any responses.
4 Students

Struggling Readers

* 30 minute LAP services everyday

*Instructions read out loud
*Partner work
*Instructor help during lessons

3 Students

English Language
Learners

*Simplified instructions
*Oral instructions
*Individualized help
*30 minutes LAP services everyday

4. Assessment Strategies (Informal and formal)

Content / Language Objectives

Assessment Strategies

SWBAT utilize a KWL chart to properly

organize information.

Formative: Students will fill out the first two

columns of the KWL chart as a class. The
teacher will be walking around to make sure
that all students have completed the first two
columns. This will be recorded in the checklist
shown below. For the students with
developmental delays, the paraprofessional
will write down the students thoughts using a
highlighter and the student would then trace
the sentences. Students who are ELL will
need to copy the board where the answers
will be written, but can also show their
understandings through pictures or diagrams.
Summative: After the lesson, students will go
back to their KWL chart and fill in the column
for information that they have learned from
the lesson. The instructor will assess this
chart based on completeness and accuracy.
Students will turn in their completed KWL
chart after this lesson has been taught. If a
student is unable to communicate their
understandings, they may pair up with a peer
and complete the last column together.
Students will need to write their partner's
name on the paper so the teacher knows that
no cheating occurred.

SWBAT demonstrate a Native American

based tribal dance.

Formative: After watching the informational

video and learning the dance steps, the whole
class will participate in the Friendship Dance.
During this time the instructor will move
around the room and observe whether
students are following the beat and stepping
with the correct foot. Students who are
actively involved and participating will receive
a check-mark on the below checklist. For the
student with multiple delays who is unable to
move around for along period of time, can sit
in a chair and just move her feet to the beat.
Having the student participate as much as
she can during this activity is an inclusion
strategy. For ELL students who are unable to
understand the language in the video, the
visuals of the people dancing can aid in their
learning of the dance. Providing a visual
mean to learning is also great for auditory
learners.
Summative: After practicing the Friendship
Dance as a whole class, students will be
divided up into small groups of 4-5. One at a
time, these small groups will demonstrate
their dance steps and will be evaluated by the
instructor. Students will be evaluated based
on their participation and effort, not on their
ability. This will be recorded by the instructor
on a checklist.

SWBAT: explain, orally, what they have

learned about the representation of the tribal
Friendship Dance.

Formative: Students will create a rough draft

of their oral presentation. The teacher will
create a checklist and mark off those students
who have written a paragraph describing their
knowledge about the tribal Friendship dance.
For the students with developmental delays,
the paraprofessional will write down the
students thoughts using a highlighter and the
student would then trace the sentences.
Summative: Students will orally present their
paragraphs to the entire class. Students will
be graded off the below rubric. Students that
have anxiety about presenting in front of the
class can have the option to present only in
front of the teacher. Those who are unable to
fully communicate their ideas in the English
Language can turn in their paragraph and
explain, to the best of their ability, their
understandings.

5. Student Voice

K-12 students will be able

to:

1. Explain student

learning targets and what

is required to meet them
(including why they are
important to learn).

2. Monitor their own

learning progress toward

the learning targets using
the tools provided
(checklists, rubrics, etc.).

Student-based evidence to
be collected (things
produced by students:
journals, exit slips, selfassessments, work samples,
projects, papers, etc.)
At the end of the lesson,
students will complete an
exit slip.

Journal entries where

students can make a bulleted
list for their potential learning
targets.

Description of how
students will reflect on
their learning.

On their exit slips,

students will answer
questions about what
they have learned, why
it is important, and what
they still might need
additional help with. All
students are able to
answer these questions
using diagrams,
pictures and short
sentences.
Students will complete a
journal entry for this
lesson. In the beginning
of the lesson, students
will write about goals
they have, related to
learning about the
Native American
culture. At the end of
this lesson, students will
go back to their entries
and check off whether
these goals have been
met. This will be done
individually, but if
students have difficulty
articulating their goals,
instructor help can be
provided where the
instructor will facilitate

the student in creating

realistic goals for the
lesson.
3. Explain how to access
resources and additional
support when needed (and
how/why those resources
will help them).

At the end of this lesson,

students will complete an
exit slip.

Students will be asked

where they can find more
information on the Native
American culture. If
students are unable to
write complete
sentences, pictures and
diagrams will be
accepted.

Grouping of Students for Instruction:

For the purpose of this lesson, students will work in a number of different grouping styles.
Students will work as a class and individually to complete their KWL chart and oral presentation,
in a whole-group during dance practice and discussions, and in small groups during their dance
presentations. If students feel uncomfortable moving around the room, or are not physically able

to, they can stay in their seats during the oral presentation and tribal dance. Encouraging the
students to participate to the best of the ability will ensure that they feel included.

