Multiple Literacies Collaborative Planning Template

Grade Level: 6th Teacher/Team: Emily Rocha, Library/ M. DellaCamera, Art

Planning Date: April 18, 2021 Content area(s): Art/ ELA
Timeline: May-June 2021 Lesson(s)/Unit(s) of Study: My World Cultures

Massachusetts Content Standards: Art 5-6.V.Cr.1 Generate and conceptualize artistic ideas and
work. Art 5-6.V.Co.11 Relate artistic ideas and works to societal, cultural and historical contexts to
deepen understanding. ELA 6.W.2.a. Write informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the selection, organization, and analysis of relevant
content. ELA 6.SL.5 Include multimedia components and visual displays in presentations to clarify
information. ELA 6.W.7. 7. Conduct short as well as more sustained research projects to answer a
question, drawing on several sources and refocusing the inquiry when appropriate. ELA 6.SL.2.
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and
explain how it contributes to a topic, text, or issue under study.
AASL Standards I. Inquire II. Include III. IV. Curate V. Explore VI. Engage
Shared Foundations Collaborate
(Using the AASL Standards
Framework for Learners, type
shared foundation, domain, and
competency in rectangles below,
e.g., I.A.1.)
Domains

A. Think 1.A.2. 2.A.3. 4.A.1. 5.A.2. 6.A.1-2.

B. Create 1.B.2-3. 2.B.3. 3.B.1-2. 4.B.1. 6.B.1-2.
C. Share 1.C.1. 2.C.2. 4.C.1. 5.C.1. 6.C.2.
D. Grow 1.D.2. 2.D.3. 3.D.2. 4.D.2. 5.D.3. 6.D.1.

Description of Pre-Assessment: Observations during conversations with students as they

identify 3 countries that influence their culture. Full class conversation about what culture means.
Results of Pre-Assessment: I anticipate most students will have a general understanding of
culture but may need some clarification

Learning Materials/Resources Person(s) Responsible:

Activities/Projects: Needed:
 Selection of 3 world  Paper/pencils  Librarian/ Art Teacher
cultures with which the
student identifies.

 Visual art piece  Paper/pencils;  Art Teacher

incorporating the 3 Paints/brushes
selected cultures.
  Research one country’s  Library resources list,  Library Teacher
culture. Chromebook for each
student, Research
Organizer, Project Rubric
 Google Slides  Library Teacher
presentation on culture
of country detailing each
of 5 elements of culture
including cited images
and content references.

 VoiceThread  VoiceThread account  Library Teacher

incorporating artwork,
artist statement and
research.

 Voice and text  Library Teacher

commentary on work of
3 other classmates.

Description of Post-Assessment: Research Organizer, Google Slide presentation and

VoiceThread project will be tools used to assess student learning.
Results of Post-Assessment: This information is TBD

Created by Sherry R. Crow Courtesy Colorado Springs District 11; adapted 2008, 2018
World Culture - Important Details Organized
Notes Source
Social
Organizatio
n

Traditions
and Values

Language

Arts and
Recreation

Religion

Forms of
Government
Students:
Addressed:
Skills/Tasks:

AASL Standards
Students will identify 3
countries that have influenced

5.C.1.
2.A.3.
1.A.2.
their culture.

Students will research 1 of

these world cultures using a

1.B.2.

5.A.3.
1.D.2.
variety of recommended
sources.

In a slide presentation, students

will select and cite images
3.B.1.

representative of various
6.B.1-2.
6.A.1-2.
4.A.1-3.

elements of the culture.

Referencing sources used,

students will write descriptive
6.B.2.
4.B.4.
5.A.1.

statements detailing cultural

elements.

Students will create a World

Cultures VoiceThread that
4.C.2.

6.A.1.
4.D.3.

incorporates images, text and

3.B.1-2.
Multiple Literacies -Standards Checklist

voice.

Students will provide

thoughtful feedback on the
3.C.2.
5.D.3.
2.D.2.

