Unit 2: People in Communities

Lauren Salter
Reading 3356
Spring 2015
Green Class

Multi-genre text sets are an important supplement to the material in a textbook that has
been provided by the school one is teaching at. All of the material that is required for a student to
learn is most likely not going to be present in a textbook; therefore, other books need to be used
by the teacher in order to cover all of the material along with covering the material on multiple
reading levels. This way all of the students are capable of learning all of the material whether
they are at, above, or below reading level for their specific grade. All of these books that are
chosen by a teacher should follow the information of the chapter they are working with and
should consist of different genres from fiction to non-fiction to possibly biographical books. Not
only is the purpose of a text set to meet the needs of all of the students or to find more books to
cover the information but also to cover all of the TEKS for example. All state requirements must
be fulfilled and one of the ways to complete these is to prepare a text set for the students.
A text set affects learning in a way that all of the students can learn all of the information
and also in a manner as to teach the information of a chapter. Each book could branch off of the
material in the chapter or what was not included in the chapter in order to cover all material. For
example my unit touches on the Civil Rights Act; therefore, I found a book describing what the
act was about along with a book about Martin Luther King Jr. so that the students could have a
deeper explanation as to what the Civil Rights Act was about and what this important part of
history was about. These books were also on different reading levels in order to allow a variety
of students to be able to comprehend the information given rather than just students who are on
grade level for their reading level. Without text sets, students would not be able to learn to their
fullest capabilities due to the fact that they would not possess the information or be reading at
their personal reading levels.

The unit I chose was titled People in Communities, and consists of two different
chapters titled People Move from Place to Place and Celebrations. I chose this unit in order
to work with the chapter about celebrations due to a wide range of activities that could be taught
and students could participate in. There are also several TEKS that are covered throughout this
unit that is required by the state of Texas for teachers to teach their students. Not only social
studies TEKS are covered in this unit, but also math, reading, and writing TEKS. Some of these
for example are SS TEKS 3.17A express ideas orally based on knowledge and experiences
which was covered in the books I Have a Dream based on Martin Luther King Jr.s speech and
his own personal experiences and SS TEKS 3.12A explain the significance of selected ethnic
and/or cultural celebrations as covered by Happy New Year: Kung-Hsi Fa-TsAi! Which
discusses the Chinese New Year. This unit and its theme are relevant to third grade children
because the TEKS state that third graders in Texas need to be taught these ideas of culture,
ethnicity, how people have changed communities, and why communities are formed to name a
few.

20 Text Set Books

1. A Giraffe Goes to Paris
Written by: Mary Tavener Holmes and John Harris
Illustrated by: Jon Cannell
The actual story of a giraffe named Belle who travels from Egypt to France with her
caretaker Atir. Belle is a gift from the Pasha of Egypt to the King of France.
Reading Level: Fourth Grade
Genre: Non-Fiction
Justification: Some of the main ideas in the chapter are migration, immigration, being
from a different place, and adjusting to new places, which are all represented in this book.
SS TEKS 3.10D identify ordinary people who exemplify good citizenship
SS TEKS 3.14A identify writers and stories from communities around the world
SS TEKS 3.18A use problem-solving process to identify a problem, gather
information, list and consider options, consider advantages and disadvantages,
choose and implement a solution, and evaluate the effectiveness of the solution
2. A Taste of Colored Water
Written by: Matt Faulkner
Abbey Finch told LuLu and Jelly about a colored water fountain she saw whenever she
went to the city. They then experiences their trip to the city, where they learn that the
colored water fountain was not what they expected especially after they saw people being
hosed down, protestors, and policemen.
Reading Level: Third Grade
Genre: Fiction
Justification: The unit discussed the Civil Rights Movement and people in a community
coming from a different place as discussed in this book.
SS TEKS 3.1A describe how individuals have changed communities
SS TEKS 3.3A use vocabulary related to chronology/past times
SS TEKS 3.4D identify and compare the human characteristics of selected regions
SS TEKS 3.10A identify characteristics of good citizenship such as responsibility
for the common good
SS TEKS 3.10C explain the importance of acts of civic responsibility, including
obeying laws
SS TEKS 3.11A give examples of community changes that result from individual
or group decisions
SS TEKS 3.16A obtain information about the community
SS TEKS 3.16C interpret print material by comparing and contrasting
3. A Time to Keep
Written by: Tasha Tudor
Grandma tells the story to her granddaughter about different holidays, celebrations, and
traditions her daughter experiences growing up month by month.
Reading Level: Second Grade
Genre: Fiction