Section 2: Instruction and Engaging Students in Learning

Introduction: This lesson will be the first of three in the unit that will introduce new cultures and
incorporate the many different ways that people, in those groups, can express themselves
through art. Specifically, this lesson will focus on the influence of dance in the Native American
culture. Students will have the opportunity to learn about the Native American culture, listen to
Native American music and observe dances, and then eventually learn a dance and share it will
the whole class. To relate this lesson to the students lives, the teacher will ask the students if
any of them have a Native American cultural background. If some students do, they will be
encouraged to share out about their cultural beliefs and activities. Other students will be able to
ask questions for further discussion. If no students come from a Native American background,
the teacher will then show pictures of tribal dances, outfits, and worship ceremonies to spark
student interest (Personal Connection). Presenting this information on the overheard will
connect more with visual and ELL learners who are able to see rather than focus on the spoken
language.
Learning Activities:
a. As part of the introduction, the class will fill out the first column of the KWL chart of
what they know about Native American Culture. Activating prior knowledge about this
culture is a way for academic connections to be made about different or similar cultures.
Having the students reflect on what they already know and recording those findings on

the chart creates a well organized note area (Academic Connection).

b. Students will then fill out the second column of the KWL chart which describes what
the students want to know about the Native American culture. For the students with
developmental delays, the paraprofessional could write down the students thoughts
using a highlighter and the student would then trace the sentences. Student who are ELL
will need to copy the board where the answers will be written, but can also show their
understandings through pictures or diagrams.
c. Then, students will watch a brief introductory video about Native American history and
culture. https://www.youtube.com/watch?v=XS8DEjd2QBg This video reaches those
students who are visual as well as auditory learners.
d. Following this video, the instructor will facilitate a short discussion about new facts
students learned and what particular pieces of information students found interesting.
Students will also reflect on what they noticed that is different than their own culture.
e. Next, students will return to their KWL chart and add in any new information they have
learned from reviewing the film. This new knowledge will be charted in the Learned
column of the KWL chart.
f. Since the teacher knows that the students enjoy getting up and being active
participants in their learning, they will be introduced to tribal dances that they will be
demonstrating (Pedagogical Connection).The instructor will then begin asking students
some of the questions listed below, specifically in regards to dance. The instructor will
ask questions such as: How/why do people use dance? Do any of you participate in a
dance class or enjoy making up your own dances? What are the benefits of using dance?
Can you use dance to express your feelings or ideas?
g. After a brief discussion, the instructor will then relate dance to the Native American
culture, and explain the many ways that Native Americans use and share their dances.
Students will be asked what they know about the dances performed in the Native
American culture.
h. Then the instructor will show the students a brief video example of individuals
performing the Friendship Dance:
https://www.youtube.com/watch?v=UzMZTQcV0so&list=PL1920359CE821AAAC
i. Following the example of the Friendship Dance video, students will create an open
space in the classroom where they can practice the dance steps. First, each student will
work on the dance individually while following the instructors lead. For the student with
multiple delays who is unable to move around for along period of time, can sit in a chair
and just move her feet to the beat. Having the student participate as much as she can
during this activity is an inclusion strategy. For ELL students who are unable to
understand the language in the video, the visuals of the people dancing can aid in their
learning of the dance. Providing a visual mean to learning is also great for auditory
learners.
j. After each student seems to have a good understanding of how the dance should be
performed, the students will then join together in a circle and practice doing the dance as
a large group. Students will be reminded to focus on stepping with the beat and being
aware of their classmates.
k. Students will then be assigned groups of four or five students. In this group the

students will practice the dance and are able to have peer support while learning the
dance moves.
l. Students will be given time in class to work on creating their informative paragraphs
which will be presented orally before the final dance performances.
m. At the end of the school week, students will present in their groups.
n. In each group, every student will orally present their informative paragraphs then
followed by the dance portion of the assessment. Students will perform their dance to this
Friendship Dance song: https://www.youtube.com/watch?v=txFWJbHgcMM.
o. Once all groups have performed, the lesson will be concluded by having the students
write in their personal journals about what learning targets they have met and what they
hope to gain in further lessons and will also complete an exit slip featuring a student voice
portion.
o Connections between students own lives and the content:
In the above learning activities, the students are asked if they participate in any kind of dance at
home or in extracurricular activities. Once students have shared where and how they dance,
they are asked if dancing can represent a way to express themselves. After students have
shared out their ideas, the Native American tribal Friendship dance will be introduced to the
students. Relating this type of dance to the dances that the students do in their own lives, helps
them make a personal connection to the culture. The Friendship dance represents a bonding of
people and it is very possible that the other dancing that students participate in could also
represent this same theme. Also including a Friendship dance within the classroom could help
create a positive and healthy community of learners.
o Questions:
1. What is a Native American?
2. What do you know about Native Americans?
3. What do you know about Native American cultures?
4. What do you know about Native American dance?
5. How do people use dance?
6. Do you know any other cultures that use dance to express themselves?
7. How do you feel about sharing a dance that is from another culture?
8. Do any of you participate in dance classes or enjoying making your own dances?
9. What are some possible benefits of using dance?
o Active/Passive learning: During this lesson, students will have the opportunity to participate
in learning both actively and passively. Students will engage in active learning through class
discussions, individual work, and participating in the Friendship Dance. Students will learn
passively while watching the Friendship Dance video and listening to the Native American
music.
o Multiple means of access: Throughout this lesson, students will be able to access
information through many different forms of instruction. Students will participate in the lesson
though whole-class discussions, individual work, watching videos, and performing the friendship
dance. These different means of access help those students who are tactile, kinesthetic and
visual learners. Also for ELL students, allowing different means to gain knowledge helps these
students to adjust to the classroom and new learning techniques.

