Title Text.
Lesson Plans
Third Grade Lesson Plans
Lesson Plan 1
Teacher: Talisha Layne Subject/Grade: Social Studies-3rd grade Time Estimated: 30-45 mins
Lesson Title: How to Read a Map
Long Range Objectives: The students will understand how to read a variety of maps.
Instructional Objectives: The third grade students will demonstrate map reading skills by answering questions related to a United States map.
Learner Accomplishments:
Social Studies: Content Standard 3.0 Geography
3.3.01 Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.
3.3.01a Show how the spatial elements of point, line, and area are used on a map or globe.
3.301 c Locate places on a map using cardinal and intermediate directions.
Language Arts: Content Standard 3.0 Writing
0301.3.1 Write for a variety of purposes to different audiences.
0301.3.2 Write in various modes and genres include narration, literary responses, personal experiences, and subject matter content.
Materials and Media:
· CD with song “How to Read a Map” by Teacher and the Rockbots
· CD Player or computer with speakers
· Signs that follow the order of the song: 1. Compass rose 2. Cardinal directions 3. Symbols 4. Map key
· Words for Word wall with image and definition (scale, map key, compass rose, map title, cardinal directions)
· 10 worksheets-Map Review Skills
Teaching Learning Activity
I. Initial Procedures: I will distribute signs to the students that go along with the songs. I will explain that we are going to start a social studies unit, and I need their help to begin. I will tell the students when I point to their group to hold up their sign. I will have signs that go through the entire song. I will turn the CD player on, and we will go through the song.
II. Connection to/review of previous lesson objective: This is the first lesson on map reading skills, but it is a review.
III. A. Information Giving: After the song, the teacher will use a map transparency to discuss the parts of a map (scale, map title, map key, and compass rose).
· Map title-the name of the map, information that tells what is shown on a map.
· Map key-the part of a map that explains any symbols or colors on the map.
· Scale-the part of the map used to show distance.
· Compass Rose- a symbol that shows the 4 main directions on a map and the directions that fall between the main directions.
· Cardinal directions-the four main directions: north, south, east, and west.
B. Modeling/Providing Examples/Guided Practice: Using a map of the United States, I will ask students questions based on the map to check for understanding. What is the capital of Colorado? How do you know? What does the thick black line stand for? How did you know that? What is the name of the map? What state lies north of Oregon? I will ask the class to show me a thumbs up or thumps down to show me agree/disagree with their peers’ responses. If a student disagrees with an incorrect response, I will ask him or her to explain why. I will provide guidance when needed.
C. Cooperative learning: Students will be allowed to work with a partner to complete a worksheet to review map skills. Before completing the worksheet, I will read each question.
D. Independent Practice: Students will write about a time when they used a map. I will have a discussion with the student to provide examples and assist them in developing something to write about. Some ideas for writing are using a map at Six Flags, the mall, camping, on a hike, or other ideas. The second choice for writing will be about a time the students were lost and wished they would have had a map.
E. Closure
I will explain to the students that from today’s lesson they have learned to read a map. “Congratulations! You all can embark on the journey of life and you will never be lost, that is if you have a map!” We will review key vocabulary from today’s lesson and put up the new vocabulary words on the teacher created word wall.
IV. Evaluation of Students:
The evaluation of student comprehension will be based on a combination of the answers to the questions during the discussion and completion of the worksheet.
V. Adaptations:
I will walk around the room helping the students that need assistance with comprehension. I will read the questions again to the students and guide them through the worksheet.
Lesson Plan 2
Teacher: Talisha Layne Subject/Grade: Social Studies-3rd grade Time Estimated: 30-40 mins
Lesson Title: What is a region?
Long Range Objectives: The students will understand what makes up different regions.
Instructional Objectives: The third grade students will demonstrate understanding of regions by comparing and contrasting a different region to Chattanooga.
Learner Accomplishments:
Social Studies: Content Standard 3.0 Geography
3.3.01 Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.
3.3.01a Show how the spatial elements of point, line, and area are used on a map or globe.
3.3.01 c Locate places on a map using cardinal and intermediate directions.
3.3.02 Recognize the interaction between human and physical systems around the world.
3.3.03 a. List the similarities and differences of local places and regions with other places and regions.
Language Arts: Content Standard 3.0 Writing
0301.3.1 Write for a variety of purposes to different audiences.
0301.3.2 Write in various modes and genres include narration, literary responses, personal experiences, and subject matter content.
Materials and Media:
· Pictures of different regions: Smokey Mountains, a beach, Arctic, and India
· Teacher cart with marker board
· Book- My America: A Poetry Atlas of the United States by Lee Bennett Hopkins
Teaching Learning Activity
I. Initial Procedures: The teacher dismisses students to the carpet by using the ticket method. (The teacher asks students to read vocabulary words on the cards from previous lesson). The teacher will then read the poem Knoxville, Tennessee by Nikki Giovanni. After reading the poem, the teacher explains this poem is going to be important in today’s lesson. It is going to help us understand what a region is.
II. Connection to/review of previous lesson objective: This is the first lesson regions, but it is connected to the map skills lesson.
III. A. Information Giving: The teacher places the 4 pictures on the board and asks students what they see in each photograph. After finding the differences in the picture, the students will be asked to locate the similarities. The teacher will complete a T-chart of the similarities and differences found in the pictures. The teacher will congratulate the students on doing a wonderful job on comparing and contrasting the pictures and will explain each photo is a different region. A region is an area that shares the same features. The same features can be language, land forms, and culture. The teacher will emphasize that the photo from India contains people that speak a different language other than English so this makes India a different region than Tennessee.
B. Modeling/Providing Examples/Guided Practice: During the discussion of regions, I will share my summer vacation at the beach. I will explain the beach was composed of sand with crabs running around and the gentle ocean breeze. I will ask students what made my summer vacation different from my home in Chattanooga? Their answers will be written on chart paper (students will be allowed to write them).
