Community / Culture Unit Cynthia A.

Chavez EDRL 453

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TABLE OF CONTENTS

1. Introduction a. General Information b. Summary of the Book c. NCSS Themes 2. Brainstorming Chart 3. CEF objectives 4. Calendar 5. Lesson Plans a. Day One b. Day Six c. Day Eight 6. Presentation of Resources 7. Comprehensive Reflection

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Book: Across the Alley By: E. B. Lewis Theme: Culture

Summary of the Book: Across the Alley is about two little boys, Abe and Willie, who are best friends but only at night. During the day, they are unable to talk to each other because Willie is Black and Abe is Jewish. Abe teaches Willie how to play the violin and Willie teaches Abe how to pitch. Together, they form a great friendship that unfortunately, had to remain secret. One day, Abe s grandfather catches Willie playing the violin. Instead of becoming angry, he was proud that Willie could play so well. Their families then united and put aside any prejudices. NCSS Themes Culture Time, Continuity, and Change People, Places, and Environment Civil Ideas and Practices How my book fits with this theme Each family expects something different of their child baseball or playing the violin. They could only be best friends at night when no one could see them because there was prejudice. Their community had different expectations or standards. At the end, both families get together to support the boys decisions to play baseball & the violin.

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Reading 1. Create a flow map of everything that happened. 2. Look at synonyms and why one should exercise a choice of words 3. Metaphors and comparisons.

Art, Music, P.E. 1. Using Water colors, recreate your favorite part of the story. 2. View and listen to various clips with violins. 3. Play Baseball! Language 1. Create a R.A.F.T. 2. Bubble map of what a friend is. 3. Review Vocabulary

Literature 1. White Socks Only 2. Thank You, Mr. Falker 3. Readers Theater

Across The Alley Brainstor m

Math 1. Elapsed time: How long were they friends for? 2. Baseball Innings and scoring. 3. Geometry figures (baseballs, diamond on field, etc.)

Science, Health, Social Studies 1. 2. 3. 4. Sound waves of a violin Benefits of playing sports Discrimination / segregation Culture, background

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CEF (SS) G6.3.4 List ways people view their own communities, i.e., a ranching community, a tourist destination

CEF (LA) PS/NS 3.3.9 It is expected that students will make connections to self, other text, and/or the world PS/NS 2.3.3 It is expected that students will organize information (e.g. graphic organizers) Write narrative/descriptive paragraphs about experience and/or events appropriate to audience and purpose that include 1. logical sequence [PS/NS 6.3.2] 2. characters [PS/NS 6.3.2] 3. setting [PS/NS 6.3.2] 4. concrete sensory detail

CEF (X)

H2.3.1A Discuss how conflicts in school, neighborhood, and city can be resolved through compromise. H3.3.1A Explain how the actions of heroes and heroines make a difference, i.e., community members, military veterans and fictional characters.

A. Write research papers by 1. Formulating and recording questions based 1. on areas of interest [PS/NS 6.3.9] 2. identifying and collecting information [PS/NS 6.3.9] 3. recording information from at least three sources (e.g., library resources, media, technology) [PS/NS 6.3.9] 4. organizing collected information (e.g., graphic organizers, outlines) 5. [NS 6.3.9] 6. documenting sources [NS 6.3.9] B. summarize information with assistance [NS 6.3.9] NS/PS 6.3.7 write a variety of communications in appropriate formats (e.g., thank you letters, invitations, reports, emails)

NS 7.B.2; ELA/PS 4.3.5 use information, information sources, and information technology efficiently so that they are available for others to use.

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H3.3.3 Define ethnicity and explain that people who make contributions to their communities include those who have diverse ethnic origins, customs, and traditions.

H3.3.3 Define ethnicity and explain that people who make contributions to their communities include those who have diverse ethnic origins, customs, and traditions.

