UAP4lessonPlans

Introduction

This is a collection of four individual lesson plans for my UAP. The lessons are followed by explanations of the ways in which they address the Six Facets of Understanding and W.H.E.R.E. presented in Understanding by Design.

Lesson Plan Element	Description of Lesson Plan Element
Title of Lesson	Determining Your Cultural Perspective
Overview of Lesson	Students will fill out questionnaires, list responses, compare responses, look for patterns and determine possible reasons for the patterns.
Lesson Objective(s)	Students will respond to a series of questionnaires and analyze their responses and the responses of others. Students will improve critical thinking skills. Students will gain an understanding of their cultural perspective.
Time Frame(s) & Method/Steps Involved	88 minute class Introduce the process and explain how the lesson will proceed 5-10 Respond to questionnaires 10-15 Group responses 15-20 Find top responses to each question and rank them 15-20 Analyze reasons for responses and what the responses say about the group and Americans in general 30 Closure - Summarize findings
Target Vocabulary Identified	Cultural Influence Cultural Perspective
Essential Questions Listed	How did you answer this question? Why? Was your answer similar to the top answers? How do your classes answers reflect the feelings of Americans in general?
Conclusion	Compare the classes responses and begin to contrast their responses to that of French teens to the same questions
Possible Adaptations for Gifted Students	Graph the responses and determine the frequency of the responses
Possible Adaptations for Special Ed students	Cut the number of questions on each form Allow additional time to complete forms
Possible Assessments	Teacher observation Summary Journals
Connection to the UAP	Direct tie to the UAP by having students look for cultural influences and differences and applying analytical skills to findings.
Identification of Teaching Model Used	Elements of both the Lecture/Discussion and Inductive models

This lesson plan informs students where the lesson is going by providing an explanation of the lesson and the process that the students will be working through. It hooks students by involving students actively and through the questionnaires. The questionnaires are interesting and cover topics to which the students can relate. The lesson equips the students for future lessons that expand the topics presented. Students are asked to rethink and evaluate their findings through discussion and comparison to those of others.

The six facets of understanding are also addressed in this lesson. Students are asked to explain their responses. Additionally, students are asked to interpret the group responses by applying their knowledge of American cultural perspectives and influences. The students are asked understand American viewpoints and emotional responses to situations by empathizing with others in the class. Further, the students are asked to use self-knowledge in evaluating their individual responses and the responses of the group as a whole.

Lesson Plan Element	Description of Lesson Plan Element
Title of Lesson	How does cultural perspective influence film remakes? *Three Men vs. Trois Hommes*
Overview of Lesson	This is the second in a series of lessons. During the first, students view the French film Trois Hommes et un Coffin. During that viewing, students use a graphic organizer to take notes about specific scenes. This lesson leads to the completion of the organizer. Students take notes while viewing the American remake Three Men and a Baby.
Lesson Objective(s)	Students will compare specific film scenes and determine the differences in them. Students will analyze the changes in the two films that they find in relation to cultural perspective and influences.
Time Frame(s)	88-minute class Introduction/Review of French film scenes – 5-10 View the first part of the American version – about 20 Model of process/Example – 10-15 View as much of the remainder of the film as possible 30+ Closure/Summary of day's work 5-10
Method/Steps Involved	Introduction – Discussion The body of the lesson – Inductive and discussion Closure – Inductive and Lecture/Discussion Models
Target Vocabulary Identified	Cultural perspective Influences "Version originale" (French term)
Essential Questions Listed	What differences do you see in the action, characters or settings of the film? Which ones are the same? Why do you think that the filmmakers decided to change and/or keep the scene the same as in the original version? Do the scenes illustrate anything about the cultures of the two groups? What?
Conclusion	Conclude the possible cultural influences that help to form cultural perspective and apply this skill to other situations.
Possible Adaptations for Gifted Students	Expand the concepts to include tying culture to historical references
Possible Adaptations for Special Ed students	Repeat what is said in a summary fashion and repeat some of the French dialogue in English.
Possible Assessments	Teacher observation Summary journal Notes/Graphic organizers
Connection to the UAP	The objective of the UAP is to improve student critical thinking skills through analysis of cultural perspective. This lesson is a direct application of the objective. The lesson asks students to analyze film scenes on the basis of cultural perspective.
Identification of Teaching Model Used	The Inductive Model & Lecture/Discussion

W.H.E.R.E. elements are addressed in the following ways.

This lesson plan informs students where the lesson is going by reviewing previous class activities and providing examples.

It also hooks students by showing clips of films and allowing them to take ownership in the process by giving their opinions.

It equips the students to explore films of their choosing in later lessons.

Students are asked to revise their findings by evaluating them in relation to cultural influences and perspectives.

Elements of he six facets of understanding are also addressed in this lesson.

Students are asked to explain the processes that they previously applied in class and changes in the two versions.
Students are expected to apply previous knowledge to find similarities and differences in the two films.
Students are expected to interpret film changes by applying their knowledge of French cultural perspectives and influences.
Students are asked to empathize with filmmakers in order to determine their motivation.