C.Independent Practice: Students will write about regions. They will compare and contrast a region they have visited to their home.
D. Closure: I will explain to the students they have learned what classifies a region. I will pose a classroom challenge and ask students to go home and ask their families’ about different regions they have visited. We will end the lesson by completing the vocabulary review by adding new words to our word wall.
IV. Evaluation of Students:
The evaluation of student comprehension will be based on a combination of the answers to the questions during the discussion and their writing pieces.
V. Adaptations:
I will walk around the room helping the students that need assistance with comprehension. I will provide a writing idea sheet so students can put their ideas on a writing organizer. Students will also be provided personal word walls.
Lesson Plan 3
Teacher: Talisha Layne Subject/Grade: Social Studies/Third Grade Time Estimated: 30-40 Mins.
Lesson Title: What is Culture?
Long Range Objectives: The students will understand the diversity of human culture.
Instructional Objectives: The third grade students will demonstrate an understanding of cultural needs and wants by classifying items into the appropriate categories.
Learner Accomplishments:
Social Studies: Content Standard 1.0 Culture
3.101 Understand the diversity of human cultures.
3.101 b. Compare cultural differences in various regions of the United States and the world.
3.102 Discuss the cultures and human patterns of places and regions of the world.
3.102 a. Describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns.
Language Arts: Content Standard 3.0 Writing
0301.3.1 Write for a variety of purposes to different audiences.
0301.3.2 Write in various modes and genres include narration, literary responses, personal experiences, and subject matter contents.
Materials and Media:
· 2 Cultural Bags (1 representing Ms. Layne {America} and 1 representing other cultures)-created beforehand. Bags contain items appropriate to the cultures.
· Computer with internet access
· Chart paper
· markers
· Words for Word wall with image and definition (region, ethnic group, needs, wants, culture)
· Magazines or Wal-Mart Shopping Ads
Teaching Learning Activity
I. Initial Procedures: I will place the mysterious culture bags on the table and shake them up. I will instruct students to listen and imagine what they think is inside the bags. Once the students give a few guesses, I will explain that these are cultural bags. This box represents my American culture and the other box represents other cultures. I will pass the bag around asking students to reach inside and pull out items. After a few items are pulled out, I will ask students what do think culture means based on my items. I will explain the relevance of the items to the appropriate culture.
II.Connection to/review of previous lesson objective: This lesson is connected to the previous day’s lesson on region. Today we will focus on regions and its culture.
III. A. Information Giving: After going through the contents of the boxes, I will explain the definition of culture. Culture is the way of life or beliefs, ideas, and language of a group of people. Inside the culture is a group of people sharing the same language and culture. This is called an ethnic group. You guys are 3rd graders. You all speak English and attend school to get an education. This makes you an ethnic group. I will then explain that cultures have different ways of life, but people from all cultures have the same basic needs.
· Needs-things people must have in order to live.
· Wants-things people would like to have but do not need to live.
B. Modeling/Providing Examples/Guided Practice: I will provide examples of wants and needs by asking students what do we need to live. As a group, we will compose a list of wants and needs on a T chart.
C. Independent Practice: Students will look through magazines for images that represent wants and needs. Students will paste the image under the appropriate column of “wants” or “needs.” Next, the students will write about their wants and needs in their writer’s notebook.
D. Closure
Today we learned people are different but the same. We all have different beliefs but we all need the same things to live. We will review key vocabulary from today’s lesson, and put up the new vocabulary words on the teacher created word wall.
IV.Evaluation of Students:
The evaluation of student comprehension will be based on a combination of the answers to the questions during the discussion and completion of the needs and wants collage.
V. Adaptations:
I will walk around the room monitoring the work of the students.
Lesson Plan 4
Teacher: Talisha Layne Subject/Grade: Social Studies-3rd grade Time Estimated: 30-40 Mins.
Lesson Title: Religious Holidays vs. Cultural Holidays
Long Range Objectives: The students will understand the diversity of human cultures.
Instructional Objectives: The third grade students will demonstrate an understanding religious and cultural holidays by completing a Holiday T-chart.
Learner Accomplishments:
Social Studies: Content Standard 1.0 Culture
3.101 Understand the diversity of human cultures.
3.101 b. Compare cultural differences in various regions of the United States and the world.
3.102 Discuss the cultures and human patterns of places and regions of the world.
3.102 a. Describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns.
3.103 Recognize the contributions of individuals or various people of ethnic, racial, religious, socioeconomic groups to the development of civilizations.
3.103 a. Explain the significance of ethnic and/or cultural celebrations in Tennessee, the United States and other nations such as St. Patrick’s Day, Kwanzaa, and Cinco de Mayo.
Language Arts: Content Standard 3.0 Writing
0301.3.1 Write for a variety of purposes to different audiences.
0301.3.2 Write in various modes and genres include narration, literary responses, personal experiences, and subject matter content.
Materials and Media:
· Teacher cart with marker board and flip chart
· Markers
· Social Studies text book
· Book-Cinco de Mayo by Mary Dodson
· Book-Kwanzaa by Trudi Strain Trueit
· Holiday pictures: Rosh Hashanah, Christmas, Ramadan, birthdays, Cinco de Mayo, Kwanzaa, and St. Patrick’s Day
Teaching Learning Activity
I. Initial Procedures: I will dismiss students to the carpet. Once at the carpet, students will turn to their neighbor and discuss their favorite holiday. After discussing the holidays, I will read Cinco de Mayo.
II. Connection to/review of previous lesson objective: This lesson is connected to the previous day’s lesson on culture. Today we will focus on cultural holidays and religious holidays.
III. A. Information Giving: After reading the text, I will explain that Cinco de Mayo is a cultural holiday. A cultural holiday is when people get together to celebrate their past, history, and beliefs. Cinco de Mayo is not like Christmas or Hanukkah. These two holidays are religious because they are linked to one’s religion, and during this celebration, people get together to practice their beliefs. Next, I place pictures up on the board from different cultural and religious holidays (Religious: Rosh Hashanah, Christmas, Ramadan Cultural: birthdays, Cinco de Mayo, Kwanzaa, and St. Patrick’s Day). The pictures are placed in the correct category (by students) corresponding to the correct type of holiday. Before placing the pictures into the holiday, I will give a brief description about each holiday.
