Lipski Culminating Experience Fall 2019 Liu

Running head: CULMINATING EXPERIENCE: THIRD GRADE 1
What does a teacher need to consider when developing,
implementing, and analyzing a curriculum unit?
Culminating Experience: Third Grade Inquiry on Traditions and Culture and
Building Connections to Student Experiences
Courtney Lipski
Elementary Education Alternative Route to Licensure M.Ed
Emphasis Concentration Areas of Paper: Third grade English Language Arts/Social Studies
October 31, 2019
Dr. Katrina Liu

CULMINATING EXPERIENCE: THIRD GRADE 2
Abstract
This paper responds to the question “What does a teacher need to consider when developing,
implementing, and analyzing a curriculum unit?” In response, this paper outlines a reading and
social studies unit developed for third grade, specifically addressing third grade standards. The
unit explores the topics of family and culture through inquiry and close reading techniques aimed
at developing reading skills while addressing an essential question. Analysis of the unit is then
thoroughly conducted to exemplify the process of creating such a unit and its goals and
considerations in relation to student demographics, objectives, Common Core State Standards
(CCSS), and methods of teaching. The analysis examines the underlying philosophical
perspective of the author, the specific approaches to classroom management and environment,
and assessment tools utilized for evaluation of student learning. Throughout the explanation of
the unit, as well as its analysis, this paper suggests that student learning is elevated when students
can find connections between their learning and experiences in their own lives.
Keywords: curriculum, multicultural education, inquiry-based learning, critical reflection.

Culminating Experience: Third Grade Inquiry on Traditions and Culture and
Building Connections to Student Experiences
Curriculum development is an imperative component to education and is essential in
defining learning outcomes and objectives. Educators must make decisions about curriculum and
objectives that are largely impacted by educational philosophies, standards, and school
demographics. Changes in curriculum development throughout history have enabled innovative
approaches that are more representative of student demographics, are standards-based, and
incorporate multiple ways of delivering instruction (Wiles & Bondi, 2015). Creating such
curriculum requires the development of units that are responsive to the needs of students, as well
as the standards and objectives that educators are required to teach (Wiles & Bondi, 2015).
The development process of curriculum, more specifically a curriculum unit, requires
careful planning, the use of objectives that are student-centered, instructional strategies aligned
with the needs of students, and assessment of student learning (Arends, 2015). This planning and
instructional cycle “is a multifaceted and ongoing process that covers almost everything teachers
do” (Arends, 2015, p. 103). Educators must make decisions during the planning process, which
will directly impact what students will learn, integrate instructional strategies that are responsive
to student learning patterns, while assessing student learning to then inform future planning and
instruction (Arends, 2015). This planning and instructional cycle ensures that educators are
focusing on the specific content and skills outlined by the Common Core State Standards
(CCSS), while also responding to the needs of students.
Considering the needs of the students, more specifically the development and learning
levels of the individual students, is an important aspect of curriculum development. Vygotsky
(1978) discusses the relationship between a learner’s development and learning by explaining the
zone of proximal development, which is essentially tasks that the learner can achieve with
guidance from the teacher. Vygotsky (1978) explains that anything below the zone of proximal
development is not beneficial to the learner and can be potentially detrimental to their
development and learning, while anything above this zone is too far out of reach for the learner.
Considering this theory, it is crucial to consider learning outcomes, instructional strategies, and
activities which are designed to challenge students at a level that requires teacher guidance,
however is attainable for students. This requires scaffolding techniques that allow students to
expand their learning with teacher guidance (Vygotsky, 1978). The scaffolding technique must
also address the diverse learners within the classroom to develop instructional strategies and
content that is representative of the needs of all learners. Differentiating instruction within the
classroom requires careful consideration of student development and learning and student
interests, while incorporating different approaches to learning (Tomlinson, 2014).
In addition to student learning, differentiated instruction, CCSS, and learning outcomes,
assessment development is an essential component in the development of a unit. Identifying the
diverse needs of learners in the classroom to best differentiate instruction, also requires
differentiated assessment that is responsive to student needs. Assessment that is not
representative of the students being assessed may not fairly assess all students (Montenegro &
Jankowski, 2017). Therefore, it is important for assessment tools being utilized within the unit to
be representative of the diverse learners (Montenegro & Jankowski, 2017).
The implementation of the unit requires careful planning in instructional strategies that
are responsive to the students within the classroom and their specific learning goals and needs.
Techniques in instructional strategies that incorporate student collaboration, advocate for student
initiative and motivation, as well promote life-long learning skills are essential in the delivery of
the instruction. Integrating instructional techniques, such as those suggested by Lemov (2015)
can positively influence students to become active participants in their learning. Rather than
teacher-led instruction throughout the entire lesson, techniques such as Lemov’s (2015) turn and
talk, also called think-pair-share, can help students express their own thinking while verbally
expressing thoughts with a peer. Simple instructional strategies can encourage student thinking
and benefit student learning.
The synthesis of the aspects of curriculum development results in a process of instruction
that facilitates learning and promotes student active participation in that learning. While
considering CCSS, learning objective and outcomes, student learning needs and experiences,
while differentiating instruction that is responsive to those needs, educators may develop
curriculum units that are not only impactful, but that are representative of the specific needs of
students.
Development of Unit
While considering the process of developing a unit and the necessary aspects of
curriculum development, I brainstormed and created a unit that integrates the Nevada Academic
Content Standards in Social Studies and English Language Arts (ELA). The unit focuses
specifically on traditions and culture while asking student to make connections to their own
experiences and families. The unit was designed to build student understanding of diversity
within communities, while also creating a sense of appreciation for their own backgrounds and
family histories. Integrating multicultural literature within the unit specifically addressing social
issues of immigration and migration and that is relevant to students’ own lives encouraged
students to make connections and see themselves within the stories (Braden, 2018). As students
could identify with the characters in the story, they were also learning reading comprehension
strategies that may then become applicable to other content areas.
Curricular and Instructional Goals and Objectives
Aligned with the CCSS and the Nevada Academic Content Standards for Social Studies
and ELA for third grade, the unit integrates social studies into literature. The learning objectives
for students align with the standards, specifically social studies topics of traditions and cultures
carried over by immigrants and the cultural significance of those traditions, along with the
unique contributions of diverse groups of people to their new communities. The unit begins by
asking the essential question “How do traditions help us understand diverse cultures?” As
students are diving into the social issues of diverse traditions and cultures, students are also
developing reading comprehension skills specific to sequencing, theme, text evidence, and
character analysis. The realistic fiction and historical fiction literature that is incorporated within
the unit, as well as a nonfiction article, specifically address reading standards while integrating
the social issue. The multicultural literature also encourages students to make connections to
prior knowledge and experiences to assist their understanding in the deeper issues represented
within the literature.
The instructional goals of the unit are structured around student-centered learning that
creates an environment where the teacher acts as the facilitator of the learning, while students
dive into the learning activities and materials to make discoveries through collaboration and
discussions. Through the student-led instruction, students are better equipped to make meaning
as they engage in experiences that encourage them to construct their own knowledge (Tompkins,
2017). In addition, instruction is meant to encourage student collaboration and peer reflection
that creates an environment of active learners. Students should be able to make connections and
share those connections as the teacher prompts students to ask questions and note specific
aspects of the selected literature.
Activities and Experiences for Students
In this unit, students participate in a variety of activities that promote student
engagement, as well as encourage connections to self and past experiences. Students participate
in close independent and group reading activities, collaborative investigations of multicultural
literature and text, as well as arts integrated activities that aim to stimulate student engagement
and participation. Arts integrated activities such as creating tableaus from vocabulary and
designing a piece of art that is symbolic of one’s own culture and traditions, provide students
with the opportunity to demonstrate their understanding through artistic representation, requiring
deeper levels of understanding beyond simplistic memorization or repetition.
In the first lesson, students are introduced to the essential question, as well as objectives
for the lesson and unit. Students then investigate the unit vocabulary as they dive deeper into the
meaning of the words by creating tableaus which they have developed through collaborations
with peers. Students then make observations, predictions, and wonderings using the visual
thinking strategy (VTS) as they analyze the cover art of their first literature piece Too Many
Tamales by Gary Soto, illustrated by Ed Martinez. As students read the story independently, they
develop questions and note interesting words or events from the story. Students continue to read
the story in the second lesson of the unit but are asked to dive deeper into the story as they work
collaboratively to develop a sequencing map of the events in the story.
The third lesson of the unit introduces a new story titled Yoon and the Jade Bracelet by
Helen Recorvits, illustrated by Gabi Swiatkowska. With this story, students continue to develop
an understanding of sequencing of events, while then developing a deeper understanding of

