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Grade Level*: 4
Lesson Overview/Summary*:
Day 1: Read The Roots of My Family Tree aloud to the students to introduce the topic of heritage. Then,
have a discussion about the book and ask students questions to check for understanding of the topic. Also,
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ask the students if any of them are familiar with their own countries of heritage. Assign an interview for
homework, where students ask two adults in their family where their ancestors originated from and what
tradition from that country their family has continued to practice throughout the years (see attached My
Heritage Interview sheet). It would be best to begin this lesson on a Friday, so that students have sufficient
time to complete their interview homework over the weekend.
Day 2: To refresh the classs memory about the heritage lesson, read The Roots of My Family Tree aloud
again. This time, ask if any more students are able to connect to the short story after conducting their
family interviews. Then, explain that the next steps in the lesson will include a writing component, where
students elaborate on their interview findings, and an art component where the students will fill a
silhouette of their own heads with their personal heritage information. The students will each receive a My
Heritage information sheet that will help them to organize their interview responses into constructive
answers about their own heritage (see attached My Heritage sheet). This sentence sheet will help scaffold
the students sentence structure. While the students are filling out their My Heritage information sheets, I
will call them over individually to trace their silhouettes on the piece of paper that they will use in the art
portion of this lesson.
Day 3: Students will finish their My Heritage writing if they did not complete it during Day 2. Then, students
will begin the art component of their lesson on the previously traced heads. Students should fill their
silhouette with the names of their ancestors countries and pictures, colors, or other symbols that are
related to the countries. If necessary, students may use iPads to research further information on their
countries, and include this information in their art. After each student completes their My Heritage project,
the art and information sheets will be displayed around the room for a gallery walk.
1. Visual Art:
a) How to create a visual representation of their identity that
conveys meaning.
2. Literacy:
a) How to gain understanding from the written message in a book.
a) How to paraphrase responses during an interview.
b) How to structure interview responses into well written
sentences.
3. Social Studies:
a) How to investigate their own identity through culture and
ancestry.
b) How to learn about the heritage of others, and how to respect
cultures different than their own.
Lesson Objectives/Goals: What you want the students to do. *
1. Social Studies: Students will be able to investigate their unique cultural background through interviews and online research.
2. Literacy:
a) Students will be able to understand the concept of heritage after reading the short story, The Roots of My Family Tree.
b) Students will be able to paraphrase interview responses into simple but meaningful sentences.
3. Visual Art: Students will be able to create a meaningful visual representation of their heritage.
Instructional Strategies
1.Opening: Read The Roots of My Family Tree aloud in class, on the smart board, to engage
the students and introduce the concept of heritage. Conduct a discussion about heritage
following the read-aloud to check for and deepen the students understanding.
2.Procedure #1:Writing
a)Explain that the students will be completing their own My Heritage project,
consisting of an interview, written reflection, and artistic heritage representation.
b)Hand out two My Heritage Interview sheets to each student and assign the
interview for homework.
c)Reread The Roots of My Family Tree to refresh students memory about heritage
over the weekend. Ask if any students are able to better connect to the main
character in the book now that they have conducted their interview. This will help
them to create more meaningful written and artistic responses.
d)Review the next step in the project: Each student will transfer their paraphrased
interview responses onto the My Heritage information sheet.
e)Hand out the My Heritage sheets and allow students to begin structuring their
interview responses.
3.Guided Practice: Monitor students while they are completing the My Heritage information
sheets. While the sheets are there to scaffold their sentence structure, students still may
have questions about spelling or other grammatical concepts.
4.Procedure #2:Art
a)As students are completing their writing assignment, I will call each student over
individually to a designated area to trace their silhouette.
b)Once students have completed the writing component of this lesson, they will
begin the art project. I will explain to student that they will use the information
about their countries to complete their My Heritage silhouette. This information
can include words, symbols, and colors representative of their country.
c)If necessary, students may use the iPads to research more facts, symbols, etc.
about their country.
5.Guided Practice: Allow students to work on their art independently and at their own pace,
but be available for assistance or questions regarding the project. Walk around the classroom
periodically to check the students progress and feelings about the art project.
6.Conclusion: Post the completed projects (writing and artwork) around the room, and allot
time for a gallery walk. The students will be able to ask questions about each-others My
Heritage projects, connect to their classmates backgrounds, and learn about other cultures.
Closure (Reflecting Anticipatory Set, how will student share what they learned):
My Heritage Interview
Interviewer (student): ______________________________
Interviewee (family member): _____________________________
How this person is related to you: __________________________
What traditions from these countries does your family still celebrate today?
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My Heritage
My family is from _____________________________________________________________
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