· Ramadan- religious holiday for the Muslims, a people who practice the religion of Islam. During the holiday, people think about their faith. They fast from sunrise to sunset while they think about their religion and pray. They eat after the sun goes down.
·St. Patrick’s Day- Celebrated March 17 to honor the man who brought the Christian religion to Ireland. Today, it is used to celebrate Irish culture.
·Birthday-the day someone was born.
·Rosh Hashanah-important Jewish holiday. It marks the Jewish New Year and takes place in the fall. During the holiday, Jews think about the past year and look ahead to the new year with hope.
·Christmas-important holiday to the Christians. It is celebrated on December 25th to mark the birth of Jesus Christ.
·Kwanzaa-starts December 26 and lasts seven days. Each day of Kwanzaa stands for a principle, or basic truth. People get together to celebrate their African American heritage, or history
·Cinco de Mayo-celebration that helps people remember a famous battle in Mexican History. Celebrated on May 5th to remember the Mexican victory over the French Army.
B. Modeling/Providing Examples/Guided Practice: I will read Kwanzaa. After this reading, students will be asked to get into groups of three. Once in there group, I will explain each group is going to be responsible for a holiday. They are to work together, discuss, and decide what category their holiday falls into. They will talk for 5-7 minutes, and we will come back together and place the holiday into correct category. During this time, I will monitor each group asking questions. “Is this holiday linked to a religion? During the celebrations, do the people practice their beliefs? Do the people come together to remember their history or way of life?” Before dividing into groups, I will remind students to remember that a cultural holiday is linked to a person’s way or life, history, or heritage. A religious holiday is linked to a religion, and people usually practice their beliefs during this time.
C. Independent Practice: Students will compose a T-chart of Cultural and Religious holidays. Students will list 4 holidays in each category. After creating the list, students will write about their favorite holiday. They will tell me about the holiday such as celebrations, customs, or traditions. The students must also explain which type of holiday it is and why.
D. Closure
Today we learned about different types of holidays. Cultures celebrate certain holidays while religious groups celebrate certain religious holidays. Not everyone celebrates the same holidays. Today during independent reading, I challenge you to explore my collection of holiday books and read about a holiday you do not celebrate. At the end of literacy, you will write 1 thing about a new holiday you read about as your ticket to lunch.
IV. Evaluation of Students:
The evaluation of student comprehension will be based on a combination of the answers to the questions during the discussion, completion of the T-chart, and their writings. I will read each piece of writing and respond in their journals.
V. Adaptations:
I will walk around the room monitoring the work of the students.
Lesson Plan 5
Teacher: Talisha Layne Subject/Grade: Social Studies-3rd grade Time Estimated: 45-55 Mins.
Lesson Title: Cultural Celebration
Long Range Objectives: The students will understand the diversity of human cultures.
Instructional Objectives: The third grade students will demonstrate an understanding of holiday celebrations by experiencing mini-cultural celebrations. The students will complete log books at each station.
Learner Accomplishments:
Social Studies: Content Standard 1.0 Culture
3.101 Understand the diversity of human cultures.
3.101 b. Compare cultural differences in various regions of the United States and the world.
3.102 Discuss the cultures and human patterns of places and regions of the world.
3.102 a. Describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns.
3.103 Recognize the contributions of individuals or various people of ethnic, racial, religious, socioeconomic groups to the development of civilizations.
3.103 a. Explain the significance of ethnic and/or cultural celebrations in Tennessee, the United States and other nations such as St. Patrick’s Day, Kwanzaa, and Cinco de Mayo.
Materials and Media:
· Roll of tickets (numbered 1-3 to create 3 groups of 6)
· Kinara
· Unity cup
· Various fruits (enough for entire class) bananas, grapes, strawberries
· Apples
· Honey
· National Geographic Holiday DVD
· Chips and salsa
· CD player with headphones (4 sets)
· Celebrations Logs (created by Teacher-packet with questions based on material at each station)
· CD with mariachi music
· Book-Kwanzaa by Trudi Strain Trueit
· Book-Cinco de Mayo by Mary Dodson
· plates
Teaching Learning Activity
I. Initial Procedures: As students enter the classroom, I will give them a ticket. I explain that everyone is to meet at the carpet and create groups based on the numbered tickets.
II. Connection to/review of previous lesson objective: This lesson is connected to the previous day’s lesson about holidays. Today we will focus on cultural and religious celebrations.
III. A. Procedure: The students are divided into groups based on their tickets. Each group will visit each Celebration Discovery Station. The groups will spend 15 minutes at each station. While visiting each station, the students are to complete their logs. The students are to visit stations with their groups. They start with the station that corresponds to their numbered tickets.
B. Celebration Discovery Station 1: Cinco de Mayo- Students will experience Cindo de Mayo. At this station, students will listen to Mariachi music and eat chips and salsa. The students will read the book Cinco de Mayo and answer questions in their celebration logs.
Celebration Discovery Station 2: Kwanzaa: Students will experience Kwanzaa. Students will read the book Kwanzaa and answer questions in their logs. Students will be able to observe a Kinara and unity cup used in the celebration. Students will be able to taste different fruits.
Celebration Discovery Station 3: Rosh Hashanah-Students will experience Rosh Hashanah. Students will eat apples and honey to symbolize a sweet new year. After tasting the food, students will go to the computer center where they will watch a 10 minute video from National Geographic on the holiday. Students will answer questions in their logs based on the video.
D. Closure:
Today we experienced mini-celebrations based on a few of the holidays we have been studying. Celebrations are times people come together to honor their culture or religion. I will take up the tickets one by one, and at this time, the students will share one thing they learned.
