2 + 3 Method for Integrating Common Core Standards
Holiday Traditions Project
Content Connection: Social Studies VSC Indicator: 2A1a Use fiction and non-fiction to compare the elements of several cultures and how they meet the human needs for clothing, shelter, recreation, education, stories, art, music, and language
Social Studies VSC Indicator: 2B1a Use non-fiction to identify and discuss examples of how communities borrow and share from other cultures
Major RI.3.2 Determine the main idea of a text, print or visual; recount the key details and explain how they support the main idea.
Assessments Organizer for notes (includes topic sentence and details) Scoring rubric: Topics and Paragraphs
Major R.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
Assessment Accurate use of vocabulary in both text and illustrations on project Scoring rubric: Vocabulary
Major RI.3.4 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Assessment Scoring Rubric: Topics, Paragraphs, and Vocabulary Minor W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension
Assessment Scoring Rubric: Topic, Paragraphs, and Illustrations Minor W.3.2.b Develop the topic with facts, definitions, and details Assessment Scoring Rubric: Topics, Paragraphs, Vocabulary, and Illustrations
Learning Activity/Assessment Schedule Day 1
I can use text features and search tools on a computer to locate information on a topic (Holiday Traditions).
HOQ: How does learning about holiday traditions of other cultures enrich our understanding of people in our world? Reading:
1) Introduce the Holiday Traditions Project, Scoring Rubric, and Group Norms Score. 2) Give a brief description of each holiday so they can decide as a small group of a holiday for the group to research. 3) Give groups time to decide on a holiday and a project (mobile, poster, or booklet). 4) Have students decide on a category to research and record on the Group Norm paper. 5) Explain the note taking tools provided (based on box and bullets). Model how to use the tool. 6) Review paraphrasing. 7) Show students how to access Jog the Web. Day 2
I can use text features and search tools on a computer to locate information on a topic (Holiday Traditions).
HOQ: How does learning about holiday traditions of other cultures enrich our understanding of people in our world?
Reading: 1) Review the Holiday Traditions Project and Scoring Rubric. 2) Have students read over the Group Norms so that they can make sure they are following them. 3) Review paraphrasing. 4) Review how to use the box and bullets organizer for taking notes. 5) Model how to turn the notes into a paragraph (in case any groups are ready for this today). 6) Model how to create a title for each category and how to correctly capitalize it. Writing: 1) Students (as a group) will use the organizer to outline their introduction. They will list the who, what, where, when, and why information about this holiday. 2) Then they will turn this into an introductory paragraph. Day 3
I can determine the main idea of a text and find key details to support this main idea.
HOQ: How does learning about holiday traditions of other cultures enrich our understanding of people in our world?
Reading: 1) Review the Holiday Traditions Project and Scoring Rubric. 2) Have students read over the Group Norms so that they can make sure they make sure they are following them. 3) Tell students that today they should be focusing on creating their final project. Their notes should be taken by now. Writing: 1) Students will turn their notes into paragraphs and combine their paragraphs into a project. Remind them that they need to include a title for the project and titles for each category.
Social Studies: 1) Students will read nonfiction texts and websites Day 4
I can determine the main idea of a text and find key details to support this main idea.
HOQ: How does learning about holiday traditions of other cultures enrich our understanding of people in our world?
Reading: 1) Review the Holiday Traditions Project and Scoring Rubric. Social Studies: 1) Today, students will focus on creating an object that represents their holiday (example: Create a 2- D or 3-D dreidel to represent Hannukah). 2) Students will work together to create the object and then practice presenting to the class what the object is, what it represents, and why it is important to the holiday. Writing: 3) Students should be able to use their group project and lift part of their text to explain what the object is, what it represents, and why it is important to the holiday. 7) Students can begin taking notes using the websites on Jog the Web and the non- fiction booklets provided (from Reading a z). Writing: 1) Students begin taking notes using the box and bullet organization tool. Social Studies: 1) Students will read nonfiction texts and websites about holiday traditions. 3) Only after the introductory paragraph is written will students research their individual topics. Students can then continue taking notes on their topic. 4) If ready, students can turn notes into a paragraph. Social Studies: 1) Students will read nonfiction texts and websites about holiday traditions. about holiday traditions. Day 5
I come to a discussion prepared to share what was discovered about my topic.
HOQ: How does learning about holiday traditions of other cultures enrich our understanding of people in our world?
Reading: 1. Before presenting their projects, give groups an opportunity to self-score their projects. Social Studies: 1. Students will present their projects to the class.