final inter grated social studies lesson

8/2/2019 Final Inter Grated Social Studies Lesson

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Integrated Social Studies Unit

Cassandra Silva

Grade 3


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Table of Contents

I. GradeII. Book & themesIII. SummaryIV. NCCS ThemesV. Across the Curriculum ChartVI. StandardsVII. CalendarVIII. Lesson PlansIX. ResourcesX. Reflection


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I. Grade level: 3rd GradeII.Book/themes

Book: No English by Jacqueline JulesThemes/NCSS Themes:

Friendship: The Friendship that developed between Blancaand Diane.

Language barriers: The challenges Blanca faced becauseof her language barrier.

Culture & Diversity: You could discuss with students thedifferences between Blanca and Dianes cultures.

Time, Continuity, & Change: The book covered how therelationship between Blanca and Diane developed and

changed over time.

Individual Development & Identity: I selected thistheme because the story shows Blancas identity

development.

People, places and their environments: covers how theclass, Diane and the environment in the classroom changed

over time.

III. SummaryThe only words that Blanca says in school are "No English." This story

of a recent immigrant helps students understand the challenges

that come with moving to a new country.

Blanca is from Argentina and speaks no English. All Blanca does is

draw pictures in class instead of doing class work, this does not

seem fair to Diane or the rest of the class. Diane tries to do the same

as Blanca, but that only gets her in trouble. Their teacher

encourages them, the students, all to be friends, even though

Blanca might not speak the same language as they do. Diane

finally understands what Blanca is going through and decides tohelp, even if they don't speak the same language. The story shows

how the relationship between Blanca and Diane has changed and

grown over time. It also shows how the classroom dynamic improves

over time.


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IV. NCSS Themes Time, continuity, change: This book covers how the relationship

between Blanca and Diane has changed over time.

People, places, and their environments: This book covers howDiane and the environment/dynamic in the classroom haveimproved over time.

Individual Development and Identity: This story shows howBlanca, as an individual has developed over time. At first she felt

like an outcast and that she didnt belong but eventually she felt

part of the class.

Culture & Diversity: You could discuss with students thedifferences between Blanca and Dianes cultures.


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No English

Social Studies: 1) Studentswill find and interviewimmigrants of different

ages and from differentcountries. Compare their

experiences 2) students willcreate a brochure aboutArgentina that will make

people want to visit there.

Art: 1) Students will drawand label a picture of theirfamily. Share it with a peer

they do not know muchabout. They are to telleach other about their

family through the picture.2) Students will draw self-

portraits and point outwhat's unique about

them.Service learning: 1) Students

will partner with localimmigration centers andbecome knowledgeable

about services offered andthe potential difficulties

immigrants in the communitycould encounter. 2) Studentswill spend one class period

every two weeks throughout

the school year tutoring newimmigrants in English andother basic skills.

Language Arts: 1) Studentswill read stories about thepersonal experiences of

immigrating to a newcountry. 2) Students will

create a treasuredbelongings "suitcase" of 3-5

things they would takewith them if they moved

from one county to

America.

V. Across the Curriculum Chart


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VI. StandardsSocial Studies Language Arts Service Learning

It is expected students will:

Understand the physical

and human features and

cultural characteristics of

places.

o Students are to go ona virtual field trip

about Argentina.

o Once students havegone on the field trip

they are to create abrochure about

Argentina that will

make others want to

visit there.

(3)3.10 Identify how

language, music, stories,

art, and customs express

culture.

o Students are tocreate a visualshowing and defining

the five themes of

geography. They are

to design this visual for

a country of choice.

(3) 11.2 Use a variety of

library resources, media,

and technology to find

information on a topic.

It is expected studentswill:

(3)5.1 Participate in

daily writing activities

(e.g. journals, learning

logs, reports)

(3)2.8 Retell the main

idea of a text

(synthesize)

(3)2.1 Identify and use

pre-reading, during,

and post-reading

strategies to improve

comprehension.

(3)6.1 Use the writing

process

a) Prewritingb) Draftingc) Revisingd) Editinge) publishing

It is expected studentswill:

(3)6.1 Use the writing

process


Participate in a pen palletter exchange with 3rd

graders from Will Beckley.

The majority of the 3rd

graders at Beckley speak

English as a second

language, so the letters

will not only build a

friendship it will help

increase language skills.


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VII. CalendarDay 1

Social Studies

Standard:(3)2.1 Identify and use pre-reading, during, and post-readingstrategies to improve comprehension.Objective:Students will listen to a read aloud of the bookNo English. Prior tolistening to the book, students will participate in a pre-reading discussion.

