Michelle Boston Alyssa Petruzzello Shelby Johnson Jenny Ummel CI 406 Integrated Unit Plan

UBD Unit Planning Template: Culture Stage 1 - Desired Results Enduring Understanding: -There are many similarities and differences amongst cultures. Essential Questions: -What is culture? -How is the United States culture and Mexican culture similar? -How is the United States culture and Mexican culture different? -Why is culture important to groups of people? -Why should we study other cultures? -What does learning about other cultures teach us? Common Core and/or Illinois Standards (depending on subject be sure to include all content areas): -CCSS.ELA-Literacy.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (Assessment #1 & #2) -CCSS.ELA-Literacy.RL.2.9 Compare and contrast two or more versions of the same story (e.g., cultural holidays) by different authors or from different cultures. (Assessment #1) -CCSS.ELA-Literacy.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (Assessment #1, #2, & #3) -CCSS.ELA-Literacy.L.2.2 Demonstrate Grade Level: -2nd grade Content Areas Addressed (at least 2): -Language Arts -Social Science

Unit Objectives (label with the assessment number in Stage 2): -After listening to books read aloud, students will be able to compare different points of view between cultures with three specific perspectives that include details about thoughts, feelings, and viewpoints. (Assessment #1) -Given cultural texts, students will be able to correctly identify similarities and differences among the cultural texts in a writing assignment including three accurate facts from the stories. (Assessment #2) -Given various books, students will be able

command of the conventions of standard English capitalization, punctuation, and spelling when writing. (Assessment #1, #2, & #3) -CCSS.ELA-Literacy.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (written speeches) (Assessment #3) -CCSS.ELA-Literacy.SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (Assessment #3) ILS Social Science -16.B.1 (W) Explain the contributions of individuals and groups who are featured in biographies, legends, folklore and traditions. (Relates to overall unit of culture) -18.A.1 Identify folklore from different cultures which became part of the heritage of the United States. (Relates to overall unit of culture)

to orally present four accurate facts to their peers regarding a specific Mexican or American figure or event within a one to two minute time frame. (Assessment #3) -Students will be able to explain at least three defining characteristics of both Mexican and American culture. (overall unit objective).

Stage 2 Assessment Evidence Descriptions and rubrics for assessments are at the end of the template Assessment #1: -Venn Diagram (Formative Assessment) (Full lesson plan and rubric below) Assessment #2: -Writing Assignment (Writing Assessment) Assessment #3: -Wax Museum Presentations (Performance Assessment, Summative Assessment) Stage 3 Learning Plan Remember:

W: (where/what) H: (hook/hold) E: (equip/experience/explore) R: (rethink/revise) E: (evaluate) T: (tailored) O: (organized) How Many Lessons of What Length? Number of lessons: 12 Length of each lesson: 30 minutes Bullet Your Lesson Plans (lesson #4 is the lesson we are submitting for our detailed lesson plan): 1. Introduction to Cultures Introduce students to the concept of culture Talk about culture in generic terms, i.e. food, clothes, religion, traditions, music, art, language, holidays, etc. Explain the idea that cultures vary from place to place 2. Introduction to culture of Mexico Ask students what prior knowledge they already have regarding the Mexican culture. Read The Quiet Place by Sarah Stewart to students. Have a class discussion about the characteristics of Mexican culture that are displayed in the book. Play a traditional Mexican song for students to listen to and watch a video of a traditional Mexican dance. Show students pictures of traditional Mexican foods and explain their ingredients. Explain the various types of jobs/careers that people of Mexico have. Close the lesson by discussing how these examples of culture are connected to the overall definition of culture. 3. Introduction to culture of the United States Have a class discussion about what characteristics define U.S. culture by asking students what they think are

