You are on page 1of 53

Olivia Markoski TCNJ

Grade 3 Professor Pan

1. Lesson Topic and Grade: Geography Lesson - 3rd Grade - Day 1


2. Lesson Essential Questions: Will students be able to comprehend that there are multiple
continents and oceans, all located in different directions, in the world that we live in?
3. Standards: (underlined section is the focus of this lesson)
6.1.4.A.14 Describe how the world is divided into many nations that have their own
governments, languages, customs, and laws.
6.1.4.B.3 Explain how and when it is important to use digital geographic tools,
political maps, and globes to measure distances and to determine time zones and
locations using latitude and longitude.

Objectives Assessments

SWBAT identify the location of continents Students will write the name of the
and oceans on our world map. continent and ocean that is highlighted, on
a white board and hold it up for the teacher
to check answers.

SWBAT identify cardinal directions. Students will fill in the cardinal directions on
a blank compass worksheet and use this
as a guide for a later activity.

SWBAT locate position of continents and Students will fill in a worksheet where they
oceans using cardinal directions. will have to determine the location of
continents and oceans in relation to each
other, using cardinal directions .

4. Materials:
Online game https://www.ixl.com/social-studies/grade-3/identify-oceans-and-continents
Blank map of the world
White boards/markers
Compass PowerPoint
https://docs.google.com/presentation/d/1UwXLXrPKmeNeqKDvuJ0Q7Xj6HzS9L0i68QYvgn
GhyTc/edit#slide=id.p
Blank compass worksheet
Fill in the blank worksheet on locations of continents and oceans with cardinal directions
Vocabulary worksheet
Unit Folder

5. Pre-Lesson assignments and/or prior knowledge:


Students took a pre-unit test which included geography. Students did not know what a
continent was or where any of the continents were located when given a map. They also
could not name any oceans.
6. Lesson Beginning:
A picture of a map will be projected on the board.
Discuss with students that the world is divided into 7 continents where people live and that
all the continents are different in both the way people look, dress and act and the
landscape of the continents.
Write the word continent on the board, tell students that continent is a vocabulary word, and
have them copy the definition and give an example.
Definition: A main landmass on the globe
Later start an anchor chart and write the word continent and its definition
Discuss with the students that there are 5 different oceans, even though they are all
connected to each other.
Have students fill out a blank worksheet of the world as the teacher writes the names of
continents and oceans on the board. This will serve as their own personal map for the rest
of the lesson.

7. Instructional Plan:
After the lesson beginning have students get a whiteboard and marker.
Pull up the online game on the projector.
Students can use the world map that they filled out during the lesson beginning to help
them during the game.
Students will write the continent that is highlighted on their whiteboard, hold it up so
teachers can check answers, once the class comes to a final decision, the teacher(s) will
select that answer on the computer and move on to the next question.
Introduce directions, ask students how they tell direction, what words do they use?
Start direction PowerPoint explaining cardinal directions and that compasses are used to
read a map.
Give out blank compass worksheet. The students fill it in using the PowerPoint as a guide.
Teach students Never, Eat, Soggy, Waffles to remember cardinal directions.
Hand out fill in the blank worksheet. Students will have to answer questions, such as North
America is ______ of Europe. Students will use both their world map worksheet and their
Compass worksheet to help them with this activity.
Model first question
Exit Ticket

8. Differentiation:
One teacher will walk around while students are answering questions for the game.
One teacher will always be walking around to check on students while the other teacher is
giving instruction or leading the discussion.
Miss. C will translate lesson to bilingual students.

9. Questions:
Can anyone name a continent? Do you know where it is located?
Can anyone name an ocean? Do you know where it is located?
How many continents are there?
How many oceans are there?
What words do you use to describe direction?
Does anyone know what a compass is used for?
Where/when can a compass be used in everyday life?

10. Closure:
After completing the fill-in the blank worksheet the teachers will go over the answers
Exit Ticket:
1. What continent do we live in?
2. What ocean is East of South America?
Collect exit ticket and read answers.
Hand out to students their Social Studies Folder. They will keep all their worksheets and
materials from this unit in this folder, in their desks.
Homework: Tell students to make a flash card for their vocab word Continent

11. Classroom Management:


1, 2, 3 eyes on me - 1, 2, 3 eyes on you or clapping to get students attention when starting
the lesson and transitioning between activities.
Call students by sections to get whiteboards and markers.
Remind students to raise hands and wait to be called on.
Quietly raise whiteboard when they are done writing their answer
Name
Fill in the Blank

North South East West

1. North America is __________________ of Europe.

2. Asia is ___________________ of Africa.

3. South America is ________________ of North America.

4. Antarctica is __________________ of Australia.

5. Australia is ___________________ of Asia.

6. The Atlantic ocean is __________________ of the Pacific ocean.

7. The Indian ocean is ___________________ of the Arctic ocean.

8. The Arctic ocean is ____________________ of the Southern ocean.


Vocabulary Words
Word Definition Example

Continent

Country

Culture

Symbol

State

Diverse
Olivia Markoski TCNJ
Grade 3 Professor Pan

1. Lesson Topic and Grade: Intro to Culture - Grade 3- Day 2

2. Lesson Essential Questions: Will students be able to grasp the concept of culture and that
different cultures exist within certain countries? Will students be able to determine what
practices and objects represent culture?

3. Standards:
(6.1.P.D.3 Express individuality and cultural diversity.)
(6.1.P.D.4 Learn about and respect other cultures within the classroom and
community.)
6.1.4.D.13 Describe how culture is expressed through and influenced by the
behavior of people.
CCSS.ELA-LITERACY.W.3.7. Conduct short research projects that build
knowledge about a topic.

Objectives Assessments

SWBAT locate and label continents on a Students will place a picture of a continent
map on a blank map and label each continent.

SWBAT identify aspects of culture Students will decide if pictures on a power


point are symbols of culture. Students will
put a thumbs up if it is a symbol, thumbs
down if it is not a symbol.