Evaluation of Students:
The Celebration Logs will be assessed for completion and accuracy.
IV. Adaptations:
I will walk around the room monitoring the work of the students while asking
questions related to their station.
***The Discovery Stations are set up before the students arrive. Fruits must be cut and prepared before the celebration.
Lesson Title: How to Read a Map
Long Range Objectives: The students will understand how to read a variety of maps.
Instructional Objectives: The third grade students will demonstrate map reading skills by answering questions related to a United States map.
Learner Accomplishments:
Social Studies: Content Standard 3.0 Geography
3.3.01 Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.
3.3.01a Show how the spatial elements of point, line, and area are used on a map or globe.
3.301 c Locate places on a map using cardinal and intermediate directions.
Language Arts: Content Standard 3.0 Writing
0301.3.1 Write for a variety of purposes to different audiences.
0301.3.2 Write in various modes and genres include narration, literary responses, personal experiences, and subject matter content.
Materials and Media:
· CD with song “How to Read a Map” by Teacher and the Rockbots
· CD Player or computer with speakers
· Signs that follow the order of the song: 1. Compass rose 2. Cardinal directions 3. Symbols 4. Map key
· Words for Word wall with image and definition (scale, map key, compass rose, map title, cardinal directions)
· 10 worksheets-Map Review Skills
Teaching Learning Activity
I. Initial Procedures: I will distribute signs to the students that go along with the songs. I will explain that we are going to start a social studies unit, and I need their help to begin. I will tell the students when I point to their group to hold up their sign. I will have signs that go through the entire song. I will turn the CD player on, and we will go through the song.
II. Connection to/review of previous lesson objective: This is the first lesson on map reading skills, but it is a review.
III. A. Information Giving: After the song, the teacher will use a map transparency to discuss the parts of a map (scale, map title, map key, and compass rose).
· Map title-the name of the map, information that tells what is shown on a map.
· Map key-the part of a map that explains any symbols or colors on the map.
· Scale-the part of the map used to show distance.
· Compass Rose- a symbol that shows the 4 main directions on a map and the directions that fall between the main directions.
· Cardinal directions-the four main directions: north, south, east, and west.
B. Modeling/Providing Examples/Guided Practice: Using a map of the United States, I will ask students questions based on the map to check for understanding. What is the capital of Colorado? How do you know? What does the thick black line stand for? How did you know that? What is the name of the map? What state lies north of Oregon? I will ask the class to show me a thumbs up or thumps down to show me agree/disagree with their peers’ responses. If a student disagrees with an incorrect response, I will ask him or her to explain why. I will provide guidance when needed.
C. Cooperative learning: Students will be allowed to work with a partner to complete a worksheet to review map skills. Before completing the worksheet, I will read each question.
D. Independent Practice: Students will write about a time when they used a map. I will have a discussion with the student to provide examples and assist them in developing something to write about. Some ideas for writing are using a map at Six Flags, the mall, camping, on a hike, or other ideas. The second choice for writing will be about a time the students were lost and wished they would have had a map.
E. Closure
I will explain to the students that from today’s lesson they have learned to read a map. “Congratulations! You all can embark on the journey of life and you will never be lost, that is if you have a map!” We will review key vocabulary from today’s lesson and put up the new vocabulary words on the teacher created word wall.
IV. Evaluation of Students:
The evaluation of student comprehension will be based on a combination of the answers to the questions during the discussion and completion of the worksheet.
V. Adaptations:
I will walk around the room helping the students that need assistance with comprehension. I will read the questions again to the students and guide them through the worksheet.
Lesson Plan 2
Teacher: Talisha Layne Subject/Grade: Social Studies-3rd grade Time Estimated: 30-40 mins
Lesson Title: What is a region?
Long Range Objectives: The students will understand what makes up different regions.
Instructional Objectives: The third grade students will demonstrate understanding of regions by comparing and contrasting a different region to Chattanooga.
Learner Accomplishments:
Social Studies: Content Standard 3.0 Geography
3.3.01 Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.
3.3.01a Show how the spatial elements of point, line, and area are used on a map or globe.
3.3.01 c Locate places on a map using cardinal and intermediate directions.
3.3.02 Recognize the interaction between human and physical systems around the world.
3.3.03 a. List the similarities and differences of local places and regions with other places and regions.
Language Arts: Content Standard 3.0 Writing
0301.3.1 Write for a variety of purposes to different audiences.
0301.3.2 Write in various modes and genres include narration, literary responses, personal experiences, and subject matter content.
Materials and Media:
· Pictures of different regions: Smokey Mountains, a beach, Arctic, and India
· Teacher cart with marker board
· Book- My America: A Poetry Atlas of the United States by Lee Bennett Hopkins
Teaching Learning Activity
I. Initial Procedures: The teacher dismisses students to the carpet by using the ticket method. (The teacher asks students to read vocabulary words on the cards from previous lesson). The teacher will then read the poem Knoxville, Tennessee by Nikki Giovanni. After reading the poem, the teacher explains this poem is going to be important in today’s lesson. It is going to help us understand what a region is.
II. Connection to/review of previous lesson objective: This is the first lesson regions, but it is connected to the map skills lesson.
III. A. Information Giving: The teacher places the 4 pictures on the board and asks students what they see in each photograph. After finding the differences in the picture, the students will be asked to locate the similarities. The teacher will complete a T-chart of the similarities and differences found in the pictures. The teacher will congratulate the students on doing a wonderful job on comparing and contrasting the pictures and will explain each photo is a different region. A region is an area that shares the same features. The same features can be language, land forms, and culture. The teacher will emphasize that the photo from India contains people that speak a different language other than English so this makes India a different region than Tennessee.
B. Modeling/Providing Examples/Guided Practice: During the discussion of regions, I will share my summer vacation at the beach. I will explain the beach was composed of sand with crabs running around and the gentle ocean breeze. I will ask students what made my summer vacation different from my home in Chattanooga? Their answers will be written on chart paper (students will be allowed to write them).
