Unit Plan Sarah DAngelo st 1 Grade M.

. Betts Start: Wednesday, March 12th End: Wednesday, April 19th (Culture Fest)

Countries Unit
Essential Questions: - Why is it important to study other cultures? - What can we learn from other cultures? - How is American shaped by other cultures and traditions from around the world? Enduring Understandings: - Everyone in the United States (besides the Native Americans) were immigrants at some point - All countries have different cultures and traditions that make them unique

Key Vocabulary: - Culture - Traditions - Immigrants - Ancestors

Common Core: - CCSS.ELA-Literacy.RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. - CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas.

Unit Launch Wed. March 12th On bulletin board large cut outs of each continent, key vocabulary words (as we continue with the lesson, I will add a string/name to each country each student is studying) - Explain unit We are going to be starting a new unit on countries! Each of you is going to choose a country to become an expert about. In April, we will be having a Culture Fest at the Pepin School and your families and friends will be able to come see all the work you have done about your countries! - Show my example poster point out things everyone will include on their posters - Chart paper go over vocab words, create definitions together - While I read this book, I want you to think about why it might be important to learn about other cultures around the world? Read text Same, Same but Different - Brainstorm together why learning about other cultures is important Assign countries Thoughts about assessment moving forward: o A rubric including: - Ability to find the continent the country is located on a map - Proof of enduring understandings - Evidence of essential questions - Knowledge of vocabulary - Concept of what it means to research something (i.e. not copy directly from text)

Objective: provide modeled instruction on the food section of their research booklets, allow students to continue independent research on their countries project with guidance

Research Lesson Three Countries Unit Food Monday, March 24th, 2014 Lesson Plan written by: Sarah DAngelo

Materials (at rug): - My countries research booklet - Welcome to My Country Australia - Chart paper
Materials (individual work time): - Research books - Countries texts - Crayons/pencils

Common Core Standards: - CCSS.ELA-LITERACY.RI.1.1: Ask and answer questions about key details in a text - CCSS.ELA-LITERACY.RI.1.5: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text - CCSS.ELA-LITERACY.RI.1.10: With prompting and support, read informational texts appropriately complex for grade 1 - CCSS.ELA-LITERACY.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

Lesson Sequence roughly 30 minutes 1. Gather students on rug explain as they come over that we are going to continue our country research and are going to be looking at the foods in our countries 2. Once everyone is gathered, do short review Since I was not here all last week because of my vacation, can any of you share with me what you learned about your country while I was gone? take several hands 3. Model explicitly show students how I use the table of contents to find the food section, read aloud create larger model of their research page on chart paper take some notes based on information in the text *Note: make a point here to discuss why we do not want to copy directly from the text take some suggestions about why it might be important for us to use our own wording instead of exactly what the book says 4. Revisit essential questions: How is American shaped by other cultures and traditions from around the world? Ask students to think about if the foods that are popular in their country are eaten in America 5. Dismiss students to tables to work take questions as they arise and make sure to assist students whose books have a slightly different format from the Welcome to My Country texts