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Predictable Misunderstandings
Essential Questions, explanation, and rationale
1.
2.
2.
3.
4.
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
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.
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.
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
Hook
Where\why
Hook
Where \ why
Brainpopjr.com : celebrations
E \ R \W \ E
W\H\T
R \ E \T \ O
E\R\E\T
W\E\R\E\O
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
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
www.brainpop.com \ Inviting
parents or members in community
who can come and tell about their
celebrations and traditions.
Buddhism \ Judaism \ Islam \
Christianity \ Hinduism \