C.Independent Practice: Students will write about regions. They will compare and contrast a region they have visited to their home.
D. Closure: I will explain to the students they have learned what classifies a region. I will pose a classroom challenge and ask students to go home and ask their families’ about different regions they have visited. We will end the lesson by completing the vocabulary review by adding new words to our word wall.
IV. Evaluation of Students:
The evaluation of student comprehension will be based on a combination of the answers to the questions during the discussion and their writing pieces.
V. Adaptations:
I will walk around the room helping the students that need assistance with comprehension. I will provide a writing idea sheet so students can put their ideas on a writing organizer. Students will also be provided personal word walls.
Lesson Plan 3
Teacher: Talisha Layne Subject/Grade: Social Studies/Third Grade Time Estimated: 30-40 Mins.
Lesson Title: What is Culture?
Long Range Objectives: The students will understand the diversity of human culture.
Instructional Objectives: The third grade students will demonstrate an understanding of cultural needs and wants by classifying items into the appropriate categories.
Learner Accomplishments:
Social Studies: Content Standard 1.0 Culture
3.101 Understand the diversity of human cultures.
3.101 b. Compare cultural differences in various regions of the United States and the world.
3.102 Discuss the cultures and human patterns of places and regions of the world.
3.102 a. Describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns.
Language Arts: Content Standard 3.0 Writing
0301.3.1 Write for a variety of purposes to different audiences.
0301.3.2 Write in various modes and genres include narration, literary responses, personal experiences, and subject matter contents.
Materials and Media:
· 2 Cultural Bags (1 representing Ms. Layne {America} and 1 representing other cultures)-created beforehand. Bags contain items appropriate to the cultures.
· Computer with internet access
· Chart paper
· markers
· Words for Word wall with image and definition (region, ethnic group, needs, wants, culture)
· Magazines or Wal-Mart Shopping Ads
Teaching Learning Activity
I. Initial Procedures: I will place the mysterious culture bags on the table and shake them up. I will instruct students to listen and imagine what they think is inside the bags. Once the students give a few guesses, I will explain that these are cultural bags. This box represents my American culture and the other box represents other cultures. I will pass the bag around asking students to reach inside and pull out items. After a few items are pulled out, I will ask students what do think culture means based on my items. I will explain the relevance of the items to the appropriate culture.
II.Connection to/review of previous lesson objective: This lesson is connected to the previous day’s lesson on region. Today we will focus on regions and its culture.
III. A. Information Giving: After going through the contents of the boxes, I will explain the definition of culture. Culture is the way of life or beliefs, ideas, and language of a group of people. Inside the culture is a group of people sharing the same language and culture. This is called an ethnic group. You guys are 3rd graders. You all speak English and attend school to get an education. This makes you an ethnic group. I will then explain that cultures have different ways of life, but people from all cultures have the same basic needs.
· Needs-things people must have in order to live.
· Wants-things people would like to have but do not need to live.
B. Modeling/Providing Examples/Guided Practice: I will provide examples of wants and needs by asking students what do we need to live. As a group, we will compose a list of wants and needs on a T chart.
C. Independent Practice: Students will look through magazines for images that represent wants and needs. Students will paste the image under the appropriate column of “wants” or “needs.” Next, the students will write about their wants and needs in their writer’s notebook.
D. Closure
Today we learned people are different but the same. We all have different beliefs but we all need the same things to live. We will review key vocabulary from today’s lesson, and put up the new vocabulary words on the teacher created word wall.
IV.Evaluation of Students:
The evaluation of student comprehension will be based on a combination of the answers to the questions during the discussion and completion of the needs and wants collage.
V. Adaptations:
I will walk around the room monitoring the work of the students.
Lesson Plan 4
Teacher: Talisha Layne Subject/Grade: Social Studies-3rd grade Time Estimated: 30-40 Mins.
Lesson Title: Religious Holidays vs. Cultural Holidays
Long Range Objectives: The students will understand the diversity of human cultures.
Instructional Objectives: The third grade students will demonstrate an understanding religious and cultural holidays by completing a Holiday T-chart.
Learner Accomplishments:
Social Studies: Content Standard 1.0 Culture
3.101 Understand the diversity of human cultures.
3.101 b. Compare cultural differences in various regions of the United States and the world.
3.102 Discuss the cultures and human patterns of places and regions of the world.
3.102 a. Describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns.
3.103 Recognize the contributions of individuals or various people of ethnic, racial, religious, socioeconomic groups to the development of civilizations.
3.103 a. Explain the significance of ethnic and/or cultural celebrations in Tennessee, the United States and other nations such as St. Patrick’s Day, Kwanzaa, and Cinco de Mayo.
Language Arts: Content Standard 3.0 Writing
0301.3.1 Write for a variety of purposes to different audiences.
0301.3.2 Write in various modes and genres include narration, literary responses, personal experiences, and subject matter content.
Materials and Media:
· Teacher cart with marker board and flip chart
· Markers
· Social Studies text book
· Book-Cinco de Mayo by Mary Dodson
· Book-Kwanzaa by Trudi Strain Trueit
· Holiday pictures: Rosh Hashanah, Christmas, Ramadan, birthdays, Cinco de Mayo, Kwanzaa, and St. Patrick’s Day
Teaching Learning Activity
I. Initial Procedures: I will dismiss students to the carpet. Once at the carpet, students will turn to their neighbor and discuss their favorite holiday. After discussing the holidays, I will read Cinco de Mayo.
II. Connection to/review of previous lesson objective: This lesson is connected to the previous day’s lesson on culture. Today we will focus on cultural holidays and religious holidays.
