Kindergarten Theme-Based Lessons for Social Studies for Unit 4. Winter Around the World

Transcription

1 Kindergarten Theme-Based Lessons for Social Studies for Unit 4 Winter Around the World Celebrate Hanukkah with Lights, Latkes and Dreidels Celebrate Christmas with Carols, Presents and Peace Celebrate Kwanzaa with Candles, Community and the Fruits of the Harvest Aligned with the Common Core State Standards in Reading, Speaking & Listening, and Language and the Maryland State Social Studies Curriculum Standards Written & Prepared for: Baltimore City Public Schools Autumn 2014

2 Overview Introduction to the Lessons: In these lessons, kindergarten students will strengthen their comprehension by working with teacher support on texts within the kindergarten band of complexity as defined by the authors of the Common Core State Standards (CCSS). The anchor texts selected for Theme-Based Lessons for Social Studies can be implemented during the reading portion of the literacy block. Follow-up lessons should be implemented during designated Social Studies blocks. Students will grapple with complex texts through interactive read-alouds and learning how to "Think Like A Historian" through Social Studies extension activities. In these contexts, students will participate in text-based conversations and discussions with partners, in small groups, and in whole class settings. Text-dependent questions and Social Studies skills and processes will be integrated throughout the lessons. We encourage teachers to follow an inquiry-based approach when implementing Theme-Based Lessons for Social Studies. This approach will allow students to not only engage with content, but also to deepen the understanding of key concepts, build critical thinking skills, evaluate sources, make conclusions, improve comprehension, and construct opinions supported by evidence and primary sources. Social Studies Goals: In the lessons for Unit 4, students will be supported as they learn to: Think like a historian Identify roles and relationships within a family Identify similarities and differences among family members Use a map or globe to identify various countries Identify similarities and differences among shelters around the world Identify various shelters and their cultural/climate specific characteristics Reading Goals: In the Lessons for Unit 4, students will be supported as they learn to: Pay close attention to what a text says Strategically ask questions before, during, and after reading Apply prior knowledge to new information Acquire new vocabulary Strategically ask questions before, during, and after reading Common Core State Standards (CCSS): The lessons are closely aligned with the CCSS College and Career Readiness Anchor Standards for Reading, Speaking and Listening. Specifically, the following standards will be addressed: Reading Standards for Literature (RL): 1, 2, 7 and 10

3 RI.K.1 With prompting and support, ask and answer questions about key details in a text. RI.K.2 With prompting and support, identify the main topic and retell key details of a text. RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). RL.K.10 Actively engage in group reading activities with purpose and understanding. Speaking and Listening Standards (SL): 1 SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. Language Standards (L) 5 and 6 L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Comprehension Strategies 1 for the Lessons in Unit 4: Saying what the text means: recast meaning of a sentence, paragraph, or series of paragraphs in their own words Focused reading questioning during and after reading: use questioning to scaffold student understanding of a text and to think critically about it Making ideas cohere: link ideas and infer relationships; understanding connecting words and phrases; keeping track of substitute words; understanding pronoun references Maryland State Curriculum Social Studies Standards: 2. Peoples of the Nation and World A. Elements of Culture 1. Identify similarities and differences in people s characteristics, habits, and living patterns to describe how they meet the same human needs. a. Use experiences such as class trips, classroom visitors, stories and electronic media, to give examples of different choices people make about meeting their human needs for food, clothing, shelter and other commonalities such as recreation, stories and music b. Give examples of qualities, such as customs, interests, skills and experiences that make individuals and families in their immediate environment unique. C. Conflict and compromise 1. Demonstrate how groups of people interact 1 Instructional strategies for reading selected from Literacy Navigator, America s Choice, Pearson Education, 2011