Students will be asked questions such as what do you thinkthe girl in the red

shirt on the cover of the book is thinking? Do you think she is happy about

going in the school? What do you think this book will be about? (30-45mins)

Language ArtsStandard :(3)2.8 Retell the main idea of a text (synthesize)

Objective:After reading No English, students are to synthesize the bookNoEnglish in their response journals. Students will complete the Now I Know Poem.

This activity will be completed after reading an expository text to help students

synthesize and summarize new information they have learned. (30mins)

ArtStandard :(3)4.1 demonstrate elements of art: l ine, shape, color, texture,value, form, space

Objective:Students are to draw self-portraits.Students are to draw self-portraits and point out what's unique about them. It

can be anything. They can say that they are unique because they have curlyhair and blue eye, etc. This activity is a great way to show students that every

one of them is unique. Just because you may know another language doesnt

make you an outcast. (30min)

Service LearningObjective :N/A

Day 2

Social StudiesStandard:(3)2.1 Identify and use pre-reading, during, and post-readingstrategies to improve comprehension.

Objective:After reading No English students will participate in a class discussion.I will ask them, What do you know about Argentina? Why does it help to know

something about a new persons background? After our discussion students are


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to go on a Virtual Field trip of Argentina. Students are to keep notes of things

such as the citys population, language, weather, etc. (Part 1-1hr)

Language ArtsStandard :(3)5.1 Participate in daily writing activities (e.g. journals, learninglogs, reports)

Objective:After reading No English, students will participate in the daily writingactivity. Students are to write in their response journals about how they would

feel if they moved to another country and had to attend a completely new

school and didnt speak the same language that the other students spoke.

(15mins)

ArtObjective: N/A

Service LearningStandard :(3)6.1 Use the writing process


Objective:Teacher will begin discussion with students about their upcoming

participate in a pen pal letter exchange with 3rd

graders from Will Beckley.

Day 3

Social StudiesStandard:(3) 11.2 Use a variety of l ibrary resources, media, and technology tofind information on a topic.

Objective:Once students have completed their virtual field trip of Argentinathey are to create a travel brochure about the country. The brochure is

supposed to make others want to visit Argentina. They are to include the citys

population, the main language spoken, the weather, and anything elsestudents feel will make others want to visit Argentina. (Part 2- 45min)


Objective:In their response journals students are to write if they liked the activity


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they did in class. They are to answer why they think learning about other

countries is important. (15mins)

ArtStandard:(3)4.12 create a work of art that shows the influence of a particularhistorical period or culture

Objective:Students are to think reasons on why it is hard for a person to adjustto life in a new country. Once they have done that they are to illustrate things

that may be entirely different for them in a new country. They are to look at this

from their own point of view. This lesson helps students appreciate the struggles

of having to adjust to a completely new country and lifestyle. (30min)

Service LearningStandard:(3)6.1 Use the writing process

a)Prewritingb) Drafting

c) Revisingd) Editinge) publishing

Objective:Students will begin the pen pal letter exchange with 3rd graders fromWill Beckley.

On day one students are to start the prewriting step of the writing process.

They are to think of what they will be writing and asking their pen pal. They

are to use questions such as: where are you originally from?, how old

are you?, Was English your 1stlanguage? (30min)

Day 4

Social StudiesStandard:Understand the physical and human features and culturalcharacteristics of places.

Objective:Students are to present to the rest of the class their brochure onArgentina and explain why they added the things that they did in the brochure.

Language ArtsStandard :(3)5.1 Participate in daily writing activities (e.g. journals, learninglogs, reports)Objective:Students are to write in their response journals whether they believelearning about a newcomers country is beneficial. Do they think it will help

them know their new classmate better? Do they think it will make their new

classmate feel more comfortable?


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ArtStandard:(3)4.1 demonstrate elements of art: l ine, shape, color, texture,value, form, space

Objective:Students are to think of ways they can help to make a new student

at our school feel more comfortable. Students are to create a collage of some

important things they can tell newcomers about their school and classroom.



Objective:Students will continue the pen pal letter exchange with 3rd gradersfrom Will Beckley.

On day two students are to start the drafting step of the writing process.

Students will write a rough draft of the letter they will be sending to their pen

pal. (30min)

Day 5

Social StudiesStandard:(3)3.10 Identify how language, music, stories, art, and customsexpress culture. (3) 11.2 Use a variety of l ibrary resources, media, and

technology to find information on a topic.