Justification: National and personal celebrations and traditions are discussed in this book
along with the unit.
SS TEKS 3.3A use vocabulary related to chronology/past times
SS TEKS 3.12A explain the significance of ethnical and/or cultural celebrations
SS TEKS 3.12B compare ethnic and/or cultural celebrations
SS TEKS 3.16B categorize information
4. Calavera Abecedario: A Day of the Dead Alphabet Book
Written by: Jeanette Winter
Don Pedro creates paper mch skeletons for Da de los Muertos, which come to life to
depict the letters of the alphabet with different words in Spanish of different Mexican
cultural objects and symbols.
Reading Level: Third Grade
Genre: Non-Fiction
Justification: The book explains a celebration of Mexican culture.
SS TEKS 3.12A explain the significance of ethnical and/or cultural celebrations
SS TEKS 3.12B compare ethnic and/or cultural celebrations
SS TEKS 3.14B explain significance of individual artists and other examples of
cultural heritage to communities around the world
SS TEKS 3.16B categorize information
SS TEKS 3.16E interpret visuals including illustrations
5. Coming to America: The Story of Immigration
Written by: Betsy Maestro
Illustrated by: Susannah Ryan
This story tells about the beginning of immigration in America all the way up to
immigration today ranging from Native Americans to Ellis Island. The reasoning why
immigrants come to cane to America and what they were in search for.
Reading Level: Fifth Grade
Genre: Non-Fiction
Justification: This book shows symbolism, learning new customs, ethnic groups,
immigration, and moving to a new community, which were all discussed in the unit.
SS TEKS 3.1A discuss how individuals, events, and ideas have changed
communities
SS TEKS 3.2A identify reasons people have formed communities, including a
need for security, law, and material well-being
SS TEKS 3.3A use vocabulary related to chronology/past times
SS TEKS 3.3C describe historical times in terms of decades
SS TEKS 3.4D identify and compare the human characteristics of selected regions
SS TEKS 3.11A give examples of community changes that result from individual
or group decisions
SS TEKS 3.14A identify writers and stories from communities around the world
SS TEKS 3.16A obtain information about the community
SS TEKS 3.16B categorize information

SS TEKS 3.16C interpret visual and print material by identifying the main idea
and comparing and contrasting
6. Cowboy Rodeo
Written by: James Rice
Texas Jack, a jackrabbit, tells his first hand story of cowboys creating rodeo from
rounding up horses and cattle, roping, racing, cutting horses, and bucking bulls and
horses.
Reading Level: Fourth Grade
Genre: Fiction
Justification: Customs and livestock are both discussed in this book as they are discussed
in the unit of the textbook.
SS TEKS 3.1A describe how individuals, events, and ideas have changed
communities
SS TEKS 3.2A identify reasons people have formed communities, including a
need for security, law, and material well-being
SS TEKS 3.2B compare ways people in communities around the world meet their
needs for recreation/present
SS TEKS 3.3A use vocabulary related to chronology/past times
SS TEKS 3.4D identify and compare the human characteristics of selected regions
SS TEKS 3.11A give examples of community changes that result from individual
or group decisions
SS TEKS 3.14A identify writers and stories from communities around the world
SS TEKS 3.16A obtain information about the community, including historical and
geographic data about the community, with print and visual sources
SS TEKS 3.16B categorize information
7. Fiesta Babies
Written by: Carmen Tafolla
Illustrated by: Amy Crdova
Fiesta babies go to a parade and celebrate different cultural aspects of their Hispanic
culture.
Reading Level: First Grade
Genre: Fiction
Justification: Hispanic culture consisting of fiestas and dancing along with parades and
traditions are explained.
SS TEKS 3.12A explain the significance of ethnic and/or cultural celebrations
SS TEKS 3.12B compare cultural celebrations in the United States and other
nations
SS TEKS 3.14A identify artists and other examples of cultural heritage from
communities around the world
8. Gaston Goes to Texas
Written by: James Rice

