Know Where You Come From: Taking a Closer Look at Where We Live Name: Megan Pyle

Goal: The overall goal for this lesson is that students understand the importance of where they came from and how they got to Marion. As students think
about their community and the world around them, they will use interactive lessons to think of others outside of their family and friends.
DAY #1 Read Aloud (30 DAY #2 Direct Social Studies DAY #3 Dynamic Social Studies DAY #4 Art Lesson (30 minutes)
minutes) (40 minutes) (60 minutes)
Objective - Students will use the main - After creating a classroom Once the lesson has been • After the lesson, students will be
idea of the story to map, students will be able completed, students will know able to create their own
discover different cultures to identify the four cardinal about different cultures and drawings to represent their
around the world. directions. what makes them unique. ancestors and family.
- After completion of the - Once the cardinal Once the lesson has been
grand conversation, directions have been completed, students will be able to
students will discuss the identified, students will be identify the differences between
different cultures we saw able to determine which their community and communities
throughout the story. side of the classroom is across the globe in comparison to
north, south, east, and west. works of art.
Standards NCSS: People, Places, and NCSS: People, Places, and NCSS: People, Places, and NCSS: People, Places, and
Environments Environments Environments Environments
IAS: 2.RL.2.1- Ask and IAS: 1.3.7 Draw simple maps IAS: 2.3.4- Compare IAS: 2.3.4- Compare neighborhoods
answer questions (e.g. who using symbols that show neighborhoods in your in your community with those in
was the story about; why how space is used in familiar community with those in other other parts of the world.
did an event happen; areas such as the classroom, parts of the world. Visual Arts: 2.1.1 Identify
where did the story the school, and the connections between works of art
happen) to demonstrate neighborhood. and artifacts and their culture of
understanding of main idea 2.3.1 Use a compass to origin.
and key details in a text. identify cardinal and
2. RL.2.3- Describe how intermediate directions and
characters in a story to locate places on maps
respond to major events and places in the classroom,
and how characters affect school, and community.
the plot.
2.RL.4.2- Compare and
contrast versions of the
same stories from different
authors, time periods, or
cultures from around the
world.
Materials 1. The book, This is Me 1. Compass 1. iPad 1. Black paper
by Jamie Lee Curtis. 2. White Paper 2. Poster board 2. White Chalk
2. A picture of my 3. Markers 3. Markers 3. Books with example of cave
family. 4. Glue writings and drawings
3. A map to show 5. Scissors
where my home is. 6. Access to printing
Management 1. Class clip-down chart 1. Class clip-down chart 1. Class clip-down chart 1. Class clip-down chart
2. Introduce the phrase 2. Introduce the phrase, 2. Use both phrases 2. Use both phrases introduced
“track on me.” “1,2,3…everybody introduced in previous in previous days.
freeze!” days.
Anticipatory I will have students view a 1. Students will learn 1. Students will learn 1. Students will discover how
Set picture of some of my about the four about different our ancestors used
family members and talk cardinal directions communities and drawings to tell stories.
about how my ancestors and become familiar cultures other than our 2. Students will create their
came to Muncie. Then I will with them. own. own drawings in order to
pose the question, “Do any 2. We will then watch 2. We will then do an tell a story.
of you know how your a video to help us example research poster
family came to Marion?” remember those over a different
four directions. community together.
Purpose “Today we are going to “Today we are going to “Today we are going to learn “Today we are going to make our
learn about where some of learn about cardinal different cultures from around own form of writing and story
our families might of come directions and how they help the world who are different from telling just like people used to a
from and how they got to us to read a map.” what we are.” long time ago.”
Marion.”
Lesson - I will have students gather - I will have students come - I will have students come to - Students will start sitting on the
Presentation on the floor in front of my to the carpet where I will the carpet where I will ask carpet as we review about
chair. ask questions about a time questions about different ancestors and the way that people
- I will discuss with students they may have gotten lost. cultures they may have seen used to tell stories by drawings.
how my ancestors came to - We will watch a video that before that is different from - Students will be dismissed to their
Muncie. discusses cardinal their home community. desk in order to create their own
- I will read the story in directions. - We will watch a video that drawings to tell the stories of their
order to engage the - “Have your parents ever discusses different cultures ancestors.
learners. used a map to get traditions and languages. - Students will also create a key to
- I will model appropriate somewhere? Or a GPS on - “Have you ever heard of tell what their drawings mean in
reading strategies and their phone? NSEW help us different holidays from other order to tell a story.
expression while also to know which direction we cultures that we don’t celebrate, - Students will think about their
asking questions about the should be going.” like Chinese New Year or Cinco family structure and stories from
story and about the - “This is a compass. It de Mayo? What are some their ancestors in order to tell a
students. always points to the holidays or traditions we have story with their drawings and
- “Have you ever thought direction in which we are here in Marion that other people symbols.
about what it would be like going. Have you ever used a may not celebrate in other
to move away from your compass before?” cultures?
home? Did you know that - Students will return to - Students will return to their
some people have to leave their desks and I will model desks and I will model what they
their homes and never get what they will do to create will do research their culture
to go back? their map. and create their poster.
