Essential Question: What is your favorite similarity and difference between African and American culture is?

For all images the classroom will be set up like a movie theater, two main rows with the image in the middle as the focal point.

http://debate.uvm.edu/dreadlibrary/kahn.html -Website link for activity Activity: Students will learn about African drumming after observing this image, and reading through the web link. They will then be able to practice their own drumming in class. Students will bring in Pringles cans and make their own drums or rain sticks that they can use to make music similar to African drumming. At the end of class students will be asked to document their feelings and thoughts in a learning journal. Reading Standards for Informational Text K5 Key Ideas and details Grade 3 1. With prompting and support, ask and answer questions about key details in a text. 2. With prompting and support, identify the topic and retell key details of a text. 3. With prompting and support, describe the connection between two individuals, events, individuals, events, ideas, or pieces of information ideas, or pieces of information in a text.

http://www.africanculturalcenter.org/5_4culture.html -Link for website Activity: Students will act as a detective; their mission is to find out where these people are from and why they are dressed in such a way. Students are free to explore the culture links about Africa on this website. They must draw their own conclusions about this image with the help of the text. They will then discuss with their tablemates their documented findings and their thoughts on the image. To organize their thoughts they will make an organized list of 5 important observations they see in the image. Speaking and Listening Standards K5 Comprehension and Collaboration Grade 3 4. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

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Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. Explain their own ideas and understanding in light of the discussion.

5. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 6. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Kruger National Park, South Africa http://wwf.panda.org/what_we_do/endangered_species/elephants/african_elepha nts/ -Website link Activity: Students will be asked to design their own zoo habitat for African elephants. They will have to make a drawing of their habitat, write a list of what is in the habitat, write a daily routine for taking care of the elephant, and explain how the animal will be taken care of and in what way will the zoo raise money for the animal. The students will create their own zoo habitat for the elephants based on the knowledge they learned about how elephants live. On the board write a checklist that students must include: Food Environment Shelter Daily care routines

Reading Standards for Informational Text K5 Grade K, 1, 2 Integration of Knowledge and Ideas 7. With prompting and support, describe the relationship between illustrations and the text describe its key ideas in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 8. With prompting and support, identify the reasons an author gives to support points in a points in a text.