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Teacher: Dominique Vandevorst

Unit: People recognize important events through celebrations and traditions.


Grade 3 and 4
STAGE ONE - DESIRED RESULTS
Established Learning Goals (local, state or national standards)
Students will understand that people recognize important events through celebrations and traditions.
Students will recognize important symbols related to celebrations and traditions.
Source of the Learning Goals
International Baccalaureate Program standards
Understandings
Students will know and understand how and why people celebrate (form).
Students will know and understand different types of celebrations personal, cultural, national and international
(form).
Students will know and compare similarities and differences between various celebrations (connection)
Students will know and recognize symbols used in celebrations.

Predictable Misunderstandings
Essential Questions, explanation, and rationale
1.
2.
2.
3.
4.

Why do people celebrate?


What are considered different types of celebrations?
How do celebrations differ throughout the world?
How are symbols used in different celebrations?
Why do celebrations remain long lasting traditions?

Explanations and rationales for essential questions: all questions relate back to the big idea or overarching topical goal:
students will understand that people recognize important events through celebrations and traditions. The questions are
open-ended and cannot be answered with finality in a brief sentence (Wiggins and McTighe, 2006, pg. 106). They are
student friendly in that the wording of each question is easy to understand for the targeted age group and will spark further
discussions: how do celebrations differ throughout the world, why do celebrations remain long lasting traditions, why do
people celebrate? These questions will provoke lively discussions and deeper thought as we have a wide variety of cultural
backgrounds in our class and each student brings with them their own interpretation of what it is they celebrate and what
others celebrate. Students will therefore need to consider alternatives, support their ideas for example when thinking about
why do people celebrate, why do celebrations remain long lasting traditions, what are considered different types of
celebrations and so on (Wiggins and McTighe, 2006). Each of the questions will spark meaningful connections with prior
learning and personal experiences.
Students will need to make inferences, explain connections, are required to actively uncover what lies behind the questions
and ponder their meaning through individual and group inquiry(Wiggins and McTIghe, 2006) . Questions 1, 2, 4, 5 are
especially aimed at stimulating thought and provoking inquiry and eventually spark more questions. These questions require
the students to transfer knowledge and understanding. Un-coverage is a priority here.
All questions highlight and point to the big idea. Through these essential questions students can deepen their understanding
of key concepts and themes within the big idea. The essential questions presented here require the students to put forward
views and reasons (Wiggins and McTighe, 2006). These questions will recur throughout their schooling and further lives.
They are relevant, connected to real life and have global significance. This means that these questions will naturally recur
throughout students education and beyond and will make transfer to other situations and subjects possible.
The essential questions together provide a way for students to access and make sense of the big idea. They will lead the
students through inquiry to the essence of the big idea. I believe that these questions will hook the learners as the students
are at an age where they are familiar with their own traditional celebrations and enjoy sharing with the class about them.
References:

Wiggins, G., & McTighe, J. (2006). Understanding by design (2nd ed.). Upper Saddle River, NJ:
Merrill/Prentice Hall

Knowledge
Students will know

Some of the different types of celebrations and


traditions in the world.
What the differences and similarities are between
some celebrations.
Why people celebrate.
Some important symbols used in different
celebrations.
Why celebrations remain long lasting traditions.

Students will be able to


Name major celebrations and traditions from around the
world.
Compare and contrast important aspects of two
celebrations.
Think about which traditions and celebrations they have
and how these differ or compare to other peoples
traditions and celebrations.
Identify important symbols.

STAGE TWO - ASSESSMENTS


Performance Task(s):
The following task will refer back to the following essential questions: How and why people celebrate, what are some of the
personal and cultural types of celebration \ traditions, how are symbols used in celebrations and why do celebrations remain
long lasting traditions?
1.

Students need to show creativity, collaboration, and community during this performance task using the children's
book Family Pictures by Carmen Lomas Garza. After a read-aloud and analysis of this book about a Mexican
American family, students write descriptions of the book's pictures and discuss what family traditions are.

