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    Mo TSJ H

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    Carl Smith

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    Lesson-At-A-Glance 4 ENGAGE aca > Talk About It: A Group of Children > Analyze the Source: One Country, ‘Many Cultures > Inquiry Tools: Explore Summarizing pp. 170-175, > Shaping America > Around the World: Music From ‘Around the World Ceca Stee + te aout y comer enrerts 2 conan sein ston > online Lesson Test > Printable Lesson Test ormore details, se pages 7282-7263, pp. 40-53 @® Digital Tools ‘at my-mbeducation.com “each the Engage, Investigate, od TRenow content tothe woe ass rom Sprocemtatins that auch ety ffomina lesson dashboard mee ‘Yu can fp yourinstucion with he TrepAerr eBooks found on your lesson dashooord. ‘Blend indigha content when you want iancwinere you want Learning features is the Teochers Eton tigheaht V5 Teconnect nase werk with one ‘Sponences to enhance earing vestigate currant events vith IMPACT News ‘plore comoinbased vocabulary (ral explore Words and Word Say ‘Yocabuary ects Go Further with IMPACT Explorer ine! “Te IMPACT Explorer Magazine Suppo" Mlivonts exploration of to Essen! Qleston end prowdes ecctionsl Pereos or the Ea Inquiry Projoc. esson3 Wow Have Many Cuties Shaped Our County? T325 Q “ESSON QUESTION _ | How Have Many Cuttur RY ' Our Country? ee * Use newly acai content and acsdemic lary to tae ‘nc wite about hoy Ctitures around the World are ake ang siterent, * Draw a picture ta show artet the cma + Recognize ane form Some reguir post tense verbs &. 2 ee en werk pas tt fos ‘ey keto eat ane des they celebrate, meatk Curiosity Have hicren ook atthe photograph on p17. Ask What do you *oHe® about te chen ars cleat Wot do you notice that is movers Build Meaning & Support Language ‘Spanish Inquiry Journal @ Bi | caowa Bg es cognates, cute = eutura Know of special foods, songs, and ger eine ‘their home cultures, ‘summary = sumo EaUiry Toots (op. 174-175) Tat cranes itn ol ary how to write a summary football = tito} feeyni ata sunmaryisashoner ven cs nis Something that we've read We eee ‘music mises Gr the important details ana wane tre four Pee OU OU Words. Display trae ive chicken work in pis to entity the Important detals and then write a §. 2 creck reane® Summary ofthe paragraph Pee Support as needed and heck thelr work for entre, Research Companion pine and Different (pp. 154-155) Display the flowing sentence and ead tae Aa anyon aiferent ways and wear aferentiypes of ates, Ae Wot sO People ey it (poste) Ase What does te sentence say about pecee? ey ef sentence obo (ent elerent cots) Say: Note tha! the word “deren ooo ater Lets repack sentence wf the word aiferent: People dono tok the Game wey, ond they don't all dress the same Woy “american” Food/Food Facts (pp. 156-157) Display p. 156 and nove CN are aay rene. Aer you read, sey: Let' wrt a summary of ne fore on folow aor ina enern hata summary inchdes oy the mperant cesrs Provide ‘sentence frames to help them write the summary: (Hot dos) _ came from Germany. _[Pizza)__came from italy. ive WCiacos] came from Mexico. Summary: Hor dogs, Zaza, ond tacos were al broughto America om “other counties), ‘shaping America (pp. 158-159) Guide crn to use complete sreeress ene ae the Understanding of cata proved nthe tex. Prvie ese Sentence frames. eaban comes trom asportin —Cete)_caed MRSC) aaeee comes tomo sporin ago _coled — Cb a cic came tor. 28)__ He iwerted BUS SO a cone rom (and He designed ne nts Hose Music From Around the World (pp. 160-161) Have cen ook ose eraeigon pp 160 end 11 Ask What do you noice abo! the loves Oe ore Bice om pcre? (Tey ate not evenday cates) Ree lows Ne AS wei and ace the meaning of woational Say. Tadonel” reg ‘something that p16 an pe some way frog tne A cures Reve traders, Te HA aoe res are wearing waconal clothes and playing radon instruments. Point the crs of tn tons sve 08 entng wey on TanksGivg of CAG dos a a ce ak caren wht oer rations they krow abou ne inthe United States or inter home coitures. Inquiry Journal rarer Your Findings (pp.176-177) Hvechiken demonstrat understonding Report You eb expan what ey know abOW CUNY ass i ney vos, ming cate migrant ane oon Provide court Re tng roving ne lbeting the cues as needed Language Forms & Conventions Irregular Past Tense Review the concept ofthe pas! 206 present with children. Say! Mian past tense verbs end in oF ed uh oS “ved “helped.” These ore called Mor Pres Exp tet sme verbs ae ctl ireae “They are afferent reat ence, Day te cha We the preset tens tr ‘afte verbs in the fst ae ge foming the past nse of wile Work with children ‘complete the chart. Present Tense Cross-Cultural Connection ‘american bluegress muse has ifuences fom oun the wot neuding eens, ‘Scotland, Engind, ane ica ‘loograss evolved frm the musi that people fom these Dloces brought wah em Ferien tartng Inthe 16005, Leveled Support Entering & Emerging Hive prtners desebe to {ecings thot people mght ‘eres trough mus Provide sentence frames Suen ar People con use musi to show wen tey ore Sach or HOOP, Developing & Expanding ave cin take uns retesing tings you can lear ‘out eve through must Gude them musing wore Sochoseuture, hoppy, 2nd Bridging & Reaching ave cvien discuss hy trusts important fr many peorie, Prompt them 0 use pectic words such as cuture correcting. English learers may hove ‘ely recognizing hat 2 owe! shit inte mice oF niregulr verb cinges the tense of reverb, cesson’ HowHave Many Cultures Shaped Ou County? 1527 with INQUIRY JOURNAL @® LESSON QUESTION How Have Many Cultures Shaped Our Country? Bellringer [sk children to desctibe a family or community tradition they enjoy, such 28a sport @ ong or story that they lke, or a game they pay. (Answers will vary but should include Gotails about family or other activities or sports) Say: Some of these things are @ part of your fomiy’s culture. We ail are part of diferent cultures. Some of our cufture is American, ‘ond many people oround us do the same kinds of things. Other ports of our culture might ‘come from other places, Lesson Outcomes INQUIRY JOURNAL, pase leson esto len one con Cecio 2 a cies Undestan the wors cure Tel them tal understanding dere cutures “Starts with noticing how we are alike and also how we are diferent. Say: You might have learned some of your cuture from your parents or other relatives. «What will you explain? how cultures are ake and itferent) «What wll you do wih this informatior? (write about diferent cutures inthe United States) Talk About It Si Invite chilren to look atthe phatagraph on p. 171, Have them describe what they see. Use the fllowing questions for siscussion: «What do you see in the picture? (fiends, chikiren who are geting along) «What do you think the photograph is tying to show? (“Answers will vary ut shoul Include Wfeas about what is Being represented, such as fiendship and getting along and playing with everyone) LESSON 3 ENGAGE 3 i Collaborative Conversations ‘Add New ideas As chitcren engage in partner, sal group, ard whole iss eiscussions aa ns temto stay on lop, connect rer vm ides to ings the pears have sid ond Fae veto connect nee personel experiences or ror knowedge tothe corwersation. Beet] chapter Past and Prosent Pe TC) 3 utures Sear rome in ES Lesson Outcomes wit Am Learning? | wy Are Loring #2 water tnt tenon How Will Know that Leroed 17 ) | tena ae INQUIRY JOURNAL, pp. 170-474 English Learners ESSaxe) Social Emotional Learning Use the following scaffolds to support children's understancing of the Relationship Skills {esson outcomes and the photograph. ae ‘Engage with Others Chicren Entering and Emerging Shoud be tought when ‘ommuniating. As cilren ‘ngage h tel eolaborstive conversations, encoured ee chien answer simple Yes/No and Wh- questions about what ney Wit Tearnin the lesson, such 2s + what are yu going to earn about? (te froma stan ave) fo you going 0 eam 2504 | ; ‘others as they discuss what * can euros be trent? es renal a) + Can eutures be alike? (yes) Developing and Expanding Developing rete iureoa pre Prod setence ed Sh ® Digital Tools Have chien Sse cure, Te choren ore ave partner Shwe a eas about tne image wih ther Paks Blended Learning . Cer ngege with ing and Reaching frotereonquaton and Pied en cecurs what he ke about te ice os wel os hay re co Sieceson promo ta cae pons this plture show how people sous oct togeter? Why do yyou tink so? Discuss he Lesson ‘Question end Learning ‘Outcomes wth the ass csson'3 How Have Many Cultus Shaped Our Country? 