Lesson Plan Element	Description of Lesson Plan Element
Title of Lesson	How does cultural perspective influence film remakes? Developing Story Boards
Overview of Lesson	Examples of possible storyboards will be given and students will be asked to help analyze why it is necessary to make particular changes in films. Film clips will be used to illustrate examples. Analytical skills will and the analytical process will then be reinforced through application to other situations. The lesson will end by having students discuss and work on their group projects.
Lesson Objective(s)	Students will use critical thinking skills to analyze potential changes in films for release in other cultures. Students will analyze the effect of culture on the actions of people from that culture. Students will work in pairs to develop examples of culturally influenced film changes.
Time Frame(s)	88-minute class Example – 15 Analysis – 20 Reinforcement – 15-20 Discussion of project – 15 Closure and student work time – remainder of class
Method/Steps Involved	Introduction – Elements of Direct Instruction and Inductive models The body of the lesson – Inductive and Lecture/Discussion Models Closure – Inductive and Lecture/Discussion Models
Target Vocabulary Identified	Cultural perspective Influences Storyboard
Essential Questions Listed	Will this scene work in the French film market? Why? Why not? How does this relate to cultural influences? Could the film example be applied to other situations?
Conclusion	Tie to other situations and then to student projects
Possible Adaptations for Gifted Students	Expand the concepts to analysis of current events
Possible Adaptations for Special Ed students	Repeat what is said in a summary fashion and repeat some of the French dialogue in English.
Possible Assessments	Teacher observation Summary journal
Connection to the UAP	The objective of the UAP is to improve student critical thinking skills through analysis of cultural perspective. This lesson is a direct application of the objective.
Identification of Teaching Model Used	Inductive and Lecture/Discussion

This lesson plan informs students where the lesson is going by providing examples. It also hooks students by showing clips of favorite films and equips the students to explore films of their choosing. Additionally, students are asked to rethink their opinions and revising their findings in relationship to cultural influences. Finally, students are provided an opportunity to exhibit their understanding through storyboards and to evaluate others' work.

The six facets of understanding are also addressed in this lesson. Students are asked to explain the need to change films in order to sell them to foreign markets. Also, students interpret film changes by applying their knowledge of French cultural perspectives and influences. In essence, the students are asked to try to understand French viewpoints and emotional responses to situations by empathizing with them. Further, the students are asked to use self-knowledge to look at the ways in which films address their cultural influences and perspectives.

Lesson Plan Element	Description of Lesson Plan Element
Title of Lesson	Introduction to Cultural Perspective
Overview of Lesson	Students role-play a scene that illustrates cultural perspective differences
Lesson Objective(s)	Students will improve critical thinking skills. Students will learn that others have different view of the same situations and they too believe that they are right Students will listen to another's view and analyze what they are saying. Students will discuss without yelling or other negative behaviors.
Time Frame(s) & Method/Steps Involved	Part of an 88 minute class Introduce the process and explain how the lesson will proceed 10-15 Prep groups on their roles 10-15 Role-play 15 Group analysis of role-play 15 Closure - tie to future lessons
Target Vocabulary Identified	Cultural Influence Cultural Perspective Tolerance
Essential Questions Listed	What problems occurred? What caused the problems? How were the problems handled? How can this role-play be applied to other situations?
Conclusion	Tie to follow-up lesson in which students write their reactions to words and/or situations
Possible Adaptations for Gifted Students	Have the students write the criteria for the role after reading news articles and commentaries
Possible Adaptations for Special Ed students	Provide a graphic organizers to write down observations
Possible Assessments	Teacher observation Summary Journals
Connection to the UAP	Direct tie to the UAP by having students look for cultural influences and differences and applying analytical skills to findings.
Identification of Teaching Model Used	Role-play -- Story Structure Group analysis -- elements of Lecture/Discussion and Inductive

This lesson plan informs students where the lesson is going by providing an explanation of the lesson. It hooks students by getting them involved in a role-play and equips the students for future lessons on the same topics. Students are asked to revise and evaluate their findings through discussion with others.

The six facets of understanding are also addressed in this lesson. Students are asked to explain the reactions that they see. Also, students interpret the differences that are exhibited by applying their knowledge of French cultural perspectives and influences. The students are asked understand French viewpoints and emotional responses to situations by empathizing with them. Further, the students are asked to use self-knowledge in evaluating the actions of those playing American students.

Story Element	Class Application
Setting	A high school class with several exchange students
Characters	American and French students are participants in the class
Opening	Students are watching the Channel 1 daily broadcast
Obstacles or Problems	The United States is considering entering Iraq
Dramatic Tension	the French are against our entering into military conflict
Surprises or Twists	One of the students has a brother who was involved in the 9-11 attacks
Resolution or Solution	The students learn to listen to each other's view and look for the reasons for the differences in their views

UAP Table of Contents

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Introduction

This is a collection of four individual lesson plans for my UAP. The lessons are followed by explanations of the ways in which they address the Six Facets of Understanding and W.H.E.R.E. presented in Understanding by Design.