theme through peer collaboration and whole group discussions. By the fourth lesson, students are
applying what they have learned about traditions as they read a nonfiction article about
Pennsylvania Dutch hex signs and create their own hex sign. Students will showcase their
understanding of vocabulary words, symbols, and traditions and integrate their new knowledge
with their past experiences and own family traditions.
In the fifth lesson of the unit, students will use their reading strategies to read a narrative
about family traditions, answering comprehension questions, while also representing their
understanding of family, culture, and traditions by writing about their own family origins.
Student work is then displayed alongside a map with string being used to create a visual of the
diverse backgrounds and origins of the students in the classroom.
Materials
The materials necessary for this unit include the stories Too Many Tamales by Gary Soto,
illustrated by Ed Martinez, Yoon and the Jade Bracelet by Helen Recorvits, illustrated by Gabi
Swiatkowska, and This is the Rope: A Story from the Great Migration by Jacqueline Woodson.
In addition, the unit requires the article “Pennsylvania Dutch Crafts and Culture” by Dianne
Turner and the ReadWorks.org narrative Deep Roots. Students will also need coloring and
writing tools, as well as construction paper and writing paper. A projector is needed for the VTS
activity, as well as discussions or showcasing of student work or activities. Other necessary
materials include scissors, paper plates for tracing, and a vocabulary list. The unit is simplistic in
nature in terms of the necessary materials, which allows for more time for preparation of in-
depth discussions and collaboration between peers. Students will be expected to be active
participants in discussions and peer collaborations and work. In addition, students will also need
a journal, or several pieces of paper stapled together into a short journal for the unit.
Assessment Tools
The assessment tools used in this unit involve a variety of formative and summative
assessments through observation, activities, and tests. Formatively students will be assessed
through observations of student discussions, collaboration, and participation during whole group
activities, small groups, and independent activities. The formative assessments will be used to
inform instruction throughout the unit and evaluate student understanding, meaning-making, and
engagement in the literature selections and activities. It is imperative that students collaborate
and verbally discuss their understandings of the text, as well as apply their understanding to
activities that involve reading strategies and personal connections to the learning material. The
formative assessment will also be used to make modifications in instructional strategies, as well
as make decisions about the length and depth of each lesson. Based on the formative assessment
tool results, the teacher may make decisions to extend lessons or shorten lessons.
The summative assessments used in this lesson include two arts integrated activities that
connect student understand of the standards addressed in this lesson to their own lives, as well as
a unit test that involves application of the learned skills. The arts integrated activities are
developed to engage students in deeper understanding of the themes of the unit that will then be
represented through personalized art and writing. Students will not only be able to show their
understanding of the unit standards, but they will be able to use their creativity and personal
experiences to represent their understanding through art. More specifically, these assessment
tools will provide differentiation in instruction that encourages all types of learners to
demonstrate their learning. The unit assessment consists of a combination of multiple choice and
written response questions that ask students to use skills and knowledge learned in the unit. The
unit assessment refers to the stories that were read throughout the unit, as well as students’ own
understanding of family and traditions.
Analysis of Unit
Student Demographics
The unit was developed to be representative of the diversity of the individuals living in
the United States. Students from all backgrounds may find connections to their own personal
experiences through the literature and discussions throughout the unit. The students participating
in this unit are third graders from a variety of backgrounds. Although the students in the school
are predominantly Caucasian, students from Hispanic, African American, Asian, and mixed-race
backgrounds share the same classroom. The families of the students attending the school are
middle class families with less than fifteen percent of the students receiving free and reduced
lunch.
Student interests in this classroom range from athletics to academic extracurricular
activities. In this classroom, students are actively engaged in leadership roles and learning
through hands-on experiments in science, as well as interactive arts integrated activities in other
subjects. Students often share stories about their families, their family traditions, and their
cultural backgrounds. Students also exhibit inquisitiveness about the world and world geography.
They enjoy finding places on the various maps in the classroom and like to explore stories from
around the world.
Context of Unit
The unit is designed for third grade students and is specific to the subjects of reading and
social studies. Although all subjects are taught in the classroom, this unit focuses solely on two
of those subjects. Most importantly, the subjects are integrated together to build deeper levels of
knowledge, as well as cross-content skills.
School information. The school is an Academica charter school in Las Vegas, Nevada,
that emphasizes arts integration within the curriculum. Arts integration techniques such as
tableau and VTS are encouraged in all classrooms and subjects. The school is centered around
rigorous academic content and assessment, while utilizing techniques that engage students in
their own learning. Currently, the school is rated a five-star school in both elementary and
middle school.
Cultural perspective. The unit is designed to showcase multiple cultural perspectives
regarding culture and traditions with the inclusion of diverse literature and text. The goal of the
unit is to highlight multiple perspectives, rather than one specific perspective or narrative.
Through the reading of literature from diverse cultures, students can interpret more than one
cultural perspective. It is imperative that students are receiving multiple cultural perspectives,
rather than the dominant culture’s view on traditions and culture. The growing diversity within
the nation is reflective in student populations and it is important that teachers respond
appropriately, specifically teachers who are white (Howard, 2006).
Goals and objectives. The goals and objectives of the unit are symbolic of the unit’s
theme of traditions and culture. The unit attempts to exemplify culturally responsive pedagogy
(Ladson-Billings, 1995) by recognizing the diverse backgrounds of the students participating in
the learning. The unit aims to encourage students to make connections to their own lives and
unique backgrounds, finding relevance in the content that they are learning. With activities
centered around state standards, the unit is inclusive of the diverse needs of the students
participating, as well as their family backgrounds.