III. A. Information Giving: After reading the text, I will explain that Cinco de Mayo is a cultural holiday. A cultural holiday is when people get together to celebrate their past, history, and beliefs. Cinco de Mayo is not like Christmas or Hanukkah. These two holidays are religious because they are linked to one’s religion, and during this celebration, people get together to practice their beliefs. Next, I place pictures up on the board from different cultural and religious holidays (Religious: Rosh Hashanah, Christmas, Ramadan Cultural: birthdays, Cinco de Mayo, Kwanzaa, and St. Patrick’s Day). The pictures are placed in the correct category (by students) corresponding to the correct type of holiday. Before placing the pictures into the holiday, I will give a brief description about each holiday.
· Ramadan- religious holiday for the Muslims, a people who practice the religion of Islam. During the holiday, people think about their faith. They fast from sunrise to sunset while they think about their religion and pray. They eat after the sun goes down.
·St. Patrick’s Day- Celebrated March 17 to honor the man who brought the Christian religion to Ireland. Today, it is used to celebrate Irish culture.
·Birthday-the day someone was born.
·Rosh Hashanah-important Jewish holiday. It marks the Jewish New Year and takes place in the fall. During the holiday, Jews think about the past year and look ahead to the new year with hope.
·Christmas-important holiday to the Christians. It is celebrated on December 25th to mark the birth of Jesus Christ.
·Kwanzaa-starts December 26 and lasts seven days. Each day of Kwanzaa stands for a principle, or basic truth. People get together to celebrate their African American heritage, or history
·Cinco de Mayo-celebration that helps people remember a famous battle in Mexican History. Celebrated on May 5th to remember the Mexican victory over the French Army.
B. Modeling/Providing Examples/Guided Practice: I will read Kwanzaa. After this reading, students will be asked to get into groups of three. Once in there group, I will explain each group is going to be responsible for a holiday. They are to work together, discuss, and decide what category their holiday falls into. They will talk for 5-7 minutes, and we will come back together and place the holiday into correct category. During this time, I will monitor each group asking questions. “Is this holiday linked to a religion? During the celebrations, do the people practice their beliefs? Do the people come together to remember their history or way of life?” Before dividing into groups, I will remind students to remember that a cultural holiday is linked to a person’s way or life, history, or heritage. A religious holiday is linked to a religion, and people usually practice their beliefs during this time.
C. Independent Practice: Students will compose a T-chart of Cultural and Religious holidays. Students will list 4 holidays in each category. After creating the list, students will write about their favorite holiday. They will tell me about the holiday such as celebrations, customs, or traditions. The students must also explain which type of holiday it is and why.
D. Closure
Today we learned about different types of holidays. Cultures celebrate certain holidays while religious groups celebrate certain religious holidays. Not everyone celebrates the same holidays. Today during independent reading, I challenge you to explore my collection of holiday books and read about a holiday you do not celebrate. At the end of literacy, you will write 1 thing about a new holiday you read about as your ticket to lunch.
IV. Evaluation of Students:
The evaluation of student comprehension will be based on a combination of the answers to the questions during the discussion, completion of the T-chart, and their writings. I will read each piece of writing and respond in their journals.
V. Adaptations:
I will walk around the room monitoring the work of the students.
Lesson Plan 5
Teacher: Talisha Layne Subject/Grade: Social Studies-3rd grade Time Estimated: 45-55 Mins.
Lesson Title: Cultural Celebration
Long Range Objectives: The students will understand the diversity of human cultures.
Instructional Objectives: The third grade students will demonstrate an understanding of holiday celebrations by experiencing mini-cultural celebrations. The students will complete log books at each station.
Learner Accomplishments:
Social Studies: Content Standard 1.0 Culture
3.101 Understand the diversity of human cultures.
3.101 b. Compare cultural differences in various regions of the United States and the world.
3.102 Discuss the cultures and human patterns of places and regions of the world.
3.102 a. Describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns.
3.103 Recognize the contributions of individuals or various people of ethnic, racial, religious, socioeconomic groups to the development of civilizations.
3.103 a. Explain the significance of ethnic and/or cultural celebrations in Tennessee, the United States and other nations such as St. Patrick’s Day, Kwanzaa, and Cinco de Mayo.
Materials and Media:
· Roll of tickets (numbered 1-3 to create 3 groups of 6)
· Kinara
· Unity cup
· Various fruits (enough for entire class) bananas, grapes, strawberries
· Apples
· Honey
· National Geographic Holiday DVD
· Chips and salsa
· CD player with headphones (4 sets)
· Celebrations Logs (created by Teacher-packet with questions based on material at each station)
· CD with mariachi music
· Book-Kwanzaa by Trudi Strain Trueit
· Book-Cinco de Mayo by Mary Dodson
· plates
Teaching Learning Activity
I. Initial Procedures: As students enter the classroom, I will give them a ticket. I explain that everyone is to meet at the carpet and create groups based on the numbered tickets.
II. Connection to/review of previous lesson objective: This lesson is connected to the previous day’s lesson about holidays. Today we will focus on cultural and religious celebrations.
III. A. Procedure: The students are divided into groups based on their tickets. Each group will visit each Celebration Discovery Station. The groups will spend 15 minutes at each station. While visiting each station, the students are to complete their logs. The students are to visit stations with their groups. They start with the station that corresponds to their numbered tickets.
B. Celebration Discovery Station 1: Cinco de Mayo- Students will experience Cindo de Mayo. At this station, students will listen to Mariachi music and eat chips and salsa. The students will read the book Cinco de Mayo and answer questions in their celebration logs.
Celebration Discovery Station 2: Kwanzaa: Students will experience Kwanzaa. Students will read the book Kwanzaa and answer questions in their logs. Students will be able to observe a Kinara and unity cup used in the celebration. Students will be able to taste different fruits.
Celebration Discovery Station 3: Rosh Hashanah-Students will experience Rosh Hashanah. Students will eat apples and honey to symbolize a sweet new year. After tasting the food, students will go to the computer center where they will watch a 10 minute video from National Geographic on the holiday. Students will answer questions in their logs based on the video.
D. Closure:
Today we experienced mini-celebrations based on a few of the holidays we have been studying. Celebrations are times people come together to honor their culture or religion. I will take up the tickets one by one, and at this time, the students will share one thing they learned.
