Integrating World Languages & Social Studies Cassie McNeil * December 9, 2010

Topic Where is Spanish Spoken? Big Ideas and Goals, Driving Questions, Context Students will explore Spain, Puerto Rico, El Salvador, Mexico, and Bolivia. This is a third grade unit from Ann Arbor Public Schools Curriculum Instruction. It is called Integrating World Languages & Social Studies. Content Standards or GLCEs (state or district): Objectives What will students DO to achieve goals? Assessments

How will you know and evaluate the quality of their doing? th AAPS 4 Grade Students will be able to (Swbat): Student will: OutcomesPlace passport sticker in the correct spot. Take Explains how other cultures Produce evidence from each center such as notes and/or draw pictures in passports about have adapted and modified notes and/or pictures pertaining to a flag, a information found at each center. Play the game the environment. traditional food, a university, a map, a national Bingo by answering questions that come from the animal, and the currency for each country. centers they visited. Teacher will: Examine each students passport to make sure they followed directions. Make sure students mark the correct answers on their bingo cards. Listen to see if students are able to recall any facts they learned from the centers.

Duration: 55 - 60 minutes for the activity and an additional 25-30 minutes for the bingo game. Materials: World Map, Center Kits, Mock passports for each student, bingo boards, bingo chips and bingo board question sheet
Created by Katrin Oddleifson Robertson and Shannon Kurtz McGrath, 2010 1

Teaching Sequence: Time/Task

Introduction: 10 minutes

Instructional Moves

Management moves/considerations

We are going to learn all we can about these five Spanish speaking Students will be sitting at their desks. countries; Puerto Rico, Mexico, Spain, Bolivia, and El Salvador. We learned one thing about Mexico already. Does anybody remember what that was? (Tamales is a traditional Mexican food.) Does anybody have any prior knowledge about any of these countries you would like to share with us? In a minute I will give you a mock passport. A passport is a form of identification, like a drivers license, that includes a photo of you, your address, and date of birth. Do any of you have a passport? This particular form of ID is required to travel to places outside of the United States or its territories. The passport is stamped every time you visit a new place. There will be stickers at each center in the shape of the country for you to put in your passport in the box I will write directions on the board: marked Country Name. When you receive your passport, put your name on the back of it and read through all the categories of 1. Get passport stamped at each information you will be finding out at each center. (Ask students to center. Stamp goes in the box tell me what some of the categories are.) I am going to walk you marked Country Name. through what your job is during these rotations. (I will model by walking them through the first center how to get a sticker and 2. Take notes and draw pictures in where to put it, I will point out what information they will find at passport about information each center and I will demonstrate ways in which they can record the learned at each center. information.) There is going to be one center where you will find no sticker because you dont need a passport to travel in this country.

Created by Katrin Oddleifson Robertson and Shannon Kurtz McGrath, 2010

Raise your hand if you can tell me what country Im talking about? Puerto Rico is a United States territory, which means that it is land owned by the United States government, but it is not a state. This means you do not need a passport to travel from one of the fifty states to Puerto Rico. Notice the centers are labeled #1, #2, #3, #4, and #5. In a minute I will dismiss learning club #1 to begin at center #1. learning club #2, center #2 and so on. Remember you only have 8 minutes at each center. Are there any questions? As you are working please use a whisper voice like you are in a museum. When you get done with the last center come to the rug and bring your passport with you.
Activity 1: 40 minutes

Rotations begin

I will walk around and make sure students are on task.

Created by Katrin Oddleifson Robertson and Shannon Kurtz McGrath, 2010

Conclusion: 5 minutes

Did you have fun? Did you learn something new about Mexico, Spain, Bolivia, El Salvador and Puerto Rico? Turn and talk with a partner and share one new fact that you learned today. (Ask some students to share). There are many more things we can learn about each of these countries. If you want to dig deeper I would encourage you to look up information online or at the library and share the information you learn with the rest of the class. Next, we will get to know other people who speak Spanish as well as other places where Spanish is spoken, including the state of Michigan.

Post Assessment Activity: 26 minutes

Now to see how much you learned while you were visiting each center we are going to play a bingo game! Is there anybody that does not know how to play Bingo? The questions are coming straight from the centers. When you see me nod at you, you may quietly get up and grab a bingo card and chips from my desk and go sit down at yours. (I will nod to about half of the class and then release the others slowly my calling them by name and saying they may go.) I will begin the game as soon as everybody is in their seats. Put a chip on, (Read the list of questions)

The bingo game can be played at a later date. Possibly on Monday. I will ask Samuel or Beatrice to translate for Yu Lieng.

Created by Katrin Oddleifson Robertson and Shannon Kurtz McGrath, 2010

Wow, you must have taken really good notes because you were able to answer those questions pretty quickly, give yourself a pat on the back. Please put all the bingo cards and chips neatly in the center of your desks and I will come around to pick them up. You may get a snack and get ready for reading workshop.

Created by Katrin Oddleifson Robertson and Shannon Kurtz McGrath, 2010