Meaning of Curriculum and Instruction
Curriculum and instruction have worn many faces throughout history and have
undergone numerous changes (Wiles & Bondi, 2015). The meaning of curriculum and
instruction, however, has remained somewhat consistent in that it aims to provide students with
skills or knowledge that is useful to their lives and beneficial to their aspirations and societal
duties. Curriculum and instruction are united in the process of teaching, however differ as the
instruments of the delivery of knowledge and information. The curriculum is the “what” of
teaching, while instruction is the “how.” The curriculum addresses the topics and objectives that
students are expected to learn and master, while instruction is how those goals and objectives
will not only be taught but be achieved. Wiles and Bondi (2015) suggest that curriculum is “a
desired goal or set of values that can be activated through a development process, culminating in
experiences for learners” (p. 5). Curriculum addresses what the learner will be learning and the
experiences and activities that they will use to obtain that learning.
Instruction is an important part of the curriculum, in that it addresses how the curriculum
will be taught to the students. The activities within the curriculum and the presentation to
students is an important part of the curriculum. Students should be interacting in a variety of
activities that attempt to allow students to develop meaning and make connections in their
learning (Eisner, 1994). Curriculum and instruction together should address the diverse needs of
the students and be represented of the students, rather than narrowly focused, in order to best
ensure equity in the classroom (Eisner, 1994).
Model of Curriculum Development
As a proponent of inquiry-based learning, and the experimentalist approach, I personally
feel curriculum should be developed to integrate multiple subject areas, interconnecting content
and building upon student experience. Learning should be continuous and constantly challenging
students to solve new problems from past experiences and new investigations. “[The educator]
must constantly regard what is already won not as a fixed possession but as an agency and
instrumentality for opening new fields which make new demands upon existing powers of
observation and of intelligent use of memory” (Dewey, 1963, p. 75). More specifically, I find my
philosophy aligning with concept-based curriculum (CBC), which emphasizes cross-content
learning rather than subject-specific content (Murphy, n.d.).
CBC requires students to ask big questions and utilize their experiences and prior
knowledge to begin explorations into problem solving or inquiries to discover new knowledge
and experiences. Students investigate essential questions, or big concepts, which are investigated
cross-content. Lynn Erickson’s 3-D model is a constructivist approach where students develop
knowledge, understand that knowledge, and apply that knowledge to real world situations
(Erickson & Lanning, 2014). The learning thus becomes continuous, building upon prior
knowledge, and challenging students to make connections between what they are learning, to
how their new knowledge is applicable to their lives. In Erickson’s curriculum model, students
are advocates of their own learning and can thus take ownership of the knowledge that they
acquire. The teacher can act as the facilitator of the learning, while students lead investigations
and discoveries, creating more meaningful learning experiences.
Curriculum which aims to teach conceptually, rather than constrained by subject, is a
natural form of learning that can provide accessibility to all students, regardless of their abilities
in specific subjects. Rather than teaching only reading, where some students may have a false
narrative about their ability in reading, the curriculum can integrate reading with social studies,
providing more accessibility and meaning to the reading content. The constructivist views
students, not as lacking knowledge and needing to be told, but instead as possessing intellect that
can then be nurtured and expanded upon (Wiles & Bondi, 2015). Curriculum should be designed
to teach students how to be life-long learners, seeking knowledge, investigating unanswered
questions, and exploring new discoveries.
This unit was designed with the consideration of CBC or Erickson’s 3-D curriculum
model. The unit integrates reading with social studies to emphasize the power of reading when
learning about social issues such as traditions and culture. The skills in the unit are also cross-
content skills and may be utilized in other subjects, as well. It is imperative that students
understand the interconnectivity and relevance of all subjects, while seeking answers to big
questions. Not only does this make student learning more relevant, but it is also engaging for
students. Students becoming leaders of their own learning, making mistakes and learning from
their own missteps. New knowledge may thus become more valuable to students.
Philosophical Perspective
The disconnect between theory and practice often collides quite abruptly once entering
the teaching profession and being responsible for the management and learning within your own
classroom. In theory, my educational philosophy is centered around inquiry and exploring
pondering student-led questioning using the classroom and its resources as a means for
exploration to seek answers and form new inquiries. Wiles and Bondi (2015) define this
educational philosophy as experimentalism where teachers act as facilitators and “aid learners or
consult with learners, who would be actively involved in discovering and experiencing the world
in which they live” (p. 29). In practice, however, I have found my teaching often aligns with the
educational philosophy of realism. The realist educator offers learners a glimpse of what the
world is, allowing learners to be observers as they discover information about the order of nature
and society (Wiles & Bondi, 2015). But how can it be that in theory I would define myself as an
experimentalist, while in practice I find I am a realist? Is it possible that two educational
philosophies can coincide?
Experimentalism and John Dewey. Experimentalism in education embraces the
constant changes and shifts within education and society, while focusing on societal problems
and experiences (Kurtus, 2001). Within this pedagogy, students engage in learning that requires
their own knowledge, experiences, and inquiries to guide their learning, while the teacher offers
insights and navigation along the students’ journeys. The philosophies of John Dewey advocate
for experimentalism and its benefits for student learning, as Dewey focused on diverse learners
adapting to societal changes to develop new social order (Cohen, 1999). Dewey is credited for
theorizing and applying progressive education which integrated inquiry-based and project-based
learning allowing students to develop democratic principles applicable to their own experiences
in society (Wiles & Bondi, 2015).
Dewey’s experimentalist approach to education is a pedagogy that I personally find
relevant. I think students should be leaders within their own learning, while the teacher facilitates
and helps guide them to new discoveries. This type of learning is more impactful to the learner
simply because they have ownership over what they are learning. Students can develop inquiry
skills that can lead them to more meaningful and impactful experiences as they integrate into
society. Dewey (1963) emphasizes the constant change in society and the stagnant teaching of
traditional schools. Dewey explains, “[That which is taught] is taught as a finished product, with
little regard either to the ways in which it was originally built up or to changes that will surely
occur in the future” (p. 19). From my perspective, I see the world as ever changing, constantly
moving. Education and that which is taught should also constantly be moving, always shifting,
bringing the old with the new.
Realism and Aristotle. Although my optimistic view of learning in theory aligns with
Dewey’s pedagogy, I find my teaching in practice is much more closely resembling that of a
realist. Contrary to Dewey’s learning through experience and inquiry, realism focuses on the
observable. Aristotle is regularly associated with the philosophy of realism and emphasized the
existence of reality and objects, separate from the subjectivity of the human mind (Cohen, 1999).
In other words, things exist as they are whether we realize they do or not. Logic, problem
solving, and discipline are all characteristics found within realism. In a classroom, this means
that curriculum is set, the classroom is structured and orderly, and students are receivers of
information through observation and research.
I have found that my teaching often resembles this pedagogy in that my students respond
to the structure and discipline, as well routines and regular activities that I incorporate. From my
own experience, I have found that students, at least in third grade, struggle when provided
freedom within the classroom, whether it be freedom of inquiry or within projects. My students
have been much more successful when I provide them with observable information and specific
guidelines and expectations for activities, as well as examples of end products. I’ve noticed that
students struggle greatly when given freedom to investigate their own inquiries and often they
cannot develop their own questions without guidance and support.
Eclecticism and Merging Pedagogies. Is it possible that experimentalism and realism
can be combined to create my own unique pedagogy? Could I potentially incorporate Dewey’s
emphasis on inquiry and project-based learning, while utilizing the standards-based disciplined
curriculum? Personally, I think that utilizing more than one educational philosophy can be the
most effective form of teaching in a culture that emphasizes student-led activities while also
focusing on standard-based learning. Eclecticism is the merging, or synthesis, of differing
pedagogies, finding the benefits of both or all. Zierer (2011) refers to August Herman
Niemeyer’s statement, “Check it all! Keep the best!” where Niemeyer suggests taking the useful
from multiple pedagogies. Zierer (2011) explains that eclecticism considers all options, theories,
variables, and ideas and then puts them to the test.
The eclectic does not view best educational practices to be clearly black or white, but
instead considers multiple variables that could shift pedagogy. In my experience, for example, I
have found that third graders are not ready for true inquiry-based learning. Perhaps this could be
because they have not been exposed to it. Perhaps this could be a result of the emphasis on
standardized testing. Regardless, my students need structure, they need concrete knowledge, and
they perform much better with disciplined curricula. But who’s to say that I cannot teach them
how to ask questions and investigate those questions? My personal philosophy cannot be defined
by one educational philosophy, but instead is a merging of pedagogies. I am a true eclectic and I
feel that by allowing myself to have an open mind and consider differing pedagogies, I can offer
my students opportunities to challenge these philosophies as I find what works most productively
for myself and my students.
Multicultural Education
The unit is centered around tradition and culture, which makes it even more imperative
that it be representative of the diversity in the community and the school. Multicultural education
is an important topic to consider when developing a unit to ensure that the unit is inclusive of all
students and representative of multiple perspectives, rather than one dominant culture’s
