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Social Cognitive Motivation

Lesson Plan
Using Social Cognitive and technology to teach
American culture to Korean ESL students


LeeAnna Pekel
EDU 615
Professor Williams-Black
5/25/2013





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Lesson Title: "Thanksgiving Time"
Grade: K
Subject: English
Objectives and Goals
Students will be able to read the story out loud.
Students will be able to express their thoughts about the story and similar experiences.
Students will understand some basic American and Korean Thanksgiving traditions.
Standards Addressed
C2.2.3.1 = The student will take an interest in the culture of various countries.
C2.4.2.3 = The students will enjoy listening to various literature.
C2.4.2.6 = The students will be able to express their needs and wants and understand
others' needs and wants as well.
C2.4.2.12: The students will be enjoy expressing personal thoughts and feelings via
drawings and scribbles.
Rationale
This unit is designed to introduce students to American Thanksgiving. The goal is to have
them be able identify some basic American traditions and relate it to some Korean traditions. By
the end of the unit, students should be able to express their own opinions about American or
Korean thanksgiving in both speaking and drawing formats.
Motivational Theory Addressed
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This lesson plan draws upon the social cognitive theory of motivation. Application this
theory helps students learn how to be part of a group via modeling their behavior after their
classmates. During the group work part of this lesson, students will be able to work together and
copy each others' actions to master this material.
Many of my students in particular love to come in front of their classmates and act out
things; they are very outgoing. As a result, I think they will take a great interest in being able to
be part of a class video. Of course, I have a few students who are more shy. By using the more
outgoing students as role models I hope to create a fun, active, and safe environment to nurture
everyone's self confidence and foster new friendships (Anderman & Anderman, 2014).
Procedure Day One
Whole group - As a group we read the story together. The teacher picks random students
to read a sentence then the rest of the students repeat (Anderman & Anderman, 2014). This is
done to check that every student is following along, and to check their reading and pronunciation
abilities. While reading each sentence the teacher explains new vocabulary words and/or
grammar. On each page the teacher uses the pictures to re-engage the students' interest in the
story as well as to ask for their opinions. While reading the story, the teacher often asks about the
similarities and differences between Korean and American Thanksgiving (Anderman &
Anderman, 2014). After reading the story, the teacher uses a PowerPoint to go over in more
detail the differences in the two countries' traditions in more detail.
Procedure Day Two
Whole group - As a group, the class will make a Venn Diagram comparing and
contrasting American and Korean Thanksgiving. This can include, but is not limited to, time of
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year, food, clothing, and activities. This is done to relate the material back to their own lives and
experiences, as well as help the students develop critical thinking.
Individual Assignment Based on the Venn diagram on the board, the students will
create a short statement (about 2 or 3 sentences) about their favorite part of American and
Korean thanksgiving. They can also create pictures to go along with their sentences. This is done
to help the students express their own opinions in addition to thinking more critically about
cultures. If class time runs short, the students can finish their drawings at home. Once these short
statements and drawings are done, the students will be recorded in a video holding up their
picture and reading/saying their short statement. This is done one by one while other students
work on the small group assignment on the following class.
Procedure Day Three
Small groups - After checking that the students' homework is completed, the teacher
breaks the students up into pairs. Each pair gets a computer/laptop/iPad with a window already
opened to this website. The goal of this game/activity is for the students to place people around
a thanksgiving table based on their likes and dislikes. The entire game is pictorial, so the students
won't have to deal with new words or grammar on their own. They will, however, speak in
English to help each other place the people. The goal of this activity is to help the students learn
to understand that everyone thinks and feels differently and to be empathic about it. While this
activity is being done, the teacher records the students holding their pictures and saying what
their favorite part of American and Korean Thanksgiving are. After class, the teacher will edit
the clips and create a short video. She will then post it to YouTube and give the students (and
parents) the link. This way, the students can chose when to watch the video along with who can
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see it. By giving the parents the link, the teacher is giving the parents a chance to be virtually
part of the classroom, which can help motivate the students more (Anderman & Anderman,
2014).

Required Materials
Textbook (Cornerstone 1)
Video camera
Internet
Laptop, iPad, Smart Phone, Computer, Etc.










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References
Anderman, E. M., & Anderman, L. H. (2014). Classroom motivation. Upper Saddle River, New
Jersey: Pearson Education, Inc.

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