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Wilson EDUC 353 Name: Michelle Joyce Target Grade Level: 1st grade Date: October 21, 2013

Curriculum Topic: Social Studies/ Literacy: Culture, Traditions, and Families

Group: Bianca Rizzo, Rachel Tomashosky, Stephanie Patrimonio

UbD Lesson Plan Template Stage 1: Desired Results


Established Goals: (Engage NY) Social Studies

1.2 People and families of diverse racial, religious, national, and ethnic groups transmit their beliefs, customs, and traditions to create a multicultural community 1.2.b Families are interdependent and support and learn from each other. Literacy 1.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Understandings: Students will understand that.. Essential Question(s): These questions should be asked during the lesson learning activity.

Families have similarities and differences when compared with other families Culture, families and traditions are what make families different Differences are what make us special and that our classroom is a multicultural community.

What is your familys culture and traditions? What the same and different of family/culture compared with other classmates families? What did we learn

from each other family cultures and traditions in this classroom?


Students will know. Students will be able to..

Similarities and differences o Similarity: things we have in common o Differences: things that make us different Cultures and traditions o Culture: peoples way of life or the way they do things belonging to a group or society. Example: Some families might eat certain foods on Christmas or Christmas Eve. o Traditions: a pattern of a way things happen that are passed down generation to generation Cultures and traditions of families represented by students in the classroom. Each students family has similarities and differences, but we are all special because of our differences in our multicultural classroom. o Multicultural: community with many cultures

Identify their familys culture and traditions. Share and list with a partner their traditions and cultures. Identify the similarities and differences between their family and partners family that are specific to culture and tradition. Write about other family traditions and cultures through their classmates.

Stage 2: Assessment Evidence


Performance Tasks: Other Evidence:

The importance of this lesson is for students to learn about other families and cultures and learn from their classmates. Students will be asked to share and record their findings in a similarities and differences chart about families and culture with an assigned partner (after they learn what similarities and differences are.) They will have about ten to fifteen minutes, if necessary, to work with their partner and collect their findings. The chart would be based on the comparison of their family and their partners family using similarities and differences. After the discussion between partners using the similarities and differences chart, students will be able to fill out a template asking them what they learned from their partner about their

Similarities and differences chart

partners tradition and culture. They will use their similarities and differences chart as references to assist them to brainstorming topics to write about. Students will be able to draw a picture at the top of their writing. This picture show the student and the students partner with an aspect similar to the tradition or culture pertaining to what they learned about their partner and comparing it to themselves. Students will also be able to draw a picture of themselves and their partner that contains aspects of their culture. Students will be able to share their writings and picture with the rest of the class. These writings and photos will be collected to make a family web in the classroom to show how we are all connected, but different and special in our multicultural classroom. Students will be evaluated based on the assessment template or writing. The students template must follow the format on the worksheet template and if a picture is drawn related to the topic. It must be clear that the student learned and understood their partners culture and understood their similarities and differences. (See attached rubric for more details on evaluation).

Stage 3: Learning Plan


Learning Activities: This is a lesson based on a unit for Culture, Families and

Tradition. The teacher will explain to the students that they will continue learning about families and traditions, but from the people in their classroom. Students should have knowledge on what culture, traditions and families are from the previous lesson. The teacher will direct the students to come to the carpet surrounding a small white board. The teacher will have the words similarities and differences on a poster and ask the students, Has anybody seen these words before? After students answer, the teacher will ask, Do we recognize any words inside of these words? The students might say similar and different. (Students

should know what those words mean.) The teacher will say, We are all similar in many ways, but we are also different. Today we will be exploring our similarities and differences. The teacher will give the definition of similarities and differences and write them on the board. She will explain that similarities are the things that we have in common or the same. Differences are the things that make us different. The teacher will explain and tell a personal story to the students about a tradition that they do every year with their family such as holidays. The teacher will then ask the students o Does anybody have any traditions with their family that they do every year like I do? o Let students raise their hands. Share one or two stories from the students. The teacher will record on the board some of the similarities and differences of the stories that were shared. Make sure the chart on the board is similar to the worksheet. (If there were not any similarities or differences compare to what the teacher does.) The teacher will then distribute the similarities and differences worksheet to every student. The teacher will say to the students, Since our families all have traditions, I want you to pick a partner especially if it someone you do not know much about. You will talk about, with your partner, both of your traditions that your family or culture does. On this worksheet you will record the similarities and differences from the traditions that you do. Make sure the students all have one partner and someone that they have not worked with before. Give the students about ten minutes to talk to their partner. The teacher should go around to each group to keep the conversations going and to make sure the students are staying on topic and are filling in their