perspective of a subject. Diversity is continually expanding in the United States and is inevitable
in schools, which is why it is important for curriculum to be reflective of that diversity (Takaki,
2008). The history of multicultural education is also important to consider when developing a
unit, because it ensures that students are receiving historical events from diverse perspectives
rather than one narrative (Takaki, 2008). This unit not only explores diverse cultures and
encourages students to make connections to those diverse cultures, it encourages diversity and
pride in family history and traditions. Student identities and perspectives were considered in the
development of the unit (Nieto, 2017). The discussion and activities within the unit are
dependent on student identity and culture to ensure that students develop an understanding for
the essential question regarding traditions and culture. Multicultural history is also integrated
through the stories included within the unit to ensure that students are learning history from
diverse perspectives, rather than one narrow perspective of a textbook.
Classroom Management and Environment
The classroom environment is an important part of lesson planning and building a unit.
The teacher must have plan for how students will be managed and guided throughout the unit, as
well as the environment in which they will learn. Planning for instructional activities is
incredibly important during the planning process of a unit. The teacher should develop a plan and
expectations for how students should move about the room and how student collaboration should
work productively during activities. “When students understand where a lesson is going, they are
more likely to be with you at the end” (Evertson & Emmer, 2017, p. 135). By planning for
precisely how the classroom activities should work and clearly stating expectations to students,
teachers have already set students up for success. Although interruptions and unplanned events
will almost always occur, it is important that the teacher plans for accommodations if necessary,
however follows the lesson sequence as well as possible to reach the desired outcome and goals
of the lesson (Evertson & Emmer, 2017). Within this unit, the activities and expectations of
student behavior are clearly defined to avoid any miscommunication with students.
The classroom environment is also an incredibly important part of planning because it
sets the stage for the type of space students will be working in. Students must feel safe to share
ideas and the teacher must be encouraging, while aiding understanding (Evertson & Emmer,
2017). My classroom environment includes lamp lighting to calm student nerves, while also
adding splashes of color around the large maps scattered around the room which double as
visually pleasing and effective tools to utilize during the unit and other classroom activities. The
environment invites students to explore the world, while also stimulating inquiry and questions
during the learning process.
Teaching Strategies
Teaching strategies can have a tremendous impact on student comprehension and
performance. Engaging students in activities that are structured to promote collaboration and
critical thinking among students can facilitate a learning environment in which students learn to
think. Through teaching models such as concept teaching, students learn how to think about
concepts and apply their knowledge to new situations using critical thinking skills, metacognitive
thinking, and scientific thinking and reasoning (Arends, 2015). In this unit, the teaching
strategies utilized are aimed at nurturing an environment of thinkers that see beyond stories to
make connections to their own lives.
Integrating teaching strategies from Lemov (2015), including turn and talk, wait time,
cold call, and exit tickets, this unit is structured to utilizing multiple teaching strategies to ensure
differentiation within instruction. From whole group discussions to small group activities and
independent work, the unit is organized to provide instruction that is representative of all
students’ needs and learning styles. The turn and talk or think-pair-share activity allows students
to formulate their thoughts with a peer verbally, while hearing another perspective or idea
(Lemov, 2015). Students can feel less pressure when they are asked to discuss with a peer, rather
than in front of the whole class or to the teacher. In addition to this teaching strategy, Lemov
suggests pushing the rigor further through teaching strategies such as whole-class discussion and
note taking. This teaching strategy not only is designed for rigor, but it holds students
accountable for their own thinking and participation in the classroom (Lemov, 2015).
Other strategies are used throughout the unit to ensure student participation and
engagement throughout each lesson. Rather than utilizing teacher-led instruction for most of the
lessons, peer collaboration and guided instruction is utilized to ensure that all learners are
accountable for their learning and utilizing their own thinking strategies to process the
information and concepts. This is imperative in a classroom of diverse learners.
Assessment Tools
According to Montenegro & Jankowski (2017), assessment approaches in higher
education that are not inclusive of diverse learners can negatively impact learning and diverse
learners’ feeling of belonging. Although no specific to elementary school, Montenegro and
Jankowski (2017) explain, “Assessment, if not done with equity in mind, privileges and validates
certain types of learning and evidence of learning over others, can hinder the validation of
multiple means of demonstration, and can reinforce within students the false notion that they do
not belong in higher education” (p. 5). Even if students are recognized as diverse learners and
instruction is differentiated, assessment that it not inclusive of these learners may not be
representative of their understanding of the information. Montenegro and Jankowski argue that
just as students learn information differently, there also should be opportunities for students to
demonstrate their knowledge of that information in diverse ways. This allows students to
incorporate their own culture, experiences, and previous knowledge and demonstrate it in ways
that are advantageous to their learning. If all students are subject to the same assessment
standards, then only specific groups of learners will be provided the opportunity to succeed
(Montenegro & Jankowski, 2017).
The assessment tools planned within this unit are very reflective of the diversity within
the classroom. Not only are students encouraged to express themselves and their learning
through representations of art, as well as written responses, students are graded equitably. The
assessment tools consider the diverse needs of all the learners, as well as their diverse
backgrounds. Rather than including only multiple-choice tests or only written response tests, the
unit includes arts integration projects as summative assessments of student learning. The
assessments tools cannot only assess memorization, but rather must assess student understanding
of the skills acquired throughout the unit and any information attained. The formative assessment
tools consider the process of the learner and how the learner is understanding the information
and skills focused on in the unit.
Analysis of Experience
The development, teaching, and assessment of the unit was an enriching and rewarding
process. Integrating social studies standards into the reading curriculum was exciting and
intriguing because it allowed for deeper learning about the students within the classroom and
their backgrounds. Students also were encouraged to dive deeper into their own histories and
families, which allowed them to learn more about themselves.
The development process of the unit was challenging in that it was imperative that the
unit be centered around the student’s own reflection of their lives and family history while they
read literature specifically focusing on diverse cultures and the family traditions within those
cultures. The knowledge of traditions and culture was important to have prior to the development
of the unit. The knowledge of the content has a tremendous impact on the teaching behavior
during the unit (Shulman, 1987). Without proper understanding of the subject matter, teaching
the unit would become more difficult and lack the knowledge base needed to teach confidently.
The development process ensured that the subject matter was understood properly and that it
could be easily translated for students while they engaged in meaning-making activities.
Identifying the standards needing to be addressed, while considering how inquiry would
be utilized to stimulate student engagement, the unit was developed by first selecting literature
that was relevant to not only the topic, but to the diversity amongst the students. The literature
was then strategically planned throughout the unit as a means of addressing reading and social
studies standards through teaching strategies and activities that would foster student thinking and
meaning making. The assessments developed for the unit were designed to provide equity to all
students in the classroom, motivating each student to utilize their own unique learning styles to
demonstrate their understanding of the unit concepts.
The teaching of the unit was also a positive experience because students were actively
engaged in the discussions and literature provided in the unit. Students quickly made connections
to their own lives and wanted to share stories and similar experiences that they used to
understand the characters, sequencing, and lessons in the stories. It was exciting to see how
students become actively involved in their learning as they found the stories relatable and
interesting. This created a learning environment where all students were motivated to ask
questions, seek answers, and critically reflect on their learning and own life experiences. The
teaching strategies utilized in this unit encouraged the collaboration and rigorous discussion
necessary for students to dive deep into the concepts.
Rather than only using testing for assessment tools, I felt it necessary to provide students
the opportunity to demonstrate their understanding through other methods, such as arts integrated
projects. These assessment tools provided insights into student learning, while students were
excited to participate in the assessments. In addition, the various small group activities provided
ample time to formatively assess student understanding of concepts based on peer discussions
and work.
Learning Journey and Critical Reflection
Throughout the learning journey in this program, I have developed tools and insights
necessary to confidently develop curriculum and utilize teaching strategies and assessment tools
that promote student learning and comprehension. Beginning with very little understanding of
teaching pedagogy, to being able to define my own philosophy of pedagogy, supporting my ideas
with research and theory, has brought me to a place where I feel well equipped to implement
tools and strategies that will guide students to become deep thinkers who reflect upon their own
learning and understanding. Although I feel confident in my teaching and curriculum
development, I find myself constantly challenging my understandings and knowledge, as a result
of my experiences in the classroom and with my students. Building upon my understanding,
shifting my understanding, and challenging my own understanding has allowed me to critically
reflect on my current skills as a teacher. This generative thinking and reflection allow me to
continually build upon my skills and take action, when necessary, to make adjustments in my
lesson planning and teaching strategies.

