Casey Evans

Thematic Unit

ELE 3360/4401

Dr Busby

Fall 2013

Front Matter

Group Members: Lauren Parker, Megan Hunt, Breanna Himes, Leigh Hemmings, and Casey Evans

Grade Level: 1st grade

Rationale:

Learning Goals/Standards: Taken from ALEX (2010)

Social Studies Standards:

11.) Identify traditions and contributions of various cultures in the local community and state.

Examples: Kwanzaa, Christmas, Hanukkah, Fourth of July, Cinco de Mayo (Social Studies)

Language Arts Standards:

5.) Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. [RL.1.5] (English Language Arts)

a. Big Ideas or enduring understandings:

1. Understand that the classroom, community, state, and country are made up of many different

cultures.

2. Understand that various traditions and celebrations demonstrate different cultures.

3. Understand that being an American unites all cultures

4. Be able to determine books that tell stories and books that give information.

b. Essential questions:

1. What traditions and celebrations are common to cultures in America?

2. What are the major cultures that are present in America today?

3. What is the difference between a book that tells a story and a book that gives information?

c. Relevancy to your students:

Our learning goals are relevant for our students because they are currently learning who they are as

Americans. We will elaborate on the diversity of different cultures’ celebrations in America and also what

Americans have in common. Since students are discovering how they are unique individuals, our goals

are relevant to their development as people understanding what it means to live in culturally diverse

America. Also our goals will facilitate students in making clear judgments regarding the reliability of the

books they read. As students are learning to read and many are diving into more difficult books, it is an

essential life skill to be able to distinguish factual books from stories.

Learner Profile

• First Grade, ages 5-6

• 20-22 students

• The school is a city school that is in a small suburb. There are primarily students of

white, African American, and Hispanic ethnicities.

• The teacher in the classroom, Dr.Busby, and our group members

• Four classroom computers, a smart board, and a CD player

• -About an even number of girls and boys

-there are more African American students than white students

-Some boys may be discipline problems

-Overall class performance is above average

Unit Overview

Day of unit/ group member(s)

Social Studies content focus

Language Arts content focus

What active learning strategy are you using?

What assessment are you using?

What resource(s) are you using?

What materials are needed to teach this lesson?

1.

Leigh Hemmings

Diversity in America

Read aloud book – pulling out ideas from the book. Fact or fiction?

M&M hook Soft assessment using the pretest

Pretest- buddy questionnaire/ class discussion, read aloud book

M&M packets, cup of popsicle sticks with children’s names on them

3

Breanna Himes

Discuss Thanksgiving and Cinco De Mayo and how they relate to different cultures in America

Primary document- Fact article on the pilgrims

Secondary document- children’s book on the pilgrims that tells a story

Compare and Contrast

Soft assessment using standing/sitting, craft for cinco de mayo testing for understanding

Secondary document,

Primary document, cornucopia, something to represent cinco de mayo

Craft supplies (glue sticks, scissors, colored pencils)

2

Megan Hunt

Discuss Christmas and Hanukkah and how they relate to different cultures in America

Read aloud book- Understanding Hanukkah. Fact or fiction?

Direct instruction with questioning

Soft assessment, using blue/red cards to test for understanding

Read aloud book, menorah, baby Christmas tree

Book, red-blue cards

4

Lauren Parker

Discuss the Fourth of July and tie together how all these cultures create America

Display pictures taken in 1776 and pictures from 2012 celebration from 4th of July

Compare and Contrast

Soft assessment using a venn diagram on the smart board

Poster diversity map, photographs of the 4th of July

Smart board, magnetic clips to display the pictures

5

Casey Evans

Experience each different celebration from the different cultures discussed

Students will write yes/no to questions asking them if something is fact or fiction in the posttest

Centers Hard assessment – posttest

Posttest, Posttest, culminating activity

ELE 4401/3360 Social Studies and Integrated Program

Megan Hunt, Lauren Parker, Breanna Himes, Leigh Hemmings

Resources for Critical Assignment #2

11/18/2013

Resources – Leigh (Day 1)

URL: http://www.primarygames.com/holiday_fun.php

Appropriate For: Students and teachers

Description: The website is titled Primary Games. Students and teachers can use this website for interactive games on any holiday. Students and teachers can also find videos, coloring sheets and games that are specific for content areas such as math and social studies.

Pros: Students can use this website at home for further education and parents can work along with their children.

Cons: The website has several ads on the page that may distract students as well as pop-ups.

Special considerations for students with special needs: It would be beneficial for the teacher to pair a student with special needs with a peer to help navigate the site

Resources – Brianna (Day 2)

George, J. (1993). The First Thanksgiving. Philomel Books.

ISBN #: 0399219919 This book was read to the class to allow them to further their knowledge of the first

Thanksgiving.

Shaw, J. (n.d.). Cinco de Mayo. Retrieved from http://teacherlink.ed.usu.edu/tlresources/units/Byrnes-celebrations/cincodemayo.html

This web page was used as a secondary resource to further my knowledge of Cinco de

Mayo.

First thanksgiving. (n.d.). Retrieved from http://kids.nationalgeographic.com/kids/stories/history/first-thanksgiving/

This web page was used as a secondary resource to further my knowledge of the first

Thanksgiving.

Saylor, J. (n.d.). Mrs. saylor's log: A first grade blog. Retrieved from http://saylorslog.blogspot.com/2011_11_01_archive.html

This resource was used for the First Thanksgiving retelling bracelet that the students made.

Resources – Lauren (Day 3)

Type of resource: Secondary, drawing/ photograph

Purpose of use: I will use this photograph to give students an idea of what children their age did to celebrate the Fourth of July in the past. I will use this photo as an example of a fictional document because this drawing comes from the author’s imagination.

Reinhart, C.S. Inaugurating the glorious Fourth. 1878. Photograph. Illus. in: Harper's weekly, 1878 July 13, p. 548, bottom. Lib. of Cong., Washington D.C. Lib. of Cong. Web. 5 November, 2013. http://www.loc.gov/pictures/item/89708527/

Type of resource: Secondary, Drawing

Purpose of use: I will use this drawing as an example of the way people in the past celebrated the Fourth of July by coming together in large town gatherings. I will use this photo as an example of a fictional document because this drawing comes from the author’s imagination.