Gaston migrates from Louisiana to Texas when a hurricanes winds carry him to west
Texas, where he experiences the life of a cowboy by riding broncos, taming mustangs,
lassoing and adapting to the life.
Reading Level: Second Grade
Genre: Fiction
Justification: Migration, moving to a new community, and learning new customs are all
discussed in the book along with the unit.
SS TEKS 3.1A describe how individuals have changed communities
SS TEKS 3.2B compare ways people in communities around the world meet their
needs for recreation/present
SS TEKS 3.4D identify and compare the human characteristics of selected regions
SS TEKS 3.16A obtain information about the community, including historical and
geographic data about the community, with print and visual sources
SS TEKS 3.16B categorize information
9. Gator Gumbo
Written by: Candace Fleming
Illustrated by: Sally Anne Lambert
Monsieur Gator is old and cannot catch an animal to eat like he used to and is tired of
eating vegetables. He decides to cook gumbo to lure in the animals who have been
taunting him to fall into the pot so he can eat them.
Reading Level: Second Grade
Genre: Fiction
Justification: Opportunity and traditional food are discussed in the book and the unit.
SS TEKS 3.4D identify and compare the human characteristics of selected regions
SS TEKS 3.12A explain the significance of ethnic and/or cultural celebrations
SS TEKS 3.12B compare cultural celebrations in the United States and other
nations
SS TEKS 3.18A use problem-solving process to identify a problem, gather
information, list and consider options, consider advantages and disadvantages,
choose and implement a solution, and evaluate the effectiveness of the solution
10. Gracias the Thanksgiving Turkey
Written by: Joy Cowley
Illustrated by: Joe Cepeda
Miguel gets a turkey as a present from his dad who is a truck driver. He tells him to fatten
the turkey up for whenever he gets to come home for Thanksgiving. Miguel becomes
friends with Gracias the turkey along with the rest of the community, gets kidnapped, is
returned by the police, brought to church, and gets to enjoy Thanksgiving alongside the
rest of the family rather than on the table.
Reading Level: Third Grade
Genre: Fiction
Justification: Ethnic groups and Thanksgiving as a celebration are described in the book
and the unit.

SS TEKS 3.2A identify reasons people have formed communities, including a

need for security, law, and material well-being
SS TEKS 3.4D identify and compare the human characteristics of selected regions
SS TEKS 3.12A explain the significance of ethnic and/or cultural celebrations
SS TEKS 3.12B compare cultural celebrations in the United States and other
nations
11. Gwangos Lonesome Trail
Written by: Justin Parpan
Gwango the dinosaur is trying to find a friend throughout the desert and every time he
finds someone to be friends with and accompany him it does not work out. This is until
Gwango ends up at a drive-in where he makes a friend and throws a party.
Reading Level: Fourth Grade
Genre: Fiction
Justification: Migration, moving to a new community, and where someone comes from
are all discussed in the book and the unit.
SS TEKS 3.2A identify reasons people have formed communities, including a
need for security, law, and material well-being
SS TEKS 3.4D identify and compare the human characteristics of selected regions
SS TEKS 3.10D identify ordinary people who exemplify good citizenship
SS TEKS 3.16A obtain information about the community, including historical and
geographic data about the community, with print and visual sources
SS TEKS 3.18A use problem-solving process to identify a problem, gather
information, list and consider options, consider advantages and disadvantages,
choose and implement a solution, and evaluate the effectiveness of the solution
12. Happy New Year: Kung-Hsi Fa-TsAi!
Written by: Demi
All of the parts of the Chinese New Year are discussed from the steps to prepare for the
celebration, describing the ancestors and heavenly beings, what occurs on the day from
planting trees to lights and lion dances, and also describing the animal zodiacs.
Reading Level: Fourth Grade
Genre: Non-Fiction
Justification: The Chinese New Year is mentioned in the unit.
SS TEKS 3.12A explain the significance of ethnic and/or cultural celebrations
SS TEKS 3.12B compare cultural celebrations in the United States and other
nations
SS TEKS 3.14A identify artists and other examples of cultural heritage from
communities around the world
SS TEKS 3.16A obtain information about the community, including historical and
geographic data about the community, with print and visual sources
SS TEKS 3.16B categorize information
SS TEKS 3.16E interpret visuals including illustrations
13. I Have a Dream

Written by: Martin Luther King Jr.

Illustrated by: Kadir Nelson
Dr. Kings speech I Have a Dream is illustrated.
Reading Level: Fourth Grade
Genre: Non-Fiction
Justification: The Civil Rights Act is discussed in the unit.
SS TEKS 3.1A describe how individuals have changed communities
SS TEKS 3.3A use vocabulary related to chronology/past times
SS TEKS 3.4D identify and compare the human characteristics of selected regions
SS TEKS 3.10A identify characteristics of good citizenship such as responsibility
for the common good
SS TEKS 3.10B identify historic figures who have exemplified good citizenship
SS TEKS 3.10D identify ordinary people who exemplify good citizenship
SS TEKS 3.11A give examples of community changes that result from individual
or group decisions
SS TEKS 3.11B identify examples of actions individuals and groups can take to
improve the community
SS TEKS 3.13A identify the heroic deeds of state and national heroes
SS TEKS 3.16A obtain information about the community
SS TEKS 3.16C interpret print material by comparing and contrasting
14. If America Were a Village: A Book About People of the United States
Written by: David J. Smith
Illustrated by: Shelagh Armstrong
This book puts into perspective what the village size would be for the population of
America by religion, age, language, where we are all from, etc.
Reading Level: Fifth Grade
Genre: Non-Fiction
Justification: Life in America and customs are discussed.

