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Names of Group Member(s): Brianna, Destiny & Rosie

Date: April 12, 2016

Grade:

5th

Unit
Theme:

A Walk in Anothers Shoes: Celebrating Diversity

Essential
Understandings
(or Long-Term
Goals):

Students will explore the topic of empathy, identify


why empathy is important in understanding the
history of diversity in America, particularly during its
formation, and will apply this knowledge to the
celebration of various cultures represented in
Irvine/classroom.

Essential
Questions:

1.) What is empathy and how is it expressed?


2.) What does it look like for you to be in someone
elses shoes?
3.) Why is it important to have empathy for those who
lived long ago?
4.) How will understanding other cultures change what
we think about diversity?

Objectives:

CCSS.ELA-LITERACY.W.5.3

Write narratives to develop real or imagined


experiences or events using effective technique,
descriptive details, and clear event sequences.
Students will construct meaning of the word empathy

when, after reporting where their own shoes have


been, they write a narrative paragraph articulating the
new perspective of a different pair of shoes,
hypothesizing where the shoes have gone and who
might have worn them.

CCSS.History-Social Science. 5.1.1

Describe how geography and climate influenced the


way various nations lived and adjusted to the natural
environment, including location of villages, the distinct
structures that they build, and how they obtained
food, clothing, tools, and utensils.

Students will create a group oral report and poster


after synthesizing information on one of the six
cultures of Native Americans during the pre-Columbian
settlements. (Blooms Create - Level 4)

VPA Music Standard


Role of Music
3.1
Describe the social functions of a variety of musical
forms from various cultures and time periods
3.4
Describe the influence of various cultures and
historical events on musical forms and styles.
Connections and Applications
5.1
Explain the role of music in community events.
Students will cooperatively prepare and present a
multimedia presentation after synthesizing information
using the song and lyrics from various cultural music/songs.
Students will demonstrate empathy by making inferences
about thoughts, feelings and values of other cultures based
off of songs from a specific culture.

Assessments:

1) Students will write a short narrative paragraph


about a shoe, where it has been, what is its role, and
who wears it, using the 1st person perspective.

2.) Students will demonstrate their knowledge of one


of the five pre-Columbian Native American culture
groups through their group presentation. The
information they need include needs to cover in full
detail: shelter, food, clothing type, climate and
physical features of the area. (DOK: Synthesize,
create)

3.) Students will create a wordle, word cloud, with


words and phrases that represent the purpose of
cultural songs, the feeling of people within the culture
and the events at the time the song was written. Then,
students will write a short response about the
importance of learning about other cultures and how it
affects them.
(DOK 4: synthesize, create; DOK 3: Cite evidence )

Instructional
Activities:

1) This lesson will begin our unit:


Students will develop their understanding of empathy
by examining shoes worn by strangers. Students will
first discuss where their own shoes have been and
how the felt when they visited. Students will then
analyze a pair of shoes worn by a stranger,
hypothesizing where the shoes have been, the shoes
job and who might have worn them. Students will then
write their ideas in the form of a 1st person narrative
paragraph from the perspective of the shoes. We will
then come together, read our narratives, and discuss
the meaning of empathy using Pear Deck to display
answers.

2.) This lesson will help students understand the


different Native American culture groups during the
pre-Columbian settlements. The students will work in
groups of 6 to synthesize information given pertaining
to one of the Northwest Coast, Southwest, Southeast,
Great Plains and Northeast culture groups. The
students will extract information regarding shelter
type, food, clothing and climate and physical features
of the area. The students will create a presentation
and then they will present the information. The
students will make a connection from their personal
lives to learned fact.

3.) This lesson will take place near the end of the unit:
Students will already be in groups and assigned a
culture. Students will work in cooperative groups and
synthesize a wordle that reflect the points of view and
feeling of other cultures. Each student will uniquely
contribute. Students will share, and add ideas to ideas
shared by their groupmates. At the end we discuss
why we believe it's important to learn about other
cultures and students will be assessed on a short
response prompt.

Web (Theme, Subjects, Standards, Objectives):