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8/6/2019 Culture Community Unit
http://slidepdf.com/reader/full/culture-community-unit 1/16
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Community / Culture Unit
Cynthia A. Chavez
EDRL 453
8/6/2019 Culture Community Unit
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TABLE OF CONTENTS
1. Introduction
a. General Information
b. Summary of the Book
c. NCSS Themes
2. Brainstorming Chart
3. CEF objectives
4. Calendar
5. Lesson Plans
a. Day One
b. Day Six
c. Day Eight
6. Presentation of Resources
7. Comprehensive Ref lection
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Book: Across the Alley By: E. B. Lewis
Theme: Culture
Summary of the Book:
Across the Alley is about two little boys, Abe and Willie, who are best friends but only
at night. During the day, they are unable to talk to each other because Willie is Black and Abe is
Jewish. Abe teaches Willie how to play the violin and Willie teaches Abe how to pitch. Together,
they form a great friendship that unfortunately, had to remain secret. One day, Abes
grandf ather catches Willie playing the violin. Instead of becoming angry, he was proud that
Willie could play so well. Their f amilies then united and put aside any prejudices.
NCSS Themes How my book fits with this theme
Culture Each f amily expects something diff erent of their child baseball or
playing the violin.
Time, Continuity, and
Change
They could only be best friends at night when no one could see them
because there was prejudice.
People, Places, and
Environment
Their community had diff erent expectations or standards.
Civil Ideas and
Practices
At the end, both f amilies get together to support the boys decisions
to play baseball & the violin.
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a
g
e
Literature
1. White Socks Only
2. Thank You, Mr. Falker 3. Readers Theater
Art,
1. Using Wat
your f avor
2. View andwith violin
3. Pla Baseb
Reading
1. Create a f low map of everything that
happened.
2.
Look at synonyms and why oneshould exercise a choice of words
3. Metaphors and comparisons.
2. 3
Math
1. Elapsed time: How long were
they friends for?
2. Baseball Innings and scoring.
3. Geometry figures (baseballs,
diamond on field etc.
Science, He
1. Sound wa
2. Benefits o
3. Discrimina
4. Culture, b
³Across
The
Alley´
Brainstor
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CEF (SS) CEF (LA) CEF (X)
G6.3.4 List ways people viewtheir own communities, i.e., aranching community, a tourist destination
PS/NS 3.3.9 It is expected that students will make connections toself, other text, and/or the world
PS/NS 2.3.3 It is expected that students will organize information(e.g. graphic organizers)
Write narrative/descriptiveparagraphs about experienceand/or events appropriate toaudience and purpose that include
1. logical sequence [PS/NS6.3.2]
2. characters [PS/NS 6.3.2]3. setting [PS/NS 6.3.2]4. concrete sensory detail
H2.3.1A Discuss how conflictsin school, neighborhood, andcity can be resolved throughcompromise.
H3.3.1A Explain how theactions of heroes andheroines make a difference,i.e., community members,military veterans and fictionalcharacters.
A. Write research papers by1. Formulating and recording
questions based
1. on areas of interest [PS/NS6.3.9]
2. identifying and collectinginformation [PS/NS 6.3.9]
3. recording information fromat least three sources (e.g.,library resources, media,technology) [PS/NS 6.3.9]
4. organizing collectedinformation (e.g., graphicorganizers, outlines)
5. [NS 6.3.9]6. documenting sources [NS
6.3.9]B. summarize information with
assistance[NS 6.3.9]
NS 7.B.2; ELA/PS 4.3.5use information,information sources, andinformation technologyefficiently so that theyare available for othersto use.
NS/PS 6.3.7 write a variety of communications in appropriateformats (e.g., thank you letters,invitations, reports, emails)
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H3.3.3 Define ethnicity and
explain that people who make
contributions to their
communities include those
who have diverse ethnic
origins, customs, and traditions.
NS 1.3.4 demonstrate a
variety of repertoire songs
in cultural/historical
context including singing
games, cumulative,
patriotic, seasonal,multicultural, and folk
songs
NS 3.3.5 perform
organized dances
including folk dances
from diverse cultural and
ethnic origins
H3.3.3 Define ethnicity andexplain that people who makecontributions to their
communities include thosewho have diverse ethnicorigins, customs, andtraditions.
NS 1.3.3 Paint usingvaried media,techniques, and
processes (ART)
NS 4.3.3 Will create awork of art that showsthe influence of aparticular historicalperiod or culture
H3.3.4 Demonstrate respect for each other, thecommunity, and the world.