NS 1.3.4 demonstrate a variety of repertoire songs in cultural/historical context including singing games, cumulative, patriotic, seasonal, multicultural, and folk songs NS 3.3.5 perform organized dances including folk dances from diverse cultural and ethnic origins NS 1.3.3 Paint using varied media, techniques, and processes (ART)

NS 4.3.3 Will create a work of art that shows the influence of a particular historical period or culture H3.3.4 Demonstrate respect for each other, the community, and the world. A. communicate information by 1. maintaining a clear focus [PS/NS 8.3.3] 2. following a logical sequence [PS/NS 8.3.3] B. use public speaking techniques to deliver presentations with appropriate 1. prosody [NS 8.3.3] 3. volume [NS 8.3.3] 4. eye contact [NS 8.3.3] 5. enunciation [NS 8.3.3] 6. posture [NS 8.3.3] 7. expressions [NS 8.3.3] 8. audience [NS 8.3.3] 9. purpose [NS 8.3.3] C. communicate information by illustrating information with media aids with assistance [NS 8.3.3]

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Day One:
SWBAT identify what a community is and its components by successfully completing a circle map. 1. 2. 3. 4. 5. We will begin by talking about what culture is. We will note all of the ideas on a large piece of butcher paper labeled Culture Circle Map . Then I will introduce the book and we will read it. Once finished, I will ask if there is anything they would like to add to the circle map. We will also add examples of the students own culture on to the map.

Day two:
SWBAT identify the struggles of people faced during the 1930s by creating a RAFT. 1. Each student will pick to be either Abe or Willie. 2. They will pretend they are writing in a journal every night. 3. In this journal, they will talk about the struggles their friendship faces and the expectations their families have on them. 4. They will make a minimum of three entries.

Day three:
SWBAT to use research tools to obtain information on a famous baseball player or violinist using information. 1. Students will be placed into 4 groups. 2. Each group will be assigned a famous baseball player or violinist: a. Baseball player: Sandy Koufax and Satchel Paige b. Violinist: Jascha Heifetz and 3. The groups will formulate questions and the work will be split up among them. 4. Their goal is to become an expert on this person.

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Day Four:
SWBAT give an informative presentation to the class on their famous baseball player / violinist by re-enacting an interview. 1. Students will use the information they uncovered to give a mock interview. 2. One person from the group will be the famous person, while the rest of them will act as interviewers and fans. 3. The questions the interviewers ask will be the same questions they had formulated the day before. 4. Once prepared, they will present their mock interview to the classroom. 5. At the end of the lesson, they will turn in their group research papers.

Day Five:
SWBAT demonstrate their understanding of ethnicity and community by presenting and explaining a special part of their own culture. 1. The day before, students will be asked to think about their own ethnicity and community. 2. Their homework will be to bring in artifacts and be prepared to explain a special tradition or custom their community / family practices. 3. We will sit in a circle and have students take turns giving a mini-presentation. 4. Once finished, we will place their artifacts on display around the classroom. *This will prepare us for our celebration on Friday.

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Day Six:
*SWBAT elaborate on the importance of culture and its significance within a community by creating a mural. 1. We will review the content from the previous lesson. 2. We will define ethnicity and have students elaborate on their own backgrounds. 3. Using water colors, as in the story, students will then work together to create a mural on a long strip of butcher paper. 4. This mural will represent diversity within a community. 5. The beginning will have Willie and Abe. 6. As the strip continues down, students will add some of their own ethnicity until we reach the end of the strip. 7. Once finished, the mural will be hung either inside or outside of the classroom for display.

Day Seven:
SWBAT create a script on the importance of culture using life experiences and references to the book. 1. Teacher will bring in various examples of scripts for the students to model. Teacher will point out important features such a s headings, roles, dialogue, point of view, etc. 2. Students will then be given the task to create a script on diversity within a community. 3. The final product will be used for a class presentation the following day. 4. Students will be broken up into groups and each will have a different scene. They can be grouped by interest.

Day Eight:
SWBAT successfully present their Readers Theatre to other classrooms. 1. This will be the last day of the unit so we will hold a little festival in the classroom that celebrates diversity within a community and the importance of a community in itself. 2. We will decorate the classroom in a way that depicts diversity. 3. At the end of the class day, other third grade classes and families will be invited to celebrate with us as we showcase the readers theatre.

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NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM DAY ONE

Description of Classroom: Third grade classroom consisting of about 25 students: 12 boys, 13 girls. Background: This is the beginning or introduction to a community unit with an emphasis on culture. Content Objective(s): SWBAT identify a community is and its components by successfully completing a circle map. Language Objective(s): Students will listen, write, read, and speak during this lesson. Nevada Standards: G6.3.4 List ways people view their own communities, i.e., a ranching community, a tourist destination PS/NS 3.3.9 It is expected that students will make connections to self, other text, and/or the world PS/NS 2.3.3 It is expected that students will organize information (e.g. graphic organizers) Key Vocabulary: Community, Culture Best Practices: (put an x next to those that you address in your lesson) Preparation Adaptation of Content Links to Background Links to Past Learning Strategies Incorporated Scaffolding Modeling Guided Practice Independent Practice Verbal Scaffolds Procedural Scaffolds Application Hands-on Authentic (Meaningful) Linked to Objectives Promotes Engagement Grouping Options Whole Class Small Groups Partners Independent