7229 inspect Many Cultures 8 you goo eden? feet ck he peopel cin he wo do reclam Game He he fe Wit dey enya he sore ng Pope cl ener ve 0 yar om Today moet Retcsense Rina oie oo cath | Baerga in oper ye os a peop de ig cale . vou eos | conte {ai onosoge acne sok vt atom ay pe arn cles! Sepa of eee Te ot yer tomo te Sag por 0 cect s)he Dad tts wos nose SpE pogutrnney execs * tintrepesouns — Erycant hea mere ong betes ‘ie Und Se. yne ei. xpoes and clots | waingraren ara Esoed people were tought ean ‘rove ere. They shored speci Wye todo hing They all eles | bab ur eur. ‘ong gren on eo ot SRL Sey og ono nsepisou con? l INQUIRY JOURNAL, pp. 172-173 Analyze the Source 1 Inspect Read Read the tite aloud. Ask: What do you think tis text will be about? Then, have chilen fallow along as you read the text aloud, Have children circle any words that they ‘So not know. Ask partners to work togethor to underine the cives from the tex at tell them about now cifferen cultures have sheped the United States. 2 Find Evidence Reread Reread the text with children, and discuss the questions on the student page. ‘Guide ehiiren in understanding that the United States was made by people from many ‘cultures. Have partners work together to undertine clues that answer each question. Discuss Why do you think people brought ther culture with them when they moved to the United States? Answers wil vary but might include the idea that people want to remember where they came from and that cutureis part of what makes us who we are) 3 Make Connections “Talk Reread the question aloud, and have chilten take tums giving answers, As chikron answer, make alist oftheir responses on the boar. 7320. Chapter Pastand Present Sane em Stony meet | ser ae ah wf ‘Connections cer | ‘Spotlight on Language Understanding Language ‘explorers = people wi travel ‘tough a uranown ares colonists = people who bulls Immigrants = pope who mmove'to a é#erent county L/ Explore summarizing Investigate! |e sormeereerererecs a | ‘eat youreod Ey) coor me mats eos ee Senter |e eee — | | Stein oe mer a | | ee ett ms | atetel ree — 1 | | aan Toe eet many ge | [spect ane re itl ‘wan Toe 7 Serena | [Stina cated ae asi ec cee ets ee | Sane ot poemaaes pee |\ eee paeeecie acy Es inant eee mao. | ssi mente —a . = |. jexsemrsciete® | | eee censor ees INQUIRY JOURNAL, pp. 174-175 Inquiry Tools lore Summarizing eaeso inten tat a summary isa sor wy tote what the texts abou end ove tne most mporant deta rend Renae step by te stctns about how to smmaize Tal cron that tis rea euerand te meln topes wen suming, Hose! ho enfy sa tare Say ine man tps are what te fext most abou Once we ow important ea ences shoud goin Ye sary. Rest he 200 i ea cnlren ha te tex me) abou Pat ote st box abled Foe a ator Hep reno fin te efometon inte tet on 172. eens resto complet ing athe net two" Moh Tap" bowes. Then werk togee 10 Ore a enki Tope bowes to crest suman. ® Digital Tools chee Uneerstending Con understanding of he inauty ski When cannot Che. erg cove you te beginning, mide, and ond of the fevorte Handed Lenrniog ‘tony Point out that by fling jst the main details, they ve given @ summary. Cae ee Sep-bystep instruction about Investigate! pees Read pp. 154-161 ofthe Research Companion with cir, Tell them that she Information rea roe ve Lesan Gueaton, How Have Many Cultures hoped Our | epresentation court Use inguiy Tools: Mode! “Take Notes Tel children that together you will keep tack of detalls that wi help them to modal ho lesson arapic eaet onze te readings in the graphic organizer on p, 175 ofthe Inquiry Journal. organizes Losson'3 How Have Many Cultures Shaped Our County? 334 RESEARCH COMPANION, pp. 154-155, LESSON 3 INVESTIGATE @ tesson question How Have Many Cultures Shaped Our Country? Alike and Different A. Inspect ead po, 154-155 0 children as they folow along. Model summarizing the tex, To summarize this text, read it and look for important details. The text says “Our County is made of many Cultures.” write down thot detail I write down a few more etoile thot seem important: “Cultures ore different in many woys"; "wear afferent Clothes" “eet diferent foods’; “many ways people aro the same"; "eat and ploy fogethor" To summarize, tell the important details in my onn words: “There ore mony diferent cultares in America. People from aifferent cultures might wear diferent Clothes, ect iferent foods, and tak afferent, but we also have a latin common, 100. ‘Ask; What ore these pages about? 2 Find Evidence use the questions below to check comprehension. Cite Evidence The author says we are both alike and diferent. What is the author's ‘pinion about that? How do you know? (The author thinks itis 0 good thing. The Caption under the photo on p. 154 says, “and its great!) DOKS Infer Look at the photos. Why do you think the author included these photos? (The photos show people tat are different but also ake.) DOK2 3 Make Connections Formulate What are some questions you might have for people from a culture diferent from yours? Answers wil vary) BOK S stopana creck ia “Falke Guide children to find evidence inthe text. What s one way people are like? {People hove tends. People care about tek femties, People eat, work, and play together) Find Detalls Model adding new Information tothe graphic organizer on p. 175 of the Inquiy Journal Cchopter 4 Past and Present TON eile! Comets ‘Alike and Different cure de oy SEL op esl oyt mtr wopr ond Meo afer pret Caer Tay oy cot snete fe vee eo ply togenes RESEARCH COMPANION, pp. 154-155, English Learners EfeXizeyie} Use the following scaffolds to support children in connecting words and ideas. Entering and Emerging Have children practice using the words and and but to connect ideas about people and culture: Clothes (2%0)_ food are part ofcuture. People ore the Some in some ways, OU") they ave alfferentin others. Developing and Expanding Have children olscuss diferent ideas about culture using the word because, Provide sentence frames, such as: People can be diferent because. Bridging and Reaching ® Digital Tools Have children use compound sentences or sentences with compound verbs to talk about people and culture. Provide examples, such as: People have fiends. Blended Learning People core about ther family. People have friends and care about their Fp the research approach families. (Answers wil vary but should be compound sentences about people emia sveatealaia and culture) Ssucents vest thal Researen Companion fn IMPACT Bxporer Magazine Books fing oudonce. Lesson'3 How Have Many Cultures Shaped Our Country? 7323 “American” Food feat oe ares a rary a ee oo Lund totes Tey come tom Gem ermon nmin roi ham hte ingen a yar he Poop rom Mescarough foo re ‘on at hee, You ean by Mem in sores and RESEARCH COMPANION, pp. 156-157 “American” Food/Food Facts L Inspect Read p. 156 aloud as children follow along, Ask: Have you ever eaten any of these foods? 2 Find Evidence Use the questions below to check comprehension. List what might you include on a ist about “American* food brought from other countries? hot dogs, pizza, tacos, ies, ketchup) DOK2 Interpret Why is the word “American* in quotes in the tile? (The foods that are talked ‘bout are from different countries, but they are all foods that are eaten in America Some people think they are foods ftom here) DOK 3 3 Make Connections Relate How have othe countries helped create some of America's favorite foods? {Some of eur favorite foods ace fram other countries. People from those countries brought them when they came here) DOK InfoGraphic Read p.157 to children. Aske How does the InfoGraphic telf about where each food comes from? (t shows a picture ofthe food and the flag ofthe Country comes from) Which ofthese foods do people in the United States eat the most afin o year? (hot dogs) Do you like to eat any ofthese foods? (Answers vil vary) 1326 Chapter 4 Past and Present a Ze @ Spotlight on Language SS Understancling Language popula Hkee by alate people rest place where yourean buy and eat a meal billion = lrge number tat 's writen as 000,000,000, ® Digital Tools Blended Learning Cron investigate curated resources and el evidence to answer he Lesson ueston Charen Research anand fevidence using dita formet Shaping America ur how dey tor? Bosco comes trom ‘sport in rgd cle ounces Rounders fora bot ond abl Americans nes "ea They verted Boseball Football comes ram gland to. canes trom spor