A. communicate information by1. maintaining a clear focus
[PS/NS 8.3.3]2. following a logical sequence
[PS/NS 8.3.3]
B. use public speaking techniques todeliver presentations withappropriate
1. prosody [NS 8.3.3]3. volume [NS 8.3.3]4. eye contact [NS 8.3.3]5. enunciation [NS 8.3.3]6. posture [NS 8.3.3]7. expressions [NS 8.3.3]
8. audience [NS 8.3.3]9. purpose [NS 8.3.3]
C. communicate information byillustrating information with mediaaids with assistance [NS 8.3.3]
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Day three:
SWBAT to use research tools to obtain information on a famous baseball player or violinist usinginformation.
1. Students will be placed into 4 groups.2. Each group will be assigned a famous baseball player or violinist:
a. Baseball player: Sandy Koufax and Satchel Paigeb. Violinist: Jascha Heifetz and
3. The groups will formulate questions and the work will be split up among them.4. Their goal is to become an expert on this person.
Day One:
SWBAT identify what a community is and its components by successfully completing a circle map.
1. We will begin by talking about what culture is.2. We will note all of the ideas on a large piece of butcher paper labeled Culture Circle Map.3. Then I will introduce the book and we will read it.4. Once finished, I will ask if there is anything they would like to add to the circle map.5. We will also add examples of the students own culture on to the map.
Day two:
SWBAT identify the struggles of people faced during the 1930s by creating a RAFT.
1. Each student will pick to be either Abe or Willie.2. They will pretend they are writing in a journal every night.3. In this journal, they will talk about the struggles their friendship faces and the expectations
their families have on them.
4.
They will make a minimum of three entries.
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Day Four:
SWBAT give an informative presentation to the class on their famous baseball player / violinist by re-enacting an interview.
1. Students will use the information they uncovered to give a mock interview.2. One person from the group will be the famous person, while the rest of them will act as
interviewers and fans.3. The questions the interviewers ask will be the same questions they had formulated the
day before.4. Once prepared, they will present their mock interview to the classroom.5. At the end of the lesson, they will turn in their group research papers.
Day Five:
SWBAT demonstrate their understanding of ethnicity and community by presenting and explaining
a special part of their own culture.
1. The day before, students will be asked to think about their own ethnicity and community.
2. Their homework will be to bring in artifacts and be prepared to explain a special tradition
or custom their community / family practices.
3. We will sit in a circle and have students take turns giving a mini-presentation.
4. Once finished, we will place their artifacts on display around the classroom.
*This will prepare us for our celebration on Friday.
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Day Six:
*SWBAT elaborate on the importance of culture and its significance within a community bycreating a mural.
1. We will review the content from the previous lesson.2. We will define ethnicity and have students elaborate on their own backgrounds.3. Using water colors, as in the story, students will then work together to create a mural on a
long strip of butcher paper.4. This mural will represent diversity within a community.5. The beginning will have Willie and Abe.6. As the strip continues down, students will add some of their own ethnicity until we reach
the end of the strip.7. Once finished, the mural will be hung either inside or outside of the classroom for display.
Day Seven:
SWBAT create a script on the importance of culture using life experiences and references to thebook.
1. Teacher will bring in various examples of scripts for the students to model. Teacher willpoint out important features such a s headings, roles, dialogue, point of view, etc.
2. Students will then be given the task to create a script on diversity within a community.3. The final product will be used for a class presentation the following day.
4. Students will be broken up into groups and each will have a different scene. They can begrouped by interest.
Day Eight:
SWBAT successfully present their Readers Theatre to other classrooms.
1. This will be the last day of the unit so we will hold a little festival in the classroom that celebrates diversity within a community and the importance of a community in itself.
2. We will decorate the classroom in a way that depicts diversity.3. At the end of the class day, other third grade classes and families will be invited to celebrate
with us as we showcase the readers theatre.
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NEVADA STATE COLLEGE
TEACHER PREPARATION PROGRAM
DAYONE
Description of Classroom:
Third grade classroom consisting of about 25 students: 12 boys, 13 girls.
Background:
This is the beginning or introduction to a community unit with an emphasis on culture.
Content Objective(s):
SWBAT identify a community is and its components by successfully completing a circle map. Language Objective(s):
Students will listen, write, read, and speak during this lesson.Nevada Standards:
G6.3.4 List ways people view their own communities, i.e., a ranching community, a tourist
destinationPS/NS 3.3.9 It is expected that students will make connections to self, other text, and/or theworldPS/NS 2.3.3 It is expected that students will organize information (e.g. graphic organizers) Key Vocabulary:
Community, Culture
Best Practices: (put an x next to those that you address in your lesson)
Preparation
Adaptation of Content
Links to Background
Links to Past LearningStrategies Incorporated
Scaffolding
Modeling
Guided Practice
Independent PracticeVerbal Scaffolds
Procedural Scaffolds
Grouping Options
Whole Class
Small Groups
PartnersIndependent
Integration of Processes
Listening
Speaking
Reading
Writing
Application
Hands-on
Authentic (Meaningful)
Linked to Objectives
Promotes Engagement
Assessment
Individual
Group
Written
Oral
Teaching Strategies:
Whole group instruction.