4. Materials
Blank map worksheet with cut outs of continents in a bag
Construction paper and glue
Map of continent with countries
Boxes used to represent the world, continents and countries
PowerPoint
Unit Research Packets and Folders
Books on certain countries
IPads

5. Pre-lesson assessment/ Prior knowledge:


The teacher will build off of yesterdays lesson and prior knowledge about continents
around the world.
The students, based off of their pre-unit test, do not know what countries are.
The students have limited knowledge of cultures other than their own. The pre-unit test
showed that they do not know what represents a culture.
6. Lesson Beginning:
Students will pair up and receive cut outs of each continent. They will work together to
place each continent in the right place on a blank piece of paper and label each continent,
using their continent worksheet from yesterday. This is a review from yesterdays lesson.
Have students take out their vocabulary sheet.
Write the word symbol on the board with the definition a picture/item that represents
something else i.e. a flag.
Write the word country on the board with its definition a section within the continent where
people of similar characteristics live.
Write the word culture on the board with the definition Characteristics of everyday life,
shared by people in a certain place.
Have students copy them onto their vocabulary sheet.
Add them to the anchor chart later

7. Instructional Plan:
After the review, the teachers will talk about how within certain continents there are
countries. The teachers will teach this by using visual aids and a metaphor.
Visual aid #1: Show a map with the lines that represent the countries within all the
continents.
Visual aid #2: Use a big box to represent the world, a smaller box to represent continent,
and an even smaller box to represent countries within continents. The boxes will be placed
inside each other to represent the sequence of each.
Metaphor: There is a school (world), within a school are classrooms (continents), within
classrooms are desks (countries). This is used to help them remember the sequence where
continents and countries fit in the world.
Next, explain that each country has a specific culture within it along with symbols that
represent that culture.
Culture includes types of food, music, language, religion, clothing. The teachers will do this
by showing a PowerPoint where these characteristics will pop up one at a time and ask the
students Does this characteristic fit into the definition of culture? How?
There will also be pictures of characteristics/symbols that do not represent culture, such as
a car and the same question will be asked if it fits into the definition or not.
The students will answer this question each time, by thumbs up if you think it fits, thumbs
down if you think it doesnt fit.
After the students have a good grasp on what culture consist of, the teachers will hand out
their unit research project.
The first part of this project consists of giving each student a packet that includes a profile
of a certain child that lives in a country with a culture, different from their own. (Non-
Hispanic country).
Students will each be given a different child and in the first page of their packet will include
a picture of the child, what country they are from, and personal information about their child
that fits into their culture.
Once the students have read over their child, the teachers will explain how the students are
going to pretend to be this child and they have to research information about themselves.
This information will include learning and researching information about their culture and
country. (Within the packet are pages of questions that the students have to find out.)
The students will be given books to use to research there and they will be able to use their
in-class iPad.
The rest of the period will be spent on researching.
The class will be broken down into two groups- one will be working on iPads and one will
be working with the books to research. Then they will switch.

8. Differentiation:
One teacher will always be walking around to check on students while the other teacher is
giving instruction or leading the discussion.
Ms. C will translate lesson to bilingual students.
Spanish speaking students will receive a different research packet
The books will be leveled according to student's reading level
Post-its will mark where students can find the answers to their research questions

9. Questions:
Can anyone name a continent from yesterday?
Why are we placing the continent box within the world box? What are we trying to
represent by this?
What is bigger a continent or a country? Why?
Does anyone know what culture is?
Can anyone explain what I mean when I say characteristics?
Does this characteristic fit into the definition of culture? How?

10. Closure:
https://www.youtube.com/watch?v=hTxKv5n5M2Y
After students have spent time researching, they will all return to their desks and watch a
video that summarizes what the teachers have taught about culture.
Watch video and discuss with students what characteristics make up culture - give example
from their own lives and compare to one of the cultures in the video.
Homework: Tell students to make a flash card for the words country, symbol, and culture

11. Classroom Management:


1, 2, 3 eyes on me - 1, 2, 3 eyes on you or clapping to get students attention when starting
the lesson and transitioning between activities.
Thumbs up, Thumbs Down to reduce calling out.
Teachers will be walking around to each student who is using an iPad to research, to make
sure they are doing their work and using appropriate websites.
Research
Name _________________________________
What is the name of the child you are pretending to be:

___________________________________________

What country are you from?

_________________________________________________________________________

What continent is your country in? List is and circle it on the


map

_________________________________________________________________________

What is the
population of your country?

_________________________________________________________________________

What colors are your flag?

_________________________________________________________________________

Draw a picture of your flag:


What famous monuments, structures or places are in your
country? What are they? Where are they located?
________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

What language do you speak?

________________________________________________________________________________

________________________________________________________________________________

How do you say Hello in your language?

________________________________________________________________________________

What kind of food do you eat?

________________________________________________________________________________
________________________________________________________________________________

________________________________________________________________________________

__________________________________________________________________________

Describe what clothes you wear:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

What are some activities you do for fun? Describe them:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

What type of music do you listen to?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________
Is there a traditional dance in your country? What is it called?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

What religion do you believe in?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

List an interesting fact about your country and/or culture:

________________________________________________________________________________

________________________________________________________________________________

_________________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________
Olivia Markoski TCNJ
Grade 3 Professor Pan

1. Topic and Grade: Mapping and Graphing- 3rd grade - Day 3


2. Essential Questions: Can students create and analyze a bar graph based on continent
population?
3. Standards:
CCSS.MATH.CONTENT.3.MD.B.3. Draw a scaled picture graph and a scaled bar
graph to represent a data set with several categories. Solve one- and two-step "how
many more" and "how many less" problems using information presented in scaled
bar graphs.

Objectives Assessment

SWBAT analyze and answer questions Students will be given worksheets that
based off of information presented in a bar include questions based off of the graphs
graph. that they are given throughout the day.

SWBAT create a bar graph and analyze Students will create bar graph together as
information a class decide and explain what the axis,
title and scale should be, as well as,
answer questions analyzing the
information.

4. Materials :
Post-its
Bar graph worksheet
Books
iPads
Research

5. Pre-lesson assessment/Prior knowledge:


Teacher will give students a bar graph and corresponding questions worksheet on the topic
of Votes on what movie to watch. The teachers will explain how the graph pictured is a bar
graph, how to read the graph, and then answer the corresponding questions as a class.
This activity allows the teacher to see their prior knowledge with bar graphs and how to
read graphs in order to do the activity that connects to the unit.
6. Lesson Beginning:
Before the pre-lesson assessment activity, students will be given time to finish their
research packet from the day before to collect all their information. After they have collected
all their information, the teachers will give them the worksheet that was discussed above in
the pre-lesson assessment.
Once the worksheet is completed, the teacher will explain how the class will be making
their own bar graph based off of some of the information that they have gathered from their
unit research packets.