4 a. Identify, discuss and demonstrate appropriate social skills, such as listening to the speaker, taking turns, settling disagreements and reaching compromise at home and in school. 3. Geography A. Using Geographic Tools 1. Identify and describe how a globe and maps can be used to help people locate places a. Describe a globe as a model of Earth showing land and water b. Describe how maps are models showing physical features and/or human features of places c. Identify a location by using terms such as near-far, above-below, and herethere d. Identify pictures and photographs that represent places on a map such as, a playground and a fire station B. Geographic Characteristics of Places and Regions 1. Describe places in the immediate environment using natural/physical and humanmade features a. Recognize physical features as landforms and bodies of water using photographs and pictures b. Identify land forms, such as mountains and hills, and bodies of water, such as oceans, rivers, and streams c. Using photographs and pictures, recognize human-made features as modifications people have made to the land d. Identify human-made features, such as buildings, sidewalks, streets, and bridges C. Movement of People, Goods and Ideas 1. Describe how transportation and communication link people and places a. Identify ways that people travel on land, water, and air b. Explain how transportation is used to move goods and people from place to place c. Identify ways that people communicate messages D. Modifying and Adapting to the Environment 1. Describe how people adapt to and modify their immediate environment a. Identify ways people adapt to the environment, such as wearing clothing that is appropriate to the weather b. Identify ways that people change their environment to meet their needs, such as planting crops or cutting forests 6. Social Studies Skills and Processes A. Learn to read and construct meaning about social studies B. Learn to write and communicate Social Studies understandings C. Ask Social Studies Questions D. Acquire Social Studies Information E. Organize Social Studies information F. Analyze Social Studies Information G. Answer Social Studies Questions Instructional Approach: The following teaching routines are used in the lessons:

5 Interactive read-aloud is a teaching context in which students are actively listening and responding to an oral reading of a text. The teacher selects and reads the text aloud; the students listen. In an interactive read-aloud, the teacher pauses at significant points to ask students for comments and invite brief discussion. Student talk is encouraged as a method for deepening comprehension. Partner work is used throughout the lessons. When matching students, teachers should consider the academic and social needs of their students. In some instances, it is ideal for students to be matched with a peer of similar academic level. At other times, it is best for students to be matched with a more skillful peer. It is most important for teachers to match students so that optimum learning can occur. Turn and talk is a frequent partner activity used in the lessons. Turn and talks are brief moments during the lesson when students are given an idea or question to ponder. The teacher will ask students to first think about the question or idea in silence. Then students are asked to turn and talk to their partner to discuss their thinking. This technique fosters comprehension as students talk through their ideas and questions.

6 Winter Around the World Celebrate Hanukkah with Lights, Latkes and Dreidels Celebrate Christmas with Carols, Presents and Peace Celebrate Kwanzaa with Candles, Community and the Fruits of the Harvest Overview Lesson Sequence & Teaching Structure 6 Lessons Lesson 1 One Whole Group (WG) Introduction (15-20 minutes each) 3 follow-up lessons, focused on 3 holidays in December utilizing text to explore ideas (15-20 minutes each) 2 culminating lessons where students will identify similarities among celebrations and develop their own celebration to take place in the End-of- Unit Task End-of-Unit Task Additional Resources United Streaming videos: (Use your employee #, ie. E55555 as your username and bcpss1 as your password to login) Animated Hero Classics: Maccabees: The Story of Hanukkah Holiday Facts and Fun: Hanukkah Too Many Tamales The Night Before Christmas (1997) Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 What is a celebration? This lesson is an introduction to the idea of a celebration. We will define a celebration and understand that celebrations have a history, traditions and artifacts. Celebrating Christmas This lesson is provides an overview of Christmas including the history, traditions and artifacts. Celebrating Kwanzaa This lesson is provides an overview of Kwanzaa including the history, traditions and artifacts. Celebrating Hanukkah This lesson is provides an overview of Hanukkah including the history, traditions and artifacts. Similarities in Celebrations This lesson pushes students to consider similarities among Christmas, Kwanzaa and Hanukkah in relation to practices and artifacts. Let s Celebrate! The class will create their own celebration by determining practices and artifacts. Field Trip Opportunities

7 The Number Crew: The Christmas Party Holiday Facts and Fun: A Multicultural Christmas Holiday Facts and Fun: Kwanzaa Seven Candles for Kwanzaa How Customs and Heritage Shape Communities Diversity Elementary: Culture and Ethnicity Celebrate Hanukkah with Light, Latkes and Dreidels by Deborah Heiligman Text Analysis Genre Informational Level F&P Level Q Text Structure Description Content History, culture and artifacts related to Hanukkah Theme and Ideas Holidays Around the World: history, culture and artifacts Language and Literary Features Vocabulary (see list below) Cultural vocabulary that highlights traditions, history and artifacts Illustrations Vivid authentic pictures Book and Print Features Bold vocabulary on each page that is expanded through the text and vivid pictures. An integration of headings, vocabulary, pictures and captions Vocabulary *Important Note: The vocabulary highlighted below is only for teacher purposes in understanding the level of complexity of the specific text. It is not intended that teachers teach every word or phrase noted in this section. Technical Vocabulary (Tier III words): Jerusalem, Antiochus, dreidels, latkes, Maccabees, Sukkot, menorah, shamash, gelt, tzedakah Vocabulary to reinforce (Tier II words): Temple, miracle, prayer, oil, presents Phrases worth

