Rationale Statement: The culture unit fulfills music content standards of listening to, analyzing and describing music.

It also fulfills visual arts and geography standards while giving the students an opportunity to create something new and opening a dialogue about culture with their parents, grandparents and other relatives. Diversity Statement: There is a very small percentage of culturally diverse students in the school. This unit will encourage all students to learn about their cultural heritage and to share something from each to achieve a finished product as a whole entity.

Collaborative Planning Outline Standards Accomplished Addressed Where does this assignment fit? What curriculum objectives will it fulfill? 1. Library Media Standards 3.4 The student who is information literate uses information accurately and creatively. The student chooses the most appropriate format for presenting information. 2. Collaborative content standard National Standards for Arts Education Standard 6: Listening to, analyzing and describing music. Level: Grades 3-4 Title: America, A Home for Every Culture Time to be completed: 10-45 minute sessions One sentence summary of the assignment: Students will discover how various cultures have contributed to making the United States the unique and diverse country that it is today through a series of discussion topics and hands on activities. Finished Product Evaluations: Each student will submit a family recipe, native to their particular culture that will be included in a classroom recipe book. Each student will give a 5 minute oral report on the cultural background of their family members. Plan of Action: What activities will be used to reach the assignment outcomes? (What new information will need to be presented? (Step 2) Library Media Specialist Classroom Teacher a. Read the poem Face to Face by Anita Posey a. Copy A World of Words (see attached) onto index cards (see attached) in preparation for the game. b. Present map of the world and explain about immigrants. b. Talk about different 1. languages spoken in the world. Ask who can count to 5 in a different language? c. Read the book This is the Way We Eat Our Lunch: A Book About Children Around the World by Edith Baer c. Play Cherish the Ladies from Irish Celtic Dance, Four Beat ChaCha from

The Best of Tito Puente, Vol. 1, and a sample of Yiddish Music from Klezmer: Early Yiddish Instrumental Music 1908-1927. Notes about Doing the Job: Process Evaluation: Student Assessment Measures: (kid product that assesses each step.) 1. Assignment students will tell you the names of other languages that they know or have heard of. 2. Plan of Action students will play the Borrowed Word Game. 3. Doing the Job oral report of cultural background 4. Product Evaluation recipe from family collection 5. Process Evaluation recipe assessment rubric Materials Used: This is the Way We Eat Our Lunch: A Book About Children Around the World by Edith Baer Cherish the Ladies from Irish Celtic Dance, Four Beat ChaCha from The Best of Tito Puente, Vol.1 A sample of Yiddish Music from Klezmer: Early Yiddish Instrumental Music 1908-1927 Poem Face to Face by Anita Posey

Plan of Action: Individual Lesson Objectives: Students will learn that there are hundreds of different languages in the world and that people speak different languages in different places. Introduction: Begin the lesson with a map of the world. Explain to students that many Americans and their families originally came from different places around the globe as immigrants, or people who move from one country to another to live. Show on a map some of the countries many immigrants to the United States have come from. Activity 1: Introduce that there are hundreds of different languages in the world and that people speak different languages in different places. Ask students to name other languages that they know or have heard of and write out several of these languages on index cards. Have students post them on the map as you determine together where the language comes from. Ask if anyone can count from one to five in a different language. Activity 2: Many words were familiar with in the English language are actually from other languages. Examples: tortilla (Spanish), hamburger (German), chef (French), and magazine (Arabic). Tell the students to imagine they have just arrived in America and cannot speak or understand the English language. Where would you choose to live? Where would you be most comfortable living and who would live there? Guide them to the answer that they would be most comfortable living in a place where people speak the same language and know the same or similar customs. Tell the students that they are going to find out what words in the English language were borrowed from another language by playing the Borrowed Word Game. (See directions on A World of Words). Assessment: Observe how well students do at playing the game. Student Reflection: Teacher Reflection: Retrieved from http://artsedge.kennedy-center.org/content/2316/