Bush, Charles G. The Fourth of July in the country. 1867. Drawing. Lib. of Cong., Washington D.C. Lib. of Cong. Web. 5 November 2013. http://www.loc.gov/pictures/item/89706343/

Type of resource: Primary, photograph

Purpose of Use: I will use this photograph to show students that people in the past held many races and played games such as tug-of-war to celebrate the Fourth of July. This photograph is

also an example of a factual document because it is a photograph of something that actually happened.

Carpenter, Frank G. Tug-of-war, Fourth of July. 1900. Photograph. Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA. Lib. of Cong. Web. 5 November 2013. http://www.loc.gov/pictures/item/2001698194/

Type of resource: Secondary, Drawing

Purpose of Use: I will use this drawing as an example of Americans celebrating the Fourth of July by having a picnic in the past.

Spencer, Lilly. The pic nic on the fourth of July [graphic] : "A day to be remembered". 1867. Drawing. Lib. of Cong., Washington D.C. Lib. of Cong. Web. 5 November. 2013 http://www.loc.gov/search/?q=fourth+of+july++speeches&in=original-format%3Aphoto%2C+print%2C+drawing

Type of Source: Primary

Purpose of use: I used this picture to explain that in the past groups of people would come together on the Fourth of July to hear the Declaration of Independence read out loud. I also used it to explain that the Declaration of Independence was signed on the Fourth of July and it is the reason we celebrate our Independence on that day.

The Declaration of Independence. 1776. Photograph. Web. 5 November. 2013. http://www.founding.com/the_declaration_of_i/

Type of Source: Primary, Photograph

Purpose of Use: I will use this photograph to show students how children in the past dressed up to celebrate the Fourth of July. I will also use this photograph as an example of a factual document because it is a photograph of something that actually happened.

Fife and drum. 1920. Photograph. Lib. of Cong., Washington D.C. Lib. of Cong. Web. 5 November. 2013. <http://www.dailymail.co.uk/news/article-2010688/Library-Congress-pictures-chart-July-Fourth-Independence-Day-centuries.html>

Type of source: Primary, photograph

Purpose of use: I will use this photograph as an example of fireworks being shot to celebrate the Fourth of July in the past.

Horydczak, Theodor. Fireworks. Fireworks from across Tidal Basin IV. 1920. Photograph. Lib. of Cong., Washington D.C. Lib. of Cong. Web. 5 November. 2013. < http://www.loc.gov/pictures/item/thc1995011516/PP/>

Type of source: Primary, photograph

Purpose of use: I will use this photograph as an example of how Americans in the past celebrated the Fourth of July with patriotic parades.

Harris & Ewing. FOURTH OF JULY PARADES. FLOAT: 'BETSY ROSS'. 1916. Photograph. Lib. of Cong., Washington D.C. Lib. of Cong. Web. 5 November. 2013. <http://www.loc.gov/pictures/item/hec2008005601/>

Type of source: Primary, photograph

Purpose of use: I will use this photograph as an example of how Americans in the present celebrate the fourth of July by participating in several nationwide eating contests.

Burton, Andrew. 2012. Photograph. Getty Images. Web. 5 November. 2013. < http://usnews.nbcnews.com/_news/2013/07/04/19223660-fourth-of-july-traditions-link-americans-with-countrys-past>

Type of source: Primary, photograph

Purpose of use: I will use this photograph as an example of how Americans in the present celebrate the fourth of July by hosting patriotic family cookouts.

http://www.allyou.com/budget-home/easy-decorating/dress-up-backyard-00400000047413/

Type of source: Primary, photograph

Purpose of use: I will use this photograph as an example of how many Americans in the present celebrate the Fourth of July by going to a picnic at the white house on the Fourth of July.

White House staff and guests enjoy the Fourth of July celebrations on the South Lawn. 2002. Photograph. George W. Bush Presidential Library. Web. 5 November. 2013. < http://www.whitehousehistory.org/photographs/white-house-fourth-of-july/index.html>

Type of source: Primary, photograph

Purpose of use: I will use this photograph as an example of how many Americans in the present celebrate the Fourth of July by listening to or going to concerts, such as the Bostons Pops.

WBUR Newsroom. July Fourth Boston Pops Fireworks Spectacular. 4 July, 2012. Photograph. 90.9 WBUR Boston’s NPR news station. Web. 5 November. 2013. < http://www.wbur.org/2012/07/04/boston-pops-fireworks>

Type of source: Primary, photograph

Purpose of use: I will use this photograph as an example of how many Americans in the present celebrate the Fourth of July by eating watermelon.

http://www.playworks.org/blog/dozen-games-play-fourth-july

Type of source: Primary, photograph

Purpose of use: I will use this photograph as an example of fireworks being shot to celebrate the Fourth of July in the present.

Getty Images. 26 June. 2013. Photograph. Long Island Newsroom. Web. 5 November. 2013. < http://www.newsday.com/entertainment/tv/4th-of-july-tv-specials-set-to-light-up-the-holiday-1.5573880>

Type of source: Primary, photograph

Purpose of use: I will use this photograph as an example of how many Americans in the present celebrate the Fourth of July by dressing in patriotic clothes.

Patriotic Tie-Dyed T-Shirts. 8 July. 2012. Diary of a Crafty Lady Blog. Web. 5 November. 2013. < http://craftyladylindsay.blogspot.com/2012/07/patriotic-tie-dyed-t-shirts.html>

Type of source: Primary, photograph

Purpose of use: I will use this photograph as an example of how Americans in the present celebrate the Fourth of July with patriotic parades.