7. Instructional Plan:
The teacher will instruct their students to go back into their packet and find what continent
their country belongs in.
Once the students know which continent they belong in the teacher will explain that every
bar graph need labels, a title, and a scale (think back to the movie bar graph). The class
will label the X and Y axis and make a title for the bar graph together.
The students will be given a post it and have to come up to the whiteboard and place their
post above the name of the continent that their country belongs to on the X axis of the
graph. This then will create our class bar graph.
The scale will be made after students place their post-it on the board.
After the graph has been made, the students will be given a worksheet that includes
questions that analyze the information from the graph.

8. Differentiation
One teacher will always be walking around to check on students while the other teacher is
giving instruction or leading the discussion.
Miss. C will translate lesson to bilingual students.

9. Questions
When looking at the bar graph worksheet as the pre-lesson assessment activity:
Does anyone know what type of graph this is?
How do you know what type of graph this is?
Can anyone tell me what the scale of this graph is?
How were you able to tell what the scale was?
During instruction:
What should the labels of the X and Y axis be?
What should the title of the graph be?
What should the scale of our graph be?
How many people live in the continent of ______ based on this graph?
10. Closure:
The lesson will end with the teachers going over the worksheet with the class, based on the
class made bar graph.

11. Classroom management:


1, 2, 3 eyes on me - 1, 2, 3 eyes on you or clapping to get students attention when starting
the lesson and transitioning between activities.
Thumbs up, Thumbs Down to reduce calling out.
Students will be called up two at a time to put their post it on the board. Only students who
are sitting properly and are paying attention will be called up.
Teachers will be walking around to each student to assist them in reading the map and
answering the questions.

Name _________________________________________

1. Which continent has the most people?


_____________________________________________________________
2. How many more people does Australia have than Asia?
_____________________________________________________________
3. Which continent has more people, Europe or Asia?
_____________________________________________________________
4. Which continent has the least people?
_____________________________________________________________
5. What is the difference in the number of people in Europe
and the number of people in Asia?
_____________________________________________________________
6. Are more people from North America or Asia?
_____________________________________________________________
7. Which continents have the same amount of people?
_____________________________________________________________
8. How many more people live in Europe than in Africa?
_____________________________________________________________
Olivia Markoski TCNJ
Grade 3 Professor Pan

1. Topic and Grade: Writing a letter from a different point of view- 3rd Grade- Day 4
2. Essential Questions: Can students apply strategies of point of view to write letters in a
different cultural perspective?
3. Standards:
6.1.4.D.20 Describe why it is important to understand the perspectives of other cultures
in an interconnected world.
CCSS.ELA-LITERACY.W.3.3. Write narratives to develop real or imagined experiences
or events using narrative technique, descriptive details, and clear event sequences.
NJSLSA.R6. Assess how point of view or purpose shapes the content and style of a
text.
CCSS.ELA-LITERACY.W.3.5
With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing.

Objectives Assessments

SWBAT differentiate between point of view Students will participate in a class


and perspective. discussion on point of view and fill out a
worksheet about perspective.

SWBAT put themselves into in the shoes of Students will write a formal letter from the
their characters, taking on the perspective perspective and point of view of the country
and point of view of their characters life. of their character and describe their culture.
These letters will be sent to another
classmate for them to read.

4. Materials:
Anchor chart- for point of view and perspectives
Cat and Dog Worksheet on Perspectives
Paper for writing letters

5. Pre-lesson assessment/Prior knowledge: Mrs. Soles said that the class already
reviewed how to address a letter, so the teacher will only review the steps with the
class. The students have written stories in the third person point of view, so they have
experience with point of view, therefore adding to their knowledge of point of view wont
be difficult. They have not done many writing activities where they are required to keep
perspectives other than their own in mind.

6. Lesson Beginning:
The teacher will call students to the back carpet by rows.
The teacher will make an anchor chart that goes along with the class discussion of point of
view.
Students recently wrote fables in the third person point of view so teachers will ask
students how they wrote their fables. Did they use the word I or character names?
Next the teacher will explain the difference between third person and first person point of
view, emphasizing that first person uses the word I.
Briefly go over what perspective means - Perspective is a persons experiences,
background knowledge, preferences, feeling and thoughts. Everyones perspective is
unique! - write it on the anchor chart
The teacher will give examples of using first person point of view in their own perspective
based on a scenario.
Scenario: Ms. C and Ms. M were told to come to the principal's office. The principal told
them that he heard that at lunch Ms. M threw her pizza at Ms.C Then Ms. M and Ms. C will
give their own perspectives on what actually happened.
7. Instructional Plan:
Students will be told to go back to their desks.
Students will be given a worksheet with a picture of a dog chasing a cat. The students will
have to write from the perspective of both the dog and the cat and write what each animal
could be thinking or saying.
Than we will ask some students to share their responses and talk about how when writing
from a different perspective you must think about only the characters and not your own
personal perspective.
It has to be from the characters mind. You have to pretend to be the character.
Next, the teacher will tell students that they are going to write a letter to a classmate but
they have to write in first person and pretend to be the character they have done research
on.
The teacher will write on the board a list of what should be included in their letters.
List:
What is your name
what country are you from
What continent is your country on
what colors are your flag
what language do you speak
how do you say hello
what is your favorite food
what is your favorite hobby
What is your favorite place to visit (monument/important place)
What type of music do you listen to
What type of clothing do you wear
What religion do you believe in
Students will first write a rough draft off what should be contained in the letter. After they
write their rough draft, the teachers will check the rough draft.
Than teachers will review with the students on how to address a letter. There will be a
diagram on the board in the shape of a letter. The class will remind the teacher where
certain parts of a formal letter belong.

