Escolar Documentos
Profissional Documentos
Cultura Documentos
Grade Level*: 1
Class Periods Required:
(please circle)
1
(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)
about what they know about their family (where they come
from, how many members, where they live, what language
they speak) and construct a list to display in the classroom.
With this, students get a visual of the many facts behind their
peers families. This chart could be made either on a large
sheet of paper, or displayed on the SMART Board.
5. Next, share with the students your own Family
Questionnaire to model how to respond to the information.
Give students time to pair up and share their own
questionnaires with a partner, and identify similarities and
differences with each other.
6. Transition to the topic of celebrating family tradition, by
reading aloud Light the Candle Bang the Drum by Ann Morris.
This book highlights festivals and holidays of all cultures.
Students will be able to identify with some of the traditions in
the book, and other students will learn about traditions they
may have never heard of. Cultural celebrations are a big part
of family characteristics, so this book can give an unbiased
history on many of the students backgrounds.
7. Give students a chart to fill out their own information on
family celebrations. Students will then move around the
classroom to share their traditions with peers, and make note
of similarities and differences.
8. As a class, make another chart to go alongside the facts
list where students generate a list of similarities and
differences in the traditions they read about and heard from
their peers. This can establish common ground between
students with different backgrounds, but similar
characteristics. This chart could be made either on a large
sheet of paper, or displayed on the SMART Board.
9. Once students have heard facts and traditions about each
others families, explain to students that they will be creating
a family tree representing their own family. Allow them to
What student prior knowledge will this lesson require/draw upon? (what do they need to already know)
This lesson will draw upon students prior knowledge of their own familial background. Students will need to know who make
up the structure of their own family, as well as other facts that characterize their family. If students do not have much prior
knowledge, the activities in this lesson will support students in exploring this information if they do not know beforehand.
Filling out the Family Questionnaire may introduce students to new information about their family, but when we refer to these
sheets in class, we will be drawing on students prior knowledge from the conversations they have with parents when filling
out the questionnaires.
Technology Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning
I will use the SMART board to show students several examples of previous students family trees, or ones that I have made to
give them an idea of how to begin representing their families.
I could also present the storybooks via books-on-tape so that students can listen to the audio of the story while following along
to the pictures.
How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson presents students with the responsibility of going home and discussing family characteristics with parents for the
Family Questionnaire. If students understand that this is an important part of the unit, they will be held accountable to sitting
down with their guardians to gather information, and responsibly bring the information back to class. Students will draw on
divergent thinking during read aloud time of the stories they will reflect on the facts about cultures found in our stories, and
make connections back to their classmates. Students will represent their families and traditions in creative ways when
constructing the family tree.
How will you engage students in routinely reflecting on their learning? (How will the students know they have learned something?)
When students begin with a family discussion at home for the questionnaire, they will come to class prepared and full of
knowledge about their own familial origin. Students can then focus on identifying similarities within themselves and the texts,
as well as in their peers when they pair up and share information. Throughout the unit as we have class discussions, read new
stories, and generate class wide lists, students will reflect on how this new knowledge compares or contrasts from the list of
facts they generated about their own families. Students will then be expected to solve problems or disagreements with peers
by remembering the differences in their classmates, and why each and every classmate is important at the end of this unit.
Differentiated/Accommodations/Modifications/Increase in Rigor To help meet the needs of all learners, learning differences,
cultural and language differences, etc.
For ELL students, allow them to complete questionnaires, lists, or family summaries in their own language.
You may also provide ELL students with a text written or recorded in audio of their own language that they could listen
to independently, or at home with their families.
If students encounter challenges when interacting in smaller groups of peers, I will walk around the classroom during
think/pair/share time to mediate conversations and ensure that students feel comfortable participating.
For advanced students, I can offer additional texts about the subject of the unit, which they can read at home, or after
they complete their individual work.
For my students who need extra support with constructing their family tree, I will have then work with me during the
independent work time.
The family questionnaire sent out is considered an accommodation so that families who are sensitive to the subject of
the unit are aware of the subject before the beginning of the lesson, which I can then make adjustments to the plans for.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Light the Candle Bang the Drum by Ann Morris
All Kinds of Families by Mary Ann Hoberman
Family Questionnaire:
http://pnwboces.org/ssela/Sample_Lessons/FirstGrade/Unit2/Unit2_Lesson4_Family_Questionnaire.pdf
* Include this information during the Padlet/prezi/ppt presentation.
References
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts
%20Integration.pdf