o Multiple means of expression of learning: Students will have the opportunity to express
their learning in multiple formats throughout this lesson. Students can share their understanding
by completing the KWL chart, participating in class discussions, individual oral presentations,
and the presentation of their Friendship Dance.
o Assessing the learning of the students: (view formative/summative assessments in the
table above)
Closure: The instructor will bring closure to this lesson by facilitating a whole-class discussion.
Students will reflect on their learning and understanding of the Native American culture and
share key ideas that they took away. The instructor will return to the opening questions and ask
them again to see how answers student perceptions of the Native American culture have
changed after furthering their learning. Finally, students will discuss the importance of learning
about cultures and traditions that may be different than their own.
Independent Practice: To involve the students families, the teacher could asks the students to
show and teach the Friendship Dance to their family members. Sharing the KWL chart and facts
that the students have learned about the Native American culture can be apart of this
experience. The guardians will sign off saying that their students taught the dance and provided
facts about the culture.
Instructional Materials, Resources, and Technology:
o https://www.youtube.com/watch?v=UzMZTQcV0so&list=PL1920359CE821AAAC
o https://www.youtube.com/watch?v=txFWJbHgcMM
o http://www.csuchico.edu/~cguenter/FourArts/DA/DAfrnd.html
6. Acknowledgements: Lesson plan created by Audrey Frazier, Marlayna Lockwood, Rachel
Pederson, Keely Wells, Hannah Sidel

Objective 1 & 2 Formative & Objective 3 Formative Checklist

Date:
Student 1
Student 2
Student 3
Student 4

Student Participation Indicated by

Checkmark

Objective 2 Summative Rubric

Student Name:

Participation:

Effort:

Some Accuracy:

Student 1
Student 2
Student 3
Student 4

Objective 3 Summative Rubric:

Date:

Three or more facts

in the presentation

Makes appropriate
eye contact

Appropriate voice
volume

Student 1
Student 2
Student 3
Exit Slip

Name: _______________________

Date: ___________

1. In a few sentences please explain what we have learned in this lesson:

2. Why is it important for us to learn about other cultures?

3. How well do you understand what we have covered in this lesson? (Circle One)
I get it

Im still confused

I need help

4. If you want to learn more about the Native American culture, what are some resources you
could use?

T&L Instructional Plan Template

8/15/2014
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about and supporting
students with the T&L (and edTPA) Instructional Plan. While there are many variations of lesson
plans, this format meets departmental requirements and is aligned with the 2014 edTPA as well.

Background Information

(When doing the actual edTPA, leave out identifiers)

Teacher Candidate: Hannah Sidel, Keely Wells, Audrey Frazier, Marlayna Lockwood, Rachel
Pederson
Date: 11/19/14
Cooperating Teacher: Douglas Hoston Grade: Third
School District: Pullman
University Supervisor: Lori White
Unit/Subject: Diversity around the World (Social Studies)
Instructional Plan Title/Focus: Arabic Culture

Section 1: Planning for Instruction and Assessment

1. Instructional Plan Purpose:
The purpose of this lesson is to introduce the Arabic culture to students while incorporating
artistic components. Students will learn about the arabic culture, as well as get the opportunity
to learn about the importance of henna within the culture. To make sure we are incorporating
active learning, the students will have a chance to imitate the henna tattoos by completing an art
project. This gives the students a chance to show their creativity and individuality. In this unit we
have previously learned about Native American culture, therefore the students have had a
chance to develop critical analyzing skills while learning about a foreign culture.
1. Alignment to State Learning Standards:
a. 1.1.1 Understands the key ideals of unity and diversity.
b. 1.1.2 Understands and applies the key ideals of unity and diversity within the
context of the community
c. 3.2.2. Understands the cultural universals of place, time, family life, economics,
arts, recreation, food, clothing, shelter, transportation, government, and
education.
ELP Standards:
2-3.3: Deliver short oral presentation, compose written narratives,compose information texts
about familiar texts, topics, experiences, or events.
1. Content Objectives:
SWBAT: analyze Arabic culture by completing a visual tour around the classroom.
SWBAT: discuss the importance of the henna tattoo in arabic culture.
SWBAT: create their own henna drawing.
Language Objectives:
SWBAT: explain what they have learned about the arabic culture orally and in written form.

1. Previous Learning Experiences:

Students have been learning about different cultures throughout this unit. Depending on the
students individual culture, they may have previous knowledge about the arabic culture, and
could possibly have a bloodline connection to the culture we will be learning about in this
lesson.
3. Planning for Student Learning Needs (accommodations, student experiences, prior
learning and experiences): Certain accommodations will be provided to students who qualify for

specific services and also for students who need accommodations/modifications to improve
their learning environment. Shown below is a chart for each of the students and what specific
accommodations are given to them during instruction. If students were at a nonverbal
communication level, for example a student who is an English Language learner that needs
lower level questions would be allowed to draw and represent their understandings using
different strategies. (Also a Special Education Accommodation) To make the classroom a
positive learning environment, taking into account each students cultural and educational
background will be a key component in this learning community. Acknowledging and
incorporating diversity into content areas are also accommodations for students who are
adjusting to a new environment. This unit involved many cultural connections to groups outside
of the students local community, as well as relating to the students own culture. Accepting and
teaching about different cultures reiterates to the students that diversity is important to this
classroom as well as becoming well-rounded citizens that are knowledgeable about the world.
# of Students

Disability Category

Accommodations and Modifications

2 Students

Developmental
Delays

*Any type of personal writing can be orally

told to the teacher who will write the words
using a highlighter. The students will then
trace over all the words.
*Close monitoring during group and individual
work.
*Directions will be explained orally.
*Seating closer to the front where the teacher
is standing.
*Simplified assignments

1 Student

Multiple Delays

*Full time paraprofessional that assists the

student within the general education
classroom.
*Student does not have to sit on the
carpet during instructions, but can sit at a
desk, due to her medical conditions.
*Also able to use computers to type out
any responses.