8. Differentiation:
One teacher will always be walking around to check on students while the other teacher is
giving instruction or leading the discussion.
Ms. C will translate lesson to bilingual students.
Allow Spanish speaking students to draw pictures of their flag and clothing instead of
describing it in their letter

9. Questions:
How do you know what point of view something is written in?
What is perspective?
How do you address a letter?
What is the cat thinking/feeling? Why do you think that?
What is the dog thinking/feeling? Why do you think that?

10. Closure:
After the diagram is made, students will add the parts of a formal letter to their rough draft
and then copy their letter onto another piece of paper. This will be their final copy.

11. Classroom Management:


1, 2, 3 eyes on me - 1, 2, 3 eyes on you or clapping to get students attention when starting
the lesson and transitioning between activities.
Thumbs up, Thumbs Down to reduce calling out.
Students will be called to the carpet by the month of their birthday to avoid too many people
going at once. The same rule will be applied when going back to their seats.
Teachers will walk around to assist any student that may be struggling and to make sure
students are completing the task.
Lesson 4: Letter #1
Student Name: _________________________

CATEGORY 5 4 3 2 1

Proper heading Correct Heading or No heading


and closing on heading and closing is or closing on
letter closing missing letter

Written in correct Entire letter Parts of More than Whole letter


perspective is written in letter are half of letter is written in
perspective written in is written in wrong
of character perspective wrong perspective
of character perspective

Content of Letter Included Included Included 8/12 Included Included


10/12 9/12 requirements 7/12 6/12
requirements requirements requirements requirements
or less

Spelling 1 spelling 2-3 spelling 4-5 spelling 6-7 spelling 8+ spelling


mistake mistakes mistakes mistakes mistakes

Address on Proper Mistake in Mistake in Sending OR No address


Envelope sending and one of the both return on envelope
return addresses addresses address is
address missing

Total: ___________________________
Content of Letter Checklist

Your name Your favorite food


Country you are from favorite hobby
Continent your country is on Your favorite place to visit
Colors of your flag Music you listen to
Language you speak Clothing you wear
How you say hello Religion you believe in

Olivia Markoski TCNJ


Grade 3 Professor Pan

1. Topic and Grade: Compare and Contrast Cultures - Grade 3- Day 5


2. Essential Questions: Can students compare and contrast cultures?
3. Standards:
RI.3.9. Compare, contrast and reflect on the most important points and key details
presented in two texts on the same topic.
6.1.4.D.18 Explain how an individuals beliefs, values, and traditions may reflect more
than one culture.

Objectives Assessments

SWBAT label parts of an envelope. Students will have to properly address


envelopes and send their letters that they
have written in the envelope.

SWBAT compare and contrast the culture After reading the letter they have received,
they researched and the culture of the students will make a Venn Diagram on
letter they received. similarities and differences of the two
cultures.

4. Materials:
Envelopes
Stamps
Venn diagram worksheet
The Jolly Postman Book

5. Pre-lesson assessment/Prior Knowledge:


Students know what the difference between comparing and contrasting is but have
difficulties finding the differences and similarities within texts.

6. Lesson beginning:
The lesson will start off with bringing the students to the carpet for a read- aloud. The Jolly
Post-Mat is about writing letters, sending letters, and about the mailman.
During the reading, the teacher will ask questions that relate to yesterdays topic on point of
view and perspectives.
The teacher will read the book and stop to ask the students what they see on the envelope.
After reading the book the teacher will call the students back to their desks.

7. Instructional Plan:
Once at their desks the teacher will hand out envelopes to the students, along with the
address and the name of the person they are going to be writing to.
The teacher will then draw an envelope on the board. The teacher will go step by step
explaining how to address an envelope.
Sender address goes in the top left corner (use school address) 283 Tyler St, Trenton, NJ
08609
Stamp in the top right hand corner
Receiver address goes in the middle
Than students can address their envelopes after watching the teacher model. The
students will already have the address of who they are sending their letter to.
Students will go to lunch and when they come back, the mailman will have delivered their
letters, and they will be sitting on the students desks waiting for them.
Students will read their letters.
Than the teacher will explain that while cultures are unique there are some similarities
between cultures.
Start a discussion about similarities students noticed when reading their letters. Tell
students they are going to re-read their letter and fill out a Venn diagram with similarities
and differences of the two cultures.
Each student will be graded based on having three facts in each section of the Venn
Diagram
Handout Venn diagram worksheet, tell students they will use this to collect all of their
information and use this as their rough draft for their second letter.
Tell students: Remember you are comparing the culture you researched and the culture in
the letter!
8. Differentiation:
One teacher will always be walking around to check on students while the other teacher is
giving instruction or leading the discussion.
Miss. C will translate lesson to bilingual students.
Spanish speaking students will exchange letters with each other.
Students will exchange letters based on reading and writing levels.

9. Questions:
What point of view are these letters in? How can you tell?
Whose perspective are these letters in? How can you tell?
Where does______ go on the envelope? (Fill in the blank with each part of the envelope
after all the parts have been addressed. These questions will be used to reiterate their
positions.)
Can anyone notice a similarity between their culture and the one they just read about?
10. Closure:
After the students have completed their Venn Diagrams, students will be instructed to take
their information from the Venn Diagrams, and put it into paragraph form and write back to
the person who had written to them.
Their letters should include what the two cultures have in common and what makes them
different.
Letters should still be in first person point of view and in their character's perspective.
Letters should be addressed properly.
If time allows: have students address their envelopes

11. Classroom management:


Students will be called to the carpet by shirt colors to avoid too many people going to the
carpet at once. The same rule will be applied when they have to go back to their desks.
1, 2, 3 eyes on me - 1, 2, 3 eyes on you or clapping to get students attention when starting
the lesson and transitioning between activities.
Thumbs up, Thumbs Down to reduce calling out.
Teachers will walk around to assist any student that may be struggling and to make sure
students are completing the task.
Students will be given 10 minutes to fill out Venn Diagram, since they have practiced this
skill often.
Lesson 5: Letter #2

Student Name: _________________________

CATEGORY 5 4 3 2 1

Proper heading Correct Heading or No heading


and closing on heading and closing is or closing on
letter closing missing letter

Written in correct Entire letter Parts of More than Whole letter


perspective is written in letter are half of letter is written in
perspective written in is written in wrong
of character perspective wrong perspective
of character perspective

Content of Letter Included 3 Included 2 Included 1 Included only Did not write
similarities similarities similarity and similarities or about
and 3 and 2 1 difference only similarities
differences differences differences and
differences

Spelling 1 spelling 2-3 spelling 4-5 spelling 6-7 spelling 8+ spelling


mistake mistakes mistakes mistakes mistakes

Address on Proper Mistake in Mistake in Sending OR No address


Envelope sending and one of the both return on envelope
return addresses addresses address is
address missing

Total: ___________________
Olivia Markoski TCNJ
Grade 3 Professor Pan

1. Topic and Grade Level: Geography of America - 3rd Grade - Day 6

2. Essential Questions: Can students recognize that countries are broken down into smaller
areas called states? Can students add to their knowledge of direction and be able to apply
more precise directions within their work?