The Rockwall News. New Fourth of July Tradition.25 June. 2012. The Rockwall News. Web. < http://therockwallnews.com/2012/0625/featured/4th-of-july-parade>

URL: http://news.nationalgeographic.com/news/2010/07/100704-4th-of-july-facts-nation-july-4-fourth/Appropriate for: Teachers Description: This is a webpage about the Fourth of July that explains ways that Americans celebrated the holiday in the past and how the celebrate the holiday now. Pros:

This website helped me a lot with planning my lesson The information was very useful for me and would be for anyone looking for

information on the Fourth of July

Cons:

The information given is only applicable for adults and is on a limited topic

URL: http://www.kathimitchell.com/holidays.htmlAppropriate for: students and teachers Description: This is a great website that has several links to various websites for each of the holidays that we taught. Each link takes you to websites that share more information on the holiday, offers coloring pages, and some even have fun, interactive games. Both teachers and students can find valuable information here on the different holidays and how people celebrate these holidays.Pros:

The number and variety of informational websites offered The variety of holidays represented Quality of information offered

Cons:

Some of the information may be overwhelming for students because there is so much to look through

Some of the information is above the level of first grade students and is only applicable for teachers.

Special Consideration for Students

There were no listed accommodations for special needs students The teacher may want to pair up students when visiting this website because the

amount of information given

Resources – Megan Hunt (Day 4)

Roudez, T. (n.d.). How do you celebrate?. Retrieved from http://www.scholastic.com/teachers/lesson-plan/how-do-you-celebrate

This resource gave an example of a lesson plan for Hanukkah that I read in order to get

some ideas for my lesson plan.

Sprouts. (2004). My Hanukkah. Chicago, Illinois: Raintree, a division of Reed Elsevier, Inc.

I read this book to explain how people celebrate Hanukkah.

Sprouts. (2004). My Christmas. Chicago, Illinois: Raintree, a division of Reed Elsevier, Inc.

I read this book to explain how people celebrate Christmas.

Resources – Casey Evans (Day 5) Pictures used on the Posttest

http://www.amazon.com/Large-Extra-Plush-Santa-Hats/dp/B008PF5E76

I used this Santa hat as one of the choices the students had to pick from in question number 7 on the posttest.

http://www.123rf.com/photo_5635750_a-colorful-mexican-sombrero-on-a-white-background-with-copy-space.html

I used this Mexican Sombrero as a choice for the students to choose from in question number 7.

https://www.wallyspartyfactory.com/products/puritan-pilgrim-hat/

I used this pilgrim hat as a choice for the students to choose from in question number 7.

http://www.justindlevine.com/2012/02/pinata-fail/

I used this piñata picture as a choice for the students to choose from in question 1.

http://eslmarriage.com/what-on-earth-is-a-cornucopia/

I used this cornucopia as a choice for the students to choose from in question 1.

http://www.mrconservative.com/2013/08/22636-man-faces-eviction-for-flying-american-flag-on-his-property/

I used this American flag as a choice for the students to choose from in question 1.

These pictures do not have authors because they are clip art.

Name: Leigh Hemmings, Casey Evans, Date: 11/01/2013_______Lauren Parker, Megan Hunt,__ Breanna Himes Grade Level: 1 st Grade___

School: Troy University___________Teaching Strategy: Pretest Time required: 15 minutes_

PretestThe pretest will be given in a discussion format. The discussion will be whole class and

the students will be paired. The teacher will ask the students a series of questions pertaining to diversity in the community and fact or fiction types of text and the students will discuss with their peer partner after each question. The teacher will give the students a few moments to discuss and will then call on a group to share. The teacher will evaluate the students by making mental notes or anecdotal notes of the types of answers she receives from the students. The teacher will share some of her traditions with students and share events in other communities to keep students engaged and get their minds jogging.

Questions:

1. Is Hanukkah a Jewish holiday?2. Are all people the same?3. Are all people that live in the United States Americans?4. What holidays do we celebrate in America?5. What are some events we celebrate in Alabama?6. What traditions do you celebrate at home?7. Do you know where your family is from?8. Are you an American? How do you know?9. What do books tell us?10. All books are nonfiction.11. What are characteristics of a fiction book?12. What are characteristics of a nonfiction book?

Answers:

1. Yes2. No3. No; elaborate on other types of cultures that are in America4. Hanukkah, Christmas, Thanksgiving, 4th of July, Halloween, Valentine’s Day, St.

Patrick’s Day, Easter, Cinco de Mayo, Kwanzaa, Veterans Day, Memorial Day5. Mardi Gras, National D.E.A.R. Day- Drop Everything and Read Day, Civil Rights

Movement in Birmingham6. Answers will vary7. Answers will vary8. Discuss being born in America and being a citizen.

9. Facts-true and untrue; books inform us on specific topics (Answers will vary)10. No11. Over the top, silly situations; issues that may not be real; characters that are not real12. Real events being retold; real characters; real setting

Name:_________________________ Date:_____________________

Posttest: Diversity in America

Mrs. Bolger’s First Grade Class

Total Points: 25

Directions: Circle the correct answer.

1. Which picture below shows an item used to celebrate Cinco De Mayo? (3 pts)

2. What is something that a book tells us? (2 pts)

Information Stories Both

3. Who commonly celebrates the 4th of July? (2 pts)

Americans Queen of England Mexicans

4. What do we celebrate on the 4th of July? (2 pts)

Independence Day Jesus being born The Pilgrims coming to America

5. What is one tradition people do to celebrate the 4th of July? (2 pts)

Set off Fireworks Read a book Paint a picture

6. Which hat is the Mexican Sombrero? (3 pts)

7. How many days does Hanukkah last? (3 pts)

5 Days 2 Days 8 Days

8. What does the word Hanukkah mean? (2 pts)

Dedication Freedom Thankfulness

9. According to Christians in America, whose birthday is celebrated on Christmas? (2 pts)

Jesus Pocahontas Santa Clause

10. Why did the Pilgrims come to America? (2 pts)

In search of turkeys Freedom from England To sail the sea

11. What do candy canes remind us of on Christmas? (2 pts)

A pirates hook A pole A Shepard’s staff

Analysis

Pretest

a. What were the results of the pretest? Provide any anecdotal or summary chart information that you collected.

Most of the students participated in the discussion. From the pretest we discovered that none of the students knew what Cinco De

Mayo was, few knew what Hanukkah was, about half new was Thanksgiving was, and all of the students knew what the Fourth of July and Christmas was.