4 Students

Struggling Readers

* 30 minute LAP services everyday

*Instructions read out loud
*Partner work
*Instructor help during lessons

3 Students

English Language
Learners

*Simplified instructions
*Oral instructions
*Individualized help

*30 minutes LAP services everyday

f. Assessment Strategies (Informal and formal)

Content/Language Objectives
SWBAT: create their own henna
drawing.

Assessment Strategies
Formative: Students will create their own
henna drawing based off the information
presented in class. The teacher will walk
around the classroom and ask the students
why they chose their particular drawings. The
teacher will record on the checklist if the
students are on task and have explanations
to support their artwork. For the students with
developmental delays a coloring sheet of
henna drawings will be provided.
Summative: After presenting their henna
drawings, students will turn them in. The
teacher will mark on the checklist if the
students have completed their drawing and
colored their pictures. After presenting to the
class, the teacher will hang their drawings
around the classroom to create a culturally
responsive environment. This activity is
beneficial for tactile/kinesthetic because it is
a hands on way for the students to express
their creativity.

SWBAT: analyze Arabic culture by

completing a visual tour around the
classroom.

Formative: While students are completing a

visual tour around the classroom, they will
pause at each station to reflect on what they
have learned. Each student will leave a
comment on a sticky note and place it on a
piece of construction paper. The students will
leave their names so the teacher knows who
is participating. For students who have
difficulty completing written work, they will be
asked to draw pictures on the sticky notes.
For the student with multiple disabilities a
chair will be provided at each station while

she proceeds through the culture walk.

Summative: The teacher will lead a
discussion based off of the comments the
students have left on the sticky notes. The
students will each have to participate at least
once in the discussion. Each time a child
provides a comment the teacher will put a
check mark next to their name on the
checklist. For nonverbal speakers students
will be able to turn in their sticky note to the
teacher, rather than give an oral comment.
SWBAT: discuss the importance of
the henna tattoo in arabic culture.

Formative: After students have completed

the culture walk and learned about henna,
they will discuss with an elbow partner what
they learned. Students will write three
important things about henna on their sticky
note and put it on the whiteboard. The
teacher will review these while students
continue onto the next task. For students
who have difficulty completing written work,
they will be asked to draw pictures on the
sticky notes.
Summative: After students complete their
henna artwork, they will have the opportunity
to present their work in front of the
classroom. Students will describe the
importance of henna to the Arabic culture
during their presentation. The teacher will put
a mark on the checklist based off of if the
students have a full understanding on the
importance of henna, or need more practice.
Students that have anxiety about presenting
in front of the class can have the option to
present only in front of the teacher. Those
who are unable to fully communicate their
ideas in the English Language can turn in
their paragraph and explain, to the best of
their ability, their understandings.

SWBAT: explain what they have

Formative: Students will discuss with a
learned about the arabic culture orally partner how they view the Arabic culture
and in written form.
based on the video we watched in class.

They will talk about three things they

understand about the culture with each other.
Students will write a three sentence
paragraph explaining their current
understanding of the culture and turn it into
the teacher for viewing. For students who
have trouble completing written work they will
formulate their thoughts and verbally explain
their current understanding of Arabic culture.
The teacher will write down the childs
thoughts as a way to keep documentation on
his/her understanding.
Summative: After the lesson is complete,
students will discuss with a partner what their
understanding of the Arabic culture is based
on information they learned throughout the
activities. After having a chance to
collaborate with a partner, students will be
asked to write a five sentence paragraph
about their understanding of arabic culture
and turn it in for teacher viewing. For
students who have trouble completing written
work they will formulate their thoughts and
verbally explain their current understanding
of Arabic culture. The teacher will write down
the childs thoughts as a way to keep
documentation on his/her understanding.
(Add rows as needed)
g. Student Voice

K-12 students will be able

to:

Student-based
evidence to be
collected (things
produced by
students:
journals, exit
slips, selfassessments,
work samples,

Description of how students will

reflect on their learning.

projects, papers,
etc.)
1. Explain student

Exit Slip

After completing the Arabic visual

tour around the classroom the
students will complete an exit slip
that asks what they learned about
Arabic culture, the importance of the
visual tour, as well as what henna
represents in Arabic culture. This
gives the students a chance to selfevaluate how much information they
learned about Arabic culture, and
what aspects they dont fully
understand. This also allows us to
see what students are struggling
with, and possible topics that need
to be readdressed in future lessons.
All students are able to answer
these questions using diagrams,
pictures and short sentences.

Checklist

We will monitor the students

progress toward the learning targets
by creating a checklist that monitors
their understanding of each
objective. Each time the students
complete a task, the teacher will
mark if the student meets
expectations or if the student needs
more time to master the particular
skill. For students with disabilities
and ELL students the teacher will
ask simplistic questions that are at
the correct level for the individual
students.

learning targets and what

is required to meet them
(including why they are
important to learn).