8 studying: Festival of Lights, A Great Miracle Happened Here Celebrate Christmas with Carols, Presents and Peace by Deborah Heiligman Text Analysis Genre Informational Level F&P Level Q Text Structure Description Content History, culture and artifacts related to Hanukkah Theme and Ideas Holidays Around the World: history, culture and artifacts Language and Literary Features Vocabulary (see list below) Cultural vocabulary that highlights traditions, history and artifacts Illustrations Vivid authentic pictures Book and Print Features Bold vocabulary on each page that is expanded through the text and vivid pictures. An integration of headings, vocabulary, pictures and captions Vocabulary *Important Note: The vocabulary highlighted below is only for teacher purposes in understanding the level of complexity of the specific text. It is not intended that teachers teach every word or phrase noted in this section. Technical Vocabulary (Tier III words): Bethlehem Vocabulary to reinforce (Tier II words): Phrases worth studying: Carols, peace, presents, decorate Good will to all Celebrate Kwanzaa with Candles, Community and the Fruits of the Harvest by Carolyn Otto Text Analysis Genre Informational Level F&P Level Q Text Structure Description Content History, culture and artifacts related to Hanukkah Theme and Ideas Holidays Around the World: history, culture and artifacts

9 Language and Literary Features Vocabulary (see list below) Cultural vocabulary that highlights traditions, history and artifacts Illustrations Vivid authentic pictures Book and Print Features Bold vocabulary on each page that is expanded through the text and vivid pictures. An integration of headings, vocabulary, pictures and captions Vocabulary *Important Note: The vocabulary highlighted below is only for teacher purposes in understanding the level of complexity of the specific text. It is not intended that teachers teach every word or phrase noted in this section. Technical Vocabulary (Tier III words): Africa, Jambo, kinara, mkeka, kikombe cha umoja, zawadi, mancala, Karamu Vocabulary to reinforce (Tier II words): Phrases worth studying: community, harvest, principles, feast, roots, unity, ancestry The Seven Principles

10 What Is A Community Celebration? Unit 4: Lesson 1 CCSS Addressed Maryland State Curriculum Social Studies Standards K.2.A.1, K.2.C.1 RI.K.1, RI.K.2, RI.K.7, RI.K.10, SL.K.1, L.K.5, and L.K.6 Lesson Motivation Display several artifacts from celebrations such as birthday candles, gifts, food items, music (carols), menorah, stocking, etc. and ask what all of these things have in common or what they make the students think of. Allow students to turn and talk then share out. You may use the Power Point to display these items, if you do not have access to these items. (Slide 2 in PPT) Ongoing Assessment Observation and participation in whole group conversation Observation and participation in partner discussions Picture with explanation of how family celebrates Agenda (Lesson Sequence) 1. Motivation 2. Compelling Question 3. Guided Practice 4. On-going Assessment Compelling Questions What is a celebration? Why do people celebrate (holidays)? Teaching Notes This will be the introduction to the unit. The Power Point has been provided to guide the lesson yet is not required. There are videos recommended throughout the unit that may be viewed with lessons, if time permits. For this lesson the video explores the idea of culture and ethnicity. The video title is Diversity Elementary: Culture and Ethnicity and can be found on United Streaming. Materials Lesson Power Point (optional) Artifacts representing various celebrations (ie. birthday candles, presents, food items, music (carols), menorah, stocking, etc.) (Optional) Video Diversity Elementary: Culture and Ethnicity on United Streaming