A lot of the students didn’t know what country we lived in and didn’t know whether they were an American.

None of the students knew what diversity meant. All of the students knew the difference between fact and fiction.

b. How will the results of the pretest impact your instruction? More time will be given to teaching the students what Cinco De Mayo, Thanksgiving,

and Hanukkah entail. The word “diversity” will be clearly broken down and explained everyday as it

relates to each holiday. The students will be clearly taught what it means to be an American and why we

celebrate the Fourth of July. They will also be clearly taught they live in the United States.

Posttest a. What were the results of the posttest? Provide a summary and/or chart of the results.

Posttest Results (Out of 25 total points)Score

acquired18 19 20 21 22 23 24 25

# of Students

1 1 1 2 1 5 0 7

b. How many students accomplished all of the objectives you established for this body of instruction?

All the students who were present for all five lessons accomplished all of the set objectives for this unit. Those who were absent certain days will obviously not have completed every objective.

c. How many students and which ones did not meet all objectives? On average, there were usually 2 children absent every day we taught these lessons.

Kaylyn and Jacob were absent everyday except for the last day. d. Regarding the students who did not meet all objectives, did you observe any gains in

knowledge and skills from pre-assessment to post-assessment? Kaylyn and Jacob both scored very high scores on the posttest. This communicates

that they had good previous knowledge of our unit, and that they were paying attention during the review before the test.

e. Are there circumstances/conditions that should be considered when noting the poor achievement of students who demonstrated little or no gains?

The student that scored the lowest on his posttest has a learning disability. Kaylyn scored fairly well on her test, but could have scored better had she been present all 5 days.

Day 1 Lesson

Name: Leigh Hemmings Date: 11/01/2013

School: Troy Elementary Grade Level: 1st

Teaching Strategy: Inquiry/Cooperative Learning Time Required: 1 Hour

I. Subject/Content Area

a. Social Studies/Diversity

b. English Language Arts/Fact or Fiction

II. Course of Study

a. Social Studies 1.11) Identify traditions and contributions of various cultures in the

local community and state.

b. English Language Arts 1.5) Explain major differences between books that tell

stories and books that give information, drawing on a wide reading of a range of

text types.

III. Concepts

a. Diversity in Alabama and America.

b. Identify when the information in a book is fact or fiction.

c. Vocabulary

i. Diversity- showing a great deal of variety; very different

ii. Fact- something that is known or proved to be true

iii. Fiction- something that is invented or untrue

iv. Event- a thing that happens or takes place, especially one of importance

v. Celebration- acknowledge a significant or happy day or event with a social

gathering

vi. Tradition- a way of thinking, behaving, or doing something that has been

used by the people in a specific group or family or a long period of time

IV. Behavioral Objectives: TSWBAT

a. S.S.B.O.1. Distinguish that everyone is different in their own unique way.

b. S.S.B.O.2. Identify holidays and traditions celebrated in Alabama and within the

community.

c. E.L.A.B.O.1. State the difference between fact and fiction.

d. E.L.A.B.O.2. Identify if the book gives details that are fact or fiction.

V. Evaluation

a. Social Studies 1.11 and English Language Arts 1.5: The teacher will informally

evaluate the students by observing, listening and making notes of answers that she

receives from students to determine if they retained the information regarding

diversity and the type of information we gain from different books.

VI. Materials

i. Whoever You Are by. Mem Fox

ii. M&M’s

iii. Paper towels (1 for each student)

iv. Pretest (1 copy)

v. Construction Paper (2 sheets per child)

vi. Glue

vii. Tape

viii. Poster Board

ix. Scissors

x. Markers/Crayons

VII. Teaching/Learning Procedures

a. Motivation

i. The students will come to the front of the classroom and gather around the

teacher. The students will pair off with their peer partners and the teacher

will explain what the class will do that day.

ii. Hook: The teacher will administer the pretest in the form of a discussion.

iii. State the objective of the day to the students. Explain to student’s, “By the

end of the day you will be able to state if a story is providing facts or

fiction and be able to describe diversity within the community.”

b. Instructional Procedures

i. The teacher will pass out a paper towel and bag of M&M’s to each

student.

ii. The teacher will have the students take note of the different colors of the

M&M’s on their paper towel. The student’s will then look at the inside of

the M&M.

iii. Students will discuss with the teacher how each M&M looks different on

the outside, but looks the same on the inside. The teacher will then discuss

the term “diversity” with the class.

iv. The teacher will then lead the students in a Picture Walk of Whoever You

Are and then read the book aloud to the class.

v. The class will then discuss with the teacher if the information in the book

is facts or fiction.

vi. Students will complete a poster using their handprints to illustrate

diversity.

c. Closure

i. Ask the students’ questions based on the objectives they have learned, “Do

we all have an understanding of how important diversity is and that it is ok

to be different?”

ii. “Is it important to pay close attention to see if the stories we read are fact

or fiction? Why or why not?”

iii. Ask students if they can relate to a character in the book and why.

iv. Give students something to look forward to for the next class: Next time

we meet, we will talk about a fun holiday we all celebrate and make a

craft, but you have to come to find out which holiday!”

VIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)

a. EF: There should be no early finishers.

b. EN: Have the student’s research traditions or holidays in surrounding

communities and compare those with the ones their community celebrates has

optional homework. Let students that this will not be for a grade, but if they

would like to complete the research they can begin our review the next class day

by letting us know what they found in their research.

c. REM: Help the students who struggled to answer the questions in the pretest and

that are struggling with the difference in fact or fiction at the end. Have fact and

fiction scenarios ready to go over with students for extra practice.

d. Modifications/Accommodations:

i. If a student is allergic to chocolate they can use skittles.

ii. Students who need extra attention: Have fact and fiction scenarios ready to

go over with students for extra practice.

IX. Professional Reflection

The students were active and engaged during the pretest. I was able to gather that the

students had prior knowledge of the terms fact and fiction, but did not know the meaning

of diversity. The students thoroughly enjoyed the book and the activities. They were able

to explain how the activities connected to our main term for the unit, diversity.