Evaluation of Students:
The Celebration Logs will be assessed for completion and accuracy.
IV. Adaptations:
I will walk around the room monitoring the work of the students while asking
questions related to their station.
***The Discovery Stations are set up before the students arrive. Fruits must be cut and prepared before the celebration.
Kindergarten Lesson Plans
Lesson Plan 1
nkTeacher: Talisha Layne Subject/Grade: Social Studies-Kindergarten
Time Estimated: 20-25 Mins.
Lesson Title: The ABC’s of Jobs
Long Range Objectives: The students will understand the various jobs within a community.
Instructional Objectives: TSW demonstrate an understanding of phonological awareness by sorting pictures of community helpers to the correct letter and word on the Velcro board.
Learner Accomplishments:
Common Core Standards
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RL.K.2: With prompting and support, identify the main topic and retell key details of a text.
L.K.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Materials and Media:
· Book-ABC of Jobs by Roger Priddy
· Teacher created Velcro board
· Pictures of community helpers
· Community helpers words/labels
· Teacher Created Word Wall
Teaching Learning Activity
I. Initial Procedures: I will read part of the informational text of ABC of Jobs to the students. The students will be instructed to listen to what each community helper does.
II. Connection to/review of previous lesson objective: This lesson is the first lesson on community helpers.
III. A. Procedure: Following the reading, I will explain to the students that we are going to discuss the community helpers listed from A-F. I place the Velcro board in front of the class and we will read the letters. After reciting the letters, I will say the name of the community helper in the picture. After reviewing the pictures, I will place them in a brown bag. I will read over the words on the teacher created word wall. Following the readings, I will call a student to pull a picture out of the bag. S/He will say the name of the community helper and place it in the letter correct category. I will then call a student to come and chose the name of the community helper from the teacher created word wall. I will guide the student as needed by asking them what sound the name of their community helper begins with to assist in locating the word from the word wall. We will continue to do this for the letters A-F. If we have more time, we will do additional letters.
B. Closure:
Today we read a book about community helpers in alphabetic order. We will discuss who our favorite community helper is so far that we have read about.
Evaluation of Students:
Observation of students completing Velcro board and discussion.
IV. Adaptations:
I will guide students asking what sound does this letter make to assist them in sorting the images. If a student needs it, I will write the letter on a white board to assist in guiding.
Lesson Plan 2
Teacher: Talisha Layne Subject/Grade: Social Studies-Kindergarten
Time Estimated: 20-25 Mins.
Lesson Title: How mail moves.
Long Range Objectives: The students will understand the various jobs within a community.
Instructional Objectives: TSW demonstrate comprehension of The Post Office Book by sequencing the order of how local mail moves.
Learner Accomplishments:
Common Core Standards
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RL.K.2: With prompting and support, identify the main topic and retell key details of a text.
L.K.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Materials and Media:
· Book-The Post Office Book: Mail and How it Movies by Gail Gibbons
· Teacher created Velcro board
· Number cards 1-6
· Pictures of how mail moves (letter with stamp, mailing a letter, mail carrier picking up letter, post office, mail carrier returning mail, person checking mail)
· Chart paper with sentences sequencing how mail moves. (1. She put a stamp on the envelope. 2. He put the mail in the mailbox. 3. The mail carrier picks up the mail. 4. The mail goes to the post office. 5. The mail carrier delivers the mail. 6. She checks her mailbox.)
Teaching Learning Activity
I. Initial Procedures: I will read the informational text entitled The Post Office Book: Mail and How it Moves. The students will be instructed to listen to how the mail moves.
II. Connection to/review of previous lesson objective: This lesson is the second lesson on community helpers.
III. A. Procedure: Following the reading, I will explain to the students that we are going to sequence the events of the story. We are going to sequence how local mail moves (emphasize the difference between local mail and out of town mail). We will discuss the steps of how mail moves. After the discussion, I will pull out my Velcro board which has numbered columns 1-6. I will show students pictures of how the mail moves. After showing students the pictures, I call on students to come put the pictures in order. After we have ordered the pictures, we will echo read short sentences of how the mail moves.
B. Closure: Today we learned about how mail moves. Later today in writing, we are going to write a letter and draw pictures to mail home. We will put out letters in an envelope, place a stamp on the envelope, and walk outside to put our letters in the mailbox to mail. We are going to mail a letter from our school to our homes.
I V. Evaluation of Students: Observation of students completing Velcro board and discussion.
V. Adaptations: When needed, I will prompt students on sequencing the events of the story (how local mail moves).
Lesson Plan 3
Teacher: Talisha Layne Subject/Grade: Kindergarten Time Estimated: 20-25 Mins.
Lesson Title: Who, Where, What, and When to Understand Community Helpers.
Long Range Objectives: The students will understand the various jobs within a community.
Instructional Objectives: TSW demonstrate comprehension of the book ABC Job s by answering interrogative questions related to text.
Learner Accomplishments:
Common Core Standards
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RL.K.2: With prompting and support, identify the main topic and retell key details of a text.
L.K.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.K.1(d): Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
Materials and Media:
· Book-ABC of Jobs by Roger Priddy
· Teacher created Velcro board
· Question Cards
· Pictures of community helpers
· Community helpers word wall
Teaching Learning Activity
I. Initial Procedures: I will finish reading the informational text entitled ABC Jobs. Students will be instructed to listen to what the community helpers are responsible for and do in their communities.
II. Connection to/review of previous lesson objective: This lesson is the fourth lesson on community helpers.
III. A. Procedure: Following the reading, I will ask students questions related to the text. For example, who do you visit when you have a toothache? Students will raise their hands to answer the question. After the student answers the question, he or she will come and choose the correct word from word wall to place under the question on the Velcro board. We will review sounds and letters during this lesson.
B. Closure: Following the activity, the teacher will explain that we have learned about various community helpers. When I was in school, I wanted to grow up to be a police officer, but now I want to be a teacher. Both of these are community helpers that I like. Who is your favorite community helper?