2. Monitor their own

learning progress toward

the learning targets using
the tools provided
(checklists,rubrics, etc.).

3. Explain how to access

resources and additional
support when needed (and
how/why those resources
will help them).

Bulleted list on
Exit Slip with
question

At the end of the lesson, students

will be given the opportunity to list
other resources they could use to
find more information about Arabic
culture if they are interested.
Students who are unable to

communicate verbally can draw

pictures or inform their teachers on
their newfound knowledge.

Grouping of Students for Instruction

Students will travel throughout the culture walk in small groups of about 4 or 5 and have the
opportunity to discuss their thoughts within that group. They will also have opportunities to
discuss ideas with a partner at their table groups. The henna project will be done individually. If

students feel uncomfortable moving around the room, or are not physically able to, they can stay
in their seats during the oral presentation and tribal dance. Encouraging the students to
participate to the best of the ability will ensure that they feel included.

Section 2: Instruction and Engaging Students in Learning

1. Introduction (Personal Connection): To introduce the lesson we will ask the students
what preconceptions they have about Arab cultures, such as; what do they eat? What
religion do they practice? How does their religion influence their cultural values? What is
the child's role in the family demographics? How many children are usually in an Arab
family? The students will have a chance to share their initial thoughts, followed by the
teacher showing a video.
https://www.youtube.com/watch?v=fWw2QZ7zbeQ
2. Learning Activities:
Culture Walk
The culture walk will be set up throughout the classroom in 4 separate places. One
station will inform students about traditional food eaten in Arabic countries, another will
cover marriage customs and the significance of the Henna tattoo, another will be about
religions practiced throughout the different countries and lastly, traditional clothing that is
worn throughout the culture.
Students will split into groups of about 4 or 5 to travel through their culture walk and
have about 8 minutes at each station. For the student with multiple disabilities a chair will
be provided at each station while she proceeds through the culture walk.
While participating at each station, students can discuss their thoughts with each other,
and are required to write at least one thought on a sticky to post on construction paper at
each station. Students enjoy writing their immediate thoughts down to express their
understanding. This is why we chose to have a lesson with sticky notes, so they can
write down their initial thoughts and feelings (Pedagogical Connection).
When students return to their seats, there will be a teacher led discussion based
on notes taken at each station. Each student will be required to participate by

making a comment at least once throughout the discussion. For students who
have difficulty completing written work, they will be asked to draw pictures on the
sticky notes. For the student with multiple disabilities a chair will be provided at
each station while she proceeds through the culture walk.
The last topic of discussion will be the importance of Henna tattoos in Arabic culture to
lead into our art activity.
Henna Practice
Teacher will ask students about marriage in the United States and how they understand
it (Personal Connection). They will share personal experiences with each other and
then share with the group.
Students will discuss the importance of henna tattoos and how it is highly involved in the
marriage process.
The teacher will show a video that is a visual representation of a henna ceremony that
takes place in arabic culture. https://www.youtube.com/watch?v=ry2GHG_FcD8This
video reaches those students who are visual as well as auditory learners.
After watching the video, students will write three important things theyve learned about
henna on a sticky note. The teacher will review these as students work individually on
their art projects. For students who have difficulty completing written work, they will be
asked to draw pictures on the sticky notes.
Next, the teacher will draw an example of a henna drawing on the board. This example
will provide the students with a model of how to draw henna using the correct
representation of symbols.
Next the students will participate in group practice. This is when the teacher will model
how to create a henna drawing while the students practice.
Once the students have been given a chance to have guided practice they will complete
their henna drawings individually. At this time students who need extra support will be
given henna coloring sheets to complete their drawings
The teacher will walk around the room asking the students guiding questions, as well
as provide positive feedback. The teacher will mark down if the students are on task
using a checklist. For students with disabilities and ELL students the teacher will ask
simplistic questions that are at the correct level for the individual students.
The next day students will be asked to present information they learned about Arabic
culture, and have a chance to present their henna artwork. This activity is beneficial for
tactile/kinesthetic because it is a hands on way for the students to express their
creativity.
o Connections between students own lives, experiences, cultures, interests and the content.
Learning about different aspects of a culture allows students to reflect on their own
culture. They can compare and contrast similarities and differences between their
individual culture and the Arabic culture we are studying. Making these personal
connections is important for the development of their critical thinking skills. When
students can relate their learning to their past learning experiences, they can participate
in a higher level of thinking.

