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Unit of Study Template

Fall Semester 2015


ED449e
Custic, Ryan, Simone
Discipline to be covered in the unit of study: Social Studies
Grade Level: First
Unit theme: My Family
Big Idea: Culture
Desired Results
Established Goals:
COMMON CORE STANDARDS
Students will be able to:

RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in
a text.
RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in
a text.
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about
the topic, and provide some sense of closure.
SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups.
SL.1.4: Describe people, places, things, and events with relevant details, expressing ideas and
feelings clearly.
New Jersey Core Curriculum Content Standards
Students will be able to:
6.1.P.D.1 Describe characteristics of oneself, ones family, and others.

6.1.P.D.2 Demonstrate an understanding of family roles and traditions.


6.1.P.D.3 Express individuality and cultural diversity (e.g., through dramatic play).
6.1.P.D.4 Learn about and respect other cultures within the classroom and community.

Understandings
Students will understand that

culture refers to behaviors, beliefs,


values, traditions, institutions and ways
of living together of a group of people
culture may change in response to
changing needs and concerns
one learns the elements of ones culture
through interactions with other members
of the culture group
people from different cultures develop
different values and ways of interpreting
experience
many different cultures exist in the world
there are concepts such as: similarities,
differences, beliefs, value, cohesion and
diversity that are connected to the term
culture.

Students will know:

Essential Questions:

1. What questions are important to ask


about culture?
2. What is culture?
3. How are groups of people alike and
different?
4. How do cultures change over time?
5. How does culture unify a group of
people?
6. What is cultural diversity?
7. What type of cultural diversity do we
have in our class? Our school? Our
town?
8. What does culture help us understand
about the people around us?

Students will be able to:

The definitions of the following terms


o custom
o clothes
o tradition
o ethnicity
o race
o beliefs
o values
o language
o symbols

o Define the following terms:


o custom
o clothes
o tradition
o ethnicity
o race
o beliefs
o values
o language
o symbols

the location of the country of each


students culture(found on map)
the types of celebrations found in each
culture under study, for example:
o Cinco de Mayo
o Christmas
o Thanksgiving
o Easter
o Halloween (Day of the Dead)
o Heritage Day
o Fourth of July

o use a Venn diagram to list the


differences and similarities in customs,
traditions, and language of each of the
cultures under study
o locate the country of their own culture
using political world map
o discuss the important celebrations
under study:
o Cinco de Mayo
o Christmas
o Thanksgiving

o
o
o
o

Birthdays
Hanukkah
All Saints Day
Labor Day

that various family structures exist

o
o
o
o
o
o
o
o

Easter
Halloween (Day of the Dead)
Heritage Day
Fourth of July
Birthdays
Hanukkah
All Saints Day
Labor Day

o compare and contrast the similarities


and differences between families in
different cultures
o discuss the structure of their family and
where their family originally came
from
Stage 2----Assessment Evidence
Performance Assessment :

Other Assessment Evidence:

We have been learning about the many different Formative:


cultures that exist in our classroom. We have
Class discussions
been studying the culture from which we come
Group work
and we have been studying the different
Cultural Project
structures of families. We have learned so much
Teacher observations
about all of the different celebrations, languages,
Daily homework assignments
traditions, and beliefs of all the different cultures
that are represented in our classroom. Now it is Summative:
time for you to show what you have learned
Performance Assessment
about your own special culture. You are to create
Spelling quizzes
a poster that is entitled All About Me and My
Oral Presentation
Family. You are going to ask your parents and
your grandparents a lot of questions. Plan those
questions ahead of time and then bring them to
me. When you are putting your poster together
make sure that you include pictures of
celebrating the various special aspects of your
culture. For example:
1. food
2. holiday celebrations
3. Flag of the original country from which
your ancestors/or you came
4. costumes

5. birthday celebrations
6. common names in that cultures
7. list of 10 popular words
8. important cities
9. historical landmarks
10. music or musical instruments
When you are finished with your poster, bring it
into class and we will hang it up from the ceiling
so that everyone can see it. You will share your
poster and all of your information with your
classmates. Be ready to say a few words in your
particular culture.
Daily Objectives for Ten Lessons
These lesson plans are based on the assumption that the following cultures will be covered during
this unit of study
Day 1

Learning: Students will understand importance of individuality


Behavior: while writing about themselves and sharing with the class
Condition: after listening to a read-aloud of Whoever You Are and engaging in a class
discussion.

Day 2

Learning: Students will understand that each culture has different clothing styles that are
unique
Behavior: by discussing clothing that is unique to their own culture
Conditions: after looking at pictures of clothing from various countries.

