Professional Documents
Culture Documents
11 4 15dragana Cristensimone Unitofstudy Riesedits 1
11 4 15dragana Cristensimone Unitofstudy Riesedits 1
RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in
a text.
RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in
a text.
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about
the topic, and provide some sense of closure.
SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups.
SL.1.4: Describe people, places, things, and events with relevant details, expressing ideas and
feelings clearly.
New Jersey Core Curriculum Content Standards
Students will be able to:
6.1.P.D.1 Describe characteristics of oneself, ones family, and others.
Understandings
Students will understand that
Essential Questions:
o
o
o
o
Birthdays
Hanukkah
All Saints Day
Labor Day
o
o
o
o
o
o
o
o
Easter
Halloween (Day of the Dead)
Heritage Day
Fourth of July
Birthdays
Hanukkah
All Saints Day
Labor Day
5. birthday celebrations
6. common names in that cultures
7. list of 10 popular words
8. important cities
9. historical landmarks
10. music or musical instruments
When you are finished with your poster, bring it
into class and we will hang it up from the ceiling
so that everyone can see it. You will share your
poster and all of your information with your
classmates. Be ready to say a few words in your
particular culture.
Daily Objectives for Ten Lessons
These lesson plans are based on the assumption that the following cultures will be covered during
this unit of study
Day 1
Day 2
Learning: Students will understand that each culture has different clothing styles that are
unique
Behavior: by discussing clothing that is unique to their own culture
Condition: after looking at pictures of clothing from various countries.
Day 3
Learning: Students will be able to understand that each culture has food unique to it
Behavior: by writing about different foods they eat in their own culture and comparing it to
what they saw on the screen
Condition: after looking at a slideshow including pictures of different foods and voting on
which one they would most likely want to try.
Day 4
Learning: Students will understand there are different holidays celebrated in different
cultures and some do not celebrate the same holidays as others
Behavior: by doing a word sort matching each symbol to the correct holiday
Day 5
Learning: Students will be able to understand that different cultures listen and play
different types of music
Behavior: while playing with instruments from different cultures
Condition: after listening to various songs from many cultures and having a class
discussion on what they liked and disliked about each.
Day 6
Learning: Students will understand that diversity is everywhere, including in their favorite
movies, as there are culturally diverse Cinderellas
Behavior: while creating a table differentiating Cinderella books and movies
Condition: after reading two versions of Cinderella books and watching two different
movie clips of each.
Day 7
Learning: Students will understand that even though we all have birthdays, there are
different ways in which people celebrate them
Behavior: while doing a compare/contrast of the book and of each students own birthday
celebrations
Condition: after listening to a read-aloud of The Big Red Lollipop and engaging in a class
discussion.
Day 8
Learning: Students will understand that there is diversity present among each of their own
families
Behavior: while creating a venn diagram with a partner comparing each of their families
Condition: after listening to a read-aloud of Celebrating Families and discussing
differences in each of the students own families.
Day 9
Day 10
Learning: Students will be able to learn more about their own culture
Behavior: by creating a poster with their family
Condition: after discussing their favorite cultural elements with their family members that
they talked about in class.
Technological Applications Applied to Unit of Study
Smartboard: Used to display slideshows, Venn Diagrams, tables to add to the lesson.
YouTube: Used to show videos of different Cinderella movie clips as well as musical sound clips from
different cultures.
Powerpoint: Used to show slideshows of food and clothing in different cultures.
Rubric
Category
Content
4
Poster includes
pictures of
flag, food, and
other cultural
elements as
well as at least
five facts
about
students
family
traditions in
his or her
culture.
Appearance
Poster is neat
and organized
as well as
colorful. Poster
has at least
five pictures
3
Poster includes
pictures of
flag, food, and
a few other
cultural
elements as
well as at least
four facts
about
students
family
traditions in
his or her
culture.
Poster is
somewhat
neat and
organized as
well as
colorful. Poster
2
Poster includes
few photos as
well as at least
three facts
about
students
family
traditions in
his or her
culture.
1
Poster lacks
photos and
includes less
than three
facts about
students
culture.
Poster is
somewhat
sloppy and
unorganized as
well as not
very colorful.
Poster is very
sloppy and not
colorful. Poster
has less than
three photos
on it and is
Labels
Research
Evidence
Student
Worked With
Family
on it, including
a picture of the
flag of the
students
culture.
has at least
five pictures
on it, including
a picture of the
flag of the
students
culture.
Poster has at
least three
pictures on it,
including a
picture of the
flag of the
students
culture.
Less than
three pictures
are accurately
labeled on the
poster.
missing
important
required
pictures.
Each picture is
accurately
labeled on the
poster so
others know
exactly what is
in each of the
pictures.
Evidence that
the student
looked up
information
about the
culture is
obvious.
Thought went
into pictures
chosen as well
as facts about
holidays and
traditions.
Evidence that
student
worked with
his or her
family on the
poster is
apparent.
Information
about the
culture is
accurate and
pictures relate
to his or her
culture.
Almost every
picture is
accurately
labeled on the
poster.
Evidence that
the student
looked up
information
about their
culture is clear
but it does not
seem like
much thought
went into the
facts written.
Evidence that
the students
did research is
not very
present but
facts were
written about
it.
There is no
present
evidence that
student
researched his
or her culture.
Poster lacked
thought.
Evidence that
student
worked with
his or her
family is clear
but not all
photos and
facts on the
poster are
relevant to
students
culture.
Evidence that
student
worked with
family is
somewhat
clear but more
than half of the
facts about
culture as well
as the pictures
are irrelevant.
Evidence that
student
worked with
his or her
family on this
poster is not
apparent and
there is much
inaccuracy
leading to
believe so.