Objective:Students are to create a visual showing and defining the five themesof geography. They are to design this visual for a country that they are

connected to in some way, whether they were born there, or have family

members from there.

Today students will go to the computer lab and research what the five

themes are and work on the first three themes.

*This project helps students discover cultural features of a place, from

land use and architecture to forms of livelihood and religion and

customs.



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Objective:Students are to write in their response journals why they chose to dotheir project on the country they picked and speak of their experiences and

connections with that country. (15mins)

ArtStandard:(3)4.11 work in at least one mixed medium, using varied techniquesand processes, e.g., collage, wearable art (garments, head pieces, etc.), mask-

making, puppetry, book-making, jewelry, animation, combined media, etc.

Objective: Students will have time in class to work on their visual of the fivethemes. They can either create a colorful collage or a poster.


a)Prewritingb) Drafting


Objective:Students will continue the pen pal letter exchange with 3rd gradersfrom Will Beckley.

Day three students are to start the revising step of the writing process.

Students will revise and modify their letter if needed. (30min)

Day 6

Social StudiesStandard:(3)3.10 Identify how language, music, stories, art, and customsexpress culture. (3) 11.2 Use a variety of l ibrary resources, media, and

technology to find information on a topic.

Objective:Students are to create a visual showing and defining the five themesof geography. They are to design this visual for a country that they are

connected to in some way, whether they were born there, or have family

members from there.

Today students will go to the computer lab and work on the last 2 themes.


Objective:Students are to write in their response journals something new thatthey learned about the country they chose.


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ArtStandard:(3)4.11 work in at least one mixed medium, using varied techniquesand processes, e.g., collage, wearable art (garments, head pieces, etc.), mask-

making, puppetry, book-making, jewelry, animation, combined media, etc.

Objective:Students will have time in class to finish their visual of the five themes.


a) Prewritingb) Draftingc) Revisingd) Editinge) Publishing

Objective:Students will continue the pen pal letter exchange with 3rd

gradersfrom Will Beckley.

On day 4 students are to start the editing step of the writing process.

Students will peer edit a classmates pen pal letter and look for any

grammatical errors. (30min)

Day 7

Social StudiesStandard:(3)3.10 Identify how language, music, stories, art, and customs

express culture.Objective:Students will present their presentations to the class.


Objective:Students are to write in their response journals one thing they learnedabout another country following their peers presentations. Students are also to

write if their opinion about learning about a newcomers country has changed.

Art:N/A


a) Prewritingb) Drafting


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Objective: Students will finish the pen pal letter exchange with 3rd graders fromWill Beckley.

On day 5 students are to complete the publishing step of the writingprocess. Students will publish their edited copies of their letters. (30min)


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VIII.INTEGRATED SOCIAL STUDIES UNIT LESSON PLAN TEMPLATE

TEACHER: Ms. Silva

TOPIC/TITLE OF THIS LESSON: No English

Day #: 1

OBJECTIVES

Students will listen to a read aloud of the

bookNo English. Prior to listening to the

book, students will participate in a pre-reading discussion. Students will be

asked questions such as what do you

think the girl in the red shirt on the cover

of the book is thinking? Do you think

she is happy about going in the school?

What do you think this book will be

about? (30-45mins)After reading No English, students are to

synthesize the bookNo English in their

response journals. Students will complete

the Now I Know Poem. This activity will

be completed after reading an

expository text to help students

synthesize and summarize new

information they have learned. (30mins)

Students are to draw self-portraits and

point out what's unique about them. It

can be anything. They can say that they

are unique because they have curly hairand blue eye, etc. This activity is a great

way to show students that every one of

them is unique. Just because you may

know another language doesnt make

you an outcast. (30min)

STANDARDS ADDRESSED

(3)2.1 Identify and use pre-reading,

during, and post-reading strategies to

improve comprehension.

(3)2.8 Retell the main idea of a text

(synthesize)(3)4.1 demonstrate elements of art: line,

shape, color, texture, value, form, space


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MATERIALS/RESOURCES/TECHNOLOGY USED IN THE LESSONdetailed list + inclusion of

key materials

Teacher will need book: No English, Students will need their response journals and the

self portrait worksheet.

ANTICIPATORY SET:

Teacher will say What do you think the girl in the red shirt on the cover of the book isthinking? Do you think she is happy about going in the school? What do you

think this book will be about?