Troy University

Department of Teacher Education

Lesson Plan: Day 5

Name: Casey Evans Date: 11/13/13

School: Troy Elementary Grade Level: 1st

Teaching Strategy: Posttest/Cultivating Learning Activity Time Required: 1 ½ Hours

I. Subject/Content Areaa. Social Studies/Diversityb. English Language Arts/Fact or Fiction

II. Course of Studya. Social Studies 1.11) Identify traditions and contributions of various cultures in the

local community and state.b. English Language Arts 1.5) Explain major differences between books that tell

stories and books that give information, drawing on a wide reading of a range of text types.

III. Conceptsa. See days 1-4

IV. Behavioral Objectives: TSWBATa. S. S. O. 1: Engaged in celebrating each holiday using centers.b. S. S. O. 2: Show their understanding of the entire unit by completing a posttest in

written form. c. E. L. A. O. 1: Circle “Fact” or “Fiction” to a question testing their knowledge on

whether literature is fact or fiction in the posttest. V. Evaluation

a. Social Studies 1.11 and English Language Arts 1.5: The teachers will formally assess the students by administering a posttest to test their comprehension of the unit as a whole. The posttest will include questions to test the student’s knowledge of whether a book is fact or fiction as well as questions testing their knowledge on each individual holiday that was taught. The teachers will informally observe the students during their centers to determine whether the students are enjoying each holiday’s celebration.

VI. Materialsa. Thanksgiving Center: Pinecone Turkeys

i. Pinecones (20)ii. Orange, yellow, red construction paper for hand prints

iii. Brown construction paper for beaksiv. Two googley eyes per student

v. Elmer’s glue b. Cinco De Mayo: Hat Dance

i. Sombreros (6) ii. Laptop for playing music

c. Christmas: Secret Santa Gift Swapi. Tissue paper

ii. Dollar Tree gift bags iii. Gifts from Dollar Tree (20) iv. Markers/Pencilsv. Paper

vi. Slips of paper with each child’s name in a cupvii. Handwriting paper

d. Hanukkah: Making Dreidels i. Paper printout

ii. Scissorsiii. Glue sticksiv. Colored pencils

e. 4th of July: Making fireworksi. Pipe cleaners

ii. Red, white, and blue paintiii. Black paperiv. Paper platesv. Baby wipes

vi. Q-tipsvii. Pencils

viii. Handwriting paperix. Paintbrushes

f. Posttest: written test VII. Teaching/Learning Procedures

a. Motivationi. The teachers will lead the class in a group discussion by asking the class

as a whole questions about what they learned throughout the unit. Some of these questions will include, “What are the five holidays that you learned about this week?” “Which holiday was your favorite to learn about and why?” “What is one interesting fact you learned this week?”

ii. After the group review, the posttest will be administered to the class as a whole. Since these students are first graders and some of them cannot read, the teacher will read each question and all of the choices to the class as they take the test together. It will still be up to each student to individually circle an answer on his or her own paper.

b. Instructional Procedures

i. The teacher will explain that the students are going to participate in centers around the classroom. These centers are constructed in the same manor as their reading centers so that the students will not be confused.

ii. Each teacher will be in charge of one center and giving specific instructions to that center where the students will celebrate one holiday that was taught in class.

1. Megan Hunt: Hanukkah a. The students will decorate and construct their own dreidels.

2. Casey Evans: Christmasa. The students will draw one of their classmate’s names from

a cup. They will then chose a “present” from a box to wrap for that specific classmate they drew. All of the presents will be the same so that there will be no arguing. They will decorate the box and write one sentence of something they like about that classmate. When it is time for the students to rotate, they will leave their gifts at this center. At the end of the day, the students will give their gifts to their Secret Santa.

3. Breanna Himes: Cinco De Mayoa. The students will have the opportunity to wear a sombrero

and learn how to do the Mexican Hat Dance. 4. Leigh Hemmings: Thanksgiving

a. The students will create a turkey from a pinecone. The students will have already cut out their handprints on an earlier day in the unit for this activity. They will glue the handprint to the pinecone and decorate the pinecone with googley eyes and a beak. They will also write one thing they are thankful for on the handprint.

5. Lauren Parker: Fourth of Julya. The students will have a piece of paper where they will

write one sentence telling something that they do to celebrate the fourth of July. Then the students will decorate the paper with fireworks using paint.

iii. The students will rotate from each of the five centers in their normal routine every ten minutes. (50 min).

c. Closurei. The teacher will thank the students for participating and being such good

learners. ii. The students will do their Secret Santa gift swap.

iii. The students will be instructed to put each of their crafts from their different centers into a bag to be able to take home.

iv. The students will pack up for dismissal.v. The teachers will clean up the centers.

VIII. Supplemental Activities (Early Finishers, Enrichment, Remediation) a. EF for the posttest: The students will be asked to sit quietly until the teacher

moves on to the next question.b. EF for centers: There should be no early finishers.c. EN: Ask the students to go home and explain their projects and crafts to their

families. Encourage them to share what they learned over the unit with their families.

d. Modifications/Accommodations: Come along side the students that are having trouble reading the posttest even with it being read aloud to them. Make sure these students know what they are answering.

IX. Professional Reflection a. I loved being able to teach this lesson. I wish that I had been able to teach more

than just give the students a test. However, it was such a great learning experience to see how Mrs. Bolger managed her class, and to be able to mimic her procedures. It was really rewarding to see the students respond and to encourage them in their obedience. I loved the students that we taught. That definitely made the experience enjoyable.

b. One thing that I could have done better was to be more organized in rotating the students through each different center. It was hard to give Megan, Lauren, Leigh, and Breanna a two-minute warning before we rotated. I wanted them to have time to finish up their center so it was difficult to have a set time to rotate.

Day 2 Lesson

Name: Breanna Himes Date: 11/04/2013

School: Troy Elementary Grade Level: 1st

Teaching Strategy: Inquiry/Cooperative Learning Time Required: 1 ½ Hours

I. Subject/Content Area

a. Social Studies/Diversity

b. Language Arts/Compare and Contrast

II. Course of Study

a. Social Studies 1.11) Identify traditions and contributions of various cultures in the

local community and state.

b. Language Arts 1. 32) Ask and answer questions about key details in a text read

aloud or information presented orally or through other media.

