Culture and cultural beliefs play a significant role in a student’s learning. Students bring their own cultural backgrounds, beliefs, and experiences into the classroom, which can impact their engagement, motivation, and understanding of the content being taught. As an educator, it is crucial to recognize and respect these cultural differences and create a culturally responsive learning environment that meets the diverse and specific needs of all students.

In planning my lesson, I made several instructional decisions to ensure that the strategies and materials used were culturally responsive. Firstly, I incorporated diverse literature that represented different cultures and perspectives. By including stories and texts that reflect the students’ own cultural backgrounds, they are more likely to feel connected and engaged with the content. This also allows for opportunities to discuss and compare the adventures and experiences of characters from different cultures, aligning with the Reading Standard RL.1.9.

Additionally, I incorporated instructional strategies that promote active participation and collaboration, such as group discussions and cooperative learning activities. These strategies encourage students to share their own cultural experiences and perspectives, fostering a sense of inclusivity and respect for diversity. By valuing and incorporating students’ cultural backgrounds, I aim to create a classroom environment that is culturally responsive and motivating for all learners.

To meet the diverse needs of students, including English language learners and students with exceptionalities, I adapted and differentiated my lesson plan. For English language learners, I provided visual aids, graphic organizers, and sentence frames to support their understanding and expression of ideas. These scaffolds help them participate in discussions and complete the writing task, aligning with the Writing Standard W.1.8.

For students with exceptionalities, I provided additional support and accommodations based on their individual needs. This may include modified assignments, extra time, or the use of assistive technology. By differentiating instruction, I ensure that all students can access and engage with the content at their own level, promoting their learning and success.

For the next day’s lesson, I would integrate listening and speaking skills while reviewing the learning objective. One activity could be a “partner talk” where students are paired up and given a prompt related to the learning objective. For example, “Compare and contrast the adventures and experiences of the characters in the story we read yesterday.” Each student takes turns sharing their thoughts and ideas with their partner, practicing their speaking and listening skills. This activity allows students to review the learning objective in a collaborative and interactive way, reinforcing their understanding of the content.

In conclusion, a student’s culture and cultural beliefs can greatly influence their learning. By creating a culturally responsive learning environment and incorporating instructional strategies and materials that reflect students’ cultural backgrounds, we can motivate and engage students while meeting their diverse and specific needs. By adapting and differentiating instruction, we ensure that all students, including English language learners and students with exceptionalities, can access and succeed in standards-based instruction and assessment.