o Questions teacher candidate will ask during the lesson that drive thinking and learning and
engagement (5 or more questions)
Many questions will be asked in the introduction about students current understanding
of Arabic culture:
how does religion influence Arabic cultural values?
Two questions will be asked in our closing discussion:
what is the importance of henna in Arabic culture?
what is one thing you learned from the culture walk?
Discussion questions will be asked throughout the lesson based on student responses to
the culture walk.
what is your new understanding of Arabic culture?
what misconceptions do you better understand now?
o Active learning over passive learning
Students will participate in active learning through hands on activities such as the culture
walk and the creation of their henna tattoos. They will also actively be involved in
discussions both with their peers and instructor. They will be passively learning while
watching the two videos in our lesson.
o Multiple means of access to the content for the K-12 students
The teacher will present the material in a variety of ways. There will be visuals presented
in the form of videos and artistic examples of henna tattoos. Verbal discussion will
happen between students and the teacher. Students will be actively engaged in walking
around the classroom during the culture walk and in creating their own henna pieces.
Each type of learners needs are addressed through the above activities for auditory,
visual and tactile.
o Multiple means of expression of learning by the K-12 students
Students will express their learning through a variety of activities. They will write down
thoughts on sticky notes throughout the culture walk, as well as discuss their thoughts
with peers and the teacher. Students will also be completing an exit slip, creating their
own henna designs, and present orally to the class. Student accommodations, as
illustrated above, will be implemented throughout the activities.
o How the teacher candidate will assess the learning of the students (from table above)
Assessment will take place throughout the lesson. A checklist will be used to check off
when students have demonstrated their understanding during discussion. They will
present their henna tattoos to the class and will be assessed based on their completion.
They will also explain their knowledge of the importance of henna in the arabic culture,
which will be assessed for accuracy. For students are unable to verbally communicate
their understandings, they can document their thoughts through the use of diagrams and
pictures and by personally communicating with the instructor.
Closure: The teacher will end the lesson with an open discussion about the aspects of arabic
culture.
- What is the importance of henna in Arabic cultures?
- What is one thing you learned from the culture walk?
After the discussion is complete, students will be asked to write a 5 sentence paragraph
regarding what they learned throughout this lesson. For students who have trouble completing

written work they will formulate their thoughts and verbally explain their current understanding of
Arabic culture. The teacher will write down the childs thoughts as a way to keep documentation
of his/her understanding.
3. Independent Practice:
Students will have the opportunity to ask their family about their culture at home, and whether
or not there are any traditions their family participates in for certain ceremonies. For example,
Henna is very significant in Arabic weddings. Students can learn about their own traditions and
share with the class throughout days following the lesson.
4. Instructional Materials, Resources, and Technology
https://www.youtube.com/watch?v=fWw2QZ7zbeQ
https://www.youtube.com/watch?v=ry2GHG_FcD8
http://www.coloringsheets.info/4659-mehndi-designs-pages (coloring sheet for accomodations)
5. Acknowledgements: Instructional plan was created by Keely Wells, Rachel Pederson,
Marlayna Lockwood, Audrey Frazier and Hannah Sidel.

Exit Slip
Name: _______________________

Date: ___________

1. In a few sentences please explain what we have learned in this lesson:

2. Why is it important for us to learn about other cultures?

3. How well do you understand what we have covered in this lesson? (Circle One)
I get it

Im still confused

I need help

4. If you want to learn more about the Arabic culture, what are some resources you could

use?

Checklist
Student
Lori
Bob
Johnny
Manuel
Natalie
Signe
Cody
Heidi
Turner
Mike
Lucy
Davoni
Lilly
Emanuel
Kasey
George
Dameon
Myles

Task 1

Task 2

Task 3

Leslie

T&L Instructional Plan Template

8/15/2014
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about and supporting
students with the T&L (and edTPA) Instructional Plan. While there are many variations of lesson
plans, this format meets departmental requirements and is aligned with the 2014 edTPA as well.

Background Information

(When doing the actual edTPA, leave out identifiers)

Teacher Candidate: Hannah Sidel, Keely Wells, Audrey Frazier, Marlayna Lockwood, Rachel
Pederson
Date: 11/19/14
Cooperating Teacher: Douglas Hoston Grade: Third
School District: Pullman
University Supervisor: Lori White
Unit/Subject: Social Studies
Instructional Plan Title/Focus: Diversity around the World

Section 1: Planning for Instruction and Assessment

1. Instructional Plan Purpose (Academic Connection):
Previous to this lesson, students have learned about Native American and Arabic art and
culture. The purpose of this lesson is to continue to introduce students to the art of calligraphy in
China.
1. Alignment to State Learning Standards:
a. 1.1.1 Understands the key ideals of unity and diversity.
b. 1.1.2 Understands and applies the key ideals of unity and diversity within the
context of the community
c. 3.2.2. Understands the cultural universals of place, time, family life, economics,
arts, recreation, food, clothing, shelter, transportation, government, and
education.
ELP Standard
2-3.3 An ELL can speak and write about grade-appropriate complex literary and
informational texts and topics

1. Content Objectives:
SWBAT discuss Chinese history of calligraphy.
SWBAT utilize a venn diagram to compare and contrast Chinese culture from their own.
SWBAT create their own calligraphy.

Language Objectives:
SWBAT orally explain the importance of calligraphy in Chinese culture.
1. Previous Learning Experiences (Personal Connection): Students will be given the
chance to share previous knowledge about Chinese culture. Students might have family
or friends who are Chinese, have visited China, or seen artifacts from China. In relation
to the unit, students will have looked at and participated in making art from other cultures
across the globe and will have an open and accepting mind.
3. Planning for Student Learning Needs (accommodations, student experiences, prior
learning and experiences): Certain accommodations will be provided to students who qualify for
specific services and also for students who need accommodations/modifications to improve
their learning environment. Shown below is a chart for each of the students and what specific
accommodations are given to them during instruction. If students were at a nonverbal
communication level, for example a student who is an English Language learner that needs
lower level questions would be allowed to draw and represent their understandings using
different strategies. (Also a Special Education Accommodation) To make the classroom a
positive learning environment, taking into account each students cultural and educational
background will be a key component in this learning community. Acknowledging and
incorporating diversity into content areas are also accommodations for students who are
adjusting to a new environment. This unit involved many cultural connections to groups outside
of the students local community, as well as relating to the students own culture. Accepting and
teaching about different cultures reiterates to the students that diversity is important to this
classroom as well as becoming well-rounded citizens that are knowledgeable about the world.
# of Students
2 Students