the important characteristics of our culture. Read the book Celebrate America by Mary Skeens to students and discuss the American cultural symbols that are addressed in the book. Ask students why it may be difficult to choose just one song or just one type of food that defines American Culture. Explain to students that many different cultures come together to make up the overall culture that we call American Culture. 4. Venn Diagram Lesson (Assessment #1)- Students will compare and contrast the knowledge that they learned about Mexican culture and American culture by completing a Venn Diagram (complete lesson plan is below). 5. Introduce the different ways Mexican Culture and American Culture celebrate Halloween Ask students what they know about the holiday of Halloween. Read to students the book Halloween: An American Holiday, an American History by Leslie Pratt Bannatyne. Through the read-aloud and discussion, students will learn the history of Halloween in the United States and common traditions/ celebrations. Ask students what they know about the holiday named Day of the Dead. Read to students the book The Day of the Dead by Bob Barner. Clarify any Spanish vocabulary used by writing it down with a definition on the board. Through the read-aloud and class discussion, students will learn steps to prepare for the celebration and the importance of it. Have a discussion with students about the similarities and differences

between the 2 holidays. Tell students that they need to remember these for tomorrows lesson. 6. Writing Assignment (Assessment #2) Ask students what they remember about the 2 holidays for review. Write a list on the board for all students to see. Tell students they are now going to write a paragraph (5 sentences) that describes 3 facts about The Day of the Dead/Halloween and how these compare or contrast with The Day of the Dead/Halloween. Tell students their first sentence should be an introductory sentence, their second through fourth sentences should be comparing and contrasting facts from the holidays, and the final sentence should be a conclusion. Provide students with adequate time to work on the assignment. Remind students to use their resources when needed (dictionaries, books we read about the holidays, etc.) 7. Writing Assignment (Assessment #2) Allow students time to work with their writing partner to peer edit their paragraphs. Students will write and turn in their final writing piece. 8. Introduce American and Mexican historical figures/heroes. Tell students that we will now begin learning about famous/historical heroes in figures in both American and Mexican culture. Provide students with various books and biographies (at their reading level) about various Mexican and American writers, poets, athletes, presidents, government officials, inventors, authors, and artists (check these books out from the school or public library). Possible American figures for students to choose from include Abraham Lincoln, Albert

Einstein, Harriet Tubman, Jackie Robinson, etc. Possible Mexican figures include Pita Amor (poet), Frido Kahlo (painter), Pat Mora (author), Paola Espinosa (athlete), etc. Tell students they should look through the collection of books and choose a person they admire and/or find interesting, as they will be completing a presentation on that specific person. Inform students that only a certain number of students will be permitted to choose a person/figure from each culture (assuming there are 24 students in the class, 12 people from American culture, 12 people from Mexican culture). After students have chosen their book/person, allow them time to take notes about the person. 9. Begin Wax Museum Presentations (Assessment #3) Ask students to take out their book and notes about the person. Tell students they need to write a short speech (4 facts) that tells the audience about that specific person/event. In addition, inform students that they need 1 visual (i.e. a picture of the person or event, a poster, etc.) and also 1 artifact (a food, a toy, dressing up etc.) that relates to their person or event. Tell students that the speech must be written in 1st person, as they are pretending to be that person/event. Provide students adequate work time write their speeches. 10. Wax Museum Presentations Day 1 (Assessment #3) Students will set up their visual artifact and present to classmates, other students in the school, the teacher, and parents/families. 11. Wax Museum Presentations Day 2 (Assessment #3)

Students will set up their visual artifact and present to classmates, other students in the school, the teacher, and parents/families. 12.Unit Conclusion Have an informal (not graded) whole class discussion on what students learned from this unit, why students think it is important to learn about different cultures, and what part of the unit students enjoyed most.

Full Lesson Plan on Assessment #1: Venn Diagram LESSON PLAN TEMPLATE Grade Level/Subject: 2nd grade/ Social Science and Language Arts Prerequisite Knowledge: Prior to this lesson, students will learn the characteristics that make up various cultures around the world, such as food, clothing, traditions, religion, etc. Students will then be introduced to Mexican culture specifically by reading a childrens book called The Quiet Place. Students will then learn more about the Mexican cultures characteristics. Students will discuss the culture of the United States and the diversity that accompanies it. The class will read a book called Celebrate America and will discuss some defining characteristics that make up the United States culture. Approximate Time: 30 minutes What Lesson is this in your Unit: -This will be the fourth lesson in our unit examining similarities and differences between Mexican and American culture. Enduring Understandings (Big Idea, copy from UBD template): -There are similarities and differences amongst cultures. -American culture and Mexican culture are both similar and different. -The United States and Mexico celebrate similar holidays. Essential Questions (copy appropriate ones from UBD template): -What is culture? -Why is culture important to different groups of people? -How are American culture and Mexican culture similar and different?