clergy. Roby os toes ‘oon vl shaped bal American eth Borebat ne gu es oy ay papog tetbor string Capel ot fechtlrses "fetes RESEARCH COMPANION, pp. 158-159, cies ear weooe eeececeenyy een eee Spee enc Bulldings esd domes Hobon. nes ton ews shee Shaping America > Social Emotional 1. Inspect Read pp. 158-159 aloud as citron fofow along. Remind cir to look veering at detas in the photos. Ask Where do baseball and football come rom? Social Awareness 2 Find Evidence Use these questions to check comprehension. Infer Why do you think the game was called stckbali? (They probably used a stick instead ofa at to hitthe ball) DOK2 Cite Evidence Which key details tel hy Jacob Davis invented jeans? (He saw that ‘Americans needed strong pants for work) DOK3 3 Make Connections ‘Summarize How have people from other counties shaped America? (They brought sports, clothes, and skills to America) DOK2 @ Stop and Check ad Respect Sometimes when we re presented with ‘something new we may cat IRetange lis impotent to remembeto remain open ‘pd respect to new eos, Point otto cen hat at tmetoples scusseain he {clon were new once and owe are mpotatpars of our coumnys cute, ‘Think How did Jacob Davis and James Hoban use ther skis to help America? (Jacob Davis invented jeans, 30 people would have strong pants to wear. James Hoban designed the White House, which isa special bulding) Guide children to work in small groups to ‘discuss how America has been changed by many cultures. Ect a least two examples ‘rom each group. Lesson 2 How Have Many Cultures Shaped Our Country? 1335 Music From Around the World A Inspect Read po, 160-161 aloud as chiiren flow along, Ask: What is this text ‘mostly about? 2 Find Evidence Use the questions below to check comprehension, {entity Whot is one thing that each culture around the word has in common? (music) po Classify At the top of a piece of paper, write “African Music” onthe left and "Mariachi" ‘on the right. List the kinds of instruments used under each type of music (Aiea “Musi: drums, gongs, rattles, bes; Malach: violins, sumpets, quilats) DOK2 raw Conclusions Why do you think mariachi music is popular at parties and - ‘Wediings? (Children should infer that it's good for parties because it makes people Want to get up and dance) BOK3 Infer Why is music a good way to learn about other cultures? (because people sing about ther lives and the things that are important to them) BOK 2 3 Make Connections Relate What are some other examples of traditional music you have heard of? Where {do you think that music came from? (Answers will vary but students should understanc that many types of tritional and folk music were brought tothe United States from Africa, Europe, Latin America, and elsewhere) DOK @ stop and Check Beda Talk How does music connect people? (People all over the word like to sing and dance) What Do You Think? Have children think back overall the eiferent pats of American culture they ve read about inthe lesson. Eh fom children that is important Understand our cultura heritage inorder to honer 7336 Chapter 4 Pastand Present Music From Around the World src et mae he ed eee Mtn oortndor tata mate Son eb coe tht tinge gh Mom tece Aaa ord might TnAlre, ou on her kin rove ara ramps on ttre ets ion ma ose of Masach moc ppsr a pores Sharing tr eget nd ceene Sete env peope wee bo ere the Unie Sees rom Aten They vont oe brought herman ham Toy we con her acon ums ted ye nary ret | What De You Think? | Wy itmpertnt to undestard where 4 iterent prs fou cate camer? English Learners EetNiifelto Pe ee Scent ‘musi, Guide them in using spectic word in tote responses, such as culture, feelings and different, Have chldren point to words In the text that help answer the questions (Answers will vary but should accurately retell the text) Bridging and Reaching Have children discuss why they think every culture has Its own kind of music Prompt them to use speci words in thelr responses such as culture or feelings. (Answers wil vty but should express wy music isan important pert cof culture) Lesson 3 How Have Many Cultures Shaped Our Country? 337 LESSON 3 REPORT Stal INQUIRY JOURNAL, pp. 176-177 LESSON QUESTION How Have Many Cultures Shaped Our Country? Think About It ‘Ask the Think About It question aloud, Have chikiren werk with partners or in smal ‘groups to create an explanation of culture. Invite them to share their explanations with the las. Remind ehiren to look back over thelr notes inthe graphic organizer to remember Important details and ideas, Draw It Read the prompt tothe class. Guide chileren to think about different pets of their culture, based on wat they have read. El rom children examples of culture that they can drow, ‘such as how they dress, foods they eat, ora holiday they celebrate. Guide chilren in labeling thei drawings with this Information, Geography | Labels connectto| Labelsparialy | Lobelsminimaly | Labels do not and eserbethe | conmectioand | comectioand | connecttoor Picture showing | describe the | deseibe tne | deserbe the something from | pice showing | picwre showing | picture showing his cute. | something rom | Something rom | Something fom enlsscuture. | chigseuture.” | its cute, Talk About It Ad, Have children share thelr pictures witha partner Remind them to share their ideas end ‘answer their partners questions about the drawing, Remind chiléren to folow the rules of sppropriate classroom conversation, such as listening, taking tums talking answering |uestions, as well as being respectful of thelr parne’s lees. Assessment Children can check their understanding with feedback from the Lesson, Test avaiable online. Connect to the Essential Question Read the prompt aloud. Model how you would answer the first question. Say: i going to think of some foods that | rely enjoy ike sushi and pizza. These foods come from sitferent counties, Japan and italy. Icon use these ideas to answer the question. Have Partners work together toil in the sentence frames. Inquiry Project Update Remind children to tun ta Inquly Journal pp. 180-151 and Feview project information. At this point in the chapter, children should have completed cheeks item two. “Te our what YOU 1d Wh 2 ae rea act peaaeraeeearsera Draw Ht eee eel Connect tothe ‘Eat eed scar nee (ene Avera oe om rman snttipiz ama, places. Sees | a INQUIRY JOURNAL, pp. 176-177 @ English Learners Evefizeyie) ra NF Use the folowing setts to suppor chiens ascusion, entity Cancion ry ieeecaname Entering and Emerging Foccuerrmercenkeaciie rovie-mensinoe TT crag vents Get che Sea Fey cules muse, fe ang (cotring), IENot, Have children : pera ear ay Developing and Expanding domawanceronny vou Have chien complete the folowing sentences about the home cute. mayweh wate olovra “hen have thom share tor answers wth pariner. can speok fenton tome: Venay The et sometmes weer Tefen wernt Bridging and Reaching Have children describe thelr home culture to thelr partner. Encourage children to give examples of favorite foods, music, or traditions. Lesson How Have Many Cultures Shaped Our Country? T339 & LESSON 4 OVERVIEW ® LESSON QUESTION What Are Customs? Connect to the Essential Question 1" Tel children that this lesson will help them to answer the Chapter Essential Question: How Does the Past Shape Our Lives? Explain that they wil learn about customs in other cultures. They will explore customs people follow a in different parts of the world and think about how customs shape the way we live. Lesson Objectives + Explore ways that people celebrate + Discuss customs in ferent cultures + Compare and contrast two aliferent cultural celebrations. + Describe ways people inthe community celebrate customs Make Connections! CONNECT TO ELA Reading Ask and answer questions about key detain ext COMMUNITY Read informational tex hat are appropriately comple or oreo Writing waite informatvorexplonatory texte in which students name ‘topic, supply some facts about the tole end provce some sense of Research Recall information rom expeviances or gather information ‘tom provided sources enswera question CONNECTIONS Inte community o fami ‘members to share toi customs ‘and cultura actions with the ‘ass your community has fan annual ctrl ever, help ctilen find answers toh Speaking and Listening Buon cer tn conversations ve Staessen deporte connec eas eet ie ccnangee Deere people aces tings, rd evans welt et, ‘reang ine an fing Ser Language Demonstrate command ofthe conventions ef sands Engi rear ago wn rng espn ‘questions about ) chapter é Past and Present Lesson-At-A-Glance 1 ENGAGE > Talk About It: Photograph of Dancers > Analyze the Source: Celebrate! > Inquiry Tools: Explore Compare and ates enon | ere res See sear! ao ‘You can fl your instruction withthe IMPACT eBooks found on your lesson Interactive IMPACT ‘Blond in digital content when you want ‘ard where you want. Blended Learning featres in the Teachers Eaton highlight ways te connect nase work wth online ‘experiences to enhance earn i at my.mheducation.com Investigate cartont events wth 3 REPORT Ive IMPACT News == > Think about tle emir iy » Write About It: Define and Describe ‘th Explore Wores and Word Pay ‘Custom vocabulary acts. > Talk About It » Connect to the Essential Question ASSESSMENT Go Further with IMPACT Explorer Magazine! ‘The IMPACT Explorer Magazine supports chickens exploration of the aren ‘Question and provides eetional PP. 40-53 resources forthe EO nguiy Project. Lesson 4 What Are Customs? T341 Language Objectives + Uso newly aquired ‘content and academic vocabulary to tae and Waite abut erent tea description of a custom. + Form singulor nc To suppon Spanish speakers, polnt outthe celebrate = celebror reunion = reunion ‘raduation = ‘raduacion ily = font LANGUAGE LEARNERS Chapter 4 Past and Present LESSON QUESTION What Are Customs? Introduce the Lesson Set Purpose Explain to children that inthis lesson they will learn what customs are. ‘They will explore ciferent customs from around the world, Access Prior Knowledge Read the lesson question on p. 178 and explain that Customs are certain ways of doing things. Some customs are ways o celebrate special events. Say: We learn more about other cultures by learning about ther custows, dale chilren what special events their families celebrate §. bl Have children work in pars to tak about things ther families like to celebrate ‘Spark Curiosity Hove chicren took atthe photo on p.179. Ask: What co you think the ‘People are doing? Why de you think they are wearing masks on thelr faces? Build Meaning & Support Language Inquiry Journal Analyze the Source (pp. 180-181) Display the following sentence from the text and ‘ead it alouc: People celebrote important events, ike fomily reunions or the New Yoon Make sure children understand the meaning of events and New Yeor. Remind them thet {asking Wh- (who, what where, wen) questions can help us find out what a senteriee means. Ask the folowing questions and underline the words in the sentence ae ehicren answer: Who isthe Sentence ebout? (people) What do people do? (eslebrte) Whet ds ‘people celebrate? (portent event) What are some important events? (family recnicrs, {he New Year) Point out the word tke inthe sentence. Say: Remember thatthe moet “tke” tells us that an exomple wil folow. These examples telus about some events that ‘people celebrate. Undetine family ounians and the New Year Have children workin pots ta write @ sentence that gives an example using the word ike, Inquiry Tools (pp. 182-183) Tel children that they will Compare and Contrast ‘iflrent customs, Remind children that when we compare, we show how two or more things ae the same. When we contrast, we show how things are elferent from aoc ‘thar. Te hoo childron compare and contrast family reunion end a Guinceariews neve Partners work together to complete these sentence frames A Quinceahera and a family reunion are both (celebrations) A Quinceanera is a party to celebrate (0 gi’ iteenth birthday) ‘A famiy reunion i a party to colebrate _(@ family being together) ‘Wirk with children to complete the graphic organizer np, 182 ofthe Inquity Journal Research Companion ‘Our Many Customs (op. 162~163) Have children work witha partner to complete sentence frames that describe the greetings mentioned on pp. 162 and 163, such as Chileren in Korea (00) _winen they greet an adult Holidays (pp. 164~165) Display and read aloud pp. 164-165. Support comprehension by reviewing key vocabulary with children, celebrate: do something special for an important day holiday: special day for celebrating culture: the art, beliefs, and customs ofa group of people parade: a celebration with many people marching or moving down a street in cars ‘or on floats Kwanzaa (p, 166) Have children use key words from the text to describe Kwanzaa, Provide these semtence frames: Kwonzaa tests for _(50¥er) gays, Families ight a Canara) Families tell_(610FS) play (chums) _ antares) It’s a New Year! (p. 167) Display p. 167 and have chien look atthe picture atthe top ‘of the page. Ask: What are the people in te picture doing? Guide children to understand ‘that they are carying a dragon Ina parade. Then read the caption for hike, pointing to each word as you read, Ask: What does the phrase "stonds for" mean? Help children. Lnderstand that stands for means to represent something efse. Ask: What does the ‘Gragon stand for? (ck an long life) Inquiry Journal Report Your Findings (pp. 184~185) Have children demonstrate their understanding ‘ofthe lesson content by explaining what they learned about customs in our county {and around the worl. Review key vocebulary,nclucing celebrate, custom, and hofey. Provide assistance with writing as needed Remind chiren to wit Ia complete sentences. Tel them that a sentence expresses one thought Sentences begin with @ capital etter and end with a period Language Forms & Conventions ‘Singular and Plural Nouns Review with children that a singular noun means one person, place, or thing. A plural noun means more than one person, place, or thing. Say We usually form the plural by adding -s ores to @ noun to make it mean “more than one” Use the chart below to model forming plural nouns. Write apple in the fst column and ‘model adding -s to form the plural Pronounes each wore, and then have chiléren repeat the words after you, Ask volunteers to suggest other nouns or use those shown. Bion Gree ape apples hatiay holideys cass a ay ays wish wishes Cross-Cultural Connection Insthe custom of many ‘cures around the world 10 nod ervest festivals, The United States and Canada celebrate Thankeghving. Vietnam has miu Festal caled Tet Tung. Thu. Leveled ‘Support Entering & Emerging ocethowtostate an ‘pinion, Say. fuse words ‘Such os “think” and ‘etieve" to say my opinion ave panness give thew ‘opinions about which Now ‘Years celebration they would kat ato, Developing & Expanding Have chron ute an ‘pinion about whieh New ‘Years celebration ty woud Ske to attend and gie 2 reason. Provide n sentence frame suchas: fou ke ‘tend the Now Yor becouse Bridging & Reaching Have painrsofe ther ‘Year's etebration they would Ihe tated. Ask chen to ‘ive reason why they woud tke to stand that celebration, Oo Language Transfer ‘Speakers of Cantonese, mong, Korean, Vieramese, ‘Arabi, or Spanish might omit the in ral nouns because the nave language might not use the poral marker have to brother Lesson What Ate Customs? 7343 INQUIRY JOURNAL, Pp. 178-179 LESSON 4 ENGAGE UNTO] Aan LeLe Ve What Are Customs? Beliringer Lesson Outcomes Discuss the lesson question and fesson outcomes wit children, Make sure that children Understand the word custom. Say: custom is something thot groups of people du Pep ‘example, many people serve turkey on Thanksgiving, * What will you be able to do? (ell about ciferent customs) * What the purpose ofthe task? (to understand customs in my family ane community) Talk About It tate Read the Ta About with children and discuss the questions. Provide sentence frames to help chicken form sentences as thoy talk about the photo on p. 178, + The people inthe photo are (dancing) + Tho people in the photo are wearing (masts) Zi Collaborative Conversations ‘Ads! New Ideas As chien engage i portne small grou, and whole-clasdecusions, {courage them to ook fr information inthe text, photos maps an captions, Thc at INQUIRY JOURNAL, pp. 171 Wot Amt Lecring? ‘wy Aen Learning 1? How Wilt Know thet 1 Learned 3? Waresoyetin ey? | English Learners Beagzelie} Use the following scaffolds to support children's understanding ofthe lesson opener Entering and Emerging Guide children to descrive the detals hey see inthe photo. Ack simpie questions, such as: What ore these people doing? Are they dancing? Developing and Expanding Guide chicren to work with partners to describe details in the photo. As needed, help them use specific words, such as cancing and masks, to tel what the people are doing and where they are. Bridging and Reaching Have children take turns asking and answering questions about what they see Inthe photo and why the people in the photo might be dancing, Ask: When {do you see people doncing in your community? Why might these people be dancing? As needed, prompt them to use words such as custom, celebration, fo hoy. Social Awareness Value Diversity Leaming about cterent custome land eultures nei cen Tear to recognize he ofeach person ina gabal commusty As chicren read bout ond describe cferent ‘ustoms,askthom ttl how these customs make intresting places to ve. Lesson 4 What Are Customs? 