11 Guided Practice Today we are going to begin to learn about celebrations in various communities. Before we do that, let s think about what a community is and what a celebration is. Define community as a group of people who have the same interests, religion, race, etc and celebration as an observation of an occasion with festivities (slide 3 in PPT). Have students think about their families and what they celebrate. You may reference Thanksgiving or birthdays as a recent celebration. Have students turn and talk to a partner about what their families celebrate. Share ideas as a whole group. (Slide 4 in PPT) Have students think about their families and how they celebrate. You may generate ideas by referencing ideas such as food, music, presents, etc (Slide 5 in PPT). Have students turn and talk to a partner about how their families celebrate. Share ideas as a whole group. Explain to students that since we are beginning our new unit on community celebrations we are going to draw pictures of our families celebrating. Encourage students to show details in their pictures including all the people who celebrate, where they celebrate and what they do as they are celebrating. You may model drawing a picture of your family celebrating. When students complete drawings, have them share with partners, small groups and/or whole group. Close lesson by explaining that in the days ahead we will be learning more about specific community celebrations that some people celebrate. CCSS Addressed Celebrating Christmas Unit 4: Lesson 2 Maryland State Curriculum Social Studies Standards K.2.A.1, K.2.C.1 RI.K.1, RI.K.2, RI.K.7, RI.K.10, SL.K.1, L.K.5, and L.K.6 Lesson Motivation Display artifacts representing Christmas such as a Christmas tree, Santa Claus, gifts, carolers, etc. Have students turn and talk to discuss which holiday they think we will be exploring today. You may use the Power Point for this lesson to display pictures of these artifacts. Ongoing Assessment Observation and participation in whole group conversation Compelling Questions What is Christmas? How do people celebrate Christmas?

12 Observation and participation in partner discussions Picture with explanation of Christmas celebration Agenda (Lesson Sequence) Teaching Notes 1. Motivation The Power Point is provided to guide the 2. Compelling Question lesson but is not required. You may use 3. Guided Practice pictures of the artifacts in the Power Point 4. On-going Assessment if you do not have access to these items and are not using the Power Point. The text provided has a unique text structure that includes bold words and phrases on each page in addition to extensive descriptive text. It is recommended to focus on the bold words and phrases to capture ideas about the holiday when you are teaching this lesson. It is highly recommended to read the book in its entirety before the lesson in order to be prepared to expand on the bold phrases while saving time and keeping students engaged. It may be helpful to chart ideas from this celebration to revisit as a resource in the lessons to come, especially when comparing celebrations in lesson 5. There are additional videos available on United Streaming to enrich this lesson, if time permits: Too Many Tamales The Night Before Christmas (1997) The Number Crew: The Christmas Party Holiday Facts and Fun: A Multicultural Christmas Materials Lesson Power Point Celebrate Christmas with Carols, Presents and Peace by Deborah Heigilman Chart paper to capture ideas about this celebration throughout lesson Markers

13 Guided Practice Today we will explore a holiday or community celebration that may be familiar to you--- Christmas! As we explore celebrations over the next few lessons we will be using a text to gather ideas about the history of the celebration, traditions of the celebration as well as artifacts and other information to help us better understand this celebration. Read text to students focusing on bold words and expanding as necessary to provide clarification on ideas surrounding the history, traditions, artifacts and other facts. These ideas are captured in the Power Point on slides 3-6. Review the history, traditions, artifacts and other facts before explaining to students that now they will capture the ideas they learned about Christmas in a picture by illustrating history, traditions, artifacts and other facts. Have students turn and talk to discuss what they will include in their illustration. Share ideas. Model ideas in an illustration based on what students shared. Allow students time to create illustrations. Gather again to allow students to share illustrations with partners, small group and/or whole group. Today we explored the familiar ideas of Christmas. Over the next few days we will explore other celebrations that may or may not be as familiar to you. CCSS Addressed Celebrating Kwanzaa Unit 4: Lesson 3 Maryland State Curriculum Social Studies Standards K.2.A.1, K.2.C.1 RI.K.1, RI.K.2, RI.K.7, RI.K.10, SL.K.1, L.K.5, and L.K.6 Lesson Motivation Display artifacts representing Kwanzaa such as a kinara, candles, authentic African pattern clothing, etc. Have students turn and talk to discuss which holiday they think we will be exploring today. You may use the Power Point for this lesson to display pictures of these artifacts. Ongoing Assessment Observation and participation in whole group conversation Observation and participation in partner discussions Picture with explanation of Kwanzaa celebration Agenda (Lesson Sequence) 1. Motivation 2. Compelling Question 3. Guided Practice 4. On-going Assessment Compelling Questions What is Kwanzaa? How do people celebrate Kwanzaa? Teaching Notes The Power Point is provided to guide the lesson but is not required. You may use pictures of the artifacts in the Power Point if you do not have access to these items and are not using the Power Point.

