Unit Topic: Multiculturalism

Grade level: 1st

Stage 1 Desired Results Content Standard/Established Goals(s): SDP Student Competencies in Social Studies. Students will define culture; understand the importance of beliefs and traditions in families; describe how holidays and celebrations preserve family culture; understand the diverse backgrounds of Americans; discuss how people share their customs and traditions SDP Student Competencies in English Language Arts. 1.3 Reading Literature (RL) students read and response to works of literature with emphasis on comprehensions, making connections among ideas and between texts with focus on textual evidence; students identify the characters, setting, problem, resolution and theme of a story; students compare and contrast the adventures and experiences of characters in stories; 1.4 Writing (W) students write for different purposes and audiences; students write narrative pieces on familiar topics that have a clear focus, relevant content and supporting details, organized and cohesive thoughts, and grade appropriate conventions and word choice Understanding(s): Essential Question(s): Students will understand that How can two things be alike and different at the same time? People and things can be similar and different in many ways at the - How are multicultural versions same time of Cinderella similar and different? Every person has a unique culture - How are different cultures Culture is made up of many similar and different? elements including beliefs, traditions, celebrations, food, How can we relate through difference? clothing and language Culture comes from the places we What is culture and what are some live and our families of the components of culture? - What role do traditions, In the United States, people come celebrations, holidays and from many diverse backgrounds beliefs play in family culture? We can respect one another and Where does culture come from? get along despite the differences between us How do we learn culture? Student objectives (outcomes):

Students will know

Students will be able to

4. 5. 6. 7. 8.

1. The common elements found in all (or most) versions of Cinderella 2. The country(s) their families come from 3. The values, beliefs, traditions, celebrations, holidays, clothing and food of various cultures (including their own and their classmates) Compare and contrast different versions of the same story (Cinderella) Pick out culture-related details from texts Use a template/sentence starters to guide their writing Identify and give details about components of their own culture Share information about their culture orally and in writing

Stage 2 Assessment Evidence Performance Task(s): Other Evidence: Create a Treasure Box that Completion of Cinderella story includes artifacts, drawings, short compare/contrast chart (Student pieces of writing, etc. that Objectives 1, 4, 5) represent aspects of the student Responses during whole group and his/her culture (Student discussion following read alouds Objectives 2, 3, 6, 7, 8) includes open responding and answering teacher questions (All Write an abridged Cinderella story incorporating personal cultural Student Objectives) details (Student Objectives 1, 3, 6, Participation in a whole class 7, 8) celebration of culture explaining treasure boxes, asking questions of others in a respectful way (Student Objectives 2, 3, 7, 8) Contributions to class anchor charts, maps, etc. (All Student Objectives) Stage 3 Learning Plan Learning Activities: Read alouds and discussions of several different cultural versions of Cinderella Creation of a list of common elements in Cinderella stories graphic organizer that students will fill out for many of the versions of Cinderella they read Charting details from literature we read that relate to the elements of culture discussed in class Exploration of celebrations, traditions, foods, clothing and language found in different cultures via literature and student sharing o Answering who, what, where, when, why questions about celebrations of students choosing (either their own or one we read about) o Short written description of family traditions regarding lost teeth o Making word cards with common phrases in many different languages to be hung around the room Comparing and contrasting cultural versions of Cinderella (Venn diagrams) Creation of Culture Treasure Boxes in which students represent and write about some of the unique elements of their familys culture Celebration of Culture students share their Culture Treasure Boxes, bring in artifacts (i.e. food, music, etc.) of their familys culture and ask and answer questions about their own and their peers cultures Interview with family members to discuss and learn more about familys unique culture Composing a personal version of Cinderella that follows the storys common plot line and includes several details unique to each students family culture Graphing and analyzing data about where students families come from Whole class discussions in which students are given the opportunity to share information about their family culture with one another