Through generative thinking and critical reflection, teachers can become transformative
intellectuals using their knowledge to provide students with the desire to learn. Through
generative thinking, teachers expand upon their own knowledge from their experiences in the
classroom and interactions with students (Ball, 2009). Teachers can consistently learn from their
own experiences, as well as their students, and develop insight and new perspectives which can
be applied in the classroom. From these new insights and perspectives, teachers can critically
reflect upon their own theories and presumptions allowing them to expand their knowledge and
become transformative intellectuals. Teachers may challenge their own theories and perspectives
using “openmindedness” to understand the micro and macro environments of education (Liu,
2015). Through this type of reflection, teachers can be intellectual laborers, as suggested by
Giroux (n. d.). Teachers must constantly be growing, learning, and challenging their own
theories and practices to extend their own knowledge while using their intellect to create
classroom environments that provide a foundation for academic success from all students.
As I gain new insights in the classroom, I am consistently reflecting upon what changes I
may make in the future and how those changes may occur. In this unit, although successful in my
classroom, I find myself reflecting on possibilities of improvement in the future. More
specifically, I may adjust the unit assessment based on student needs and comprehension during
the unit. In addition, I could be more inclusive by providing additional multicultural literature for
students to evaluate and analyze. Most importantly, it is essential to note that there is always
something that can be improved and as an educator, I can find those necessary improvements and
make changes as I develop new insights into my own teaching and the needs of my students.
References
Arends, R. I. (2015). Learning to teach (10th ed.). New York, NY: McGraw-Hill.
Ball, A. F. (2009). Toward a theory of generative change in culturally and linguistically
complex classrooms. American Educational Research Journal, 46(1), 45-72.
doi: 10.3102/0002831208323277
Braden, E. G. (2018). Do you have papers?: Latinx third graders analyze immigration policy
through critical multicultural literature. Children’s Literature in Education, 1-17.
https://doi.org/10.1007/s10583-018-9359-5
Cohen, L. M. (1999). Section III – Philosophical perspectives in education: Part 2. Retrieved
from https://oregonstate.edu/instruct/ed416/PP2.html
Curtis, R. (2001). Philosophies of education. Retrieved from https://www.school-for-
champions.com/education/philosophies.htm#.XYg-tihKjIU
Dewey, J. (1963). Experience and education. New York, NY: Simon & Schuster.
Eisner, E. (1994). Cognition and curriculum: A basis for deciding what to teach. New York, NY:
Teachers College Press.
Erickson, H. L., & Lanning, L. A. (2014). Curriculum design: From an objectives-based to a
concept-based model. In Transitioning to concept-based curriculum and instruction:
How to bring content and process together (pp. 6-21). Thousand Oaks, CA: Corwin.
Evertson, C. M., & Emmer, E. T. (2017). Classroom management for elementary teachers (10th
ed.). Boston, MA: Pearson Education.
Giroux, H. (n. d. ). Teachers as transformative intellectuals. Social Education 49(5), 376-379.
Retrieved from UNLV WebCampus.
Howard, G. (2006). We can’t teach what we don’t know: White teachers, multiracial schools
(2nd ed.). New York, NY: Teachers College Press.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American
education research journal, 32(3), 465-491. https://doi.org/10.3102/00028312032003465
Lemov, D. (2015). Teach like a champion 2.0: 62 techniques that put students on the path to
college. San Francisco, CA: Jossey-Bass.
Liu, K. (2015). Critical reflection as a framework for transformative learning in teacher
education. Educational Review, 67(2), 135-157. doi:10.1080/00131911.2013.839546
Montenegro, E., & Jankowski, N. A. (2017, January). Equity and assessment: Moving towards
culturally responsive assessment (Occasional Paper No. 29). Urbana, IL: University of
Illinois and Indiana University, National Institute for Learning Outcomes Assessment
(NILOA).
Murphy, A. (n.d.). A quick guide to concept-based learning and curriculum: Curriculum
development. Retrieved from https://www.rubicon.com/concept-based-learning-
curriculum/
Nieto, S. (2017). Re-imagining multicultural education: new visions, new possibilities.
Multicultural Education Review, 9(1), 1-10, doi:10.1080/2005615X.2016.1276671
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard
Educational Review, 57(1), 1-22.
Takaki, R. (2008). A different mirror: A history of multicultural America (revised edition). San
Francisco, CA: Back Bay Books.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners
(2nd ed.). Alexandria, VA: ASCD.
Tompkins, G. E. (2017). Literacy for the 21st century: A balanced approach (7th ed.). Boston,
MA: Pearson Education.
Vygotsky, L. S. (1978). Interaction between learning and development. In Mind in society: The
development of higher psychological processes (pp. 79-91). Cambridge, MA: Harvard
University Press.
Wiles, J. W., & Bondi, J. C. (2015). Curriculum development: A guide to practice (9th ed.).
Upper Saddle River, NJ: Pearson.
Zierer, K. (2011). Pedagogical eclecticism. Journal of Educational Thought, 45(1), 3-19.