informal assessment. The teacher might ask the students and partners, questions like, Are there any similarities between your traditions? What tradition is your favorite in your family? What did you learn from your partners tradition? Once the students are finished and their charts are filled out with information, the teacher will direct the students to go back to their seats. The teacher will distribute the worksheet template asking the students what they learned from their partner. The teacher will say, On the worksheet I just handed out, I want you to think about what you learned from your partner that was your favorite part of their tradition. Where on your chart that you filled out that you would use for this? Let the students answer and the correct answer is the differences. The teacher will do an example on the board as a reference for the students. It will say, I learned from students name, that tradition of partner. The teacher will fill out this sentence by asking one student if they would like to share their favorite difference from their partners culture. The teacher will fill in the template on the board with the students answer. Leave this on the board for the students to see. Give time for the students to look at their charts for their favorite difference and the teacher should walk around the room if the students need help. The students should be filling in the template on the worksheet with the correct differences from their chart. Students may have more than one draft. The students who finished early can draw a picture on their worksheet. The teacher will ask if the students will share their cultural and tradition differences in front of the class

with their partner. Once most of the students have shared their differences the teacher will close the lesson with, We all have differences and similarities, but our differences are what makes us special. I hope you learned about the cultures and traditions in our multi-cultural classroom, as we learned from one another. The similarities and differences chart and the worksheet template will be collected at the end of the lesson for the family web in the classroom. Differentiation: Above Grade Level- Students will come up with at least two descriptive sentences describing their differences for the template once they are finished with the first sentence. Below Grade Level- Students should be paired up with a partner who can help them in writing their descriptive words if needed. They can be given more time to do the template during class or bring it home to finish especially drawing the picture. ESL-The template can be given in their language on what it is asking to write about. The definitions can be given separately on a sheet a paper in their language. IEPs- All IEPs are accepted for this lesson. Multiple Intelligences Visual learners will have the charts on the worksheets and board to display the similarities and differences Bodily-Kinesthetic learners will sit on the carpet or anywhere around the room with a partner Verbal listeners will listen to the students share their findings and listen to the examples discussed before the assessment. Talking to a partner about the similarities and differences. Interpersonal learners will be able to work with a partner. Intrapersonal learners will be able to reflect on the traditions and cultures that they have with their partners and the class.

Follow up Activity/ Assignment: Students will be asked to bring in a something that relates to their family, culture and tradition that they discussed in class with their partner. If they have any other important items that they want to bring in that represent their culture, they could also share with the class. The student must know what their item is and be able to talk about its importance to their family or culture.

Resources
Itemized Attachments:

Teacher materials: Similarities and Differences Chart Worksheet (Attached) Learning Template Worksheet (Attached) Dry erase markers White board or chalk board or big white notepad Student materials: Pencil Colored pencils/ crayons Resources: Engage New York, NYSED, 2010. http://www.engageny.org

Name: _______________________________________ Partner: _____________________________________

Similarities and Differences Chart


Similarities
Things we have in common
1. 1.

Differences
Things that make us different

2. 2.

3. 3.

4. 4.

5. 5.

Name: _______________________________________ Partner: _____________________________________

Similarities and Differences

I learned from ________________________________that __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________.

Rubric for Assessment Template


Category Sentence Structure 4 Student correctly follows the template on the worksheet. The student also included extra sentences similar to the template. The student used many detailed words in their template or sentences. The placements of words are accurate. They included the vocabulary terms from the unit. 3 Student follows the template on the worksheet correctly. 2 Student somewhat follows the template correctly. 1 Student does not follow the template.

Details and Word Choice

Support and Focus on Topic

The student used a few detailed words in their template. Some of the placements of words are wrong or close to meaning. One or none vocabulary terms are included from the unit. The main idea of The main idea of The main idea their writing is their writing is goes off topic based on their somewhat during their partners based on their writing. The idea tradition and partners is not well what they tradition. The focused and learned. The idea is clear. confusing. idea is clear and well focused.

The student used detailed words in their template. The placements of words are somewhat accurate. One or none vocabulary terms are included from the unit.

The student did not use any detailed words in their template. The placements of words are not accurate or close to their meaning. There are no vocabulary terms included from the unit. The main idea is not based on their partners tradition. The idea is not present or well focused.

Category Drawing

4 Drawing includes great details and colors based on their writing template.

3 Drawing includes details and colors based on their writing template.

2 Drawing includes a little to none colors based on the writing template.

1 Drawing includes no color and does not follow their writing template.