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    Cultural Practices #2

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    Subject: World Languages

    Lesson Length: 45 mins - 1 hour

    Topic: Expression, Communication, Culture, Tradition, Presentation

    Grade Level: 10, 11, 12, 9

    Standards / Framework:

    Brief Description: Students will reflect on their perceptions of the cultures studied.

    Know Before You Start: Students should be able to express traditions common to their culture and have vocabulary in the target language to evaluate, describe, and express preference.

    Hook:

    • Ask students:
      • “How do we identify the culture or cultures to which we belong?”
      • “How can we describe culture and community?”
      • “How do our experiences affect the way we see our culture?”

    Activity:

    • As a class, have students discuss different cultures to which they belong and compare and contrast different traditions.
    • Have students choose one culture to write about.
    • Using the sample comic as a guide, have students create a comic that describes their perspectives on the culture they chose.

    Closure:

    • Have students share their comics with the class or in small groups.
    • Have students explain why they chose the perspective featured in their comic.
    • Discuss why it’s important to talk about culture and traditions in a different language.
    • Emphasize that learning languages also involves learning about and comparing traditions and cultural norms.

    Differentiation:

    • Allow students to use the speech-to-text feature.
    • Allow students to work in pairs or groups as needed.
    • Allow students to use the voiceover feature to read their comics aloud.
    • Students may find it helpful to draft their descriptions in English first, then the target language, if they find it difficult to create original sentences in the target language.
    • Help students identify and define what “culture” might mean, whether it relates to their family background or the community to which they belong.
    • Allow students to go as in-depth or as surface as is appropriate for their comfort level and fluency in the target language.
    • Allow students to use digital dictionaries/translators as appropriate for your class policy.

    Resources:

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