VoiceThread projects of
1.C.1-2

classmates.
 Content Rubric
Content Meeting Standard –
Standards 10 points
My World Artwork includes 3 world
Cultures Art cultures of personal
Piece significance. A minimum of 4
Art 5-6.V.Cr.1 symbols are illustrated for each
chosen culture. Work is neat
Art 5-6.V.Co.11
and thoughtful.
Research Organizer includes interesting
Organizer details for each of the 6
ELA 6.W.7. 7. elements of culture. Details are
research based and sources are
included.
Google Slides Slides include image of
ELA 6.W.7. 7. artwork, title slide for country,
ELA 6.W.2.a. 5 slides each containing at least
1 picture, and resources used.
Pictures each depict an element
of culture from research.
Pictures all include source
information.
Google Slides – At least one interesting, factual
Script detail about the culture of your
ELA 6.W.2.a. country is written up in speech
format to accompany each
selected image. Detail is from
research. Writing is clear and
grammatically correct.
VoiceThread Google Slides are uploaded to
ELA 6.SL.5 VoiceThread account. Script is
voice recorded or included as
text in the project. Voice is
clear, timing is thoughtful, and
recording is free of errors. Text
is clear and grammatically
correct.
VoiceThread – Student comments provide
Collaborative specific details and connect
feedback clearly to project content.
ELA 6.SL.2. Student writes or records
clearly, politely and with
proper grammar. Student
comments on 3 other student
projects.
Progressing to Standard
– Standard - 5 points
7 points
Artwork includes 3 world
cultures and three or
fewer symbols for each.
Work appears somewhat
rushed.
Organizer includes details
for some of the elements
of culture. Some source
information is included.
Some of the details are
research based.
Slides include some of the
required elements. Some
pictures connect to
research. Some pictures
include source
information.
Some details are written
up in speech format. Some
details are research based.
Writing is somewhat clear.
Google Slides are
uploaded to VoiceThread
account. Voice has been
recorded or text has been
included.
Student comments on 2
other student projects.
Comments are
appropriate.
Not Meeting Totals
Artwork is missing a
world Culture and
less than half of the
/20
required symbols re
included. Work is
rushed.
Organizer includes
limited details.
Source information is
/15
not included. Details
are not research
based.
Slides included are
limited. Little
connection if any to
research. Source
/20
information is not
included.
Speech is limited to
few details that are
not research based.
Writing is unclear. /15
A VoiceThread
account has been
accessed and
presentation has
/15
been uploaded.
Student comments on
one other student
project. Comments
are unhelpful.
/15
Total Score _______/100
 Library Resources –World Cultures Project

Resources detailed here were selected to support research for the purposes of this assignment,

for pleasure, and for lifelong learning. Of the several sets available on the cultures of individual nations,

I selected one that is current, and at a lower reading level than many of the other materials in hopes

that this will be a more accessible resource for some students. At present in our library, we have books

dedicated to a wide range of nations, however none focus exclusively on culture as the books identified

here. Series books listed represent the most predominant cultures in our learning community,

however this collection is going to need to be added to regularly to reflect our changing student body.

Books providing insight into the death, birth, coming of age and weddings will hopefully be of high

interest as well as the other survey-type titles that provide more of a broader look at cultures around

the world. Books were selected with a broad range of search terms using both Mackin and Follett

which enabled access to reading and interest leveling, book reviews and bibliographic details.

Online encyclopedias and databases include the capability to listen to articles rather than

limiting students by their reading abilities. This enables support for ELLs and differently abled

students. Student cultural differences are celebrated as they are showcased through the course of this

project; from their artwork to research and presentation students will be encouraged to share and

value learning from one another.