-Why should we study other cultures and what does it teach us? Student Objectives: CCSS.ELA-Literacy.RL.2.9 After reading books about a Mexican holidays tradition and an American holidays tradition, students will be able to correctly identify similarities and differences among the cultural texts in a writing assignment including three accurate facts from the stories. IL.16.B.1 (W) Students will be able to explain the contributions of various individuals who were instrumental in establishing each countrys culture using at least three facts gathered from various trade books. IL.18.B.1 Students will be able to identify different examples of folklore from Mexican and American culture after listening to various examples read to the whole class and will be able to relate these to the overall culture. Language Objectives: WIDA Standards: English Language Development- Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. English Language Development- Standard 5: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies. Common Core/Illinois Standards: CCSS.ELA-Literacy.RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. D2.Civ.10.K-2. Compare their own point of view with others perspectives. D2.Geo.10.K-2. Describe changes in the physical and cultural characteristics of various world regions. Materials/Resources/Technology: The Quiet Place Celebrate America SMARTboard Venn Diagram Template Bibliography: The Quiet Place by Sarah Stewart Celebrate America by Mary Skeens Implementation: See below.

Time 5 minutes Opening of lesson: (Objectives, hook, behavior expectations) -Ask students to recall what they remember about the previous days discussion about culture. Students may mention: food, clothing, music, religion, etc. -Have students discuss various characteristics of Mexican culture, or anything significant they remembered from The Quiet Place and how it relates to the Mexican culture as a whole. -Have students discuss various characteristics of American culture, or anything significant they remember from Celebrate America and how it relates to the diverse culture of the United States. Procedures: -Each student will receive a Venn Diagram. Remind students of what each portion of the diagram represents (Mexican culture characteristics, characteristics that are shared by both cultures, and American culture characteristics). -Have students work independently on their Venn Diagram to demonstrate their understanding of each culture and the similarities and differences of each culture. -Circulate the room while students work, offering help as needed. -After students have had time to work independently, have them share their ideas with the rest of their small table groups, and encourage them to write down any ideas on their diagram that they had not thought of. Critical Thinking Questions: -What are some defining characteristics of the Mexican culture? -Do you see any of these aspects represented in the culture of the United States? -How have your views changed after learning more about the Mexican culture? -What have you learned about the culture of the United States that you did not know before? -What aspects of these cultures do you see represented in your own life? Possible Responses: Similarities: religion, food, activities Differences: geography, climate, common spoken language, religion, pop culture, visual arts Accommodations for Individuals (at least 2 students): -Provide student 1 with a copy of each book read to the whole class so they can reference them while they are completing their Venn Diagram.

15 minutes

-Provide student 2 with three separate sheets of paper so that they have more room to write for each category (instead of writing small to fit in the space). 10 minutes Summary/Closing: -As a whole group, engage students in a discussion about the ideas they wrote down on their Venn Diagrams. Have a Venn Diagram on the SMART board, and fill in the diagram with various ideas of students. -Discuss with students the similarities and differences between both cultures and ways that they see Mexican culture represented in the United States. -Students will keep this Venn Diagram throughout the remainder of the unit, and may use it for reference for future assessments during the unit. Student Assessment: -Students will be completing a Venn Diagram to demonstrate their understanding of Mexican and American cultures and how they are similar and different. -See below for the rubric for the Venn Diagram. -Throughout the unit, students will be composing a written assignment looking at the differences between the American holiday of Halloween and the Mexican celebration of the Day of the Dead. -Students will be participating in a Wax Museum, which will be the summative assessment to complete the unit.