The next step is:


Goal: Your task is to create a class book which includes your artwork, information about your home country, descriptions of
your own unique family \ cultural traditions, any symbols used and special family recipes.
Role: You are the author of a part of the class book.
Audience: Your audience are your fellow students and parents
Situation: The challenge involves interviewing your family and finding out about important family traditions and celebrations.
You will need to do some research about your home country and find out about traditional foods.
Product, performance and purpose: You will create a class book which includes photos, artwork and written information
explaining your own unique traditions so that other parents and students will best understand what celebrations are important
to you and your family. You will present your final product to parents and students at our final community building activity
which is a class potluck where you will share a special food usually used during a family tradition.
Standards and criteria for success: you will peer assess each other using a peer editing rubric.
(adaptation of www.readwritethink.org)
2.

Students will do a survey amongst students and teachers at school or people in their neighborhood to inquire which
important events they celebrate and the reason behind it. They will present their findings in class.

Other Evidence
Formative Assessments
Students will view photos and artifacts and discuss what they know about the traditions and groups of people celebrating.
Round the world journey discussing our ideas about other places, cultures and celebrations.
Comparing \ contrasting \ matching symbols\ideas\celebrations of various cultural or religious groups using a Venn diagram.
Ongoing throughout the unit: Sorting different types of celebrations (personal, cultural, national and international) they come
across during the inquiry and labeling these in a chart.
Students will write a reflection explaining what they have learned about celebrations and the cultures celebrating these on
their blog page.

Summative Assessment
This task will assess students understanding of the big idea: people recognize important events through celebrations and
traditions. Why do people celebrate? What are the different types of celebrations, national \ international? How do
celebrations differ throughout the world? How are symbols used in different celebrations?
Students working in small cooperative groups will plan a traditional party according to their researched cultural group.
Students need to write a party invitation to invite other class mates, teachers and parents. The invite will include information
about an encouraged dress code for the party. Students will decorate the classroom using symbols \ signs and decorations
that are in line with the cultural group. During the party the students hosting the party will lead the celebration by teaching a
traditional dance, song or game, and \ or sharing a traditional food dish. Hosts will also explain through a power point
presentation why this celebration is meaningful, how it began and how it may differ depending on location.
A rubric will be used to assess students knowledge and understanding of how the celebration represents the values
important to their researched cultural group.

STAGE THREE - LEARNING PLAN


Lesson
Begin unit lesson sequence:

WHERETO

Students will view photos and artifacts and discuss what they
know about the traditions and groups of people celebrating.
Categorize the artifacts and photos. (why and what are people
celebrating in photos \ artifacts).

Hook
Where\why

Mystery bag role plays: each group is given a mystery bag


containing variety of symbols connected by a theme. Students
discuss the symbols and create a short role play to be
presented before class, using the symbols. Students note
down any wonderings, questions, discoveries and put onto our
wonder wall in class.

Hook
Where\why

Round the world journey discussing our ideas about other


places, cultures and celebrations.

Hook
Where \ why

Brainpopjr.com : celebrations

Hook \ Where \ Equip

Language: Family pictures (story by Carmen Lomas Garza


about sharing her childhood memories and family culture)

Activity: predicting \ describing what is happening in


the story by looking at pictures of book. Write a
paragraph. Do front cover as whole group then with
partner each small group does the same for one
drawing in the book. Each pair of students presents
their paragraph. Read book out loud to class.

Hook \ Where \ Equip \ Rethink,reflect,revise

Students find out what family tradition and national


tradition means using dictionary and give examples.
Discuss different family traditions and important
learner profile attitudes and attributes such as showing
respect, open - mindedness. Quiz and personal
reflection activity.

Snowball favorite family dish \ Introduce class book


Family celebrations and traditions project

Discuss Peer editing rubrics \ Students start working


on their own three pages for class book: Describe
family tradition or celebration, research the country
they came from, special foods they usually eat for
special celebrations. Adding photos and drawings.

E \ R \W \ E

W\H\T

R \ E \T \ O

(small groups: extra support paragraph writing).

Letter writing: inviting their family to class potluck


where students share their part of the class book.
Prepare presentations. After potluck: Final reflection.

Students will do a survey amongst students and teachers at


school or people in their neighborhood to inquire which
important events they celebrate and the reason behind it. They
will present their findings in class.

Watch BBC Festivals film: Comparing \ contrasting \ matching


symbols\ideas\celebrations of various cultural or religious
groups using a Venn diagram.