ELA TEKS 3.9I Represents information in charts

SS TEKS 3.1A discuss how individuals, events, and ideas have changed
communities
SS TEKS 3.2A identify reasons people have formed communities, including a
need for security, law, and material well-being
SS TEKS 3.4D identify and compare the human characteristics of selected regions
SS TEKS 3.16F use appropriate mathematical skills to interpret social studies
information such as graphs
15. Tatanka and the Lakota People
Illustrated by: Donald F. Montileaux
Tells the myth of the Lakota people and how they originated.
Reading Level: Fourth Grade
Genre: Non-Fiction

Justification: Ancestors, tradition, and storytelling being passed down are all discussed in
the book and the unit.
SS TEKS 3.12A explain the significance of ethnic and/or cultural celebrations
SS TEKS 3.12B compare cultural celebrations in the United States and other
nations
SS TEKS 3.14A identify artists and other examples of cultural heritage from
communities around the world
SS TEKS 3.16A obtain information about the community, including historical and
geographic data about the community, with print and visual sources
16. The Flag We Love
Written by: Pam Muoz Ryan
Illustrated by: Ralph Masiello
The American flag is discussed along with who makes our country what it is, parades,
and memorials to all explain America and show pride.
Reading Level: Fifth Grade
Genre: Non-Fiction
Justification: Symbols, ancestors, tradition, parades, and holidays for freedom are all
explained in the book and the unit.
SS TEKS 3.2A identify reasons people have formed communities, including a
need for security, law, and material well-being
SS TEKS 3.4D identify and compare the human characteristics of selected regions
SS TEKS 3.12A explain the significance of ethnic and/or cultural celebrations
SS TEKS 3.12B compare cultural celebrations in the United States and other
nations
SS TEKS 3.14A identify artists and other examples of cultural heritage from
communities around the world
SS TEKS 3.16A obtain information about the community, including historical and
geographic data about the community, with print and visual sources
17. The Great Migration: Journey to the North
Written by: Eloise Greenfield
Illustrated by: Jan Spivey Gilchrist
The story of Eloise Greenfield moving from North Carolina to Washington D.C. and the
story of Jan Spivey Gilchrists mother being born in Arkansas and her father being born
in Mississippi and their journey moving to Chicago.
Reading Level: Third Grade
Genre: Biography
Justification: The Great Migration is discussed in the book and the unit.
SS TEKS 3.1A describe how individuals have changed communities
SS TEKS 3.2A identify reasons people have formed communities, including a
need for security, law, and material well-being
SS TEKS 3.3A use vocabulary related to chronology/past times
SS TEKS 3.4D identify and compare the human characteristics of selected regions
SS TEKS 3.12A explain the significance of ethnic and/or cultural celebrations

SS TEKS 3.11A give examples of community changes that result from individual
or group decisions
SS TEKS 3.11B identify examples of actions individuals and groups can take to
improve the community
18. The Jazz Man
Written by: Karen Ehrhardt
Illustrated by: R.G. Roth
Story of a Jazz band and the nine musicians who make it up one describing each of them
one by one with the sounds and instruments they each play.
Reading Level: Third Grade
Genre: Biographical
Justification: Jazz and community celebrations were all described in the book and the
unit.
SS TEKS 3.4D identify and compare the human characteristics of selected regions
SS TEKS 3.12A explain the significance of ethnic and/or cultural celebrations
SS TEKS 3.12B compare cultural celebrations in the United States and other
nations
SS TEKS 3.14A identify artists and other examples of cultural heritage from
communities around the world
SS TEKS 3.16A obtain information about the community, including historical and
geographic data about the community, with print and visual sources
19. We Are America: A Tribute From the Heart
Written by: Walter Dean Myers and Christo Phermyers
The book provides an explanation of what it is like to be an American including our
monuments, flags and Native Americans.
Reading Level: Third Grade
Genre: Non-Fiction
Justification: Symbols are explained.
SS TEKS 3.2A identify reasons people have formed communities, including a
need for security, law, and material well-being
SS TEKS 3.4D identify and compare the human characteristics of selected regions
SS TEKS 3.12A explain the significance of ethnic and/or cultural celebrations
SS TEKS 3.12B compare cultural celebrations in the United States and other
nations
SS TEKS 3.14A identify artists and other examples of cultural heritage from
communities around the world
SS TEKS 3.16A obtain information about the community, including historical and
geographic data about the community, with print and visual sources
20. Voices of the Alamo
Written by: Sherry Garland
Illustrated by: Ronald Himler
Through different men and women, all sides of the battle of the Alamo are shown of the
lives and ideas of these men and women before, during, and after the battle.