Teacher will say Today we are going to draw self-portraits of ourselves. We are to

point out what's unique about us. It can be anything. We say that we are unique

because we have curly hair and blue eye, etc. Just because you may have different

color skin orknow another language doesnt make you an outcast.

*This activity is a great way to show students that every one of them is unique.

ACTIVITIES IN THE LESSON

To begin the lesson students will listen to a read aloud of the bookNo English. Prior to

listening to the book, teacher and the students will participate in a pre-reading

discussion. Students will be asked questions such as what do you think the girl in the

red shirt on the cover of the book is thinking? Do you think she is happy about

going in the school? What do you think this book will be about? Students are to

raise their hands and answer the question out loud. (30-45mins)

After reading No English, students are to synthesize the bookNo English in their

response journals. Students will complete the Now I Know Poem. This activity will be

completed after reading an expository text to help students synthesize and

summarize new information they have learned. (30mins)

Students are to draw self-portraits and point out what's unique about them. It can be

anything. They can say that they are unique because they have curly hair and blue


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eye, etc. (30min)

ASSESSMENT OF STUDENT LEARNING/UNDERSTANDINGThe Now I Know Poem is my way of assessing the students and checking if they

understand the bookNo English.


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INTEGRATED SOCIAL STUDIES UNIT LESSON PLAN TEMPLATE

TEACHER: Ms. Silva

TOPIC/TITLE OF THIS LESSON: Argentina

Day # 4

OBJECTIVES

Students are to present to the rest of the

class their brochure on Argentina and

explain why they added the things that

they did in the brochure.

Students are to write in their response

journals whether they believe learning

about a newcomers country is

beneficial. Do they think it will help them

know their new classmate better? Do

they think it will make their new


Students are to think of ways they can

help to make a new student at our

school feel more comfortable. Students

are to create a collage of some

important things they can tell

newcomers about their school and

classroom.

Students will continue the pen pal letter

exchange with 3rd graders from Will

Beckley.

On day two students are to start thedrafting step of the writing process.

Students will write a rough draft of

the letter they will be sending to

their pen pal. (30min)

STANDARDS ADDRESSED

Understand the physical and human

features and cultural characteristics of

places.

3)4.1 demonstrate elements of art: line,

shape, color, texture, value, form, space(3)5.1 Participate in daily writing activities

(e.g. journals, learning logs, reports)3)6.1 Use the writing process



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MATERIALS/RESOURCES/TECHNOLOGY USED IN THE LESSON

Teacher will need: n/a Students will need: Response journals, For collage, students will

need: markers, crayons, glue, construction paper, magazines, poster board For pen

pal letter exchange: students will need paper, pencil, and eraser.

ANTICIPATORY SET:

Teacher will ask student Do they thinklearning about a newcomers country will

help you know your new classmate better? Do they think it will make your new



Students will present to the rest of the class their brochure on Argentina and explain

why they added the things that they did in the brochure.Students will write in their response journals whether they believe learning about a

newcomers country is beneficial. They will answer Do they think it will help you

know your new classmate better? Do they think it will make your new classmate feel

more comfortable?

Students will be asked to think of ways they can help make a new student at their

school feel more comfortable. Students will create a collage of some important

things they can tell newcomers about their school and classroom. If needed students

can use poster boards, markers, crayons, glue, construction paper and magazines.Students will continue the pen pal letter exchange with 3rd graders from Will Beckley.

On day two students are to start the drafting step of the writing process.

Students will write a rough draft of the letter they will be sending to their pen pal.

(30min)

ASSESSMENT OF STUDENT LEARNING/UNDERSTANDING

Students presentations will be the formal assessment. Their response journal entries

are also another assessment. That lets me see if they understand the importance of

learning about a newcomers county.


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INTEGRATED SOCIAL STUDIES UNIT LESSON PLAN TEMPLATE

TEACHER: Ms. Silva

TOPIC/TITLE OF THIS LESSON: The Final Day

Day #: 7

OBJECTIVES

Students will present their presentations

to the class.

Students are to write in their responsejournals one thing they learned about

another country following their peers

presentations. Students are also to write

if their opinion about learning about a

newcomers country has changed.Students will finish the pen pal letter

exchange with 3rd graders from Will

Beckley.

On day 5 students are to

complete the publishing step ofthe writing process. Students will

publish their edited copies of their

letters. (30min)

STANDARDS ADDRESSED

(3)3.10 Identify how language, music,

stories, art, and customs express culture.

(3)5.1 Participate in daily writing activities

(e.g. journals, learning logs, reports)(3)6.1 Use the writing process


MATERIALS/RESOURCES/TECHNOLOGY USED IN THE LESSON

Response journals, envelope and stamp for their pen pal letter.

