Your Name: Alexa, Ashayna, Kristen, Melissa Tolson, Cindy EED 511: Elementary Principles of Curriculum Development: Dr.

Andrea Tovar Instructional Plan Type: Subject-Standards Grade Level: 3rd Living Curriculum: What is My Culture? Goal/Outcome Common Core State Standards (ELA): Conduct short research projects that build knowledge about a topic. (3.W.7) Produce simple, compound, and complex sentences. (3.L.1) Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (3.L.2) By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 23 text complexity band independently and proficiently. (3.RI.10) Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (3.SL.4) Social Studies Subject Standards: Concept 1: Research Skills for History PO 3. Use primary source materials (e.g., photos, artifacts, interviews, documents, maps) and secondary source materials (e.g., encyclopedias, biographies) to study people and events from the past. PO 4. Retell stories to describe past events, people, and places Concept 4: Geography PO.4. Describe elements of culture of a community or nation (e.g. food, clothing, housing, sports, customs, beliefs) in areas studied. Objectives: Students will be able to write at least two paragraphs about their cultures using the information they gain on their completed Heritage worksheet. The student will be able to orally report some facts and newly obtained information regarding their culture. Essential Questions Where did my family come from?

Learning After identifying and sharing their cultures through artifacts, Structures/Activities students will do in-depth research about their cultures and countries of origin.

Students will conduct interviews, and research using both technology and written resources. Students will be provided with a worksheet (attached) that will guide their research and inform their summative assessments. Students will each write two paragraphs about their culture and/or country of origin to be turned in Students will create a brochure for the country they researched or a visual presentation of their culture to share with the class (this can be sharing a video, a dance, creating a poster or powerpoint, as long as each point of the rubric is addressed) Students will present their projects to the class and parents o Invite other classes and students' families to the cultural fair. o Have students display their reports, visuals, and PowerPoint presentations. o Ask each group to prepare food representative of the country. o Recommend that students dress in clothes representative of the country. Accommodation of diverse learners: If there is a learner that is struggling through this lesson then they can be paired up with another student that has a good grasp of the concept of the project so they can help the lower achieving student succeed. Preferable match students together with the same country of origin so they can look for the same information together, but this is not necessarily required. Heritage/Country Research sheet (attached) Computers Schedule for shared computer time Pencils Self-assessment rubric Lined paper for final paragraphs/report Library (scheduled time to use library resources for research)

Resources/Materials

Assessments

Pre-assessment: This lesson comes second after an initial 2-day lesson on What is Culture?. Before moving on to discussing the research portion of this lesson, the class will review again What

is Culture? as well as do a crossword puzzle with the vocabulary in the unit to reiterate the words that will continue to be used. Students will have previously identified their familys culture and use it for this lesson to further investigate their history. Formative Assessment: The teacher will check for understanding throughout the students research to make sure that they are keeping up with their work and including all necessary information. The teacher will use a gridded checklist to monitor student progress. The teacher will also monitor in class research time and ask engaging questions to help further their research. Summative Assessment: The teacher will use the provided rubric to assess students final project. Students will use a rubric to assess themselves on their work and skills obtained.

Rationale

The purpose of this lesson is to have students understand the origin of their family. They will understand the culture, language, and traditions of their native land of origin. The students will also share their information with the other students in the class so students will learn many different cultures and countries. Students will be gaining valuable researching, writing and oral communication skills throughout this process. This fits well with the Henderson and Gornik Multiperspective inquiry map, which states, This reflective inquiry recognizes and embraces the existence of many plausible and illuminating interpretations of the same stories and human events (Henderson & Gornik, 2007).

Works Cited

Connell, G. (n.d.). Celebrate Your Heritage: Heritage/Culture Research Sheet. Available at http://www.scholastic.com/teachers/lesson-plan/celebrate-your-heritage Henderson, J. G., & Gornik, R. (2007). Transformative curriculum leadership. Upper Saddle River, NJ:Pearson Education, Inc.