Appendix A
Third Grade Unit: Culture and Traditions
Lesson 1
UNLV Student Courtney Lipski Advisor Dr. Katrina Liu

Traditions Telling a Lesson Plan Cultures and Traditions –
Lesson Plan Title
Story Topic Reading/SS
Estimated
Date Lesson 1 90 minutes
Time
School Site
Grade Level 3rd Grade Doral Academy Fire Mesa
I. State Standards
Nevada Academic Content Standards for Social Studies
SS.3.16. Analyze how migrants and immigrants interact with people in their new
community.
SS.3.17. Analyze the contributions and positive impacts of culturally, racially, and
ethnically diverse people throughout the world.
Nevada Academic Content Standards for Reading

RL.3.3 – Describe characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events.
RL.3.7 – Explain how specific aspects of a text’s illustrations contribute to what is
conveyed by the words in a story (e.g., create mood, emphasize aspects of a character
or setting).
II. Teaching Models

Arts Integration – Tableau/VTS for vocabulary
Classroom Discourse – Teacher and student question and answers.
Student Collaboration – Turn and Talk (think-pair-share)
Whole Brain Teaching – Whole-group discussion
III. Objective(s)
SS.3.16/17 – Students will develop an understanding of how traditions can help us
understand different cultures and communities and how those traditions have
contributed to new communities.
RL.3.3/3.7 – Students will be able to explain character motives and feelings using
text evidence, while identifying the sequence of events using illustrations and actions
in the story as evidence.
Kid Friendly Objective: I can use text features, including illustrations, to explain the
sequence of events in a story. I can use my own personal experiences and events in a
story to explain how traditions help us understand diverse cultures.
Essential Unit Question: How do traditions help us understand diverse cultures?
IV. Materials/Resources
Too Many Tamales by Gary Soto and Ed Martinez
Journal/paper and pencil
Vocabulary List (culture, tradition, immigrate, community, celebrate, pride, symbols,
precious)
Projector/Elmo
V. Instructional Procedures / Methods:
Introduction Open lesson by asking students what holidays or special days in the year
10 minutes they celebrate. Have students think about their responses for 20 seconds
and then ask them to pair with a shoulder partner to discuss. Each
shoulder partner will be given 1 minutes to discuss what they do with
their families. (Think-Pair-Share). Call on students to share what their
partner discussed to promote active listening.
Introduce the unit. Review the objective and essential unit question.
Activities and Whole Group: (10 min) Introduce the vocabulary list and ask students to
Learning think about where they have heard the words before. In their journals or
Experiences on a piece of paper, have students write down what they think the words
70 minutes means. Do not allow students to share their thinking.
Small Group: (25 min) Separate students into four groups and assign
each group 2 vocabulary words. Each group will be responsible for using
a dictionary to research the definition of the word and then create their
own tableau (live mental image) that represents the vocabulary word.
Allow students to have 15 minutes to find the word definition and
collaborate to create their tableaus. When the 15 minutes are up, have the
groups spread out around the room allow each group to share their
tableaus one at a time. Use language such as “lights out” and “lights on”
to have the audience close their eyes to give each group a few moments to
get in position. After each tableau, ask students to guess which vocabulary
word the group was representing with explanation.
Whole Group: (10 minutes) Discuss the vocabulary words with students,
providing examples in context. Students will write their own definitions in
their notebooks and use each word in a sentence.
Whole Group: (15 minutes) Project the front cover photo of story Too
Many Tamales by Gary Soto and Ed Martinez. Ask students to use visual
thinking strategy (VTS) to write what they see, think, and wonder in their
notebooks or on a piece of paper. Walk around the room and ask students
what they see in the photo and then what they think is happening. Allow
students to then share with a shoulder partner. Select individual students
to share with the class. Discuss the characters in the photo, as well as their
actions and make predictions about what the story might be about. Have
students then engage in a picture walk, recognizing the illustrations and
making predictions about events in the story. Discuss the text features and
the realistic fiction genre.
Independent Reading: (10 minutes) Students will read the story

independently. As students read, encourage them to take notes about
interesting words, and major events in the story.
Closure Whole-group: Have students identify the main characters of the story and
10 minutes their feelings that were felt throughout the story. Make a list on the board
or on an anchor chart to be used in the second lesson. Close the lesson by
asking students if they connected with any of the characters. Allow
students to discuss their thoughts with a partner. (Think-Pair-Share).
Extension This lesson is meant to extend into the next lesson.
Contingency In the case of unforeseen circumstances resulting in loss of lesson time,

Plan spend less time on the tableau and have each group only create 1
vocabulary word.
VI. Accommodations/Modifications/Differentiated Instruction

Accommodations and modifications may be necessary for students who are struggling
readers during the independent reading block. For these readers, it would be
beneficial to pull a small group and read with the students either through guided
reading or choral reading.
VII. Assessment/Evaluation of Learning

Formative Assessment
The use of informal assessment will be integrated through observation of students
during the collaboration and whole group activities. Students will also be formatively
assessed through the entries in their journals and the notes taken during the
independent reading block.
Summative Assessment
Students will complete a summative unit assessment at the end of the unit.
Lesson 2
UNLV
Courtney Lipski Advisor Dr. Katrina Liu
Student
Lesson Plan Lesson Plan Cultures and Traditions –
Traditions in Stories
Title Topic Reading/SS
Estimated
Time
School Site
I. State Standards
community.

RL.3.7 – Explain how specific aspects of a text’s illustrations contribute to what is
conveyed by the words in a story (e.g., create mood, emphasize aspects of a character
or setting).
II. Teaching Models

Whole Brain Teaching – Whole-group discussion and read aloud
III. Objective(s)
in the story as evidence and how those sequence of events helped identify a theme.
Kid Friendly Objective: I can use text features, including illustrations, to explain the
sequence of events in a story. I can use my own personal experiences and events in a
story to explain how traditions help us understand diverse cultures.

Too Many Tamales by Gary Soto and Ed Martinez
precious)
Sequencing map on chart paper or poster board
Introduction Open lesson by asking students to summarize what happened in the story
5 minutes Too Many Tamales by Gary Soto and Ed Martinez. Allow students to first
discuss with a partner or in their groups for 2-3 minutes before discussing
as a whole group.
Review the objective and essential question.
Activities and Whole Group: (5 min) Assign students to 2 vocabulary words and ask
Learning them to write their words in a sentence in their journal or on a piece of
Experiences paper. Review the vocabulary list and allow a few students to share
45 minutes sentences aloud for each word.
Whole Group Read Aloud: (20 minutes) Read the story aloud as a class
using reading strategies such as choral reading. Allow student volunteers
to read aloud. Demonstrate proper reading throughout the story. Ask
students specific questions throughout the story such as,
- Why was Maria worried about the ring?
- How did Maria realize what had happened to the ring?
- How was Maria feeling in that moment and why?
- What lesson did Maria learn in the end of the story?
Small Group: (10 minutes) Separate students into groups of 4 and assign
each group with a specific number of pages. Each group will reread their
assigned pages and complete a sequencing map on chart paper or poster
board for those specific pages being sure to use text evidence to explain
Maria’s feelings and actions.
Whole Group: (10 minutes) Use each group’s sequencing map to create
a sequencing map of the entire story by joining the maps on the board.
Discuss how Maria’s feelings changed throughout the story and what she
learned in the end of the story. Discuss the theme of the story in relation
to family traditions and cultural traditions noting the setting of the story.
Closure Exit Ticket Questions: Students will then complete the exit ticket
10 minutes questions about the story.
Extension This lesson may be extended by reading the story This is the Rope: A
Story from the Great Migration by Jacqueline Woodson. Students may
identify the theme of the story using sequencing to develop character

understanding, as well as evidence from the text.

Plan students may complete the exit ticket questions at the beginning of the
next lesson.

readers and writers. Students should be paired appropriately during the group
assignment to ensure that all students have an active role and are being provided the
assistance necessary. It may be beneficial to work with a small group of struggling
students. Students who need a challenge may be asked to create a character map of
Maria which encompasses the lesson that she learned about family and traditions. For
students that need enrichment, they may read This is the Rope: A Story from the
Great Migration and identify theme, comparing the story to Too Many Tamales.

assessed through the sequencing activity, as well as the exit ticket assignment.
Lesson 3
UNLV
Student
Lesson Plan Lesson Plan Cultures and Traditions –
Family and Precious Gifts
Title Topic Reading/SS
Estimated
Time
School Site
I. State Standards
community.