3. Standards:
6.1.4.A.14 Describe how the world is divided into many nations that have their own
governments, languages, customs, and laws.
6.1.4.B.3 Explain how and when it is important to use digital geographic tools,
political maps, and globes to measure distances and to determine time zones and
locations using latitude and longitude.

Objectives Assessments

SWBAT apply knowledge of cardinal and Students will color in the regions of the
ordinal directions. United States on a blank map and explain
why the region is named the way it is. This
objective will also be tested in the exit
ticket.

SWBAT locate places on a map using Students will describe where a state is
cardinal directions and ordinal directions. located on a map and its position to other
states using cardinal and ordinal directions.
This objective will also be addressed in the
exit ticket.

4. Materials:
Boxes to represent continents, countries and now states
PowerPoint
Compass Worksheet
Worksheet to color regions of the United States
Worksheet to tell direction of certain states in relation to other states

5. Pre-lesson assessment/Prior Knowledge:


Given students 5 to 10 minutes to finish their responding letters from the day before, before
this days lesson begins.
Students took a pre-unit test which included geography. Students did not know what a
state was or where any of the states were located when given a map.
Students have knowledge of what continents and countries are and know that countries are
found within continents.

6. Lesson Beginning:
Show students the box visual from the continent geography lesson (day 1) and add to it.
Placing another box within the country box and explain to the students that within countries
are states.
Write the words state on the map and write the definition: A certain place where people live
within a country, each state has their own rules and laws that they follow.
Add to anchor chart later
Pull up PowerPoint. The PowerPoint starts with a map of the world and with each question
asked, the next slide is zoomed in on a different part of the map. Questions being asked:
What continent is this? What country is this? What do these lines represent? Can you
estimate how many states are in the United States?

7. Instructional Plan:
Instruct students to take out their folders and take out their compass worksheets from the
first day. Explain that there are more than four directions on a compass. Review the
cardinal directions and explain that the directions in between north, south, east, and west
are called the ordinal directions. Explain that the ordinal directions are used to have even
more accurate readings of direction.
Show a picture of a compass on the board and tell students to fill in the ordinal directions
on their compass worksheet.
Show students a picture of the five regions of the United States and ask students why the
regions are named the way they are.
Handout worksheet with the map of the United States and labeled states on it and have
students color in the regions themselves. They can reference the picture on the board.
After they color the regions, hand students a directional fill in the blank worksheet. The
students will have to use both cardinal and ordinal directions to determine where states are
located in reference to each other and fill in the blanks. They can use their colored region
map as a reference.
Teacher will model how to answer the first two questions, students will answer the rest on
their own.
8. Differentiation:
One teacher will always be walking around to check on students while the other teacher is
giving instruction or leading the discussion.
Miss. C will translate lesson to bilingual students.
Students are allowed to use previous worksheets to help them complete their work.
Students will be given a list of the names of each state in each region on a piece of paper,
as well as, a color coded map, sectioned according to regions, projected on the board. This
is done so that the visual learners can look at the map on the board and the read-write
learners will have the list to look at.

9. Questions:
Who remembers what a continent is? Who remembers what a country is?
What continent is this?
What country is this?
What do these lines represent?
Can you estimate how many states are in the United States?
Why are the regions of the United States named using directions?
How did you figure out that direction? - Ongoing question

10. Closure:
Have students answer exit ticket questions.
Exit Ticket Questions:
Maine is _________ of New Jersey.
New Jersey is ___________ of Texas.
What region is California in?

Homework:
Write a flash card for the word state.
Tell students to study their research packet/flashcards for test on Friday.

11. Classroom management:


1, 2, 3 eyes on me - 1, 2, 3 eyes on you or clapping to get students attention when starting
the lesson and transitioning between activities.
Thumbs up, Thumbs Down to reduce calling out.
Teachers will walk around to assist any student that may be struggling and to make sure
students are completing the task.
Students will be given 10 minutes to color the regions worksheet.
List of Regions

West: Midwest: Southwest: Southeast: Northeast:


California North Dakota Arizona Arkansas Maryland
Oregon South Dakota New Mexico Louisiana Delaware
Washington Nebraska Texas Mississippi Pennsylvania
Nevada Kansas Oklahoma Tennessee New Jersey
Idaho Minnesota Kentucky New York
Utah Iowa West Virginia Connecticut
Colorado Missouri Virginia Rhode Island
Wyoming Wisconsin North Carolina Massachusetts
Montana Illinois South Carolina New York
Michigan Georgia Vermont
Indiana Alabama New Hampshire
Ohio Florida Maine

List of Regions

West: Midwest: Southwest: Southeast: Northeast:


California North Dakota Arizona Arkansas Maryland
Oregon South Dakota New Mexico Louisiana Delaware
Washington Nebraska Texas Mississippi Pennsylvania
Nevada Kansas Oklahoma Tennessee New Jersey
Idaho Minnesota Kentucky New York
Utah Iowa West Virginia Connecticut
Colorado Missouri Virginia Rhode Island
Wyoming Wisconsin North Carolina Massachusetts
Montana Illinois South Carolina New York
Michigan Georgia Vermont
Indiana Alabama New Hampshire
Ohio Florida Maine
Name: _______________________________________________

Fill in the Blanks using cardinal and ordinal directions.


North South East West Northeast Southeast Southwest
Northwest

1. New Jersey is ______________________ of Florida.

2. Texas is ______________________ of South Dakota.

3. Texas is _________________________of New York.

4. California is _______________________of New Jersey..

5. Maine is _______________________ of Florida.

6. New York is __________________ of California.

7. Florida is ___________________ of Georgia.

Name: _______________________________________________

Fill in the Blanks using cardinal and ordinal directions.