ANTICIPATORY SET:

Today is the last day of our unit, we have covered so much! How does everyone

feel today? What have you learned after all of this?


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On the last day of the unit students will present their presentations on the 5 themes of

geography to the class.

After the presentations students are to write in their response journals one thing they

learned about another country following their peers presentations. Students are also

to write if their opinion about learning about a newcomers country has changed.To finish the unit students will finish the pen pal letter exchange with 3rd graders from

Will Beckley.

On day 5 students will complete the publishing step of the writing process.

Students will publish their edited copies of their letters and prepare them so

they are ready to be sent to Will Beckley.

ASSESSMENT OF STUDENT LEARNING/UNDERSTANDING

The students presentations and the final product of the pen pal letter exchange will

be the formal assessments.


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IX. Resources

The book of course!


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Now I Know Poem

Now I know

that______,

that______,

that______,

I still want to know why/or how ______.

I'm glad I learned that______because ______.

I found this poem on www.teacher2teacherhelp.com/reading-

strategies/summarizing-mini-lessons-and practice activities/

Self portrait worksheet from http://sunflowerstorytime.com/2011/06/


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Journals students will use.


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Where I got my post reading questions from.

Virtual websites students will use:

1. http://edtech2.boisestate.edu/rockwoodg/502/splash.html2. http://www.travelforkids.com/Funtodo/Argentina/buenosaires.ht

m


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X. Reflection

Overall, creating this integrated unit was a challenging learning

experience for me. I think it turned out decent but not perfect. Creating this

lesson was kind of tough. From the start I had a hard time connecting the story

to the themes. After part II I felt that I got that part down and I was able to

separate the standards from the objectives successfully. In part II, I found myself

having trouble creating the calendar. I think the main reason is I wanted to add

so much but was having trouble plugging my ideas in where they made sense.

The first 4 days werent so hard to create but after reviewing it I realized that

some of the activities werent in the right order. After completing part III I started

feeling overwhelmed. Im not sure what it was, it may have been end of the

semester anxiety. I just wasnt sure where my unit was heading. I wasnt sure if it

was even making any sense anymore. I think feeling this way is typical though.

Theres going to be times where my lessons will be effective and theres going to

be times where they may not make any sense at all. The one thing that I was

happy with was my service learning objective, and the daily journal entries. I

think those two activities would work great in a classroom and I would like to try

this unit on a real third grade class one day. I am curious to see if these activities

will be easy for them to understand and Im interested to see what the outcome

of this whole unit will be. One day I hope to be able to create lessons without

second guessing my decisions. I may just not be giving myself enough credit!


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NAME: Cassandra Silva

SCORING RUBRIC FOR THE INTEGRATED SOCIAL STUDIES UNIT

(PLEASE ATTACH TO YOUR UNIT)

60 Points Possible (20% OF COURSE GRADE)

_____/ 5 Title Page and Table of Contents + Over-all Presentation of Unit

_____/ 20 Introduction to the Unit

The grade level, the theme, a summary of the central piece of literature(childrens book) of the unit, and the NCSS Themes addressed by your

selected childrens book.

Brainstorming Chart for the Integration of Multiple Subject Areas (Visual) ASWELL AS statement of the subject areas you chose for your unit.

YOU COMPLETED THIS IN PART I. YOU DETERMINE HOW THIS IS PRESENTED IN

YOUR FINAL UNIT.

_____/20 Calendar of Lessons for the 7-10 days of your unit. This calendar will delineate the

subject areas in each lesson AND the CEF objectives for each subject area. Also,

you will detail the activities.

PORTION COMPLETED FOR PART II/ HERE WILL BE ALL 7-10 DAYS- COMPLETE

CALENDAR

____/10First four days including objectives (COMPLETED PART II)

____/10 The remaining days of the calendar including objectives (PART III)

_____/10 Lesson Plans (one for the FIRST day of the unit, one for a MIDDLE day of the unit in

DOE Lesson plan format or proposed lesson plan format; your THIRD lesson details

the culminating activity of the unit (you can select your format of presentation)

_____/2 Presentation of Resources (ALL teacher and student- books, articles, websites,

etc. used in the development of the unit)

_____/3 A 1-2 page comprehensive reflection on the total process of developing your

unit. You can include narrative and visuals.

TOTAL POINTS = _____ GRADE = _____

Bonus Points will be assigned for exemplary contents

final inter grated social studies lesson

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