Disability Category
Developmental
Delays

Accommodations and Modifications

*Any type of personal writing can be orally
told to the teacher who will write the words
using a highlighter. The students will then
trace over all the words.
*Close monitoring during group and individual
work.
*Directions will be explained orally.
*Seating closer to the front where the teacher
is standing.
*Simplified assignments

1 Student

Multiple Delays

*Full time paraprofessional that assists the

student within the general education
classroom.
*Student does not have to sit on the
carpet during instructions, but can sit at a
desk, due to her medical conditions.
*Also able to use computers to type out
any responses.

4 Students

Struggling Readers

* 30 minute LAP services everyday

*Instructions read out loud
*Partner work
*Instructor help during lessons

3 Students

English Language
Learners

*Simplified instructions
*Oral instructions
*Individualized help
*30 minutes LAP services everyday

f. Assessment Strategies (Informal and formal)

Content/Language Objectives
SWBAT describe the history of
calligraphy in Chinese culture.

Assessment Strategies
Formative: Students will turn to their table
partner and discuss the history of calligraphy
in Chinese culture. The teacher will check
off students in a list. For students who are
nonverbal, they will be able to draw a picture,
or answer simplified questions.
Summative: In their journals, students will
describe the history of calligraphy in Chinese
culture, which will be collected by the
teacher. Students who are not able to write
will be able to draw pictures, or orally tell the
teacher, who can write down their response
for them.

SWBAT utilize a venn diagram to

compare and contrast Chinese
culture from their own

Formative: Individually, students will be

asked to identify one similarity and one
difference between their culture and Chinese

culture. If students have difficulty creating

similarities and differences, they will have the
option to pick a partner and do it together.
The teacher will use a checklist to ensure the
students meet the requirements.
Summative: On a venn diagram, students will
create a list of similarities between their
culture and Chinese culture, as well as the
differences. This will be collected by the
teacher. Students can work in groups if they
have difficulty completing the project on their
own.
SWBAT create their own calligraphy

Formative: Students will review a website

with Chinese characters. On a separate
piece of paper, students will choose a
character or set of characters to practice.
This will be collected. Students who are
unable to write will be able to view the
website listed in the resources section.
Summative: On a piece of parchment-like
paper, students will draw their characters
with a paint brush and watercolors. Students
will be graded on completion of this
assignment. If students are unable to write,
they can draw their representation of what
the characters mean to them.

SWBAT orally explain the importance

of calligraphy in Chinese culture.

Formative: With their elbow partner, students

will discuss the importance of calligraphy in
Chinese culture. The teacher will use a
checklist that documents their understanding
of calligraphy. For students who need
accommodations the questions will be
rephrased to fit the correct academic level for
the individual.
Summative: In a one-on-one situation,
students will meet with the teacher to orally
explain the importance of calligraphy in
Chinese culture. The teacher will check off
students on a list and provide feedback.

g. Student Voice
Student-based evidence to
be collected (things
produced by students:
journals, exit slips, selfassessments, work samples,
projects, papers, etc.)

Description of how
students will reflect on
their learning.

1. Explain student learning

targets and what is required
to meet them (including why
they are important to learn).

Students will write responses

to the learning targets in their
history journals.

Students will reflect on

the learning targets, as
way to self-evaluate on
their understanding of
the objectives. This will
guide the teachers
further instruction. The
prompt will be:
What are the learning
targets and what is
required to meet them?
Students with disabilities
or ELL students will
verbally explain their
understanding to the
teacher.

2. Monitor their own

learning progress toward the
learning targets using the
tools provided (checklists,
rubrics, etc.).

Students will reflect on their

progress in their journals.

K-12 students will be able

to:

In their journals
students will reflect on
how they are doing and
what improvements
they could make. This
will shape further
instruction. Students will
respond to: How are
you doing in relation to
the learning target?
Explain why.
Students who are
unable to produce
written work can draw
pictures to demonstrate
understanding.

3. Explain how to access

resources and additional
support when needed (and
how/why those resources
will help them).

Students will reflect in their

journals.

Students will reflect and

come up with a plan to
improve their own
understanding of the
learning targets.
Students will respond to
the prompt: What is
your plan to improve
your understanding of
this topic? Students
who are unable to
produce written work
can draw pictures to
demonstrate their
understanding.

Grouping of Students for Instruction

Students will discuss Chinese culture in their table groups, and as a whole class. Students will
create their calligraphy independently as the art project should be personal to each student.

Section 2: Instruction and Engaging Students in Learning

1. Introduction (Personal and Academic Connection):
We have been talking about art from various cultures, such as dance in Native
American tribes, henna in Arabic culture. Before we start talking about art in chinese
culture, can anybody tell me about China?
1. Learning Activities:
1. The teacher will introduce the culture.
2. Students will respond with any information they might know about China.
3. Teacher: These are all great pieces of information. To start, we are
going to read a story about a Chinese girl who goes to visit her
grandfather. This story is called Liu and the Bird: A Journey in Chinese
Calligraphy by Catherine Louis. Before we start, does anyone know what
Calligraphy is, or might mean?
4. Students will respond with their ideas.