North South East West Northeast Southeast Southwest
Northwest

1. New Jersey is ______________________ of Florida.

2. Texas is ______________________ of South Dakota.

3. Texas is _________________________of New York.

4. California is _______________________of New Jersey..

5. Maine is _______________________ of Florida.

6. New York is __________________ of California.


7. Florida is ___________________ of Georgia.

Olivia Markoski TCNJ

Grade 3 Professor Pan

1. Topic and Grade: Melting Pot - 3rd Grade - Day 7


2. Essential Questions: Can students apply what they have learned about culture throughout
the two weeks and see the positive effects that come from working with people with diverse
backgrounds? Can students recognize how the United States is one of the only countries in
the world that has such a wide range of diversity?
3. Standards:
6.1.4.D.20 Describe why it is important to understand the perspectives of other
cultures in an interconnected world
6.1.4.A.15 Explain how and why it is important that people from diverse cultures
collaborate to find solutions to community, state, national, and global challenges.

Objectives Assessments

SWBAT comprehend the melting pot Students will do a think, pair, share after
metaphor. watching a video and discuss questions
about the melting pot theory. Then students
will participate in a class discussion.

SWBAT describe how immigrants culture Students will answer a writing prompt that
positively impacts America. asks how their characters culture impacts
America.

4. Materials:
Pot
Pictures of chicken, noodles, carrots, broth
Tissue box colored with the American Flag on it
Cut out pictures of all the students researched characters
Popsicle sticks
Half pieces of paper
Video on melting post : https://www.youtube.com/watch?v=5ZQl6XBo64M

5. Pre-lesson assessment/Prior Knowledge:


Students were given a pre-unit assessment and stated that diversity was good because it
allowed them to make more friends, some added that diversity also allowed them to learn
about different countries. A few students also said diversity was bad because it could lead
to bullying or the language barrier could make it difficult to get along.

6. Lesson beginning:
Bring to the front of the class a pot and show students that you are putting in chicken,
noodles, carrots, and broth. Stir all the ingredients together and ask the students what you
just made in the pot.
Next, talk about if the soup could have been made if some of the ingredients were missing?
No, because then it wouldnt be chicken noodle soup. Every ingredient is important.
The teacher will then make the connection to how America is called a Melting Pot. This is
because, like soup, if one part of America is missing than it cant be called America. Those
parts are the different people and cultures that live in America, and every person and
culture is important. .
The teacher will then bring up the tissue box that is decorated with the American flag and
take the pictures of all the characters that the students researched and place them, one by
one, in the tissue box. This symbolizes their characters moving to America. While the
teacher is doing this, she is also saying how without this culture America would not be the
same.

7. Instructional Plan:
Play video of The Great American Melting Pot
After the video plays, have a discussion on it, based on the questions listed under the
questions section of this lesson plan.
After the video, post the questions on the board and have students think pair share first,
than have a class discussion.
The teacher will give students a writing prompt that states: What can your character and
your characters culture contribute to America?
The teacher will give examples to get the students started.
The students will write a rough draft first than a final draft.

8. Differentiation:
One teacher will always be walking around to check on students while the other teacher is
giving instruction or leading the discussion.
Ms. C will translate lesson to bilingual students.

9. Questions:
If the soup could have been made with other ingredients, would it still be chicken noodle
soup?
What does the melting pot symbolize in regards to America?
Based on the video, what did immigrants and their cultures contribute to America?
How did the immigrants help America?

10. Closure:
Each student will draw a picture of their flag on their half sheet of paper and paste it onto a
popsicle stick. Then the stick will be placed in a melting pot on the bulletin board which
will symbolize all of their cultures in Americas melting pot. Their writing prompts will be
attached as well.
While the students are handing in their flags, the teachers will again ask what the melting
pot symbolizes in relation to America.
Homework:
Remind students to study their research packet for test on Friday.

11. Classroom Management:


1, 2, 3 eyes on me - 1, 2, 3 eyes on you or clapping to get students attention when starting
the lesson and transitioning between activities.
Thumbs up, Thumbs Down to reduce calling out.
Teachers will walk around to assist any student that may be struggling and to make sure
students are completing the task.
Students will be given 20 minutes to answer the prompt and draw their picture.
Lesson #7:
What can your character and your characters culture contribute to
America?

Student Name: _______________________

CATEGORY 4 3 2 1

Answers question Provides 3 Provides 2 Provides 1 Provides 0


appropriately contributions contributions contribution contributions

Uses information Used all Used two Used one piece Did not use
from characters information pieces of of information information
culture to support from characters information from characters from characters
contributions. culture from characters culture culture
culture

Spelling 1-2 mistakes 3-4 mistakes 5-6 mistakes 7+ mistakes

Grammar Indented Has some Has little proper No indented


paragraph, proper grammar grammar paragraph, no
capital letters, capital letters,
periods no periods

Total: _______________________
Olivia Markoski TCNJ
Grade 3 Professor Pan

1. Topic and Grade: Anti-Bullying Lesson - 3rd Grade - Day 8

2. Lesson Essential Questions: Will students be able to comprehend the concept of diversity
and the benefits that come with accepting peoples differences?

3. Standards:
6.1.4.A.15: Explain how and why it is important that people from diverse cultures
collaborate to find solutions to community, state, national, and global challenges.
(6.1.P.D.3: Express individuality and cultural diversity)

Objectives Assessments

SWBAT recognize that combining Students will draw a detailed picture of


differences in life can make situations their liking using one crayon. Then they
better and more effective. will be asked to draw the same picture
using multiple crayons and determine
which is better.

SWBAT relate the overall message from Students will be given the time to discuss
the crayon picture activity, which is that the benefits they could personally gain if
they will have to work with people who they work together with people who are
think and act differently than them, to different than them.
their everyday lives.