7345 BRE oe igs ha wove Lekeme nee efile aay ato Youn yowit” chen people eluate Rea tom ‘elevate imgotont event aod tt, larly esclonsor th ee ee Cee wrtiyeu Ota celsbotons canbe ee Under ces radeon cay Ta ROSE _ 5006 peonk frnLam comes om end citres elstrote with a tinea $0 ie Kinin state ‘ies sa Behday party fora {yea ol it Fons big spa ‘nds of foo. Tay cane to mace ‘celebrations ere fate INQUIRY JOURNAL, pp. 180-184 Analyze the Source Spotlight on Language 1 Inspect Soe, Have cilten look atthe picture and the tile. Then have chen follow along einderstanding Language {you teed the tot aloud. Help children find text cues that explain what the secote fore feenibe 2 gaharig the picture are doing, (Underiine: celebrate; Quinceatiera eee enoon tory ‘New Years Day =the fst ‘ay or Begiaing ofthe next 2 Find Evidence vee [IK After children examine the photo, ask: Why do people hove a Quinceafera? (to celebrate a girs fteenth birthday) 3 Make Connections Zralk. Guide children in understanding the Spanish word Guinceafera. Ask: What does ® Digital Tools ‘he woral's meaning tel you about the celebration? (i honors someone who is iftcen years old) ‘ Blended Learning Connect to Now Talk about why 2 Quinceafer isan important custom. Ask: How Children read informational ‘does this celebration remind you of customs in your family? (Answers wil vary) ‘texts and analyze primary. Collaborative Conversations oe Have children practice nd Listen Carefully As chicren engage in scusions, guide them to Fen careful to what appl the strategy of close ther classmates ate saying al think about what they heard belore they roscoe reading a5 they any text 346 Chaptor 4 Pastand Present berated Serge re eee eae Apes eee ee ee | Tocompars an comes | Netra na _ — cult | saa tet i} t INQUIRY JOURNAL, pp. 182-183 i Spottight Inquiry Tools @ =. Explore Compare and Contrast Ss Explain Reming chidren about comparing and contesting. Sey: When we compare, we ‘Making Comparisons sow how tings ore ake. When we const we show Now the ae deen. Rove thro tat feel sae ee ee vim tirg ate ey ‘phic organizer Fomly Reunion, Both Celebrations, Quincerera Mode dentiying ana edu woys he ceebraons ore smlr and ow they diferent. Say. Te Guiceaera and @ ‘ey hve oe or many ings Family reunion ore bo celebratons, The Quincefera only celebrated when @ GH saute hte tine tums fteon, But we might ceebrte a famly reunion each yer Cea among te ee Children and help partners fl in the graphic organizer. ‘Check Understanding Confirm understanding of the Inquly sll f children cannot ‘compare and contrast the celebrations, then have them practice with wo celebrations they know well, Investigate! ‘Expain that you wil gather more information that wll help them answer the lesson question, What Are Customs? ‘Take Notes Toll chidren that together you will keep track of smilies and dferences between two holiday celebrations in the graphic organizer on p 183 ofthe Inquiry Journal Lesson 4 What Are Customs? 1347 SEARCH COMPANION Our Many Customs 1 Inspect save cniaren tow along es you read te text on pp 162-168 sou Ascent tink about what they ean lem tom the pres, coarse {can see thot Juan is smite. The tert says tht Juan soys “hoa” to greet « a fends Rosa is waving as a way to say “goodbye.” These are iffernr customs, ‘Ask: What have you learned about itferent greeting customs? RESEARCH 2 Find Evidence use ne quesions beiow to ceck comprehension Sore Describe, Whats a custom? (something people have done for a ong tne) DOK 4 pp. 162-163 Gantrast Read the caption under the picture atthe top ofp. 163. Hors this custom Liferent trom the photos on p. 162? it does not show a greeting. Wats ern dancing ata festival In Poland) DOK ‘Analyze Why might some children in your class have customs that are alfecent from Yours? (People have different customs depending on where they ive or here rene families are from) BOK 3 Make Connections Meant View What are some ways people greet eachother? Which greeting do you (he Dest end why? What otneraretings do you use o know about? (People ney ‘wave, bow, shake hands, or say “hole” or “hi> Other greetings will vary) DOK @ Stop and check while Trak Reed the question sloud, Encourage chilren to share experiences rom theives, ‘necessary. ask questions suchas: Wat do you cat ata picnic? Wht do you de on te SSeS h otal about it) Find Details Model adcing new information to the graph organizer on p18 ofthe Inquiy Journal, CChepter4 Past and Present Dei Ret ed People rom Poland ste owen hay gre ters ‘hey hove tor cra ur Many Customs ‘oa Aare prof ur te. Mary customs ae aera crcthngr pepe hve doef on tre sot Bolifeed Teg tow Sime chren oy hove ests dierent om pci reson te Greets er ae kindof atom, Pople who age do et aren , peo Spoish a Englin might ty "0" fo oct ens. They might ao 2 “ai Se ‘eope might wove gv ight when hey oe None eo ct nh ne Soe $07 gocbye a ets Ayton ade oman RESEARCH COMPANION, pp. 162-163 English Learners BaNgae@) Use the following scaffolds to support children's understanding, Entering and Emerging Guide children to describe the different greetings they read about. Provide sentence frames such as: People who speok Spanish soy {N010)_ One way to.greet someone fs to 100" another way to greet someone fs to (S092) hones. Developing and Expanding Reinforce the concept thatthe way we greet one another san example of custom. Wite the word “greeting” ina simple web, Have chilren work together fois examples of greetings, suchas wove, bow, and shake hands in the outer cis. nuit pals of ehldren to demonstrate a greeting ® Digital Toots Bridging and Reaching Prompt citéen to ask their partners question, suchas What ere some kinds esos Satoralrding dance Wheto vousayerceegpestarneonet re Eheauape chen erect exch ter welren os onan ol eat an crn ay counuy te gectng eon = Investigate wath ne Wola 888 oF smal groups Lesson 4 What Are Customs? 1349 Holidays ‘Around the word people celoote spr ays. The day ected nde aldo oe te some nary places Ot olds oe ere When peo come {othe Usted stots they coer hoe ‘tom he home county. Tey hae thoy wn pepe here ‘cna on St Lact oy, Nw at mh pe RESEARCH COMPANION, pp. Holidays 1 Inspect eed pp. 164-165 to chldren as hey follow along. As What ola you learn ‘about hotaays? 2 Find Evidence Use the questions below to ‘heck comprehension. ‘dentfy What do we cal special days that people celebrate? (holoys) BOK Gampare How are all holidays alike? (They are par of culture; they are fun; people ‘enjoy them no matter where they ive) BOK2 Gite Evidence What detals support the idea that holidays are fun? (People celebrate ‘wih special foods: they have parades and paties: they see fiends and emis} bor @ 3 Make Connections Relate Do you celebrate any special days? How do you celebrate them? (Answers will Vary but should include a specific holiday or holidays fom the chs expenene Well as details about how they celebrate) DOK2 T350 Choptcr 4 Past and Present Poop cltrte same hays wh ‘speci fads. Thay how prado ports | Ther esoy eng hts and ten People eo hay aroun th wns Spotlight on Language SF oe tanguage _ Understanding Language home country= the county 2 person comes rom crn, ‘nomatter=i mks no sitorence ® Digital Tools Blended Learning Chien vestigate cuted ‘sources an find evidence to answer the Lesson ‘Questo. {caren choose fam print gta Inguity Toot ake Kwanzaa et carn 0 Kno Faris ay tl sea lycra ond {eas They abo ge gs arate Pope at aap or tera ae RESEARCH COMPANION, Kwanzaa/It's a New Year! Mary people abate the How Yor on Jona Mary peop celebrate on wir Poop ct Spl feos he People eat pail oe Ih sh pad, ond apples. They st with ‘nds ond fry ‘orghenes: Some eo special he Foe er PSs AL Inspect Read the text on pp. 166-167 aloud as children folow along. Aske Whar is Explain can chtdrenexpain this text bout? 2 Find Evidence Use the questions below to check comprehension, wnat custome se and give ‘czamples of