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Wilson EDUC 353 Name: Christina Fink, Tara Carey, and Rosemary Burti Target Grade Level: ___3_____

Date: ____10/21/13____________ Curriculum Topic: Time Continuity and Change

UbD Lesson Plan Template Stage 1: Desired Results
Established Goals: 3.11:Time, Change, and Continuity 3.11.b: People in world communities celebrate various holidays and festivals and have built monuments and memorials that serve as symbols of their communities and/or their nations. W.3.7: Conduct Short research projects that build knowledge about a topic. RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures;

Understandings: Students will understand …..  Different cultures have different traditions  Different cultures celebrate different holidays

Essential Question(s): ● Why do these cultures celebrate these holidays? ● Why is it important to keep traditions? Students will be able to….. ● Tell a story using facts ● Research information to use in a story ● Understand the traditions of other countries

Students will know…. ● How to create a story using real facts ● 3 facts about each culture and holiday ● Traditions and holidays of five countries ● Italy-Festa della Republica (republic day) ● China-Chinese New Year ● India-International Day of Nonviolence (Gandhi’s Birthday) ● Mexico-All Saint’s Day (Day of the Dead) ● Germany-Day of German Unity

Stage 2: Assessment Evidence
Performance Tasks: Creating a story based on traditions: In this activity students will work together to tell a story about someone who is experiencing their assigned holiday for their country. Students will first have to research information for their story and work together to include facts and details in their story. The teacher will grade based on the students ability tell a story and incorporate true facts. Rubric attached. Other Evidence: Before being assigned their holiday the students will see the names of the holidays and say which country then they that holiday belongs to. This will show if they have any knowledge of the holiday before researching.

Stage 3: Learning Plan
Learning Activities:  Set Induction: Students will be in their groups with their assigned countries from the previous lesson. The teacher will start by asking students to think about traditions and holidays their family has. The students will be asked if they would like to share with the class their traditions after a few minutes to think. Once the students who want to share have had their opportunity to share the teacher will introduce the lesson.  Procedure: On the smart board there will be a document of a list of the 5 countries each group is in, and 5 holidays from each country. The holidays and country won’t be matched up and the students will be asked to match each holiday to what they think is the correct country. Once the students have written down what they think is the correct match, the teacher will call up students to the board to see if they were right. The smart board will reveal if you are right or wrong when you pull the holiday over to the country. Once the teacher has gone over as a class which holiday belongs to what country, they will explain to the class they will be researching their group’s information on their country and holiday. They will research information on their own, using computers and books (this classroom has 5 computers in the back, one per each group) the students will be given 20

minutes of research time. They will be allowed to split up their group (2 on the computer, 3 reading the books in the classroom or vice versa if they want to). In the classroom the teacher will have the research worksheets available to students. On the worksheets the students will write the information they find and in the corresponding box they will write the source information to refer back to. They will then have to create a story about a person either experiencing their holiday for the first time, or who has celebrated their holiday for years as a tradition. They will have 15 minutes to write their short story that they will then share with the class. Their story is required to include facts about the holiday, and to be realistic to the events of the day. Closure: The teacher will end the lesson by having the groups share their stories with the class, each group listening to the story must keep a note of 3 facts they learned from their classmate’s stories. The teacher will conclude the lesson allowing the students to share interesting facts they learned from their classmates. Follow-Up Activity: For homework the students will be asked to go home and write a short 5-7 sentence paragraph about their traditions. It can be one of the examples they said in class in the set-induction, or a different holiday or tradition they celebrate with their family. Differentiated Learning: This lesson allows the students to use interpersonal intelligences by working together on a group project to gather information from the computer and creating the story. The students will be using verbal intelligence by working together to research, create a story, and sharing their stories. Students who are kinesthetic learners will benefit from the lesson because they can be extremely hands on with every step of the group work. The groups will allow the students who understand the tasks quickly to help the students who need further explanation. They can break up the project into parts or sections allowing everyone to do their fair share. For ESL students if their first language is one of the countries the teacher will put them in that group, that way they can share their knowledge with their group members and it will be an opportunity for them to teach their classmates instead of their classmates teaching them.

Itemized Attachments: Materials: Smart board exercise Computers in classroom (at least 5) Table groups Paper Pencils/pens Research worksheet






Use of factual evidence in the story.

Use of Storytelling


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Students used at least 5-6 facts they found about their holiday. Students are confident with their knowledge and understandi ng All group members are enthusiastic and participate. Students have a clear beginning, middle and end. Story flows smoothly with a purpose. Used multiple sources (2 or 3) Clear facts stated in story Used research worksheet for guidance

Students use 3-4 facts about their story. Students are confident about some areas of the story and hesitant on other information Majority of group members participate

Students use 1-2 facts about their holiday in the story. Not confident in most of their information Half the group participates

Students don’t use any facts in their story Don’t take the assignment seriously, unsure of information Lack of participatio n

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Can follow the idea of the beginning middle and end Story includes a purpose Used 1 or 2 sources Facts found in the story Used Research worksheet

Missing a clear beginning middle or end. Lacks a strong purpose Used 0 or 1 source in their story Few facts in the story Did not use or barely used research worksheet

Does not have a clear beginning middle or end No purpose

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Used 0 sources for their facts Does not include any facts Did not use Research Worksheet

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