4. Materials:
The Crayon Box That Talked book
Papers
Crayons

5. Pre-lesson assignment/prior knowledge:


Mrs. Soles (our host teacher) has said that the students are sometimes very mean and
judgmental to each other and that she believes they need more lessons about anti-bullying
and acceptance.
She has mentioned that a lot of her students are sheltered in the fact that their only
interaction is with people of their culture and background.
On the Pre- Unit Assessment test, some students had said that diversity was bad because
it could lead to bullying or the language barrier could make it difficult to get along.

6. Lesson Beginning:
The students will be placed into groups. Mrs. Soles has asked if we could put the students
in groups based on who usually doesn't get along. She wants this because she wants them
to truly learn from the lesson and the best way to do this is actually doing it hands on in the
classroom. (She wants them to learn to work together.)
Once they are in groups, we will tell the students to pick one crayon color to use and draw
a detailed picture. The catch is, they all have to agree on that same one color and draw one
picture, together.
Teachers will give an example of drawing a house with grass, a sky and a fence.
Teachers will walk around as students draw their pictures encouraging them to use a lot of
detail and to work together without getting angry.
Have students take out vocabulary sheet.
Write the word diverse on the board with its definition: people who look, think and act
differently
Add to anchor chart later

7. Instructional Plan:
Next, a teacher will read the story The Crayon Box that Talked. This book will address the
topic of diversity and teachers will ask questions as they read the book. (See questions
section.)
Then students, in their groups, will be given another piece of paper and will be instructed to
use multiple crayons to re-draw their original picture, again working together and using a lot
of detail and now color.
After students have drawn their second picture they will be asked which picture they like
the most.
Answers should be that they like the second picture the best because it is more colorful and
it allowed everyone to pick the color they wanted to make the picture better.
This will lead into a discussion on differences/ diversity and uniqueness.
Teachers will discuss how because each crayon was diverse and different in its own way, it
made the picture better when all the crayons were used together in one picture.
Teachers will also discuss how learning to disregard peoples differences to work together
makes for an overall better experience, atmosphere, and forms new friendships.
Ms. M and Ms. C will use their own friendships as an example of this and discuss how we
look so different but have the same interests and work together all the time.

8. Differentiation:
For the non-English speaking students Ms. C will translate words or sentences if it is
difficult for the students to understand.
All teachers will walk around the room and help any students that seems to be stuck.
Teachers will pay close attention to group interaction since the groups are designed based
on conflictions.

9. Questions:
During the read aloud:
Why do you think the different crayons do not like each other?
What do you think the crayons are realizing right now?
During discussion:
Which picture do you like the most, the picture with one color or the picture with more than
one color? Why?
How is the meaning of diversity and the meaning of differences, similar?
What can you gain from working together with people who are different from you?

10. Closure:
Students then will give examples of how working together with people from different
backgrounds can positively influence their lives and showcase how important it is to be
accepting of it.
Teachers will remind students about the positive effects we talked about from yesterday as
well.
Ms. M and Ms. C will talk about how people who look similar to themselves do not always
represent the whole racial group i.e. Ms. Markoski does not represent all white girls and
Ms. Cardoso does not represent all Hispanic girls.
Homework:
Tell students to make a flash card for diverse
Remind students to study their research packet and flashcards for test on Friday.

11. Classroom Management:


Teachers will pass out paper and one crayon/crayons to each student.
Students will be called to the carpet in the back of the classroom by their groups at different
times.
Reading the story will not begin until all students are sitting and quiet.
Students will be told to walk back to their desks.
Groups will be monitored a lot to dismiss any disagreements
From picture 1 to story: students will walk to carpet in the back of the classroom.
From story to picture 2: students will walk back to their desks.
Olivia Markoski TCNJ
Grade 3 Professor Pan

1. Topic and Grade: Portuguese Culture Interview - 3rd Grade - Day 9

2. Essential Questions: Can students create effective interview questions in order to compare
and contrast cultures?

3. Standards:
6.1.4.D.18 Explain how an individuals beliefs, values, and traditions may reflect
more than one culture.
6.1.4.D.13 Describe how culture is expressed through and influenced by the
behavior of people.
CCSS.ELA-LITERACY.W.3.7.
Conduct short research projects that build knowledge about a topic.
CCSS.ELA-LITERACY.W.3.8.
Recall information from experiences or gather information from print and digital
sources; take brief notes on sources and sort evidence into provided categories.
CCSS.ELA-LITERACY.RI.3.9
Compare and contrast the most important points and key details presented in two
texts on the same topic.

Objectives Assessments

SWBAT generate interview questions Students will have to create questions that
based on their prior knowledge on culture, they will have to ask the presenter on her
designed to gain more information on . culture. All students will have to answer
these questions on a piece of paper during
the presentation.

SWBAT recognize that cultures have Students will take notes on the presenters
common traits but also differences that culture and fill in a Venn Diagram based on
make them unique. the presenters culture and their characters
culture.

4. Materials:
Brought By Teacher: Compare and Contrast worksheet, Portuguese video
https://www.youtube.com/watch?v=PKXmcDyswts&t=213s
Venn diagram worksheet
Brought By Presenter: Portuguese clothing, music, food, pictures and other artifacts.

5. Pre-lesson assessment/Prior Knowledge:


Throughout the course of two weeks, students have been learning and researching
different culture and items that represent culture. Students should then be capable of
connecting their knowledge on the topic to create interview questions that relate to culture
and use them to learn more about someones culture.
Students have been working on using Venn Diagrams year long, as it is a PARCC required
skill, so students should be able to find evidence to compare and contrast their characters
culture to the presenters.
The students have no background knowledge of the presenters culture (Portuguese), as
none of the students are from Portugal and the teachers did not assign any students to
research the Portuguese culture.)

6. Lesson Beginning:
In order to grab the students attention to start the lesson, the teachers will play Portuguese
music with a slideshow of pictures of the Portuguese culture and Portugals landscape,
while asking the students to take out a piece of paper and pencil.
Students will try to guess what country the music and pictures are from.
After a few guesses the teachers will tell the students what country the music is from
Then the teachers will inform the students that Maria, (Ms. Cs cousin) a woman from
Portugal, is going to come in and talk to the students about Portugals culture.