eastoms? Describe Look at the picture on p. 166. What is a kinare? (iis a candleholder used to | Diferentiote | celebrate Kwanzaa) DOK 4 Explain Why do families light the kinara (to celebrate the dees of Kwanzaa) DOK 2 Noise yeicose Infer Read the caption atthe top of p, 167, What does it tel you about why people lke ‘el eyes and visualize 9 you to celebrate the New Year? (They wish fer luck and long life} DOK 3 Make Connections Perspectives What parts ofthe New Year’ celebrations on p, you celebrate the New Year? (Answers wil vary but should include plausible reasoning find detals based on text and experience) BOKS @ stop and Check Ai, serie a fomisa ealobraton ‘or holiday. Explain thatthe things people do every be thay eslebrate a cera 167 remind you of how (eee ‘Talk Read the question aloud. Have partners discuss thelr answers. (Ansiiors will vary but should indicate that families and friends spend time together and eat specal foods, during holidays) Lesson 4 What Are Customs? T3St INQUIRY JOURNAL, LESSON 4 REPORT INQUIRY JOURN @-tessoN question - Z) chavtor4 Pastand Present What Are Customs? Think About It Read te prompt aloud. Have children look back at her notes and graphic organizers [o.raming them about customs, Callon Volunteers to describe what customs they neve learned about Write About It Farming children to use ter graphic organizes and to include the fellowing elements as they respond tothe promot: + Whats a custom? + Desctibe one custom. ‘Adecustely | Ninimoty defines | Does not deine a ‘defines 8 custom) 2 custom, ‘stor: inctues Includes some, "| incudes imted | no or nelovnt mmosty relevant | facts ond deta, facts an ets, fects and detais, | whicn oy be | | Talk About it Zia ‘Have chlcren share their wring, Have partners take tums adding more details to thelr {escrinions. Guide children to use the Research Companion photos and captions oc well 2S the text to find more details to ade, Assessment Chilcren can check their understanding wth feedback rom the Lesson Test avaiable online, Connect to the Essential Question Community Customs Have chien write their answers. invite them to think about Giatoms they krow about through thelr family, tends, and community. Then lead a group lscussion about weys that people in your community celebrate tner cases Inquity Project Update Remind children to tum to inquty Jour pp. 150-181 for cect information, Check in with groups to monitor progress onthe interview projects Glen should be preparing to conduct an interview about tadhons wth fomiy ‘community member Talk About It 22, | Write about tt | Wie ea tent [Connect to the | caon Something that a group of people mething thet agrovp of people Tela tee wo gee rr commanty tC remepuEth answer should describe does, such as celebrate sholiday, a eae cco you ad ba dacs Gbbentin ‘Answers should include one custom from | thereading and describe relevant details. ae | | | INQUIRY JOURNAL, pp. 184-185 English Learners Baigze) Snes Use the following scaffolds to support children as they report their ndings. ‘Summarize can chien define and describe a custon? Entering and Begi 2 leecibermmnser kieaciieamescnecere can ST which custom the drawing shows. HENot, Provise prompts and sentence iromes as needed Developing and Expanding "Some customs are tings Provice sentence starters to help chilren define “custom” and to describe Ttneciee Pe, E ‘one custom they read about: custom is__ One custom read about ‘One custom fread about is ccesems ogee Bridging and Reaching Have partners tell each other about a custom that they read about. Encourage ‘them to use details and evidence from the text and photos to help them ‘descrive the custom. Lesson 4 What Ate Customs? 1353 LESSON 5 OVERVIEW @ LESSON QUESTION How Do Traditions Bring Us Together? Connect to the Essential Question Tell children that this lesson will help them to answer the Chapter Essential ‘Question: How Does the Past Shape Our Lives? Explain that they wil eam about traditions and how they have been handed down over the Years. Children will explore ways that traditions bring people together and understand the importance of showing respect for one another's traditions, : Lesson Objectives + Explore what traditions are. + Identity author's purpose, + Explain how traditions bring people together + Describe ways traditions bring families and communities together Make Connections! CONNECT TO ELA Reading Ask and answer questions sbout key details in text. Describe the connection between two individuals, events ideas, ‘oF pieces of information in tox Writing write ifometveleplonatory texts in which students name _topi, supply some facts about the tape and prone some sere of clesie. Research Recall information from experiences or gather infomation ‘tom provided sources i answer 2 question Speaking and Listening Build on others tok in conversations by ‘having students respond tothe comments of ethers thaugr nliote exchanges ‘Aak and answer questions about Key detals na tet read aloud or Information presented orally or trough ather media. Language Use sentence-evel context asa cue to the meaning of 2 word ox phase, MEA) Chapters Past and Present COMMUNITY CONNECTIONS “To-enich what chigren have leamed about vadtons rte 8 guest speaker fom anathor country to tak about his or her Lesson-At-A-Glance 1 ENGAGE evar > Talk About It: A Family Dinner © Digital Toots > Analyze the Source: Traditions We Share > Inquiry Tools: Explore Author's Purpose eee Teach the Engage, Investigate, nd Report content othe whole lass fom ePresentatians hat nen erecty = You can fp yourinstiuction wh he IMPACT eBooks found on yourlesson Eee ‘lend in gal content when you want : Rane where you want it Blended Learning features in the Teachers Edton highaght aye to connect nase work vith ening experiences to enhance learning, i 3 REPORT Nears > Think About It Investigate curest events with IMPACT News > Write About It: List Three Traditions Fa ane Werder word ey eer ‘vocabulaty ete, > Connect to the Essential Question, pp. 192-193 ESSA ated ae Go Further with > Online Lesson Test. IMPACT Explorer > Printable Lesson Test Magazine! Te PACT Explorer Magazine uppos Chae xoraton ot Esen ueston and roves woos! fesorces fort ay Poet Lesson'S How Do Traditions Bring Us Together? T355, Language Objectives + Use nowiy aeauired content ond academic vocabulary to take and write about now ‘erent vations bing us togetha:, + Listuree tations Inthe e's tomy or commu, + Use nemophanes to, to, ena wo carey Spanish Cognates To seppor Spanish speakers, ait out the cognates investigate = investigar impact = impacto respect respetar author = autor LESSON 5 LANGUAGE LEARNERS BEES) Chovter4 Past and Present LESSON QUESTION How Do Traditions Bring Us Together? Introduce the Lesson et Purpose Explain to children thatin ths lesson they wil eern what traditions are. ‘They will explore diferent actions and leam how they bring us tagether Access Prior Knowledge Read the lesson question on p. 186 ofthe Inuity Journal and explain that 9 tadlton is a way of doing something that is handed down ever the Years, Tell chilren that families often have traditions. Ask: What are some tecitions ay Zour fomly? Who gets together to celebrate? Encourage te cscussion by ooking bout celebrations, special foods, and ways of doing things, £ 3 Put chart paper on the board. Give each child sticky note. Have them write ‘one family tradition onthe note and post thelr traditions onthe chert, Sark Curiosity Have ciéren ook tthe photo on p89 ofthe Inauky Journal Ask Jia do you think the teacher and chiren are doing? How does tis classroom ke ke ‘yours? How ist effferent? Build Meaning & Support Language Inquiry Journal ‘Analyze the Source (pp. 188-189) Display these sentences and reed them aloud. The photo on poge 187 shows people eating @ Thanksgiving med. Thet sa worlvon in the United Stotes. Check that children understand the vocabulary in the sentences Have chitdren describe the photo on p 189 using the sentence frame: The hoto on page 189 shows {Rauity Tools (pp. 190-191) Tel ciaren that they wil learn about Authors Purpose, Zelthem that an outhor sa person who writes something, Purpose is the reason ube she author wites something. Explain that an author might want to teach us someting Interesting, or an author might want to make us laugh at something funny, We con tals or cues, in the text to help us understand the author's purpose. Display the tact (on p. 188 and read aloud the