14 Guided Practice The text provided has a unique text structure that includes bold words and phrases on each page in addition to extensive descriptive text. It is recommended to focus on the bold words and phrases to capture ideas about the holiday when you are teaching this lesson. It is highly recommended to read the book in its entirety before the lesson in order to be prepared to expand on the bold phrases while saving time and keeping students engaged. It may be helpful to chart ideas from this celebration to revisit as a resource in the lessons to come, especially when comparing celebrations in lesson 5. There are additional videos available on United Streaming to enrich this lesson, if time permits: Holiday Facts and Fun: Kwanzaa Seven Candles for Kwanzaa Materials Lesson Power Point Celebrate Kwanzaa with Candles, Community and the Fruits of the Harvest by Carolyn Otto Chart paper to capture ideas about this celebration throughout lesson Markers Today we will explore another holiday or community celebration that may or may not be familiar to you--- Kwanzaa! We will be using a text again to gather ideas about the history of the celebration, traditions of the celebration as well as artifacts and other information to help us better understand this celebration. Read text to students focusing on bold words and expanding as necessary to provide clarification on ideas surrounding the history, traditions, artifacts and other facts. These ideas are captured in the Power Point on slides 3-6. Review the history, traditions, artifacts and other facts before explaining to students that now they will capture the ideas they learned about Christmas in a picture by illustrating

15 history, traditions, artifacts and other facts. Have students turn and talk to discuss what they will include in their illustration. Share ideas. Model ideas in an illustration based on what students shared. Allow students time to create illustrations. Gather again to allow students to share illustrations with partners, small group and/or whole group. You continue to compare and contrast celebrations so far. Today we explored the ideas of Kwanzaa. Tomorrow we will explore another celebration that may or may not be familiar to you. CCSS Addressed Celebrating Hanukkah Unit 4: Lesson 4 Maryland State Curriculum Social Studies Standards K.2.A.1, K.2.C.1 RI.K.1, RI.K.2, RI.K.7, RI.K.10, SL.K.1, L.K.5, and L.K.6 Lesson Motivation Display artifacts representing Hanukkah such as a menorah, a dreidel, latkes etc. Have students turn and talk to discuss which holiday they think we will be exploring today. You may use the Power Point for this lesson to display pictures of these artifacts. Ongoing Assessment Observation and participation in whole group conversation Observation and participation in partner discussions Picture with explanation of Hanukkah celebration Compelling Questions What is Hanukkah? How do people celebrate Hanukkah? Agenda (Lesson Sequence) Teaching Notes 1. Motivation 2. Compelling Question 3. Guided Practice 4. On-going Assessment The Power Point is provided to guide the lesson but is not required. You may use pictures of the artifacts in the Power Point if you do not have access to these items and are not using the Power Point. The text provided has a unique text structure that includes bold words and phrases on each page in addition to extensive descriptive text. It is recommended to focus on the bold words and phrases to capture ideas about the holiday when you are teaching this lesson.

16 It is highly recommended to read the book in its entirety before the lesson in order to be prepared to expand on the bold phrases while saving time and keeping students engaged. It may be helpful to chart ideas from this celebration to revisit as a resource in the lessons to come, especially when comparing celebrations in lesson 5. There are additional videos available on United Streaming to enrich this lesson, if time permits: Animated Hero Classics: Maccabees: The Story of Hanukkah Holiday Facts and Fun: Hanukkah Materials Lesson Power Point Celebrate Hanukkah with Lights, Latkes and Dreidels by Deborah Heigilman Chart paper to capture ideas about this celebration throughout lesson Markers Guided Practice Today we will explore another holiday or community celebration that may or may not be familiar to you--- Hanukkah! We will be using a text again to gather ideas about the history of the celebration, traditions of the celebration as well as artifacts and other information to help us better understand this celebration. Read text to students focusing on bold words and expanding as necessary to provide clarification on ideas surrounding the history, traditions, artifacts and other facts. These ideas are captured in the Power Point on slides 3-6. Review the history, traditions, artifacts and other facts before explaining to students that now they will capture the ideas they learned about Christmas in a picture by illustrating history, traditions, artifacts and other facts. Have students turn and talk to discuss what they will include in their illustration. Share ideas. Model ideas in an illustration based on what students shared. Allow students time to create illustrations. Gather again to allow students to share illustrations with partners, small group and/or whole group. You may choose to begin to compare and contrast celebrations so far.