Integration of Processes Assessment Listening Individual Speaking Group Reading Written Writing Oral Teaching Strategies: Whole group instruction. Warm Up Activity: 1. The teacher will begin with asking the broad question, What is a community? 2. Each student will be asked to write their response on a graphic organizer. 3. Most should choose to use a circle map. Lesson Sequence: 1. Once finished, the students will all sit around the carpet. 2. There will be a large piece of butcher paper on the board or on an easel labeled Community Circle Map . 3. We will add ideas as a class. 10 | P a g e

4. Once finished, the teacher will define community, as given by a dictionary: a social group of any size whose members reside in a specific locality, share government, and often have a common cultural and historical heritage 5. The teacher will then present the book, Across the Alley by Richard Michelson 6. After we are done reading it, the teacher will ask if there is anything else they want to add to the map. 7. We will show an emphasis on culture within a community. Supplementary Materials: 1. Large piece of butcher paper 2. 2 markers minimum 3. Across the Alley by Richard Michelson Review/Assessment: 1. Informal assessment; will evaluate using the number of responses/ideas I receive for the circle map.

NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM DAY FIVE

Content Objective(s): SWBAT demonstrate their understanding of ethnicity and community by presenting and explaining a special part of their own culture. Language Objective(s): Students will be expected to listen, speak, and write during this lesson. Nevada Standards: H3.3.3 Define ethnicity and explain that people who make contributions to their communities include those who have diverse ethnic origins, customs, and traditions. NS 1.3.4 demonstrate a variety of repertoire songs in cultural/historical context including singing games, cumulative, patriotic, seasonal, multicultural, and folk songs NS 3.3.5 perform organized dances including folk dances from diverse cultural and ethnic origins Key Vocabulary: Community, Culture, Artifact, Ethnicity Best Practices: (put an x next to those that you address in your lesson) Preparation Adaptation of Content Links to Background Links to Past Learning Strategies Incorporated Integration of Processes Listening Speaking Reading Scaffolding Modeling Guided Practice Independent Practice Verbal Scaffolds Procedural Scaffolds Application Hands-on Authentic (Meaningful) Linked to Objectives Grouping Options Whole Class Small Groups Partners Independent Assessment Individual Group Written 11 | P a g e

Writing Promotes Engagement Oral Teaching Strategies: Whole group Warm Up Activity: 1. We will begin by making a large circle under a tree outside. 2. The teacher will begin this activity by presenting first. 3. Students had a homework assignment that they would bring in an artifact that is of significance in their own culture/community. This could vary from music and art to an actual object that has meaning. Lesson Sequence: 1. Once the teacher has presented, students will take turns presenting their own artifact. 2. They will need to elaborate on why it is significant in their community and what it represents. 3. Once everyone has given their presentation, we will return to the classroom and set up the artifacts around the room. 4. Each student will then receive an index card to write down the name of their artifact, their own name, and a brief summary of the artifacts meaning. *This will help set up the classroom for Friday s celebration Supplementary Materials: 1. Artifacts 2. 20 large index cards 3. Pencils 4. Markers Review/Assessment: 1. Another informal assessment will be made according to the presentation the students give. 2. Also, the information they put on the index card will be graded on an individual basis.

NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM DAY EIGHT

Content Objective(s): SWBAT successfully present their Readers Theatre to other classrooms. Language Objective(s): Students will speak, and listen during this lesson. Nevada Standards: H3.3.1A Explain how the actions of heroes and heroines make a difference, i.e., community members, military veterans and fictional characters. H3.3.4 Demonstrate respect for each other, the community, and the world. It is expected that students will: A. communicate information by 1. maintaining a clear focus [PS/NS 8.3.3] 2. following a logical sequence [PS/NS 8.3.3] B. use public speaking techniques to deliver presentations [NS 8.3.3] 12 | P a g e

C. communicate information by illustrating information with media aids with assistance [NS 8.3.3] Key Vocabulary: Ethnicity, Community, Culture Best Practices: (put an x next to those that you address in your lesson) Preparation Adaptation of Content Links to Background Links to Past Learning Strategies Incorporated Scaffolding Modeling Guided Practice Independent Practice Verbal Scaffolds Procedural Scaffolds Application Hands-on Authentic (Meaningful) Linked to Objectives Promotes Engagement Grouping Options Whole Class Small Groups Partners Independent