III. Concepts

a. Diversity in America

b. Compare/Contrast

IV. Behavioral Objectives: TSWBAT

a. S.S.B.O.1. Students will learn about the pilgrims, Native Americans, the First

Thanksgiving, and Thanksgiving now and will be able to compare and contrast

them.

b. S.S.B.O.2. Students will recognize that the United States are made up of cultures

other than their own.

c. E.L.A.B.O.1. Distinguish the differences between the First Thanksgiving and

Thanksgiving now.

d. E.L.A.B.O.2. Distinguish the differences between Cinco de Mayo being

celebrated in Mexico and the United States.***

e. E.L.A.B.O.2. Compare and contrast the viewpoints of the Mexican and French

sides.***

V. Evaluation

a. Social Studies 1.11 and English Language Arts 1.8: The teacher will informally

evaluate the students by observing, listening and making notes of answers that she

receives from students to determine if they retained the information regarding

Thanksgiving and Cinco de Mayo.

VI. Materials

i. Pictures relating to Thanksgiving and Cinco de Mayo

ii. Colored beads

iii. String

iv. white board/chalk board

v. chalk/dry erase marker

vi. sugar cookie

vii. dots

viii. sprinkles

viiii. icing

VII. Teaching/Learning Procedures

a. Motivation

i. Hook: Pictures will be placed all around the classroom of things relating

to Thanksgiving and Cinco de Mayo. I will ask the students to guess what

we will be learning about in class today.

ii. State the objective of the day to the students. Explain to student’s, “By the

end of the day you will be able to compare and contrast the First

Thanksgiving and Thanksgiving now and compare and contrast the

celebration of Cinco De Mayo in the United States and in Mexico.”

b. Instructional Procedures

i.  The teacher will ask the students to brainstorm some holidays with which

they are familiar with and the activities that go with these celebrations.

Ask students if they know why we celebrate these holidays in the way we

do. The teacher will ask the students to look around the classroom and

think of what they could be learning about today. Encourage the students

to raise their hands and guess what we will be talking about.

ii. Ask students what they already know about Cinco de Mayo and what

they want to know. Ask students what they already know about Cinco de

Mayo and what they want to know. Tell them to record it every time they

learn something new about these holidays.

iii. The teacher will teach about the First Thanksgiving and Cinco de Mayo.

iv. Have students write a list comparing and contrasting Cinco de Mayo and

Thanksgiving to see if they can figure out why Cinco de Mayo is often

compared to Thanksgiving.

v. Students will discuss with the teacher how they thought Mexico and the

United States celebrated Cinco De Mayo differently. They will also

discuss how the First Thanksgiving and Thanksgiving now differ. The

teacher will create a Vinn Diagram on the board for each of the holidays.

vi. The students will make a bracelet that represents the First Thanksgiving.

c. Closure

i. Re-state the objective the students learned, “Now we all have an

understanding of how Cinco De Mayo and Thanksgiving has changed over

time. We also understand how they came about.”

ii. Ask students how they might celebrate Cinco De Mayo or Thanksgiving.

iii. Give students something to look forward to next time we meet, we will

talk about another really fun holiday!”

VIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)

a. EF: There should be no early finishers.

b. EN: Have the students make sombraros using sugar cookies, sprinkles, and dots.

c. REM: Let students who are struggling to compare and contrast the holidays by

pairing them with another student.

IX. Professional Reflection

Thanksgiving Story Retelling Bracelet

       

Use these colored beads to retell the story of the first Thanksgiving.

First brown bead represents the Pilgrims leaving England for religious freedom Next white bead represents the sails on the Mayflower 3 blue beads for the long trip over the ocean 1 green for when they spy land 3 white (or clear glitter) for the snow during the long winter 1 green for the arrival of spring 1 tan for the Native Americans who helped the Pilgrims 4 beads for the foods served at the first Thanksgivingo 1 red for cranberries,o 1 yellow for corno 1 brown for turkeyo 1 orange for pumpkins

Name: Megan Hunt Date: 11/11/2013

School: Troy elementary Grade Level: 1st

Teaching Strategy: Direct Instruction Time Required: 1 Hour

1. Subject/ Content Area a. Social Studies/Diversityb. English Language Arts/Fact or Fiction

2. Course of Studya. Social Studies 1.11 – Identify traditions and contributions of various cultures in the local

community and state. b. English Language Arts 1.5) Explain major differences between books that tell stories and

books that give information, drawing on a wide reading of a range of text types. c.

3. Conceptsa. Diversity of celebrations in Alabama and America.b. stocking, ornament, nutcracker, wreath, nativity scene characters, candle, menorah,

jelly doughnut, dreidelc. Identify when the information in a book is fact or fiction.

4. Behavioral Objectives: TSWBAT a. S.S.B.O.1. Recall previous information about Christmas and Hanukkah. b. S.S.B.O.2. Distinguish the main qualities of Christmas and Hanukkah as found in

literature.c. S.S.B.O.3. Write/Draw the characteristics of these holidays you learned. d. S.S.B.O.4. Create a visual representation of your favorite part of the lesson.e. E.L.A.B.O.1. Describe the differences between fact and fiction. f. E.L.A.B.O.2. Identify if the book gives details that are fact or fiction.

5. Evaluationa. S.S.B.O.1. Teacher has students tell peer partners about their experiences with the two

holidays. b. S.S.B.O.2. Teacher reads the two books about the holidays and directs their attention to

key components of their history and traditions.c. S.S.B.O.3. The teacher will summarize the main ideas behind the holidays and guide

students in drawing their interpretation of each day. d. S.S.B.O.4. The teacher will then allow the students to demonstrate their understanding

of the concept by creating a visual representation of their favorite part of the lesson.e. E.L.A.B.O.1. The teacher will ask the students to recall what fact and fiction mean. After

students give their answers, she will summarize the definitions of fact and fiction.

f. E.L.A.B.O.2. After reading each book, the teacher will ask the students whether the entire book is fact or fiction. Then she will ask them to identify any specific factual or fictional parts of the books.