Day 3

Learning: Students will be able to understand that each culture has food unique to it
Behavior: by writing about different foods they eat in their own culture and comparing it to
what they saw on the screen
Condition: after looking at a slideshow including pictures of different foods and voting on
which one they would most likely want to try.

Day 4

Learning: Students will understand there are different holidays celebrated in different
cultures and some do not celebrate the same holidays as others
Behavior: by doing a word sort matching each symbol to the correct holiday

Condition: after discussing each students own special holiday

Day 5

Learning: Students will be able to understand that different cultures listen and play
different types of music
Behavior: while playing with instruments from different cultures
Condition: after listening to various songs from many cultures and having a class
discussion on what they liked and disliked about each.

Day 6

Learning: Students will understand that diversity is everywhere, including in their favorite
movies, as there are culturally diverse Cinderellas
Behavior: while creating a table differentiating Cinderella books and movies
Condition: after reading two versions of Cinderella books and watching two different
movie clips of each.

Day 7

Learning: Students will understand that even though we all have birthdays, there are
different ways in which people celebrate them
Behavior: while doing a compare/contrast of the book and of each students own birthday
celebrations
Condition: after listening to a read-aloud of The Big Red Lollipop and engaging in a class
discussion.

Day 8

Learning: Students will understand that there is diversity present among each of their own
families
Behavior: while creating a venn diagram with a partner comparing each of their families
Condition: after listening to a read-aloud of Celebrating Families and discussing
differences in each of the students own families

Day 9

Learning: Students will be able to get a firsthand look at different cultures


Behavior: by engaging in a skype video conference with parents of students in the
classroom who are willing to share knowledge about their own culture
Condition: after discussing where the students families came from

Day 10

Learning: Students will be able to learn more about their own culture
Behavior: by creating a poster with their family
Condition: after discussing their favorite cultural elements with their family members that
they talked about in class.
Technological Applications Applied to Unit of Study

Smartboard: Used to display slideshows, Venn Diagrams, tables to add to the lesson.
YouTube: Used to show videos of different Cinderella movie clips as well as musical sound clips from
different cultures.
Powerpoint: Used to show slideshows of food and clothing in different cultures.

Rubric

Category
Content

4
Poster includes
pictures of
flag, food, and
other cultural
elements as
well as at least
five facts
about
students
family
traditions in
his or her
culture.

Appearance

Poster is neat
and organized
as well as
colorful. Poster
has at least
five pictures

3
Poster includes
pictures of
flag, food, and
a few other
cultural
elements as
well as at least
four facts
about
students
family
traditions in
his or her
culture.
Poster is
somewhat
neat and
organized as
well as
colorful. Poster

2
Poster includes
few photos as
well as at least
three facts
about
students
family
traditions in
his or her
culture.

1
Poster lacks
photos and
includes less
than three
facts about
students
culture.

Poster is
somewhat
sloppy and
unorganized as
well as not
very colorful.

Poster is very
sloppy and not
colorful. Poster
has less than
three photos
on it and is

Labels

Research

Evidence
Student
Worked With
Family

on it, including
a picture of the
flag of the
students
culture.

has at least
five pictures
on it, including
a picture of the
flag of the
students
culture.

Poster has at
least three
pictures on it,
including a
picture of the
flag of the
students
culture.
Less than
three pictures
are accurately
labeled on the
poster.

missing
important
required
pictures.

Each picture is
accurately
labeled on the
poster so
others know
exactly what is
in each of the
pictures.
Evidence that
the student
looked up
information
about the
culture is
obvious.
Thought went
into pictures
chosen as well
as facts about
holidays and
traditions.
Evidence that
student
worked with
his or her
family on the
poster is
apparent.
Information
about the
culture is
accurate and
pictures relate
to his or her
culture.

Almost every
picture is
accurately
labeled on the
poster.

Evidence that
the student
looked up
information
about their
culture is clear
but it does not
seem like
much thought
went into the
facts written.

Evidence that
the students
did research is
not very
present but
facts were
written about
it.

There is no
present
evidence that
student
researched his
or her culture.
Poster lacked
thought.

Evidence that
student
worked with
his or her
family is clear
but not all
photos and
facts on the
poster are
relevant to
students
culture.

Evidence that
student
worked with
family is
somewhat
clear but more
than half of the
facts about
culture as well
as the pictures
are irrelevant.

Evidence that
student
worked with
his or her
family on this
poster is not
apparent and
there is much
inaccuracy
leading to
believe so.

Less than two


pictures are
accurately
labeled on the
poster.

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