RL.3.2 – Recount stories, including fables, folktales, and myths from diverse
cultures; determine the central message, lesson, or moral and explain how it is
conveyed through key details in the text.
II. Teaching Models

III. Objective(s)
in the story as evidence and how those sequence of events helped identify a theme.
Kid Friendly Objectives: I can use text features, including illustrations, to explain
the sequence of events in a story. I can identify the central message or theme of as
story, and I can use my own personal experiences and events in a story to explain
how traditions help us understand diverse cultures.

Yoon and the Jade Bracelet by Helen Recorvits and Gabi Swiatkowska
precious)
Sequencing map
Projector/Elmo
Introduction Open lesson by asking students if they were ever given anything special
10 minutes from a relative. Allow students to discuss with a shoulder partner (think-
pair-share). Select a few students to share their partner’s experience. Ask
students to think about how they felt when they received it and why it was
important.
Activities and Whole Group: (10 minutes) Display the cover of the story and ask
Learning students to complete a visual thinking strategy (VTS) I see, I think, I
Experiences wonder chart in their journal. Have students pay attention to what the
65 minutes picture is and then write what they think the story might be about. Allow
students to share what they noticed. Discuss the wonderings students have
about the story and have students make predictions about what the story
might be about.
Independent Reading: (15 minutes) Students will read the story

independently, taking notes about interesting words, important events, and
questions they have throughout the story in their journals.
Small Group Reading: (30 minutes) Group students in groups of 4 with

peers close to their reading level. Students will take turns reading aloud a
page each in their groups until the story is completed. Once they have
reread the story, students will work together to complete a sequencing
map of the events in the story. Students will then discuss what they think
the theme or central message of the story is and any important lessons that
Yoon may have learned. After 20 minutes, create new groups and allow
students to discuss the theme and events in the story with a new group,
comparing their findings.
Whole Group: (10 minutes) Discuss the findings of each group,

allowing one student from each group to act as the group’s representative.
The student will share the theme and events in the story that was
discussed in their group. As a class, determine the central message/theme
of the story, using evidence from the story to support the reasoning.
Closure Student reflection: Students will write a reflection about the significance
15 minutes of the bracelet and how it was representative of Yoon’s culture.
Extension This lesson may be extended by encouraging students to think about an

item that they have been given that is representative of their culture and
why that item is important. Students can write a reflection about how they
acquired the item, who gave it to them, what it symbolizes, and why it is
representative of their culture.

Plan do not have students rotate to new groups, but instead discuss as a whole
group.

readers and writers. Students should be paired appropriately during the group
assignment to ensure that all students have an active role and are being provided the
assistance necessary. It may be beneficial to work with a small group of struggling
students. Students who need a challenge may be asked to complete the extension
activity.

assessed through the sequencing and theme activity, as well as the written reflection.
Lesson 4
UNLV
Student
Lesson Plan Lesson Plan Cultures and Dutch Hex Signs

Symbols of Our Culture
Title Topic – Reading/SS
Estimated
Time
School Site
I. State Standards
community.

RI.3.1 – Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
RF.3.3 – Know and apply grade-level phonics and word analysis skills in decoding
words.
II. Teaching Models

Arts Integration – Representing understanding through art
Student Collaboration – Turn-n-Talk (think-pair-share)
III. Objective(s)
contributed to new communities, while using symbols to represent their own culture
and traditions.
RI.3.1/RF.3.3 – Students will be able to use decoding skills to read a nonfiction text
about, as well as ask and answer questions to develop an understanding of a text.
Kid Friendly Objectives: I can use what I know about cultures and traditions to
create my own Pennsylvania Dutch Hex Sign that represents my culture and
traditions.

“Pennsylvania Dutch Crafts and Culture” by Dianne Turner

precious)
Color pencils/crayons/markers
Scissors
Notecards
Construction Paper
Paper Plate for tracing
Introduction Open lesson by reviewing the vocabulary words, specifically the word
5 minutes “symbols.” Ask students to identify some symbols in the classroom that
represent the school (ex. mascot, rules, etc.). Ask students to make a list in
their journals of some other symbols that they may see every day and
what those symbols represent (ex. flags). Allow students to share and
make a list of symbols on the board.
Activities and Whole Group: (10 minutes) Introduce the article “Pennsylvania Dutch
Learning Crafts and Culture” by Dianne Turner and let students know that they are
Experiences going to learn about symbols from one group of people. Ask students if
80 minutes they have ever been to Pennsylvania or if they have ever seen a horse and
a buggy. Provide background information about the Pennsylvania Dutch.
Independent Reading: (15 minutes) Students will read the article

independently, noting any unfamiliar words and any questions they may
have.
Whole Group: (15 minutes) Reread the article as a whole class, allowing
student volunteers to read. Assist students with unfamiliar words and
discuss any questions students may have about information in the article.
Introduce the activity. Have students brainstorm symbols that represent
their own family, culture, and traditions. Students may write their ideas in
their journal.
Independent Activity: (40 minutes) Review the rubric for the

assignment. Students should draw a rough draft of their design prior to
beginning the final. Provide students with paper plates to cut out a large
circle in their white construction paper and create a Dutch Hex Sign that
is representative of their culture and traditions. After decorating, students
will then use a notecard as a caption card to explain how their artwork is
reflective of their own culture and traditions.
Closure Peer Review Gallery Walk: After students have completed their artwork,
5 minutes close the lesson by allowing students to do a gallery walk observing other
students’ artwork and reading their caption cards. Students should provide
positive feedback as they walk around the room.
Extension This lesson may be extended by having students complete self-reflections

about their artwork and what they learned about culture and traditions
from this article. Students may also complete a peer review of another
students’ artwork noting specific things that they like about it.

Plan you may omit the gallery walk and simply close the lesson with a quick
verbal reflection of the assignment.

readers during the article independent read. These students may need additional
support reading the article and a small group may need to be arranged. In addition,
students who need additional brainstorming ideas may receive ideas from a peer.
Challenge students to use a ruler to create a line of symmetry.

during the whole group activities, as well as student discourse.
Students will complete a summative unit assessment at the end of the unit. The
artwork and caption card will also act as a summative assessment to determine
students’ understanding of the assignment and ability to connect their learning to their
own lives.
Lesson 5
UNLV
Student
Lesson Plan Lesson Plan Family History and Traditions

Where Am I From?
Title Topic – Reading/SS
Estimated
Time
School Site
I. State Standards
community.

RL.3.2 – Recount stories, including fables, folktales, and myths from diverse
cultures, determine the central message, lesson, or moral and explain how it is
conveyed through key details in the text.
II. Teaching Models

Arts Integration – Representing understanding through art
Student Collaboration – Turn-n-Talk (think-pair-share)
III. Objective(s)
contributed to new communities, while making connections to their own family
history.
RL.3.2/3.3 – Students will be able to determine the central message or theme of the
text, as well as the character’s motivations using evidence from the text.
Kid Friendly Objectives: I can identify the theme of a text using text evidence and
character actions as support. I can make connections to my own family history and
develop an appreciation for my family’s traditions and culture.
Deep Roots by Readworks and corresponding question set

precious)
Writing paper template
Color pencils/crayons/markers
Introduction Open lesson by having students think-pair-share with a should partner

5 minutes about what they have learned throughout the unit about culture and
traditions. Select students to share their partners’ responses and discuss as
a class how traditions help us understand culture. Encourage students to
make connections to their own lives.
Activities and Whole Group: (15 minutes) Introduce the Readworks article Deep Roots
Learning and being reading as a class. Allow student volunteers to read aloud.
Experiences Pause throughout the story noting any vocabulary words and to recognize
60 minutes the character’s feelings throughout the story. Encourage students to note
the sequence of events, while also understanding the change in the main
character.
Partner Activity: (15 minutes) Students will work with a partner to

reread the story and answer the corresponding questions. If students are
having trouble with the answers, allow partner groups to join another
group, forming a group of four.
Whole Group: (10 minutes) Review the questions as a class, noting the
theme of the story and how the character changed from the beginning to
the end.
Independent Activity: (20 minutes) Students will write about where

their family came from and the traditions that their family continues to
celebrate. Students should draw a picture of themselves holding a paper
that they will write about their family on. Once all students have
completed the assignment and noted where their family is from collect
them to be displayed using string to connect to their country/state of
origin.
Closure Final Assessment: Students will complete the final assessment on the
35 minutes unit.
Extension This lesson may be extended by asking students to research their family
history more thoroughly by conducting interviews with family members
and reporting back to the class their findings.

