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Culture Conundrum: Embracing Other Cultures

Submitted By
Words 4292
Pages 18
Sarah Laskowski
Certificate #: 418443
English
Culture Conundrum: Embracing Other Cultures – Persepolis Study
10TH Grade
25 June 2015 Template 1

Stage 1 - Desired Results

Goals: (G)
Unit Title – Culture Conundrum: Embracing Other Cultures – Persepolis Study

Standards –
SCCR E2.I.1.1: Use a recursive process to develop, refine, and evaluate questions to broaden thinking on a specific idea that directs inquiry for new learning and deeper understanding.
SCCR E2.I.3.2: Examine historical, social, cultural, or political context to broaden inquiry and create questions.
SCCR E2.RL.5.1: Cite strong …show more content…
Chapter 5 Socratic) are met.

O
Day 1 Topical question:
W:
Overarching Understanding/Question: It is important to see beyond yourself in order to understand others. / Why is cultural perspective important?
Big Idea: Culture
Standards:
SCCR E2.I.1.1: Use a recursive process to develop, refine, and evaluate questions to broaden thinking on a specific idea that directs inquiry for new learning and deeper understanding.
SCCR E2.I.3.2: Examine historical, social, cultural, or political context to broaden inquiry and create questions.
SCCR E2.RL.5.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text; identify multiple supported interpretations.
SCCR E2.RL. 7.1 Trace the development of a common theme across media, modality, and format.
SCCR E2.RL. 7.2 Explain how literary texts and related media allude to themes and archetypes from historical and cultural traditions.

Major …show more content…
o Teacher will model questioning about the social values of the people in the photos/videos.
6. Instructional Design:
Guided practice
� Is aligned with objective(s)
� Uses one or more effective strategies
� Allows for interaction
- Students will generate questions of their own about the photos/clips
- Students will do a 1-3-6 to compile a list of social values/cultural elements we’ve come up with in class or that they can think of. (on their own, in a group of three, in a group of six, whole class)
- As a class, we’ll choose X (x=# of students) terms that we’re most unsure about, and put them into a human Venn diagram where each student is a term.

7. Instructional Design:
Independent Practice
� Is aligned with objective(s)
� Uses one or more effective strategies
� Provides individual demonstration of mastery
- Teacher will have taken a picture of the human Venn diagram and put it up on the SmartBoard. Students will copy the terms down on a paper version of the Venn diagram.
- Students will then label the Venn diagram with what criteria they think the terms need to meet in order to be considered a social value/cultural

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