Lesson Plan : Heritage Introduction

Teacher Name:
 Dancy
Grade:
 Grade 5
Subject:
 Language Arts

Topic:
 Concept of heritage
Content:
 Vocabulary: heritage ritual
Goals:
 Students will understand the concept of heritage.
Objectives:
 Students will: -know the definition of heritage. -differentate between cultural, religious and family heritage. -know what kinds of rituals/information/events are part of heritage. -practice the skill previewing as part of the reading process.
Materials:
 dictionary, self-created dictionary page, pen
Introduction:
 Day 1 Group Discussion: What do you know about heritage? What does heritage mean? Why would people study heritage? Create a dictionary page for heritage and ritual. Continue discussion after use finding definition. Have you ever read a books about heritage? What types of things do you do in your family or church that you think are part of your heritage?
Development:
 Prior to reading the selection give background information about the story and the author. Give students focus questions to think about listening to the selection. Read Aloud "The Bats" by Alma Flor Ada (179k-o) Ask the focus questions after the story on page 179k Review: What is heritage? In the story, what things from the author's childhood remind her of her heritage? What things in your life are part of your heritage?
Practice:
 Day 2 Review: Summarize the story. What things remind the author of her heritage? What is heritage? Discussion: Retell key points from the story Ask students questions about the story (p179o) Discuss heritage in relation to what happen in the story. Introduce Concept/Question board: It is a place for students to ask questions and find answers in order to have a better understanding of the unit theme. Also a place to publish the results of their investigation. Students able to post: questions, articles/objects and comments. Activity: Student will post what they know about heritage and any question(s) they have. Day 3 1. Review 2. Have student look at the pages 178-179 in the student anthology. 3. Discuss what might be happening in the picture and ask the following: What is happening? Do you think that are doing something that could be considered part of heritage? 4. Read the paragraph on 178. 5. Have students browse the selections in the unit and ask students to may predict what kinds of things are they going to read about or questions they may have about the selections. Closing Why do people value their heritage? What kinds of things do people do to keep their heritage alive? Day 4 1. Review Why do people study heritage? Why do people value heritage?
Accommodations:
 
Checking For Understanding:
 Day 4 cont. 2.Students will complete the inquiry journal pg 58. Write what you know about heritage and what they would like to know. 3. Ask students to post any other items on concept/question board.
Closure:
 4.Preview selection for next week. What genre is the story? What is the author's cultural heritage?
Evaluation:
 The statements put in the inquiry journal.
Teacher Reflections:
 

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