17 We have explored Christmas, Kwanzaa and Hanukkah. Tomorrow we will think about all of these celebrations and how they are similar. CCSS Addressed Similarities in Celebrations Unit 4: Lesson 5 Maryland State Curriculum Social Studies Standards K.2.A.1, K.2.C.1 RI.K.1, RI.K.2, RI.K.7, RI.K.10, SL.K.1, L.K.5, and L.K.6 Lesson Motivation Display three candles, one from each of the previously explored holidays. Ask students to discuss how these items are alike and how are they different? Have students turn and talk then share ideas to whole group. Ongoing Assessment Observation and participation in whole group conversation Observation and participation in partner discussions Picture with explanation of similarities in celebrations Agenda (Lesson Sequence) 1. Motivation 2. Compelling Question 3. Guided Practice 4. On-going Assessment Compelling Questions How are Christmas, Kwanzaa and Hanukkah similar? What is the same in many celebrations? Teaching Notes This may be a summary of a discussion that you have already begun with your students in the previous lessons. Referring back to a chart created from each holiday/celebration would be helpful if you have previously created these. Materials Power Point Guided Practice Artifacts (candles to display and any other artifacts to make connections among holidays) Charts created in previous lessons markers Even though there are many different kinds of community celebrations, there are many similarities among the celebrations such as candles. Let s think back to the three celebrations we ve been learning about. Revisit charts (if you captured ideas from each celebration). Discuss how each celebration was from a different culture with different people and had a different

18 history yet many of the traditions within the celebration were similar. Have students turn and talk about other ideas that were the same among the celebrations. Share with whole group. Slide 4 captures many similarities (and may be added to). You may discuss how there were unique aspects such as the types of food at a celebration yet they all had food as a part of the tradition. Now you are going to illustrate a picture to show one way that all three of the celebrations we discussed are similar. Revisit candles as a model of how all three are similar. Have students illustrate one other way all of the celebrations were similar. Gather again to allow students to share illustrations with partners, small group and/or whole group. We have explored Christmas, Kwanzaa and Hanukkah with their unique histories and all of their similarities. Tomorrow we will think about the winter celebration that we will be having in our class and what activities/traditions that we will have as we celebrate. CCSS Addressed Let s Celebrate! Unit 4: Lesson 6 Maryland State Curriculum Social Studies Standards K.2.A.1, K.2.C.1 RI.K.1, RI.K.2, RI.K.7, RI.K.10, SL.K.1, L.K.5, and L.K.6 Lesson Motivation Display artifacts that you will have at your winter celebration (cupcakes, crafts, music etc). Ask students to turn and talk to discuss what celebration we will be discussing today? Share with whole group. Ongoing Assessment Observation and participation in whole group conversation Observation and participation in partner discussions Picture with explanation of our celebration Agenda (Lesson Sequence) 1. Motivation 2. Compelling Question 3. Guided Practice 4. On-going Assessment Compelling Questions How will our celebration be similar to the celebrations we ve studied? How will our celebration be different from the celebrations we ve studied? Teaching Notes This lesson will be specific to your winter celebration in your classroom. Consider including aspects that will be similar to the celebrations we have explored such as food, music, gather of friends, etc. so that students can make the connections among the celebrations. Materials

19 Artifacts from your class celebration Chart paper markers Guided Practice Today we will plan our celebration. Even though our celebration does not have a history as Christmas, Kwanzaa and Hanukkah did, we will be thinking about the artifacts and traditions we would like to plan to be a part of our celebration. Take a moment to think about what our celebration may include then turn and talk to your partner to describe our celebration. Have a few students share out ideas and capture what will be relevant to your celebration. After capturing ideas for our celebration, review these ideas with students. Have students illustrate what they envision our celebration to be like. Gather again to allow students to share illustrations with partners, small group and/or whole group. We have explored Christmas, Kwanzaa, Hanukkah and now our Winter Celebration! There are so many other community celebrations that we take part in as well as others that we don t. Although people and cultures are extremely unique we can see how we all appreciate many of the same things such as food and spending time with family and friends. Type of Task Activity Project in school Project take home X Event Experience Resources End-Of-Unit Task Winter Celebration Description of Task The class will participate in their own community celebration by implementing the structures they decided upon in the last lesson. This may include music, food and activities such as those noted throughout the unit. Materials Varied depending on the celebration the class has determined.