6. Materials a. Booksb. Scratch Magic Note Cubes cut into the shapes of a dreidel and a candy cane for each

studentc. Laminated symbols representing themes from Christmas and Hanukkah

7. Teaching/Learning Proceduresa. Motivation

i. Hook: Discuss December 25th and its relevance to the students. Ask what all holidays they know of that are celebrated on that day.

ii. State the objective “Today we are going to see how Americans can celebrate two different holidays, Christmas and Hanukkah.”

b. Instructional Procedure:i. Read the book ____.

ii. In the book there is a part where the teacher is supposed to tell the Hanukkah story. At this point explain the history of Hanukkah to students.

iii. Discuss the difference between Hanukkah at its origin and Hanukkah now. iv. Each student will take one of the candle shaped Scratch Magic pieces and

scratch 9 candles onto it, representing the 8 days of Hanukkah and the ‘friend’ candle.

v. Now read ____.vi. In the book where the teacher tells the Christmas story, explain the story to

students. vii. Discuss differences between Hanukkah and Christmas. Explain the diversity

aspect of the day – different people celebrate the same day in different ways because of their backgrounds.

viii. Now students will take the candy-cane shaped Scratch Magic pieces and scratch stripes onto the cane.

ix. Now hold up the laminated objects in front of the class and have students hold up one finger if the object is related to Christmas, two if it is related to Hanukkah, and three if it has to do with both holidays.

c. Closurei. Re-state the diversity of different holidays celebrated on the same day in

America. ii. Ask students what Hanukkah celebrates, how many days it lasts, and what are

things people do to celebrate Christmas. iii. Something to look forward to – tell students that next time they will be learning

about a holiday that all Americans celebrate together. 8. Supplemental Activities (Early Finishers, Enrichment, Remediation)

a. EF: Early finishers had the opportunity to write down the facts about Hanukkah they learned.

b. EN: Enrichment students would be able to create their own story of how they would celebrate Hanukkah or Christmas.

c. REM: The five of us were able to walk around the class and help students who were having trouble making the nine candles.

d. Modifications/Accommodations: If special need students have low motor skills, we would provide assistance for scratching with a toothpick. Students that are not allowed to do Christmas or Hanukkah related activities could sketch on a blank Scratch Magic pad.

9. Professional Reflection

I was very impressed with the students retaining of the information I taught them. On the last day

when I asked them questions they remembered the key facts about the holidays. Being the first lesson I

have taught, the most difficult part to me was staying on track when the students would ask me

distracting questions, it was hard to ignore them and move on! However they were great and I enjoyed

teaching them. In the afternoon it is difficult for the students to focus but using Mrs. Bolger’s classroom

management procedures, such as calling out ‘classy!’ so that the students responded saying ‘yesy!’,

helped to maintain control. I loved seeing how much Mrs. Bolger’s students loved and respected her, it

inspired me to imitate many of her attributes.

Day 4 Lesson

Name: Lauren Parker Date: November 8, 2013

School: Troy Elementary Grade Level: First Grade

Teaching Strategy: Inquiry/Compare and Contrast Time Required: 1 Hour

I. Subject/Content Area

a. Social Studies/ Diversity

b. English and Language Arts/ Fact and Fiction

II. Course of Study

a. Social Studies 1.11) Identify traditions and contributions of various cultures in

the local community and state.

b. English Language Arts 1.5) Explain major differences between books that tell

stories and books that give information, drawing on a wide reading of a range of

text types.

III. Concepts

Independence Day- a holiday celebrating the beginnings of a nation's

independence; especially : July 4 observed as a legal holiday in the U.S. in

honor of the adoption of the Declaration of Independence in 1776

Independence- freedom from outside control or support

Celebration- to observe in some special way (as by merrymaking or by staying

away from work)

Diversity- showing a great deal of variety; very different

Fact- something that is known or proved to be true

Fiction- something that invented, made up, or untrue

Independence-to be separated from or apart from

IV. Behavioral Objectives: TSWBAT

a. S.S. B.O. 1 Understand the Who, what, when, where, why, and how of the

celebrating of the Fourth of July.

b. S. S. B. O. 2 Compare and contrast Fourth of July celebrations from the past and

present

c. S.S.B.O. 3 Determine that though we are diverse, all Americans celebrate the

Fourth of July.

d. E. L. A. O. 1 Understand the meaning of Facts by using primary sources of Fourth

of July celebrations from the past and present

e. E.L. A. O. 2 Understand the meaning of fiction by using secondary sources of

Fourth of July celebrations from the past and present.

V. Evaluation

1. Social Studies 1.11 and English Language Arts 1.5: The teacher

will informally evaluate the students by observing, listening and

making notes of answers that she receives from students during

class discussion and during the review question time at the end of

the lesson.

VI. Materials

24 birthday hats

1 Prop bag

Fake firecracker

Picture of the United States

Flag

USA letters

Red, white, and blue streamers

Star cutouts

Pictures of past 4th of July celebrations

Pictures of current 4th of July celebrations

A Venn Diagram

20 pieces of white cardstock

20 small squares of blue construction paper

White paint

20 cotton swabs

Red inkpads

Baby wipes

Pencils

Paper plates

VII. Teaching/Learning Procedures

a. Motivation

i. The teacher will begin by having a discussion with the students on the

floor reviewing the holidays of Thanksgiving, Cinco de Mayo, Christmas,

and Hanukkah. She will ask the students which cultures celebrate which

holiday. The teacher will then review the definition of diversity. She will

then ask the students to pair and share with their partner about the

definition of fact and fiction.

ii. Hook: The teacher will pass out one party hat to each student. She will tell

the students that they are having a birthday party today, but they must

figure out who they are having the birthday for. The teacher will bring out

a prop bag and tell the students that they must figure out whose birthday

they are going to celebrate by the items that are in the bag: a fake

firecracker, a picture of the United States, a flag, USA letters, Red, white,

and blue streamers, and star cutouts. As the teacher pulls out each item

from the bag, the teacher will ask the students to identify each item and

discuss what the object tells us. After all objects have been presented, the

teacher will ask the students to guess who the birthday party is for? The

teacher will explain to the students that today we are celebrating

America’s birthday which is also known as the Fourth of July. She will

explain that ALL Americans celebrate the Fourth of July.