Integration of Processes Assessment Listening Individual Speaking Group Reading Written Writing Oral Teaching Strategies: Whole group Warm Up Activity: 1. In the morning, we will begin by assembling the desks around the classroom. 2. They will place their artifacts and index cards all around so it resembles an art exhibit. 3. We will place the mural we made during the week outside for everyone to see as they walk by. Lesson Sequence: 1. The students will then rehearse their readers theatre they wrote the day before. 2. Some students will be doing a re-enactment of Across the Alley in their own way. 3. Other will have created a script that will follow along with the ethnicity mural we had made on day six. 4. They will also finish up any props they needed to have done. 5. At the end of the class day, other third grade classes and families will be invited to celebrate with us as we showcase the readers theatre. Supplementary Materials: 1. Art supplies as needed for the props a. Markers, b. Construction paper c. Glue d. Scissors 2. Tape for the mural Review/Assessment: There will be a formal assessment; students will be graded on participation.

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Resources
Brody, Seymour, (2010), retrieved April 13, 2010 from The Jewish Virtual Library at: http://www.jewishvirtuallibrary.org/jsource/biography/Koufax.html Dictionay.com, definition retrieved April 15, 2010 from dictionary.com at: http://dictionary.reference.com/browse/community Estate of Jascha Heifetz, retrieved April 15, 2010 from: The official Web site of Violinist Heifetz at: http://www.jaschaheifetz.com/ Howard, Patrick,( June 2006), retrieved April 12, 2010 from The Official satchel Paige Web site at: http://www.satchelpaige.com/ Michelson, R. (2006). Across the alley. New York NY: G.P. Putnam's sons.

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Reflection
Initially, I was unsure what my topic would be. While at the library, I came across this book and once I read it, I loved it. I knew it would be the book for my unit but there were so many possible themes within it that it was hard to narrow it down to just one. I realized it would be easier to pick a theme once I looked over the standards. After extensive searching, I found that community was a good theme because it encompasses many sub-topics as well, such as ethnicity and diversity. Also, I feel it is very important for students to understand that the U.S., especially Las Vegas, is very diverse and this way, they can each feel special about their own background. This unit consisted of many parts and so it was a little difficult trying to decide where to start. Once I finished the brain storm, it was easier for me to start on the calendar rather than the CEFs. I had read over the standards previously so I had a somewhat good understanding of what was expected in third grade. Hence, I created an outline of my calendar and the activities we would do for the day. I then compared what I had with the standards and picked out what fit best. When something was not listed under the standards or it was not quite in accordance with the third grade curriculum, I would modify the activity so it would fulfill another standard. While creating my lesson plans, I noticed many of my activities are whole group. I believe that by having the students work together, they are witnessing first-hand how a community works. In reference to my last day lesson, this idea came to me from a fifth grade experience. My teacher had asked all of us to bring in something special from our own cultures. Everyone went around the classroom and talked about their background bur I felt it was too short. By having students hold a mini-festival, they are able to see different backgrounds and

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learn more about their school community. Also, having their friends and family involved will make the experience more memorable. The idea for the mural came from an elementary school I was recently observing. Their hallways are filled with murals that depict diversity and community. I feel it was a good way to have everyone involved and the book proves to be helpful during this section because of the watercolors. Also, it is a creative outlet for student to demonstrate their understanding of a community and diversity. The rest of the unit was not difficult to make because of the practice we received in class. The brain storm was easier to create than the calendar because anything can fall within it. I liked how one portion of this unit helped create another. For example, using the brain storm, I could pick out ideas for my calendar. Then using the calendar, I could pick out which mid lesson I wanted to use. Also, the calendar was a great visual because it made it easy to see how one lesson would flow into another. In reference to my time management, I should have planned the unit out so that I would work on one aspect for one or two days and then move on. Instead, I did some parts one day and began on separate sections at different times. The brain storm was finished first and then I began on the calendar. I finished soon but when I began looking for CEFs, I realized I had to go back and fix or change some of my activities. The CEFs took the longest to find for one main reason: there are so many of them. More than one standard, especially within Language Arts, would fit under each lesson. Also, there were instances where one CEF would fall under more than one lesson. Overall though, once the CEFs were finished, the rest was easier to finish.

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