Rubric for Venn Diagram

CATEGORY 4 Title Title tells the purpose/content of the Venn Diagram, is clearly distinguishable as the title (e.g. larger letters, underlined, etc), and \ is printed at the top of the diagram.

3 Title tells the purpose/ content of the map and is printed at the top of the Venn Diagram.

2 Title tells the purpose/ content of the map, but is not located at the top of the Venn Diagram.

1 Purpose/ content of the Venn Diagram is not clear from the title.

90-100% of the Labels & can Featureslabels/features Neatnessbe read easily. Labels - At least 90% of

89-80% of the labels/ features can be read easily. 80-89% of the

79-70% of the labels/ features can be read easily. 79-70% of the

Less than 70% Of the labels/ Features can be read easily. Less than 70%

the items are Accuracy labeled and located correctly. When shown a blank Knowledge Gained Venn diagram, the student can rapidly and accurately label at least 10 features.

items are labeled and located correctly. When shown a blank Venn Diagram, the student can rapidly and accurately label 8-9 features.

items are labeled and located correctly. When shown a blank Venn Diagram, the student can rapidly and accurately label 6-7 features.

Of the items are labeled and located correctly. When shown a blank Venn Diagram, the student can rapidly and accurately label fewer than 6 features. Less than 75% of the words on the diagram are spelled and/or capitalized correctly.

Spelling/95-100% of words on the diagram Capitalization are spelled and capitalized correctly.

94-85% of the words on the diagram are spelled and capitalized correctly.

84-75% of the words on the diagram are spelled and capitalized correctly.

Venn Diagram Worksheet Students will Use: (Students copies will be larger than this; this is just an example) Name: _________________________________

Mexican Culture American Culture Similarities

Assessment #2: Writing Assessment After reading Halloween: An American Holiday, an American History and The Day of the Dead, the class will have a discussion on the main ideas from the texts to help expand their thinking. These ideas will be written on the board for students to refer to. Students will compare the holiday of Halloween (United States) to the Mexican holiday of El Da de los Muertos (Day of the Dead). They will be given writing paper to create an essay that identifies similarities and differences between the holidays. Remind students that they can also use classroom resources (dictionaries, books read in class, etc.) to complete the assignment. Students should begin the essay with an introduction/topic sentence to hook readers. Next, they will include at least 3 facts that they learned from the stories about the holidays. These facts will be comparing the traditions or things that go on during the cultural festivities. Their essays must include a closing sentence at the end. After creating a rough draft, students will work with their writing partner to peer edit their writing. The teacher will provide students with additional writing paper for their final draft. Students will turn in this final draft. The teacher will assess the writing of the students by using a rubric (see below). The ways that the cultural holidays are similar and/or different must be evident in the writing. The essay will provide evidence of the understanding of cultural diversity. Students should feel free to use their resources if needed: Dictionary Spanish vocabulary terms/definitions Books read in class: Halloween: An American Holiday, an American History, The Day of the Dead Additional books:Day of the Dead: A Mexican American Celebration by Diane HoytGoldsmith, Pablo Remembers: The Fiesta of the Day of the Dead by George Anconca Possible Responses in Essay: Halloween Day- October 31st Traditions- carve pumpkins, trick-or-treat, dress up in costumes Symbols- black cat, witch, ghost, pumpkin Day of the Dead Day(s)- November 1st and November 2nd (2 day long festival) Traditions- decorate sugar skulls, create an altar, eat pan de muerto Purpose- honoring ancestors and death Similarities Elements of scariness, but also festive

Rubric for Assessment #2 (Writing Assignment)

Category Essay Structure

4 Essay includes a topic sentence, 3 facts, and concluding sentence. Information is very well organized. Uses complete sentences with a subject and verb. Uses a variety of types of sentences.

3 Essay includes topic and concluding sentences, but only has 2 facts. Information is organized. Uses some varied kinds of sentences. Mostly complete sentences. Most of the sentences begin with a capital letter. Some proper nouns begin with a capital letter. Most of my sentences are punctuated correctly.