iii. State the objective of the day to the students. The teacher will explain to

the students that today we will discuss the Fourth of July, the reason why

Americans celebrate, and how Americans celebrated the holiday in the

past and present. She will also explain to students that they will use

pictures to be able to distinguish facts about the Fourth of July from

stories that people tell about the Fourth of July (fiction).

b. Instructional Procedures

The students will be asked to return to their desk. The teacher will share

with the students that today we are going to talk about the way people

hundreds of years ago celebrated the Fourth of July and how we celebrate

this holiday today. The teacher will ask the students to share ways that

they celebrate the Fourth of July. The students will each be handed a

picture of different examples of Fourth of July celebrations from the past

and present.

The teacher will explain that each picture represents a FACT about how

celebrating the Fourth Americans celebrate the Fourth of July in either the

past or present. She will also explain that some of these pictures are facts

because they are true pictures of real-life celebrations. However, other

pictures are considered fiction because they come from someone’s

imagination of the Fourth of July.

The teacher will give examples. She will ask the students to closely

examine their picture to determine what tradition their picture represents

and whether it took place in the past or present.

The teacher will show an example of both a factual picture and a fictional

picture.

The teacher will call each student up to the front of the room to share with

the class what their picture is of and whether it is from the past or present.

She will ask students to explain how they know the picture is from the past

or present.

The student will then be asked to come place his or her picture in the

correct spot on the venn diagram (either past or present). After each

student has shared with the class and placed his or her picture on the venn

diagram, the teacher will place the pictures in the both category and

explain to students that both in the past and present, Americans had

picnics, parades, and watched fireworks to celebrate the fourth of July.

The teacher will then explain to the students that they are going to make

an American Flag to celebrate the Fourth of July because it is a symbol

that is flown everywhere during the Fourth of July.

Students will then each be given a half sheet of white cardstock. The

teacher will show the students an example and explain that the blue part of

the flag has already been painted for them.

She will then ask the students “How many stars are on the flag?”. The

teacher will show the students that they are going to paint the stars on their

own flag using white paint and a cotton swab. She will demonstrate.

She will then tell the students that they are going to make the stripes of the

flag using their thumb fingertips and red stamp ink. She will demonstrate.

The teacher will have the students examine their thumb print and that of

their neighbor. The teacher will ask them to tell her what is different about

them? She will explain that our fingerprints are something that make us all

diverse because each one is different. She will emphasize the fact that

though we are all diverse and have different fingerprints, we are all

Americans and we all celebrate the Fourth of July.

The students on the left half of the room will then be given a cotton swab

and a paper plate with white paint (one for every two students). They will

be instructed to paint 5 rows of ten white dots with their cotton swab. The

right half of the room will begin making red stripes with their fingerprints

during this time.

One ink pad for every two students will be passed out and students will be

instructed to press their thumb only firmly in the ink pad and then press it

on the cardstock, one beside the next to make a stripe. The students will

make four – five stripes on their flags. The two sides will then switch and

the left side will use the ink pads to make stripes and the right side will be

given cotton swabs and paint to make stars. After completion, the students

will set their flags at the back of the room to let them dry.

c. Closure

i. Ask the students review questions based on the lesson. Take formative

assessment to see who is understanding and who isn’t based on answers to

the questions. The teacher will call on students at random to answer

questions.

1.What holiday did we discuss today? The Fourth of July

1. Who celebrates The Fourth of July? All Americans

2. What is another name for The Fourth of July? Independence Day

3. What does the date July 4, 1776 stand for? The day The

Declaration of Independence was adopted

4. What country did The United States receive independence from?

Great Britain

5. What is one way that Americans in the past celebrated The Fourth

of July?

6. What is another way that Americans in the past celebrated The

Fourth of July?

7. What is one way that Americans celebrate The Fourth of July in

the present?

8. What do we celebrate on the 4th of July? Independence Day

9. What makes a picture a fact? It is a picture of something that

actually happened.

10. What makes a picture fiction? It is from the author’s imagination

ii. Pass out a cupcake to each student to celebrate America’s Birthday with

Birthday cake.

iii. Give students something to look forward to for the next class: Next time

we meet, you will get to celebrate every holiday we have discussed this

past week and we have lots of surprises!

VIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)

a. EF: There should be no early finishers.

b. EN: Have the students write a story about a way their family celebrates the Fourth

of July. Have the student identify whether it is a fictional story or a factual one.

c. REM: Have extra copies of photos to show to students who are not understanding

how to determine between past and present or fact and fiction. Help these students

to understand what makes a picture past and present or fact and fiction.

d. Modifications/ Accommodations:

i. If a student does not want to use paint or ink they may use crayons or marker

to draw the stripes and stars on the flag.

ii. Some students may need help identifying between past and present on the

venn diagram.

IX. Professional Reflection

Overall, I believe the lesson went very well. The students really enjoyed the prop bag

and were excited to see what was inside. I should have had somewhere to display the

objects once I took them out of the bag because some students began fighting on who

would hold which object. All of the students seemed to have retained knowledge from

the lesson before mine and were easily involved in my lesson. It was a lot of fun to

see students excited about learning. The students enjoyed examining the primary and

secondary documents and most were able to identify whether their picture was from

the past or present. The only real problem I encountered was that some students

began to lose interest after students began coming to the front to share about their

picture. I had to cut out completing the compare part of the Venn diagram because the

students were growing restless. From my formative assessment during my review

questions I was able to see that most students had paid attention and had learned

something new about the Fourth of July and how Americans celebrate it. The students

all participated in the craft and seemed to really enjoy being able to use their hands to

decorate something. I loved teaching this lesson but I did not realize how much time

it would take to write and prepare for an integrated lesson plan. Next time, I will allot

more time for planning and will not take on so much in one lesson.