IV. Evaluation of Students: Observation of students completing Velcro board and discussion.
V. Adaptations: When needed, I will prompt students on letter recognition to locate word on word wall.
Time Estimated: 20-25 Mins.
Lesson Title: The ABC’s of Jobs
Long Range Objectives: The students will understand the various jobs within a community.
Instructional Objectives: TSW demonstrate an understanding of phonological awareness by sorting pictures of community helpers to the correct letter and word on the Velcro board.
Learner Accomplishments:
Common Core Standards
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RL.K.2: With prompting and support, identify the main topic and retell key details of a text.
L.K.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Materials and Media:
· Book-ABC of Jobs by Roger Priddy
· Teacher created Velcro board
· Pictures of community helpers
· Community helpers words/labels
· Teacher Created Word Wall
Teaching Learning Activity
I. Initial Procedures: I will read part of the informational text of ABC of Jobs to the students. The students will be instructed to listen to what each community helper does.
II. Connection to/review of previous lesson objective: This lesson is the first lesson on community helpers.
III. A. Procedure: Following the reading, I will explain to the students that we are going to discuss the community helpers listed from A-F. I place the Velcro board in front of the class and we will read the letters. After reciting the letters, I will say the name of the community helper in the picture. After reviewing the pictures, I will place them in a brown bag. I will read over the words on the teacher created word wall. Following the readings, I will call a student to pull a picture out of the bag. S/He will say the name of the community helper and place it in the letter correct category. I will then call a student to come and chose the name of the community helper from the teacher created word wall. I will guide the student as needed by asking them what sound the name of their community helper begins with to assist in locating the word from the word wall. We will continue to do this for the letters A-F. If we have more time, we will do additional letters.
B. Closure:
Today we read a book about community helpers in alphabetic order. We will discuss who our favorite community helper is so far that we have read about.
Evaluation of Students:
Observation of students completing Velcro board and discussion.
IV. Adaptations:
I will guide students asking what sound does this letter make to assist them in sorting the images. If a student needs it, I will write the letter on a white board to assist in guiding.
Lesson Plan 2
Teacher: Talisha Layne Subject/Grade: Social Studies-Kindergarten
Time Estimated: 20-25 Mins.
Lesson Title: How mail moves.
Long Range Objectives: The students will understand the various jobs within a community.
Instructional Objectives: TSW demonstrate comprehension of The Post Office Book by sequencing the order of how local mail moves.
Learner Accomplishments:
Common Core Standards
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RL.K.2: With prompting and support, identify the main topic and retell key details of a text.
L.K.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Materials and Media:
· Book-The Post Office Book: Mail and How it Movies by Gail Gibbons
· Teacher created Velcro board
· Number cards 1-6
· Pictures of how mail moves (letter with stamp, mailing a letter, mail carrier picking up letter, post office, mail carrier returning mail, person checking mail)
· Chart paper with sentences sequencing how mail moves. (1. She put a stamp on the envelope. 2. He put the mail in the mailbox. 3. The mail carrier picks up the mail. 4. The mail goes to the post office. 5. The mail carrier delivers the mail. 6. She checks her mailbox.)
Teaching Learning Activity
I. Initial Procedures: I will read the informational text entitled The Post Office Book: Mail and How it Moves. The students will be instructed to listen to how the mail moves.
II. Connection to/review of previous lesson objective: This lesson is the second lesson on community helpers.
III. A. Procedure: Following the reading, I will explain to the students that we are going to sequence the events of the story. We are going to sequence how local mail moves (emphasize the difference between local mail and out of town mail). We will discuss the steps of how mail moves. After the discussion, I will pull out my Velcro board which has numbered columns 1-6. I will show students pictures of how the mail moves. After showing students the pictures, I call on students to come put the pictures in order. After we have ordered the pictures, we will echo read short sentences of how the mail moves.
B. Closure: Today we learned about how mail moves. Later today in writing, we are going to write a letter and draw pictures to mail home. We will put out letters in an envelope, place a stamp on the envelope, and walk outside to put our letters in the mailbox to mail. We are going to mail a letter from our school to our homes.
I V. Evaluation of Students: Observation of students completing Velcro board and discussion.
V. Adaptations: When needed, I will prompt students on sequencing the events of the story (how local mail moves).
Lesson Plan 3
Teacher: Talisha Layne Subject/Grade: Kindergarten Time Estimated: 20-25 Mins.
Lesson Title: Who, Where, What, and When to Understand Community Helpers.
Long Range Objectives: The students will understand the various jobs within a community.
Instructional Objectives: TSW demonstrate comprehension of the book ABC Job s by answering interrogative questions related to text.
Learner Accomplishments:
Common Core Standards
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RL.K.2: With prompting and support, identify the main topic and retell key details of a text.
L.K.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.K.1(d): Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
Materials and Media:
· Book-ABC of Jobs by Roger Priddy
· Teacher created Velcro board
· Question Cards
· Pictures of community helpers
· Community helpers word wall
Teaching Learning Activity
I. Initial Procedures: I will finish reading the informational text entitled ABC Jobs. Students will be instructed to listen to what the community helpers are responsible for and do in their communities.
II. Connection to/review of previous lesson objective: This lesson is the fourth lesson on community helpers.
III. A. Procedure: Following the reading, I will ask students questions related to the text. For example, who do you visit when you have a toothache? Students will raise their hands to answer the question. After the student answers the question, he or she will come and choose the correct word from word wall to place under the question on the Velcro board. We will review sounds and letters during this lesson.
B. Closure: Following the activity, the teacher will explain that we have learned about various community helpers. When I was in school, I wanted to grow up to be a police officer, but now I want to be a teacher. Both of these are community helpers that I like. Who is your favorite community helper?
IV. Evaluation of Students: Observation of students completing Velcro board and discussion.
V. Adaptations: When needed, I will prompt students on letter recognition to locate word on word wall.