2 Essay relates information but ideas are not structured well.

1 Essay structure is not clear. The information is disorganized.

Sentence Structure

Writes sentences that demonstrate minimal variety.

Uses simple sentence structures and has sentence fragments. Sentences do not begin with a capital letter. My proper nouns do not begin with a capital letter. I do not use punctuation correctly.

Capitalization All of the sentences begin with a capital letter. All proper nouns begin with a capital letter. Punctuation All of my sentences are punctuated correctly.

Some of the sentences begin with a capital letter. Some proper nouns begin with a capital letter. Some of my sentences are punctuated correctly.

Spelling

All second grade Most second Some second words are spelled grade words are grade words are correctly. spelled correctly. spelled correctly.

I do not spell second grade words correctly.

Assessment #3: Wax Museum

Prerequisite Knowledge Students will know the characteristics that make up different cultures. The students will have learned about Mexican culture and American culture through reading books. The students are able to identify the similarities and differences between Mexican and American culture. Set-up Students will be given verbal directions and a written copy of their summative assessment of a Wax Museum for our unit on culture. The teacher will ask if any of the students have ever been to a wax museum before. The teacher will explain that the students are going to pick to be something that has to do with Mexican or American culture; either a person or an event. The teacher will provide a list of people and events the students can pick from. Half of the class will be presenting on an American person/event, and the other half will be presenting on a Mexican person or event. If a student has an additional idea that is not presented on the list, let them know that they are encouraged to ask. - Example of Mexican people/events on the list: Cinco de Mayo, Day of the Dead (El Dia de los muertos), Frida Kahlo, Paola Epinosa, etc. - Example of American people/events on list: Abraham Lincoln, Fourth of July, Halloween, Harriet Tubman, etc. Once they choose one off the list, they are going to have to: 1. Bring in one physical artifact (can be handmade or bought) Examples of artifacts: dressing up like person/event, food, a symbol, a toy, etc. 2. Create a visual representation of your person or event (poster, drawing, etc.) 3. Create a 1-2 minute speech in first person about the person or event and how it/they are important to Mexican culture or American culture. Implementation Parents will be sent home with a note about the project The students will be able to sign up for who or what they want to present on (each person has to have something or someone different) Students will be given time to work on their visuals and speeches in class Teachers will provide students with art supplies, timers, books, etc. to help them research their topic and complete the assignment Teachers will proof read the speeches before they can be finalized Whatever the students do not finish in class will have to be done outside of class If needed, we can go through a trial run of the speeches Presentation Day There will be a set day and times for the students to present On presentation day, students will be given a spot to set-up their visual and artifact. They are to stay in that spot while presenting. Students will be given designated breaks throughout the presentation time so they are able to see and hear the speeches of their peers. Parents/guardians will be invited to come Other grades within the school will be invited to sign up for a time slot to bring their class down to the second grade room and learn about Mexican and American culture.

Assessment Students will be graded on their visual, artifact (clothing, physical object), and speech. They will also be graded on how accurate and relevant their information is. Rubric for Assessment #3: CATEGORY 4 Knowledge of Student provides at least four Topic accurate facts about their topic. 3 Student provides less than four facts, or some facts are not accurate. 2 Student gives only 2 or less facts about their topic. 1 The student fails to give facts about their topic or their facts are not accurate.

Speech

The speech is 1-2 Speech is too long mins. and is on or too short. the chosen topic.

Speech is on Student has not topic less than written a speech or is 60% of the time. not prepared to present. Student is hard to Speech can not be understand understood or because of tone student mumbles or pace.

Speaks Clearly

Speaks clearly all the time (90100%) and at a good pace

Speaks clearly most of the time (80%) of the time and/or moves too fast or too slow.

Visual

Student has a well Student's visual does Student has no designed visual not match topic. visual. displayed about their topic. Student has Student's artifact is brought at least not on topic. one physical artifact about their topic. Student has no physical artifact.

Artifact