Culture Unit Materials Part One of Two

Graphic Organizers Pages 2-9

Assessments Pages 10-18

 Culture Unit Graphic Organizers

Day 1:
Mind Map (culture only)
Day 1: The mind maps that include key words are to
Mind Map (culture and key words) help ELLs pick up important details and
lessen the writing proficiency needed.
Day 2:
Cinderella (writing)
Day 2: The Cinderella graphic organizers look very
Cinderella (drawing) similar except if students are writing they
have six sections and if students are drawing
they have four. I want students who are
drawing to spend time and look for important
details to put into their drawings.
Day 3:
Food and Country (empty)
Day 3:
Food and Country (cut and paste)

Day 3: I will talk to my students before we start the

Food and Country (food prewritten) lesson and have students choose the food they
want to do. I will then create either a sheet
where I prewrite the name of the food or
create a cut and paste worksheet with both the
name of the food and the origin of the food.
Day 4:
No graphic organizers

Day 5:
No graphic organizers

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Culture
Culture

3
Holidays
Clothes

Language
Culture Food
Culture

Beliefs

Art

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Food Country

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Food Country

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Food Country

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 Culture Unit Assessments
Fist to Five Poster Show me Fist-to-5 s
5 = I can and I can teach others
4 = I can
3 = I can with a few mistakes
2 = I can with help
1 = I need more practice
Fist = I dont understand yet
Day 1: Exit ticket Students will be given an empty notecard and must write
down as many different elements of culture as they can
think of on one side.
Differentiation: I will allow students to draw parts of
culture instead of write.
Day 2: Custom and Culture Option 1 - Students will create examples of customs or
traditions.
Option 2 Students will read examples and explain why
the example is either a custom or a tradition.
Option 3 Students will circle whether an example is a
custom or tradition.
I can also read aloud the examples if needed.
Differentiation: I will be differentiated by having
students either create examples, sort examples and
explain, or sort examples by circling the answer. All
students will show their understanding with an example
but the three assessments are for different levels of
English proficiency.
Day 3: Sticky Note Parking Lot Students will be assessed through a parking lot sticky note
1. Draw or write about an example of respect. activity. Students will be given a choice between two
2. What food origin surprised you? Why did it surprise parking lots. The first parking lot will ask students to give
you? an example of respect on their sticky note and in the
second parking lot students can write down what food
origin surprised them and why it surprised them.
Differentiation: Students will be given an option between
recalling something from the lesson and explaining why it
surprised them or giving an example of respect. I will also
allow some students to draw their respect example and I
will put sentence frames on the board for explaining their
surprise.
Day 4: VKS I will assess by having students create a self report on
I dont remember having seen this word before. (1) their knowledge of the vocabulary words with a VKS
I have seen this word before, but I dont think I know (vocabulary knowledge scale). Students will write down
what it means. (2) 1-5 for each word. If students choose 3, 4, or 5 they can
I have seen this word before, and I think it means write the synonym, definition or sentence on the back.
________. (3) Differentiation: Students who at a lower level of English
I know this word. It means _______. (4) proficiency can draw for 3, 4, and 5 instead of writing.
I can use this word in a sentence. _______. (5)
Days 1 Day 5: I will collect my students personal dictionaries. I will
Personal Dictionary (empty, word, or word and write any feedback I have for students on the personal
definition) dictionaries and give students an opportunity to revise
before giving a final grade.
Differentiation: Students have graphic organizers for
their personal dictionaries. I have filled out some of the
graphic organizers in advance with the word and/or
definition to give students with a lower level of English
proficiency a less writing intensive task.

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5 = I can and I can teach others
4 = I can
3 = I can with a few mistakes
2 = I can with help
1 = I need more practice
Fist = I dont understand yet

Custom Example Tradition Example

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Circle One

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 Tradition Tradition
or or
Custom Custom
My family has celebrated My family celebrated
Easter for generations. National Ice Cream Day
this year by making ice
cream.

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My family has celebrated My family celebrated
Easter for generations. National Ice Cream Day
this year by making ice
cream.

Tradition Tradition
or or
Custom Custom
Why? Why?

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 Choose One

1. Draw or write about an

example of respect.

2. What food origin surprised

you? Why did it surprise
you?

1 - I dont remember having

seen this word before.

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2 - I have seen this word before,
but I dont think I know what it
means.

3 - I have seen this word before,

and I think it means ________.

4 - I know this word. It means

_______.

5 - I can use this word in a

sentence. _______.
Word 1 2 3 4 5
Community
Tradition
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 Custom
Culture
Respect
Holiday
Language
Clothes
Values
Symbols
Beliefs
Art

Name: __________________ Unit:______________

The word:

Definition:

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Write the word 3 times:

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