Plan the final assessment may be completed during the next reading block.

readers during the partner activity answering the comprehension questions. Students
may need to work directly with teacher in a small group setting. For students who
complete the questions early, they may then assist other students if necessary.

during the whole group activities. Students will also be formatively assessed through
the partner activity and peer discussions, as well in their activity writing about where
their family is from.
Students will complete a summative unit assessment at the end of the unit. The
independent family traditions activity will also be used as summative assessment to
ensure student meaning making and connections to from the unit to their own lives.
Appendix B
Nevada Academic Content Standards Addressed in Unit
SS.3.16. Analyze how migrants and immigrants interact with people in their new community.
SS.3.17. Analyze the contributions and positive impacts of culturally, racially, and ethnically
diverse people throughout the world.
RI.3.1 – Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
RL.3.1 – Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
RL.3.2 – Recount stories, including fables, folktales, and myths from diverse cultures; determine
the central message, lesson, or moral and explain how it is conveyed through key details in the
text.
RL.3.3 – Describe characters in a story (e.g., their traits, motivations, or feelings) and explain
how their actions contribute to the sequence of events.
RL.3.7 – Explain how specific aspects of a text’s illustrations contribute to what is conveyed by
the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Appendix C
Unit Materials
Literature:
Soto, G. (1993). Too many tamales. New York, NY: G. P. Putnam’s Sons.
Recorvitz, H. (2008). Yoon and the jade bracelet. New York, NY: Farrar, Straus and Giroux.
Woodson, J. (2017) This is the rope: A story from the great migration. New York, NY: Nancy
Paulsen Books.
Retrieved from Readworks.org: https://www.readworks.org/article/Deep-Roots/b0adfa62-ec5f-

4ec6-818e-eff360b6e88a#!articleTab:content/
Assessments and Activities:
Name____________ Exit Ticket

Too Many Tamales
1. What is the tradition that is described in the book?

________________________________________________________________________
________________________________________________________________________
________
2. Why did Maria think she was responsible for losing the ring?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________
3. How was the ring found?

________________________________________________________________________
________________________________________________________________________
________
4. What lesson did Maria learn at the end of the story?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________
Pennsylvania Dutch Hex Sign

Artist: 0 1 2
Line of Symmetry Not apparent Mostly Symmetrica
symmetrical l on both
sides
Effort and Minimal Some effort Excellent
Creativity effort and
creative!
Caption Card Minimal Some detail Explanation
Writing detail in provided aligns with
explanation artwork
Caption Card No Only 1 At least 2
Vocabulary Words vocabulary vocabulary vocabulary
words used word used words used
Completed Timely Not turned in Turned in Turned in
late timely
Pennsylvania Dutch Hex Sign

Artist: 0 1 2
Line of Symmetry Not apparent Mostly Symmetrica
symmetrical l on both
sides
Effort and Minimal Some effort Excellent
Creativity effort and
creative!
Caption Card Minimal Some detail Explanation
Writing detail in provided aligns with
explanation artwork
Caption Card No Only 1 At least 2
Vocabulary Words vocabulary vocabulary vocabulary
words used word used words used
Completed Timely Not turned in Turned in Turned in
late timely
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Lipski Culminating Experience Fall 2019 Liu

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Running head: CULMINATING EXPERIENCE: THIRD GRADE 1

What does a teacher need to consider when developing,

implementing, and analyzing a curriculum unit?

Culminating Experience: Third Grade Inquiry on Traditions and Culture and

Building Connections to Student Experiences

Elementary Education Alternative Route to Licensure M.Ed

October 31, 2019

Dr. Katrina Liu

considerations in relation to student demographics, objectives, Common Core State Standards

Keywords: curriculum, multicultural education, inquiry-based learning, critical reflection.

Culminating Experience: Third Grade Inquiry on Traditions and Culture and

Building Connections to Student Experiences

Curriculum development is an imperative component to education and is essential in

demographics. Changes in curriculum development throughout history have enabled innovative

The development process of curriculum, more specifically a curriculum unit, requires

(CCSS), while also responding to the needs of students.

levels of the individual students, is an important aspect of curriculum development. Vygotsky

interests, while incorporating different approaches to learning (Tomlinson, 2014).

In addition to student learning, differentiated instruction, CCSS, and learning outcomes,

assessment development is an essential component in the development of a unit. Identifying the

differentiated assessment that is responsive to student needs. Assessment that is not

be representative of the diverse learners (Montenegro & Jankowski, 2017).

and benefit student learning.

The synthesis of the aspects of curriculum development results in a process of instruction

strategies that may then become applicable to other content areas.

Curricular and Instructional Goals and Objectives

within the literature.

aspects of the selected literature.

Activities and Experiences for Students

In this unit, students participate in a variety of activities that promote student

in close independent and group reading activities, collaborative investigations of multicultural

deeper levels of understanding beyond simplistic memorization or repetition.

collaboratively to develop a sequencing map of the events in the story.

an understanding of sequencing of events, while then developing a deeper understanding of

with their past experiences and own family traditions.

diverse backgrounds and origins of the students in the classroom.

activity, as well as discussions or showcasing of student work or activities. Other necessary

understanding of family and traditions.

Student interests in this classroom range from athletics to academic extracurricular

around the world.

knowledge, as well as cross-content skills.

Cultural perspective. The unit is designed to showcase multiple cultural perspectives

appropriately, specifically teachers who are white (Howard, 2006).

(Ladson-Billings, 1995) by recognizing the diverse backgrounds of the students participating in

participating, as well as their family backgrounds.

Meaning of Curriculum and Instruction

students is an important part of the curriculum. Students should be interacting in a variety of

ensure equity in the classroom (Eisner, 1994).

Model of Curriculum Development

As a proponent of inquiry-based learning, and the experimentalist approach, I personally

philosophy aligning with concept-based curriculum (CBC), which emphasizes cross-content

learning rather than subject-specific content (Murphy, n.d.).

and discoveries, creating more meaningful learning experiences.

Curriculum which aims to teach conceptually, rather than constrained by subject, is a

to teach students how to be life-long learners, seeking knowledge, investigating unanswered

questions, and exploring new discoveries.

classroom. In theory, my educational philosophy is centered around inquiry and exploring

experimentalist, while in practice I find I am a realist? Is it possible that two educational

philosophies can coincide?

Experimentalism and John Dewey. Experimentalism in education embraces the

in society (Wiles & Bondi, 2015).

Dewey’s experimentalist approach to education is a pedagogy that I personally find

bringing the old with the new.