Books

Klepeis, Alizia Z. 2020. El Salvador – Exploring World Cutures. Cavendish Square Publishing. New York,
NY.
Klepeis, Alizia Z. 2020. Colombia – Exploring World Cutures. Cavendish Square Publishing. New York,
NY.
Mattern, Joanne. 2020. Haiti – Exploring World Cutures. Cavendish Square Publishing. New York, NY.
Klepeis, Alizia Z. 2020. Jamaica– Exploring World Cutures. Cavendish Square Publishing. New York, NY.
Poeschel, Ann. 2018. Ireland – Exploring World Cutures. Cavendish Square Publishing. New York, NY.
Klepeis, Alizia Z. 2018. Portugal – Exploring World Cutures. Cavendish Square Publishing. New York,
NY.
Klepeis, Alizia Z. 2017. Brazil – Exploring World Cutures. Cavendish Square Publishing. New York, NY.
Sullivan, Laura. 2017. Dominican Republic – Exploring World Cutures. Cavendish Square Publishing.
New York, NY.
Klepeis, Alizia Z. 2017. France – Exploring World Cutures. Cavendish Square Publishing. New York, NY.
Shoop, Kate. 2017. Greece – Exploring World Cutures. Cavendish Square Publishing. New York, NY.
Greig, Gemma. 2017. United Kingdom – Exploring World Cutures. Cavendish Square Publishing. New
York, NY.
Ganeri, Anita. 2015. Remembering the Dead Around the World -Cultures and Customs. Heinemann
Raintree Library. Chicago, IL.
Ganeri, Anita. 2015. Celebrating Birth Around the World -Cultures and Customs. Heinemann Raintree
Library. Chicago, IL.
Ganeri, Anita. 2015. Coming of Age Around the World -Cultures and Customs. Heinemann Raintree
Library. Chicago, IL.
Ganeri, Anita. 2015. Celebrating Weddings Around the World -Cultures and Customs. Heinemann
Raintree Library. Chicago, IL.
2013. National Geographic – World Cultures and Geography. The Hampton-Brown Company.
Smith, Daniel. 2015. World Cultures Explained- Guide for Curious Minds. Rosen Publishing.
Richards, John. 2017. Art, Culture, and Sports – Mapographica: Your World in Infographics. Crabtree
Publishing Company.

Reference Books

UXL. 2012. Junior Worldmark Encyclopedia of World Cultures. (9 Volume Set)

Websites

http://news.bbc.co.uk/2/hi/country_profiles/default.stm
https://www.commisceo-global.com/resources/country-guides/
https://www.cia.gov/the-world-factbook/
https://www.everyculture.com/

Online Encyclopedias

Britannica School Elementary

Britannica School Middle

Research Databases

Gale in Context Elementary

Gale in Context Middle School
 Reflections on Planning, Teaching and Assessment

Planning

Over the years I have tried repeatedly to collaborate on units or projects with classroom

teachers, however the nature of my schedule has proven to be a considerable obstacle. Although I have

tried to make the point that for my position to be most effective there needs to be some flexibility to

work with teachers, my schedule remains tightly fixed. I see students as scheduled; 40 minutes each

week with an extra class every 4th week. The pace at which any library project gets done is slow and

often difficult to coordinate due to timing. The best luck I have had is to integrate topics that support

the classroom curriculum into the work we do in the library. Collaborating with the art teacher works

well since our schedules are similarly structured. The planning for this project happened over the

phone as our school district has been virtual all year, however we will begin the project in person after

our return to school April 26. Essentially, we looked at our plans at each grade level from K-8 and tried

to find a place where we could make a connection for collaboration. We hoped that broadening the

scope of how students think about culture and harnessing such a high interest topic to inspire research

would offer increased benefits for our students and promote greater academic growth.

Teaching

I have yet to teach the unit detailed in this document since I have been teaching remotely so far

this year due to the current pandemic. Although I plan to begin the unit next week when teachers and

students in my district will once again be physically back in the school building, it will not be possible

to reflect on it here. I am unclear as to the amount of work I will manage to pull from students given

the time of year and the effect the Corona Virus has had on their lives over the past year, however I am

hopeful that they will be engaged in the research and motivated to work with VoiceThread; it will be
our first experience using this communication tool. There are about nine library classes scheduled

from now through the end of the year which should be enough time to move through the work.

Assessment

Currently, I am unable to share student assessment data as I have yet to conduct the work with

students. Materials to be used for assessment include: important details graphic organizer, Google

Slides presentation, VoiceThread project, and VoiceThread comments.