E\R\E\T

Carousel: celebrations around the world: stations around the


classroom to gain a snapshot of celebrations in different
cultures.

W\E\R\E\O

Reading A-Z books about celebrations: Venn Diagram about


comparing \ contrasting
www.brainpop.com \ Inviting parents or members in community
who can come and tell about their celebrations and traditions.
Buddhism \ Judaism \ Islam \ Christianity \ Hinduism \
Ongoing throughout the unit: Sorting different types of
celebrations \ symbols \ pictures (personal, cultural, national
and international) they come across during the inquiry and
labeling these on a chart on our inquiry board.
Celebration
and people

What
symbols
were used

What was
the purpose
of the
celebration

W\E\R\E\T

W\E\R\E\T

What values
are
represented

i.e. Muslims

Students will write a reflection explaining what they have


learned about celebrations and the cultures celebrating these
on their blog page.

R\E\

Calendar for unit. The unit will be taught on Tuesdays, Wednesdays and
Thursdays as those are the days we have language and social sciences.

Tuesday

Wednesday

Thursday

HOOK: Students will view photos


and artifacts and discuss what they
know about the traditions and
groups of people celebrating.
Categorize the artifacts and photos.
(why and what are people
celebrating in photos \ artifacts).

Language: Family pictures (story


by Carmen Lomas Garza about
sharing her childhood memories
and family culture)
Activity 1: predicting \ describing
what is happening in the story by
looking at pictures of book. Write a
paragraph. Do front cover as whole
group then with partner each small
group does the same for one
drawing in the book. Each pair of
students presents their paragraph.
Read book out loud to class.

Language: Family pictures (story


by Carmen Lomas Garza about
sharing her childhood memories
and family culture)
Continue activity 1

Round the world journey discussing


our ideas about other places,
cultures and celebrations.
Introduce essential questions and
big ideas

Mystery bag role plays: each group


is given a mystery bag containing
variety of symbols connected by a
theme. Students discuss the
symbols and create a short role
play to be presented before class,
using the symbols. Students note
down any wonderings, questions,
discoveries and put onto our
wonder wall in class.

Watch Brainpopjr: celebrations \


quiz
Introduce homework: Students will
do a survey amongst students and
teachers at school or people in
their neighborhood to inquire which
important events they celebrate
and the reason behind it. They will
present their findings in class.

Students find out what family


tradition and national tradition
means using dictionary and give
examples. Discuss different family
traditions and important learner
profile attitudes and attributes such
as showing respect, open mindedness.
Quiz and personal reflection
activity.

Snowball favorite family dish \


Introduce class book Family
celebrations and traditions project

Watch BBC Festivals film:


Comparing \ contrasting \ matching
symbols\ideas\celebrations of
various cultural or religious groups
using a Venn diagram.

Continue Family Celebrations book

Carousel: celebrations around the


world: stations around the
classroom to gain a snapshot of
celebrations in different cultures.

Prepare presentations. After


potluck: Final reflection.
Prepare potluck with family.

Final reflection Family celebrations


book put photos and reflection on
blog pages.

www.brainpop.com \ Inviting
parents or members in community
who can come and tell about their
celebrations and traditions.
Buddhism \ Judaism \ Islam \
Christianity \ Hinduism \

Sorting different types of


celebrations \ symbols \ pictures
(personal, cultural, national and
international) they come across
during the inquiry and labeling
these on a chart on our inquiry
board.

Discuss Peer editing rubrics \


Students start working on their own
three pages for class book:
Describe family tradition or
celebration, research the country
they came from, special foods they
usually eat for special celebrations.
Adding photos and drawings.
(small groups: extra support
paragraph writing).

Reading A-Z books about


celebrations: Venn Diagram about
comparing \ contrasting

Continue Family celebrations book.


Watch BBC Festivals film:
Comparing \ contrasting \ matching
symbols\ideas\celebrations of
various cultural or religious groups
using a Venn diagram.

Letter writing: inviting their family to


class potluck where students share
their part of the class book.
Reading A-Z books about
celebrations: Venn Diagram about
comparing \ contrasting

Start summative assessment

Continue summative assessment

Continue summative assessment

Continue summative assessment

End summative assessment

Students will write a reflection


explaining what they have learned
about celebrations and the cultures
celebrating these on their blog
page.

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