Reading Level: Fifth Grade

Genre: Non-Fiction
Justification: The Alamo was mentioned as an example of ancestors and remembering the
past in the textbook.
SS TEKS 3.1A describe how individuals have changed communities
SS TEKS 3.3A use vocabulary related to chronology/past times
SS TEKS 3.12A explain the significance of ethnic and/or cultural celebrations
SS TEKS 3.12B compare cultural celebrations in the United States and other
nations
SS TEKS 3.14A identify artists and other examples of cultural heritage from
communities around the world
SS TEKS 3.16A obtain information about the community, including historical and
geographic data about the community, with print and visual sources

5 Text Set Websites

1. BBC UK
BBC
www.bbc.co.uk/scotland/education/sysm/landscapes/highlands_islands/flash/land_ms_co
mpass.swf
A game using cardinal directions to navigate.
Reading Level: Primary
Justification: Cardinal directions are used.
SS TEKS 3.5C identify and use the compass rose and symbols to locate places on
maps
SS TEKS 3.16E interpret visuals including maps
2. Title: BrainPOP
Author: BrainPOP
www.brainpop.com/socialstudies/culture/immigration/preview.weml
A video of Tim and Moby explaining how people immigrated into the United States and
how our country was affected.
Reading Level: Primary
Justification: Immigration is discussed and explained.
SS TEKS 3.1A discuss how individuals, events, and ideas have changed
communities
SS TEKS 3.2A identify reasons people have formed communities, including a
need for security, law, and material well-being

SS TEKS 3.3A use vocabulary related to chronology/past times

SS TEKS 3.3C describe historical times in terms of decades
SS TEKS 3.4D identify and compare the human characteristics of selected regions
SS TEKS 3.11A give examples of community changes that result from individual
or group decisions
3. MrNussbaum
Nussbaum Education Network, LLC.
www.mrnussbaum.com/united-states/united_states_landmarks/
An interactive map of United States National Landmarks including the Statue of Liberty,
Jamestown, and the Alamo.
Reading Level: Primary
Justification:
SS TEKS 3.1A discuss how individuals, events, and ideas have changed
communities
SS TEKS 3.14A identify artists and other examples of cultural heritage from
communities around the world
SS TEKS 3.16A obtain information about the community, including historical and
geographic data about the community, with print and visual sources
SS TEKS 3.16E interpret visuals including maps
4. Pearson
Pearson Education, Inc.
www.pearsonschool.com/drm/2010/humanities/symbolsofamerica/video/index.swf
A video about Symbols the Represent Freedom and The United States Flag.
Reading Level: Intermediate
Justification: Symbols and celebrations in our country are discussed.
SS TEKS 3.12A explain the significance of ethnic and/or cultural celebrations
SS TEKS 3.12B compare cultural celebrations in the United States and other
nations
SS TEKS 3.14A identify artists and other examples of cultural heritage from
communities around the world
SS TEKS 3.16A obtain information about the community, including historical and
geographic data about the community, with print and visual sources
5. Plimoth
Plimoth Plantation
www.plimoth.org/media/olc/mythpg.html
This is an interactive website about uncovering the myths of the first Thanksgiving as
to what activities the Pilgrims participated in, what food they ate, and several other
factors.
Reading Level: Intermediate
Justification: The celebration of Thanksgiving is discussed.
SS TEKS 3.1A discuss how individuals, events, and ideas have changed
communities
SS TEKS 3.3A use vocabulary related to chronology/past times

SS TEKS 3.12A explain the significance of ethnic and/or cultural celebrations

SS TEKS 3.12B compare cultural celebrations in the United States and other
nations
SS TEKS 3.14A identify artists and other examples of cultural heritage from
communities around the world
SS TEKS 3.16A obtain information about the community, including historical and
geographic data about the community, with print and visual sources