- Students will have 20 - Once I have modeled what
Know Where You Come From: Taking a Closer Look at Where We Live
Closure or “In this story, the main
Conclusion character left their home to
move some place new.
Learning about our family
members and where we
came from is very
important. When we know
these things, we can know
ourselves better and share
information with our other
family members as well.
Think about your
grandparents or great-
grandparents. Have they
ever told you stories about
when they were little kids
or where they lived when
they were growing up?
Have you ever had to move
away from your home?”
Formative The teacher will assess the
Assessment students by their
conversations over the
book and through the
guided questioning given to
the students.
Adaptations In the grand conversation, we will
discuss different cultures that our
families could have come from.
Struggling learners will have the
support of the read aloud and
their peers for collaboration to
make discoveries about their
ancestors.
Summative Students will consider what
Assessment it would be like to have to
(as needed) pack up and leave their
homes without notice.
Students will then create a
list of five things they
would take with them if
they had to leave their
house.
minutes complete the tasks.
If a group of students finish
early, students will work on
a worksheet about
directions at their desks.
- After everyone is finished,
we will play a directions
game as a class.
“Learning directions and
where we live is very
important. If no one would
have ever discovered NESW,
how would we ever get
anywhere? We would all be
guessing which is the right
way and end up somewhere
we didn’t want to be! If you
could move to any direction
in the world, which way
would you go? Think about
the song we heard earlier,
‘oceans are to the east and
west, north is cold, and
south is very warm.”
The students will be
assessed based on the
worksheet they complete at
the end of the lesson. The
worksheet will be like a quiz
at the end of the lesson.
- Adaptation to Diverse Students--
In the grand conversation, we will
discuss cardinal directions.
Students who are low ability will
be partnered with higher ability
students in order to better
understand the tasks they will be
asked to complete. The ideas of all
students will give opportunity for
every academic level to engage in
their appropriate developmental
level.
- Remediation- Students who
struggle with reading and staying
on task will be placed at a table
with my cooperating teacher in
order to keep them on task and so
she is able to explain the
instructions multiple times.
- ELL- There are no students in the
classroom with ELL
accommodations.
- Exceptional Needs- Students with
exceptional needs will be able to
work in partners with another
student in order to receive extra
support from their peers.
My summative assessment
will be the student's ability
to follow their directions
and how well they create
their map.
Name: Megan Pyle
they should do, students will be
split into groups and given a
culture to research.
- Students will have 30 minutes
to complete the tasks. If a group
of students finish early, students
will practice presenting their
posters to the class.
- After everyone is finished, each
group will present their poster
and talk about the culture they
were given.
“Learning about different “Learning about the way our
cultures from around the world ancestors told their stories is very
can give us a better important. If we hadn’t discovered
understanding of how other their drawings, we would not have
people live their daily lives. known the different stories about
Would you want to visit the our families and how they came to
community that you researched America. Does anyone want to
about? Why or why not?” show the class their drawings to tell
the story of their ancestors?”
My formative assessment will be Students will be assessed based on
the presentation the students our grand conversation and their
present over their culture they comprehension of the artist and art
are assigned and the facts they form.
learned.
- Adaptation to Diverse Students-- In Students who need extra support
the grand conversation, we will discuss will be partnered with a peer in
cultures and communities. Students
who are low ability will be partnered order to better understand the task
with higher ability students in order to and to be able to ask questions
better understand the tasks they will be when needed.
asked to complete. The ideas of all
students will give opportunity for every
academic level to engage in their
appropriate developmental level.
- Remediation- Students who struggle
with reading and staying on task will be
placed at a table with my cooperating
teacher in a group together in order to
keep them on task.
- ELL- There are no students in the
classroom with ELL accommodations.
- Exceptional Needs- Students with
exceptional needs will have the support
of other students in their group to
receive extra help when needed.
The students will be assessed on Students will be assessed based on
their ability to follow the their storytelling drawing and how
directions and how well they well they follow the criteria.
create their poster.