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Cultural awarness-Teach Unit
Author: Renee Bouyer
Based on lesson by: Renee Bouyer
Date created: 03/14/2013 5:01 PM PDT ; Date modified: 04/18/2013 11:17 AM PDT
Date Thursday 15th of April
Grade/Level Grade 9, Grade 10, Grade 11, Grade 12
Content Standards Display: Collapse All Expand All
CA- California English Language Development Standards
Skill: Listening and Speaking
Area: Strategies and Applications
Proficiency Level: Early Intermediate
Category: Comprehension, Organization & Delivery of Oral
Communication
Grade Level: Grades 9-12
Benchmark: Prepare and deliver short oral
presentations.
CA- California K-12 Academic Content Standards
Subject: Career Technical Education (Grades 7 - 12)
Industry Sector: Arts, Media, and Entertainment
Strand: FOUNDATION STANDARDS
Foundation Standard: 2.0 Communications Students
understand the principles of effective oral, written, and
multimedia communication in a variety of formats and
contexts.
Area: Specific applications of Listening and Speaking
Strategies and Applications standards (grades eleven
and twelve):
Indicator: (2.4) Deliver multimedia presentations: a.
Combine text, images, and sound by incorporating
information from a wide range of media, including
films, newspapers, magazines, CD-ROMs, online
information, television, videos, and electronic media-
generated images. b. Select an appropriate medium
for each element of the presentation. c. Use the
selected media skillfully, editing appropriately and
monitoring for quality. d. Test the audience’s
response and revise the presentation accordingly.
Foundation Standard: 11.0 Demonstration and
Application Students demonstrate and apply the concepts
contained in the foundation and pathway standards - no
area
Teaching Performance
Expectations Addressed
ISTE STANDARDS
Students use digital media and environments to
communicate and work collaboratively, including
at a distance, to support individual learning and
contribute to the learning of others.
a. Interact, collaborate, and publish with peers,

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experts, or others employing a variety of digital
environments and media
b. Communicate information and ideas effectively
to multiple audiences using a variety of media
and formats
c. Develop cultural understanding and global
awareness by engaging with learners of
other cultures
d. Contribute to project teams to produce original
works or solve problems
Learning Goals/Student
Outcomes
Students will be able to use photo shop to do a basic design that
will represent their cultural.
Students will present a powerpoint presentation on their culture.
Assessment Plan Rubrics:
1. Oral Presentation-rubric
2. Photo Stamp -rubric
Connection to Previous
Lessons
this is a summative assessmnet of the unit on Photo Shop.
Instructional Materials &
Handouts Technology resources:
Vocabulary
The number of computers required is ?.
Students Familiarity with Software Tool:
Photo Shop
Teaching Strategies Cooperative learning envirment.
Student Presentation
Concept Attainment
Lesson Overview Art, Business, Life Skills
Time Allotment 15 Days -55 minute classes
Anticipated Difficulties -skill assessment
-follow directions
Lesson Sequence: Teacher And Student Activities
Into T- will give a mix and match of the vocabulary. While roll is being
taken.
T- show Power Point showing the rubric for their presentation and
give a short Presentation on My Culture this is the anticipitory set for
the test that will be given tomorrow.
Rational:

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Anticipatory into is to focus on exciting the students and presenting
expectations for the assessment
Teacher will show her stamp and presentation for class. This will
give them a stron expectation of what the final will entail
EL -
Teacher -front loaded Vocab and showed student a translating
program. Modified the Assessment to have more pictures than
words.
Student with Special Needs:
The teacher gave a study guide for the lesson that will be
presented in class and also gave it to Perl case-manager.
Presentations can be given on a one-to one basis if the student
prefers. guest instructor was also used and students with special
needs received an additional day to work with Guest instructor.
Attachments
Attachments:
1. pp for lesson
Through T will put the stamp on each computer using the STAR program(this
is a program that takes control of all computers for students.
T- will give a copy of the rubric to each student and go over the
expectations.
T will present a short lesson on her culture see power point.
T will allow students to finish their project and T will go around to
assess the progress and make recommendations.
.
Rational:
This is a great activity for students to get comfortable with giving
presentations. This is a skill that the students will need in college
and in the work world. In addition as my culture is a mix match they
will see the "melting pot" of our country.
EL -
El Students came the day before after school to do their
presentation and get feedback for practice. Helped to make power
point easier to navigate.
Student with Special Needs:
Arrangements were be made to do presentations one on one with
Teacher and Case Manager. Adaptations for the stamp project
included. The Stamp required 5 layers instead of 6 and( Teacher)
came in early on one day to work one on one with these students.
Attachments
Attachments:
1. spanish translation

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2. Stamp outline
Beyond T will send an email home to all parents on Snap Grades to ask to
see the students stamps.
S will print out the stamp in Color for student to take home to family
with the presentation. If students write a paragraph on their
parents reaction they will get 10 extra credit points
Rational:
TPE 14/16 emphasis the integration of family and school and to
teach diversity and appreciation of all cultures.
EL -
assignment was translated on google.com
Student with Special Needs: Parents can email that the students
presented to them the stamp and the "writing " of the assignment is
waived/
Case manager also received a copy of the stamp.
Post-Lesson Reflection Post-Lesson Reflection:
1.