first sentence. Ask: What do you think the tent is oboe {tacitons) Read aloud theres of the paragraph, pointing to each word as you reed, ‘Aske Wht tradition is the author writing about? (a Thanksgiving mes} Then seed ee Sond Paragraph, Ask: Whots the author wring eboutin this paragraph? ne Fledge GLAlleglance) Guide chitiren to see thatthe author wants to teach us about tedtions in the United States. Thats the authors purpose. Then work with children ta complete the ‘rephic organizer on p, 190, Research Companion We Respect One Another (pp. 168-169) Discuss the meaning of respect with chilren. Say: When we respect people, we are polite and kind to them, We want them to know that they are important and special tous, We oiso listen to them because we are Interested in whos they say. Ask: How can we show that we respect people? (be pole {and kind: listen to people} £2, Have pais ofehicen use the following sentence starter to wie @ sentence Using tne word respect respect you becouse, Getting Along at Schoo! (pp. 170-171) Display tis sentence: is good tobe dierent! Fis ead tinen otinary tone. Then reread the sentence wit expres. Celene eciamaton pot. kc Bo you remember whe this mark els us? Remind nlron thet ts an excomatin pit tet lus the words show a esting or a tong personal opie. Ask Which way sounds more excing? Point ut hat excomalory Sentences can ao show suprise or fer Provide examples suchas Wath ou! cOnY Seneve ff On ne! Tots owecome! & 3 Have children workin pairs to write exclamatory sentences and say them ‘aloud with expression. Check that they use the exclamation point correctly. We Learn From Each Other (pp. 172-173) Using the text and photos, work with chicren to identity what happens atthe festivals. Elicit verbs or verb phrases and write them on the board, such as dance, sin, share stories, celebrate, et, sten, con watch. Provide sentence frames to help chilcren use the verbs. + People__at a powwow. + At an Asian cultural festival, people. + Altulip festival__Duteh culture. ‘lion dance. Inquiry Journal Report Your Findings (op. 192-193) Have enlren demonsvate their understanding ‘ofthe lesson content by explaining what they leaned about trecons in ou county Review key vocabulary and have children ak about wnat kinds of actons people share. Remind ciren to mite ter three traditions in complete sentences, Provide wring ‘sippot as needed Language Forms & Conventions Homophones: to, too, two Display the chart. Explain that fo, 09, and two sound the ‘same but have different spelings and meanings. Ask: Which word means “also”? Which Word means “in the erection of”? Which word meons “more than one"? Use the example sentences to reinforce children’s understanding that fo tells where to go, too means aso, ‘and (wo is @ number word. | the girs goto the ibery "Yuk thes games. Antonio s likes games, a. Have partners complete these sentences with the correct homophone: Marie hhas one brother and sisters. Myfionds go. school. My friend ke lee cream. like ice cream, Leveled Support Entering & Emerging Discuss ways peosle show respect. Ask Mow do we ‘Show respect? Provide 2 sentence tome: show respect by ond__. Developing & Expanding Hep cern connect olos to the tox. Ask How ‘are the people inthe ahotos “showing respect? Provide ‘sentence fees help ‘enor answer: The sports ployors show respect by ‘The cdr show respect foreach other by Bridging & Reaching Have partners discuss how to show respect forthe tractons of others. Asc How ‘can you show respect for Tay rtvon? Cross-Cultural Connection People often wear tational doting at fests to eeebrate thelr ture. Asechieren ‘hey have ever seen people Intractonal long. Have and Invite children to suggest one more. Bridging and Reaching Have children write sentences telling about ther pictures ofthe future, Have them read the sentences wien they share their pictures, CChopter 4 How Does the Past Shape Our Lives? 1371 READER’S THEATER UR COLUL San el U1 INQUIRY JOURNAL, Pp. 196-201 7372 Chapter 4 Pastand Present Extend Learning - Deepen children's understanding of the people who have come to America with the Reader's Theater selection, “Welcome to the Neighborhood Fist analyze the Wdoce in {he tent Check that cil know what immigrated means. Then prepare and fese the text as reader's theater I GENRE | Reader's Theater Readers Theaters 8 form of dram in which actors donot memorize their ines, They use their voices rather than sels or encumes tohelp listeners understand the text ° Perform the Reader’s Theater Model he reading Project ho pay vith an ineracvewhiteboaro reject and ead sloudas cicren ao along. As you ren, we your vlc to chew henge ea ‘ate cn communicate meaning. Ean how exclamation poi eet te ee, Choose a few ines o examine Discuss how a reader shoul ead the nes + Boras Pape: Hmm, Mayoe we shout el them a theft stan Read the word “Hn” aloud and have chidren echo you Eras that this sound Stews that the characteris thinking abut someting. Rae Woes Poe een bout? How doy know? es kn about slg okie ie know because he net ting he says Maybe we shut se ena ta ta) + tea: Fats Ask that does he exclamation pint near? How shout te charter soy the word? Che character shovel say tioudy or uamocaeocene Practice the reding, Seo chlcren 8d aloud on hi on, de them te to pactce reading, Use ect such an showing * Choral Read—You an the chicken read together as group. Roedng togeter wil bul tueney. Ciren can paces eodng a te some ale od eon + Echo Read-Road le’ tne “Hooray and Luce ne Fly" ath sporonate xptesin. Have chlren repeat each ne chang your presen sree ‘Assign roles. Consider these stratogies: * Putehitdren into performance groups so that every child has a chance to reed a role + Hy0u are using a projector or whiteboard, one child can point to each fn ofthe play * Remind children that everyone inthe group should say the lest line, marked “Bl.” + Have chitiren mark up their scripts. They can highlight their dialogue, and underine : stage directions, Coa er Welcome to the Neighborhood! erty ome rt sont Ais Woy who Dat ‘er eps ned og fo shonnoht er: an a. Thee ei tt on Nine et tn Da 0 ap oe) Sess me dante pene, | Dare: ae wh wr waking {wnt oy ee Can yatta i wk? (Cano wot he ce yan oe ere) ‘he: Ho nate sb eon ap sel Yo wnt pay te th ont: ay, nn ugh tom INQUIRY JOURNAL, pp. 196-201 £ J Reader's Theater Tips + Children should have time to practice before speaking infront of athers. + Children can sitin a semi-circle so they can hear each other, Remind children of strateoles for reading aloud: + Speak loudly so that your volce can be heard and use expression. + Think about how your characteris feeling when he or she says a ine. + I'you make a mistake, just keep going! Connect to the Essential Question ® Digital Tools ave cen comet he Read's These the Ese Qeson Sy tone we ning eres row eps ortnercoadorgomer | Mende enming (They could pay games together, They cola eat aferntfoees together) peas re oe nee ae te Sootune cats Melos Chapter 4 How Does the Past Shape Our Lives? 373 Chapter 5 OVERVIEW Chapter 5 People and Money Lesson4 ‘Goods and Services Lesson 2 Trading with Others Lesson 3 Jobs People Do Lesson 4 Work Then and Now Lesson 5 Wants and Needs what to buy. In this Chapter children will investigate goods and services and the difference between them, They will earn about trade and why It is important. Children will analyze different kinds of jobs that people do and tell how work has changed over time. Finally, children will explain the difference between wants and needs and explore making choices about Chapter Objectives + Describe goods and services and tell how they are elitferent rom one another + Engage withthe concept of wade. + Explore reasons people work and the diferent kinds of jobs they do, + Connect jobs in the past to jobs today and tell haw they have changed. + Describe different needs and wants that people have and how to choose between them. Make Connections! CONNECT To SCIENCE Zo. Help chitren discuss aiferentobsin the eld of slonce. Brainstorm jbs that sents, om research to ‘mecicine. Inte a ical cenit or mec professional tothe dosstoom to tak about his or her werk CONNECT TO MATH Extend children’s understending of king choices about meney by having een name several “wont” LUst them on the board and have cen vote by choosing ony one. Create aba raph of eres land clscuss how crlen made tc detslons T374 Chapter People and Money I Bibliography ‘Adkonal resources toed