Warm Up Activity:
1. The teacher will begin with asking the broad question, What is a community?
2. Each student will be asked to write their response on a graphic organizer.
3. Most should choose to use a circle map.
Lesson Sequence:
1. Once finished, the students will all sit around the carpet.
2. There will be a large piece of butcher paper on the board or on an easel labeled Community
Circle Map.
3. We will add ideas as a class.
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4. Once finished, the teacher will define community, as given by a dictionary: a social group of any
size whose members reside in a specific locality, share government, and often have a common
cultural and historical heritage
5. The teacher will then present the book, Across the Alley by Richard Michelson
6. After we are done reading it, the teacher will ask if there is anything else they want toadd to the map.
7. We will show an emphasis on culture within a community. Supplementary Materials:
1. Large piece of butcher paper
2. 2 markers minimum
3. Across the Alley by Richard Michelson
Review/Assessment:
1. Informal assessment; will evaluate using the number of responses/ideas I receive for the circle map.
NEVADA STATE COLLEGE
TEACHER PREPARATION PROGRAM
DAY FIVE
Content Objective(s):
SWBAT demonstrate their understanding of ethnicity and community by presenting andexplaining a special part of their own culture.Language Objective(s):
Students will be expected to listen, speak, and write during this lesson.
Nevada Standards:
H3.3.3 Define ethnicity and explain that people who make contributions to their communitiesinclude those who have diverse ethnic origins, customs, and traditions.
NS 1.3.4 demonstrate a variety of repertoire songs in cultural/historical context including singing
games, cumulative, patriotic, seasonal, multicultural, and folk songs
NS 3.3.5 perform organized dances including folk dances from diverse cultural and ethnic origins
Key Vocabulary:
Community, Culture, Artif act, Ethnicity
Best Practices: (put an x next to those that you address in your lesson)
Preparation
Adaptation of Content
Links to Background Links to Past Learning
Strategies Incorporated
Scaffolding
Modeling
Guided PracticeIndependent Practice
Verbal Scaffolds
Procedural Scaffolds
Grouping Options
Whole Class
Small GroupsPartners
Independent
Integration of Processes
Listening
Speaking
Reading
Application
Hands-on
Authentic (Meaningful)
Linked to Objectives
Assessment
Individual
Group
Written
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Writing Promotes Engagement Oral
Teaching Strategies:
Whole group
Warm Up Activity:
1. We will begin by making a large circle under a tree outside.
2.
The teacher will begin this activity by presenting first.3. Students had a homework assignment that they would bring in an artif act that is of significance in
their own culture/community. This could vary from music and art to an actual object that has
meaning.
Lesson Sequence:
1. Once the teacher has presented, students will take turns presenting their own artif act.
2. They will need to elaborate on why it is significant in their community and what it represents.
3. Once everyone has given their presentation, we will return to the classroom and set up the
artif acts around the room.
4. Each student will then receive an index card to write down the name of their artif act, their own
name, and a brief summary of the artif acts meaning.
*This will help set up the classroom for Fridays celebration
Supplementary Materials:
1. Artif acts
2. 20 large index cards
3. Pencils
4. Markers
Review/Assessment:
1. Another informal assessment will be made according to the presentation the students give.
2. Also, the information they put on the index card will be graded on an individual basis.
NEVADA STATE COLLEGE
TEACHER PREPARATION PROGRAM
DAYEIGHT
Content Objective(s):
SWBAT successfully present their Readers Theatre to other classrooms.Language Objective(s):
Students will speak, and listen during this lesson.
Nevada Standards:
H3.3.1A Explain how the actions of heroes and heroines make a difference, i.e., communitymembers, military veterans and fictional characters.H3.3.4 Demonstrate respect for each other, the community, and the world.