5. Teacher: As we are reading, I want you all to pay close attention and
look for clues in the pictures and listen for specific words that might tell us
more about Chinese culture and what calligraphy is.
6. The teacher will read the story aloud to the students.
7. Teacher: What did you observe about the story and its illustrations?
The students will respond.
8. Teacher: Why is it important to know about Chinese culture before
talking about Chinese art? Students will respond.
9. Exactly! Using a venn diagram, we are going to compare and contrast
Chinese and American culture.
10. As students are getting started, the teacher will walk around and
individually ask students to name one similarity and one difference in
Chinese and American Culture. For students who are nonverbal, they will
be able to draw a picture, or answer simplified questions.
11. Students will continue to work on their Venn Diagram. When they are
done, they will share with their table group, and then pass them forward
to be collected by the teacher. The class will come back together and
share common ideas from each table group. Students can work in groups
if they have difficulty completing the diagram on their own.
12. Teacher: Has your definition of calligraphy changed? Why do you think
calligraphy is considered art? Is writing considered art in America?
13. Students will discuss and exchange ideas amongst their table group, and
as a whole class. While the teacher is walking around to assess
students, the teacher will ask students who need it, simplified questions.
14. The teacher will introduce the art project and ask students to find no more
than two characters that they connect to on the website provided.
(http://www.learnchineseez.com/characters/learn-to-write-chinese/)
15. Students will practice the characters they chose on another sheet of
paper. This paper will be collected. For students who need
accommodations, they will be able to view the step-by-step video of how
to write the chinese characters.
16. When they feel like they are ready, students will get the necessary
supplies to create their final calligraphy piece.
17. The students will turn in their artwork. The teacher will grade the
assignment based off of completion. The teacher will hang the artwork
around the classroom in order to create a culturally responsive
classroom.
o Connections between students own lives, experiences, cultures, interests and the content.
Students will make personal connections to the lesson by having the option to pick what
words to write in Chinese. Students will make academic connections as the unit is about art
across cultures and should be able to connect the lessons through understanding of diversity
across each country. Lastly, pedagogical connections will be made as students will be able to
learn through discussions and creating art (Personal Connection).

o Questions teacher candidate will ask during the lesson that drive thinking and learning and
engagement (5 or more questions)
Why is it important to know about Chinese culture before talking about Chinese art?
What are some similarities between Chinese culture and American culture?
Differences?
Why do you think calligraphy is considered art?
Is writing considered art in America?
What is difficult about calligraphy? What is easy?
o Active learning over passive learning
Students will be mostly participating through active learning. During discussion,
collaborating on the Venn Diagram worksheet, and creating the art students can be considered
active learning. Students will be learning passively while the teacher is reading the book aloud.
At this time students will be listening and making mental connections to the book. No other work
will be done at this time. If students have an auditory disability, the teacher can wear a
microphone to amplify his or her voice.
o Multiple means of access to the content for the K-12 students
The teacher will present the material through a document camera, a book, journals, and
discussion. Students who need accommodations will be placed near the front of the classroom
in order to see the document camera and hear the book being read aloud. Students will also be
given the chance to draw pictures when they are not able to complete written work in their
journals.
o Multiple means of expression of learning by the K-12 students
Students will express learning through partner and class discussions and a Venn
Diagram designed as individuals. Students will also be read a story as well as create calligraphy
of their own. Visual, auditory, tactile/kinesthetic, and ELL learning needs are addressed
throughout these means of expression. These activities allow student voice to be incorporated
and all students are included because modifications and accommodations are implemented in
the activities.
o How the teacher candidate will assess the learning of the students (from table above)
1. Closure: Students will have the option to share their calligraphy with the class when
they are finished. If students decide to share, they will share which characters they
chose, what the characters mean, and why they chose those characters. For those
students who do not want to share out, can show the teacher their work to ensure that
they receive points for their work. Students that have anxiety about presenting in front of
the class can have the option to present only in front of the teacher. Those who are
unable to fully communicate their ideas in the English Language can turn in their
paragraph and explain, to the best of their ability, their understandings.

1. Independent Practice (Cultural / Student Connection): At home, students will

research art from their own culture. If their culture was discussed in the unit, students
will pick another form of art different from calligraphy. Students can bring in articles,
artifacts, pictures, or their own attempt at the art from the culture. Students can also
bring in and share other pieces of information about their own culture. Inviting students
to share about their own cultures within the class, shows that diversity is welcomed and
enhances each individual. Well-rounded citizens are those who are knowledgeable
about the world and different cultures which is what these students are participating in
during this activity.
5. Instructional Materials, Resources, and Technology
Calligraphy website: http://www.learnchineseez.com/characters/learn-to-write-chinese/
Liu and the Bird: A Journey in Chinese Calligraphy by Catherine Louis
a document camera for the book, paint, brushes, paper
Step-by-step guide (http://www.learnchineseez.com/characters/learn-to-write-chinese/)
6. Acknowledgements: Instructional plan created by Keely Wells, Rachel Pederson,
Marlayna Lockwood, Audrey Frazier, and Hannah Sidel

Objective:
_____________________
Student Name
Student 1
Student 2
Student 3
Student 4

Understands target: Yes

Understands target: No