chken'sinauiy: > A.Chalrfor My Mother by Vera B.Wfams; Greerwilow Books, 2007 > ACountry For Avy by Nigel Gray and Phisippe Dupasquer, Andersen, 1988, The Go-Around Dollar by Borbore Johnston Adams; Sinan & Schuster Books for Young Readers, 1992, Go onine at mymheducation.com fora complet ist of Chapter-At-A-Glance © why Do People Work? aia crXe 3 Pa Wscvicis 3 TAKE ACTION INQUIRY JOURNAL RESEARCH COMPANION: INQUIRY JOURNAL RESEARCH COMPANION pp. 202-205 pp. 176-217 > Introduce the chapter > activate Knowledge > inquiry Project Wrap-Up > Chapter Inquiry Project » On the Job ne aaa > Explore Words > Connect Through Literature > Conneetions in Action! The Bey Who Lowe Draw aera masta Dene! > People You Should Know > Lessons 5 Short on Time? Engage withthe content the way YOU want to teoch-and your chien Te IMPACT Explorer [Magazine supsere 7 chutes exloraon went oar coftieEsrenta Check out the three suggested ‘Question ane provides Flesble Instructional Pa aklitonlescures for on pages FMS2-FM33 Me ED Ingury Project. ® Digital Tools at my.mheducation.com Teach the Engage, Investigate ed Tako Acton cantent tothe Blend Indl content whan you went Rand where you went hole class from ePresertatons that launch decty from te Blended Learning festuesin the Teacher’ Eaton highight Chapter cashoars ways to connect inelass work with onine experiences to enhance learning. eBook Investigate curent events vith IMPACT News. Per cuotreeca en MPACT eBclsies or asset £0 wth the MPACT Chapa Vea. Exolore domainspecife vocabulary wth Explore Words ond Word Piay vocabulany activites. Chapter 5 Why Do People Work? 1375, Chapter 5 ASSESSMENT Know What Your Students Know Choose the assessment options that work best for you and your students. Chapter Pre-Test (Optional) Begin the Chapter ‘Measure chilcren’s content knowedge before you begin the chapter withthe following questions. Quick Check 1 Where does the food at the grocery store come from? 1 What are some itferent jobs that people do? ¥’ What happens when you trade with ariend? ‘¥ Whats the cliference between something you need {end something you want? 41 Rood aloud one of the questions. Ask children to share their responses as you record their ideas on index cards. 2, Review children's responses for misconceptions {en factual errors and to inform instuction. You may \wish to hang the cas in a two-column wall char. review os children investigate Chapter 5. 3. Don't Forget! Revisit chilcren’s quick check sponses with them. I children change thelr ‘response, ask them to suppor the change with text evidence. You may wish to have children respond to. different prompt to measure children’s content knowiedge, such as What jobs con people have in ‘ur community? Do these jabs provide goods or services? T37_ Chapter People and Money Ongoing Lesson Assessment Use the lesson tools to monitor the IMPACT of your Instruction, @ Stop and Check Use the questions provided i the Stop and Check Prompts to monitor cidrens comprehension of te core lesson content. The Stop and Check questions, ound in the Research Companion, prompt chien to engage tlscussions to deepen theirundersanding ofthe content. v Check for Success Use this formative assessment tol to assess how wel Cfilren understand the mater they ae learning in class The Check fr Success questions located a point ‘of uso inthe Teachers Elton, are nota test but a way to ‘assess chien’ comprehension ofa particle topic & Different stistegy offers one acty tht you can se to ‘uicky adapt your insiction P Report Your Findings Use each lesson task to measure children’s understanng ofthe lesson content and ter aby to etfectvely express thelr understnding. See the Lesson Assessment pp T402, ‘T4t6, 1492, 746, and T460 fr tasespectc evaluation ‘bes. Report Your Findings i found inthe nulry Journal Lesson Assessments Use tne Lesson Test to monitor chiens undestancing of the lesson content. Ontne Lesson Tests ae ovale fr every 'esson. You wills find the toos you need to create your om ‘assessments and to rack your enldren's progress A pretabie Lesson Testis avaiable forse in close Chapter Assessment Evaluate ‘Monitor childrens understanding of core chapter content with one of mote of the following assessment options. Connections in Action Use the Connections in Action to evaluate children’s understanding of core ‘chapter content through discussion in the Research Companion, pp. 216-219. Inquiry Project Inthis chapter's inquiry Project. children wil help make classroom markt They will ake decisions about the good or service they wl sel and then Chapter Assessments Use the Chapter Testo monitor citer unestanaing ofthe chapter content. Onine Chater test are customizable ond avalable for every choper You vill aso fd the 100s you need to create your own assessments and to trace your cilrn’s progress. priniable Chapter Tests aval for usein ass, Partcipate in buying and seling atthe class marketplace, See pp. 3781379 or more information Use the E@ Inquiry Project to measure children’s understanding ofthe chapter Content and ther ability to effectively express thelr understanding. A task-specific evaluation rubric is avalable in the Online Teacher Resources, SSvong understanding et | Adequate understanding af | Uneven underancing ot | Nounderstandng o ood goods ensewees encom | qoodsand series ancow | goods andserdcesandnow | andsarvces ot hon ey ae they are bouphtandsoi, | they are bought andl | heyare bought end sala” | bought end sal bulary Demonstrates tong grasp | Demeonstats adequate | Osmanstates meven | Demonstates no gaspof PSHM of srncs sc srsens ssp ofworsandpmases | grarpof worcr and pases | words or proses scaled acquired oughchorte,__| sequred haugh chapter | scquted tweugn copter | theughchoper POOTRI Cenrydescivestre good | Aaequstey desciborthe | Desciea ana crivedetalo | Doesral deci he good crserveeoferedand | goodorsewceoferes | otnegoos orrenica | or senie ered or expan plans why sereene | and wilsns why srieone_| ofred ans does tein | why someane shoud but shou Souldbuy shy someone shows buy Chapter S Why Bo People Work? 377 Cora ENGAGE with INQUIRY JOURNAL Talk About tt) ils Read Read the opening paragraph with children, Say inthis chopter we're going to ‘eam why people work. Prompt partners to talk about jobs people do. Then have them ask @ question or two about diferent jobs people da and why they do them. Keep > ‘running Hist of jobs on the Board, Inquiry Project Classroom Market 7 faa loud the EO ny Project chen. Teleheren hat hy wi use nermaton Gotreredrom te chape ara fom redependent esearch to eompte te ete few eac step inthe jet Chee oma ue chleren Unease You Iay choose tohavechren worn smal groups orto hive a nee ee Inne maretplcs. You ase may dete to have chen banatomr eid see and services hat wb er sles the makerace,o You ay neon ee a Youset Fray youl ne protector wit fay Menor cok see My Research Ideas Discuss the Essential Question with children. Ask them i they can name a good or service they could sel within the classroom. Prompt chldron by giving broad examples, such ne artwork or helping others. Then ask children if they can name some specif examples (drawing a portrait, a desk-cleaning service, sharpening pencils). Encourage chiloien to - think through the project, end then have them write down ideas under My Research ieieas fon Inquity Journal p, 203, | Design Your Own Inquiry Path (optiona) INQUIRY JOURNAL, pp. 202-203 ® Digital Tools Blended Learning Ccicren engage wth the chapters Excenial ‘Question and auneh ther Investigations, You my wish to werk wth cheren choose thor own Essental Question, ly Project ane related reserenqueston, In acclton to Your lesen hace chen brovew copter materials ane clscss dens th dasates to hep Cover eee Suestons and projects, such as Wht ae the goods and aerices tet neon eters? or ei own question, Onee chosen, have ciefen Sian wen tek WEES tment, ez cose, ‘Spark children’s interest with Have children record their question, project idea, and initial supporting research Rope ndienge™” | SHES ing te Stade Eo nauty Project ages oun aempenboaston com Peopie ond taney. 378 ChooterS People and Money INQUIRY JOURNAL, pi eee MY 5 caret ‘out wa mre san you mi | SEectSe osama (Dstt pr dan ott tbe na pags | ote grepeoss nate | (oma re ttt nt eta atime potas gta etme crete Close gatrorvente chp gp oteabout it 2 Cortes pod mde sug ye ar tor “Tak wih your prin ott has poole

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