It is expected that students will:
A. communicate information by1. maintaining a clear focus [PS/NS 8.3.3]2. following a logical sequence [PS/NS 8.3.3]
B. use public speaking techniques to deliver presentations [NS 8.3.3]
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C. communicate information by illustrating information with media aids with assistance [NS8.3.3]Key Vocabulary:
Ethnicity, Community, Culture
Best Practices: (put an x next to those that you address in your lesson)
Preparation
Adaptation of Content
Links to Background
Links to Past Learning
Strategies Incorporated
Scaffolding
Modeling
Guided Practice
Independent Practice
Verbal Scaffolds
Procedural Scaffolds
Grouping Options
Whole Class
Small Groups
Partners
Independent
Integration of Processes
Listening
Speaking
Reading
Writing
Application
Hands-on
Authentic (Meaningful)
Linked to Objectives
Promotes Engagement
Assessment
Individual
Group
Written
Oral
Teaching Strategies:Whole group
Warm Up Activity:
1. In the morning, we will begin by assembling the desks around the classroom.
2. They will place their artif acts and index cards all around so it resembles an art exhibit.
3. We will place the mural we made during the week outside for everyone to see as they walk by.
Lesson Sequence:
1. The students will then rehearse their readers theatre they wrote the day before.
2. Some students will be doing a re-enactment of Across the Alley in their own way.
3. Other will have created a script that will follow along with the ethnicity mural we had made on
day six.
4. They will also finish up any props they needed to have done.5. At the end of the class day, other third grade classes and families will be invited to
celebrate with us as we showcase the readers theatre.Supplementary Materials:
1. Art supplies as needed for the props
a. Markers,
b. Construction paper
c. Glue
d. Scissors
2. Tape for the mural
Review/Assessment:
There will be a formal assessment; students will be graded on participation.
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R esources
Brody, Seymour, (2010), retrieved April 13, 2010 from The Jewish Virtual Library at:
http://www.jewishvirtuallibrary.org/jsource/biography/Koufax.html
Dictionay.com, definition retrieved April 15, 2010 from dictionary.com at:
http://dictionary.reference.com/browse/community
Estate of Jascha Heifetz, retrieved April 15, 2010 from: The official Web site of Violinist Heifetz
at: http://www.jaschaheifetz.com/
Howard, Patrick,( June 2006), retrieved April 12, 2010 from The Official satchel Paige Web site
at: http://www.satchelpaige.com/
Michelson, R. (2006). Across the alley. New York NY: G.P. Putnam's sons.
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R eflection
Initially, I was unsure what my topic would be. While at the library, I came across this
book and once I read it, I loved it. I knew it would be the book for my unit but there were so
many possible themes within it that it was hard to narrow it down to just one. I realized it would
be easier to pick a theme once I looked over the standards. After extensive searching, I found
that community was a good theme because it encompasses many sub-topics as well, such as
ethnicity and diversity. Also, I feel it is very important for students to understand that the U.S.,
especially Las Vegas, is very diverse and this way, they can each feel special about their own
background.
This unit consisted of many parts and so it was a little difficult trying to decide where to
start. Once I finished the brain storm, it was easier for me to start on the calendar rather than the
CEFs. I had read over the standards previously so I had a somewhat good understanding of what
was expected in third grade. Hence, I created an outline of my calendar and the activities we
would do for the day. I then compared what I had with the standards and picked out what fit best.
When something was not listed under the standards or it was not quite in accordance with the
third grade curriculum, I would modify the activity so it would fulfill another standard.
While creating my lesson plans, I noticed many of my activities are whole group. I
believe that by having the students work together, they are witnessing first-hand how a
community works. In reference to my last day lesson, this idea came to me from a fifth grade
experience. My teacher had asked all of us to bring in something special from our own cultures.
Everyone went around the classroom and talked about their background bur I felt it was too
short. By having students hold a mini-festival, they are able to see different backgrounds and
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learn more about their school community. Also, having their friends and family involved will
make the experience more memorable.
The idea for the mural came from an elementary school I was recently observing. Their
hallways are filled with murals that depict diversity and community. I feel it was a good way to
have everyone involved and the book proves to be helpful during this section because of the
watercolors. Also, it is a creative outlet for student to demonstrate their understanding of a
community and diversity.
The rest of the unit was not difficult to make because of the practice we received in
class. The brain storm was easier to create than the calendar because anything can fall within it.
I liked how one portion of this unit helped create another. For example, using the brain storm, I
could pick out ideas for my calendar. Then using the calendar, I could pick out which mid lesson
I wanted to use. Also, the calendar was a great visual because it made it easy to see how one
lesson would flow into another.
In reference to my time management, I should have planned the unit out so that I would
work on one aspect for one or two days and then move on. Instead, I did some parts one day and
began on separate sections at different times. The brain storm was finished first and then I began
on the calendar. I finished soon but when I began looking for CEFs, I realized I had to go back
and fix or change some of my activities. The CEFs took the longest to find for one main reason:
there are so many of them. More than one standard, especially within Language Arts, would fit
under each lesson. Also, there were instances where one CEF would fall under more than one
lesson. Overall though, once the CEFs were finished, the rest was easier to finish.
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