7. Instructional Plan:
Once students have watched the video, found out what culture it belongs to, and know that
a Portuguese women is coming into the classroom, they will be advised to create at least
one question that they are going to ask the women.
The questions have to relate to cultural questions, such as What type of food do
Portuguese people eat? or questions pertaining to comparing their characters culture to
the Portuguese culture, such as My culture does this ____ for this Holiday____, what does
your culture do to celebrate Holidays?
After 3 minutes of brainstorming questions the students will be asked to share their
questions with the class.
Teachers will help them perfect their questions and make sure that each student has a
different question to ask.
Students will be told that they have to ask their question, write down their answer, and take
notes on answers to other questions.
The presenter will then come into the classroom and teach the students about the
Portuguese culture. This will include having the students listen to more Portuguese music
and listen to the Portuguese language. They will learn about traditions, see actual clothing,
eat Portuguese food, learn a Portuguese dance and more.
Once the presenter has finished presenting, students will be able to ask questions and
write down answers.

8. Differentiation:
For the non-English speaking students Ms. C will translate.
All teachers will walk around the room and help students that seems to be stuck.
Students who speak Spanish will practice asking their questions in English before the
presenter comes.

9. Questions:
Can anyone take a guess on what country this music and these pictures are from?
Why do you think it is that country?
What characteristics are said to represent culture?
How can you generate a question based on these characteristics that you could ask the
presenter?

10. Closure: (10 minutes)


Students will be given a Venn diagram and will use this to organize their notes that they
took while the presenter was talking.
Students will hand in their Venn diagram at the end of the lesson.
Students will be graded based on having three facts in each section of the Venn diagram
Homework:
Tell students to prepare 3 facts that they want to present to the class about their characters
culture for tomorrow, and draw a picture to represent/explain one fact.
Remind students to study their research packet and flashcards for test tomorrow.
11. Classroom Management:
Students will put a thumbs up when they are done writing their question.
Students will be reminded of what is expected of their behavior before the presenter comes
into the classroom. I.e. raise hands, no yelling
Students will be warned that if they misbehave then they will not be able to participate in
the activities that the presenter has brought.
Olivia Markoski TCNJ
Grade 3 Professor Pan

1. Topic and Grade: Culture and Diversity - 3rd Grade - Day 10


2. Essential Question: Can students show their knowledge on the topic of geography, culture,
and diversity?
3. Standards:
6.1.4.A.15: Explain how and why it is important that people from diverse cultures
collaborate to find solutions to community, state, national, and global challenges.

Objectives Assessment

SWBAT formally present research findings. Students will present their three favorite
facts on their character's culture and
explain why their characters culture
benefits the United States. They will be
graded on this presentation based on a
rubric.

SWBAT demonstrate their understanding of Students will be given a revamped version


geography, culture, and diversity. (What of their Pre-Assessment Unit test. This test
they have been learning for the past two will cover everything that has been taught
weeks). over the past two weeks, to see their
growth in the topic.

4. Materials:
Unit Assessment Test
Students research folders

5. Pre-lesson Assessment/Prior Knowledge:


Students have now been taught and have researched information about geography
(continents, countries, and states), culture (the characteristics that make up culture), and
diversity (the benefits that immigrants and different cultures bring to America), so their
scores on this test, should greatly improve since the pre-unit assessment test.

6. Lesson Beginning:
The lesson will begin with the students gathering their three favorite facts about their
characters culture and gathering their homework drawing.
The students will be sent to the carpet and the student who presents their information will
be allowed to sit in the teachers chair and teach the class about their characters culture.
This will act as a sort of review before the test.
7. Instructional Plan:
After all the students have presented their research, the students will be sent back to their
seats.
The presenting of characters is one way of reviewing the information learned in the Unit,
which will help the students right before they take their test.
Teachers will administer the test. Before handing out the test, the students will be told to
take out a blue, orange, red, purple, green, red, and yellow crayon which they need to take
the test.

8. Differentiation:
For the non-English speaking students Ms. C will translate/give support during the test.
All teachers will walk around the room and help students that seems to be stuck.

9. Questions:
Who can summarize what culture means?
Ask questions as students teach the class about their culture.

10. Closure:
Teachers will collect the test and get student feedback.
Teachers will thank the students for a great two weeks and handout little goodie-bags.

11. Classroom management:


Students will be called to carpet based on shirt color. Students who usually fool around will
not be allowed to sit next to each other for presentations.
Before presentations begin students will be reminded to follow the same rules and behave
appropriately while their classmates are presenting, if they do not behave they will not be
allowed to present and will have to come up during lunch to present to teachers.
Students will be called back to their desks based on shirt color.
Students will separate desks during the test and be reminded to stay quiet.
Name __________________________________ Date___________________

Part 1:
1. Circle the United States in blue
2. Circle Africa in orange
3. Circle Australia in red
4. N
a
m
e

an ocean:

_________________________________________________

5. What country was your character from?

_____________________________________

6. Circle the continent that your country is in, in purple


7. Circle New Jersey in purple
8. Circle New York in green
9. Circle California in red
10. Circle Texas in yellow

Part 2:

Miami Poland Los Angeles Florida Chicago Alabama


France

11. Name a state from the word bank:______________________________________

12. Name a country from the word bank: ____________________________________

Part 3:

13. Circle the definition of culture:


A. Characteristics of everyday life shared by people in a certain place
B. Living in the same place as your friends
C. Five people are the same

16. Circle the pictures that represent a culture:


Cat Flag Food Clothing

Happiness Music Bike Money

17. Looking, acting, and thinking differently


A. Colorful
B. Diverse
C. Elegant

18. How is the melting pot a symbol of in the United States? Is it good or bad? Explain.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________

19. Your little brother or sister asked you what culture is. What would you say to them?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

____________________________________________________________________

For FUN draw us a picture :)


Culture Presentation Rubric
Student Name:
____________________________________________________________

Country/Culture Presenting:
_________________________________________________

What should be presented Score

Student presented 3 facts on characters 0 1 2


culture and stated country name

Student presented picture that went along 0 1 2


with one of the three facts and explained
their picture

Student included details in their 0 1 2


presentation

Student spoke loudly for everyone to hear 0 1 2

Student answered any questions with 0 1 2


evidence to characters culture/country

Total Score: /10

Score of a 0: Student did not fulfill any parts of the requirement


Score of a 1: Student partially fulfilled requirement
Score of a 2: Student fulfilled all parts of the requirement
Notes: