hss grade 2 traditions and customs - wikispaces... · web viewsee unit resources for student...

Traditions and CustomsGrade 2 History/ Social Studies & ELA

Students will study the traditions and customs in their own families and how those traditions and customs came to America. The purpose of this unit is to encourage students to explore traditions and customs that might not be exclusive to holidays. For example, going apple picking with your family

could be a family tradition.These Model Curriculum Units are designed to exemplify the expectations outlined in the MA Curriculum Frameworks for English Language Arts/Literacy and Mathematics incorporating the Common Core State Standards, as well as all other MA Curriculum Frameworks. These units include lesson plans, Curriculum Embedded Performance Assessments, and resources. In using these units, it is important to consider the variability of learners in your class and make adaptations as necessary.

This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Draft 8/ 2013 of 62

http://creativecommons.org/licenses/by-nc-sa/3.0/

Unit Introduction

In this second grade unit, students will study the traditions and customs in their own families and how they came to America. This unit includes a variety media such as videos, literature, fictional text, non-fiction texts and poetry. The purpose of this unit is to encourage students to explore traditions and customs that are not exclusive to holidays. For example, apple picking or Friday night pizza with family could be a family tradition. This unit looks at traditions and customs within individual families, as well as those from around the world. Some examples include tooth and wishing traditions from around the world. Students will identify traditions and customs that their families have started or have brought with them from their countries of origin. The standards addressed in this unit include:

HSS 2.8 ELA RL 2.1 RI 2.10 W2.1 W2.8 SL 2.2 L2.2b

This unit is best taught after a social studies unit on geography. The unit references many of the terms that students would learn in a second grade geography units. This unit also includes a persuasive (opinion) writing component; persuasive (opinion) writing instruction should either precede this unit or be explicitly taught as part of the unit.

This unit has 7 lessons and is estimated to take 3 – 4 weeks (700 minutes) to complete. Please see Stage 3 in the Unit Plan for an exact breakdown of lessons and approximate time.

Other Model Curriculum Units (MCUs) that have similar content:

ELA Grade 1: Researching and Writing with Informational Text- Animal Habitats ELA Grade 2: Geography Land and People ELA Grade 3: Reading for Inquiry-Understanding Informational Text

These Model Curriculum Units are designed to exemplify the expectations outlined in the MA Curriculum Frameworks incorporating the CCSS. These units include lesson plans, Curriculum Embedded Performance Assessments, and resources. In using these units, it is important to consider the variability of learners in your class and make adaptations as necessary.



Table of ContentsUnit Plan ……………………………………………………………………………………………..………………………………………………….…... 4Lesson 1 …………………………………………………………………………………………………………………………..………….……………… 7Lesson 2 ………………………………………………………………………………………………………………………………..…….……….….…. 13Lesson 3 ………………………………………………………………………………………………………………………………………………….…. 17Lesson 4 ………………………………………………………………………………………………….…………………………………………………. 21Lesson 5 …………………………………………………………………………………………………………………………………………………….. 25Lesson 6 …………………………………………………………………………………………………………………………………………………….. 28Lesson 7 …………………………………………………………………………………………………………………………………………………….. 30CEPA …………………………………………………………………………………………………………………………………..………………….….. 35Unit Resources …………………………………………………………………………………………………………………………..……………….. 39



Stage 1 Desired ResultsESTABLISHED GOALS GHistory/Social Studies2.8 With the help of the school librarian, give examples of traditions or customs from other countries that can be found in America today.

ELA StandardsRL 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RI 2.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.W2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement section.W2.8 Recall information from experiences or gather information from provided sources to answer a question.SL 2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.L2.2b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

TransferStudents will be able to independently use their learning to communicate ideas effectively in writing to suit a particular audience and purpose.

TMeaning

UNDERSTANDINGS UStudents will understand that…U1 American people have traditions or customs that are often influenced by their cultures and human needs.

U2 Cultural diversity needs to be accepted and appreciated.

ESSENTIAL QUESTIONS QQ1 Why do we have traditions and customs?

Q2 How and why are original traditions and customs preserved?

AcquisitionStudents will know… KK1Vocabulary terms for tradition, customs, ancestors, generation, heritage, preserve

K2Traditions and customs are often passed down through generations and are sometimes influenced by our cultures.

K3 A tradition is something that a family or group of people does repeatedly.

K4 A custom is something that a family or group of people does repeatedly that has been passed down from our ancestors

Students will be skilled at… SS1 Using graphic organizers as a references and resource.

S2 Comparing similarities and differences in various traditions and cultures.

S3 Answering focus questions to clarify meaning from text.

S4 Determining importance of the key concepts from text to record specific information.

S5 Identifying important details in text.



Use commas in greetings and closings of letters.

Stage 2 – EvidenceEvaluative Criteria Assessment EvidenceThe letter has a clear and effective organizational structure with a logical progression of ideas. The description of the tradition is apparent; the opinion is clearly is stated and supported with strong reasons. The closing statement is effective for the audience and purpose.

CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE TASKS) PTYou have learned about many traditions or customs from around the world that we have adopted in America.

As a class, we have shared our own personal experiences with some traditions or customs. Now it’s your chance to select a new tradition for your family. Choosing one of the traditions that you have learned about in this unit, you will write a persuasive (opinion) letter that describes the tradition and will help convince your family to adopt this new tradition. You have a very important job because this tradition could be passed on to future generations. You will write a friendly letter to your family. Your letter should state and describe the tradition you want to be adopted, your opinion, and reasons that support your opinion. Don’t forget to include important content vocabulary from the unit to help you describe the tradition and tell the reasons why your family to adopt it. Finally, provide a concluding statement that supports your opinion.

If the final draft of your persuasive letter is accurate, interesting, and well written your family will consider making it a tradition.

OTHER EVIDENCE: OEGraphic organizer chartIndividual student workInformal teacher observationPresentation of CEPA letter to the classObservation of student discussions during turn & talk



Stage 3 – Learning PlanSummary of Key Learning Events and Instruction

Lesson 1: Building background for understanding traditions or customs and begin word bankHow My Family Lives in America, by Susan Kuklin Students learn about traditions and cultures by listening to and discussing an informational text, How My Family Lives in America, which describes the importance of choice and adaptation in cultural identity. It provides opportunities for students to examine their own families, what makes them the same, what makes them distinct, and how this uniqueness is celebrated. The targeted academic vocabulary is introduced and posted. These words will be used as a reference and resource for future instructional lessons. Teacher and students identify the three locations identified in the book (Africa, Puerto Rico, China). As a class students, will discuss specifics of the location of where each tradition/custom originated from using map direction words.

Lesson 2: Pieces of TraditionStudents will listen to The Keeping Quilt by Patricia Polacco and add the tradition/custom to the existing graphic organizer from lesson one. Students will locate Russia on the map.

Lesson 3: Recalling ExperiencesTeacher will ask the students what tradition they follow after their tooth falls out. Teacher will read Throw Your Tooth on the Roof by Selby Beeler highlighting particular sections from North America, South America, Australia, Africa, and Asia. The teacher will keep track of different tooth traditions on a chart and will also locate where the tradition or custom originated from on the world map. Students will identify the countries that have similar tooth traditions to that of the students in the classroom. Students will choose a tooth tradition that they find interesting and compare it to their own.

Lesson 4: Passing Down TraditionsStudents will read Love you Forever by Robert Munsch and discuss the different parts of the story recalling details of the tradition and how it will continue to the next generation.

Lesson 5: Wishing TraditionsStudents will share their understanding of the word wish, when they make wishes and what they do to make a wish. Their responses will be placed on an anchor chart. Teacher will share certain pages from the picture book Wish Wishing Traditions Around the World by Rosanne Thong. These traditions will be added to a class anchor chart.



Students will identify the country from which the tradition takes place; name the continent and the direction we would have to travel to get there from home.

Lesson 6: Making ChoicesStudents choose one tradition that they would like their family to adopt, where it came from, and two reasons why they would like to their family to adopt it.

Lesson 7: Writing a Letter Teacher will read I Wanna Iguana by Karen Kaufman Orloff to understand how writing a letter can convince people and or have them change their mind. Students and teachers will look closely at particular letters within the books to identify characteristics of a persuasive letter.

Teacher and students will outline the steps in the process of persuasive writing to use as a guide.Present your opinionProvide two reasons to support your opinionClosing statement (We should have a class pet because…)

Proper letter format will be used to demonstrate expectations for the CEPA.

Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with Permission July 2012



Building Background for Understanding TraditionsGrade 2 History & Social Studies/ELA

Lesson #1Brief Overview of Lesson: In the first lesson of this unit the poem Days Gone By would be read by the students in order to predict what they will be learning about in this unit. The essential questions would then be posted so the definition of tradition and custom could be defined.

Why do we have traditions and customs?How and why are original traditions and customs preserved?

In order to learn about various traditions and cultures the students will listen to and discuss the informational text, How My Family Lives in America. This book describes three children who live in America but their families come from other countries. Each child’s first person account highlights his/her cultural identity and how they are able to adapt their unique ethnic traditions in America. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: Students should be familiar with a world map, the continents, oceans and cardinal directions: North, South, East, and West. The following standard below HSS 2.7 is addressed; however, it is not formally assessed in the unit.2.7 On a map of the world, locate the continent, regions, or and then the country from which students, their parents, guardians, grandparents, or other relatives or ancestors came. With the help of family members or the school librarian describe traditional food, customs, sports and games, and music of the place they came from.

Estimated Time: 60 minutes



Resources for Lesson: Sets of Targeted Academic Vocabulary Word Cards The larger and small clip art pictures of the dancers, tangram, and girl with braid will be used Chart/organizer to record new learningSmall copy of world map for each studentParent letter about the unit (see resources)Copy of Days Gone By, Author Unknown for each student or on a chart (see lesson sequence)How My Family Lives in America, Susan KulkinClip art (see resources)Small wrapped package, or treasure chest



Unit: Traditions & CustomsContent Area/Course: History and Social Studies/ ELALesson #1: Building Background for Understanding TraditionsTime (minutes): 60 minutes

By the end of this lesson students will know and be able to: Define traditions as ritual that are often passed down from generation to generation Explain how/why some traditions come from other countries and continue in America Recognize that there is rich variety of lifestyles and cultural heritages in the U.S Use a graphic organizer to record tradition/ custom

Essential Question(s) addressed in this lesson: Why do we have traditions and customs?How are original traditions and customs preserved?

Standard(s)/Unit Goal(s) to be addressed in this lesson: HSS 2.8 With the help of the school librarian, give examples of traditions or customs from other countries that can be found in America today.RL 2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL 2.2 Recount or describe key ideas or details from a text, read aloud, or information presented orally or through other media.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Instructional Tips/ Strategies/Notes for Teacher: Teachers should read the informational text, How My Family Lives in America by Susan Kuklin before teaching this lesson. This book describes the life of three different children. These families live in America but families come from another country. The first-person accounts highlight the uniqueness of an ethnic tradition and reveal how it is fostered and adapted within a family. Students learn about traditions and cultures by listening to and discussing the informational text, How My Family Lives in America, which describes the importance of choice and their adaptation in cultural identity. It provides opportunities for students to examine their own families, what makes them the same, what makes them distinct, and how this uniqueness is celebrated. The teacher begins a word bank of targeted academic vocabulary that will be added to during the unit. These words will be used as a reference and resource for future instructional lessons. Teacher and students identify the three locations identified in the book (Africa, Puerto Rico, China). As a class students, will discuss specifics of the location of where each tradition/custom originated from using map direction words.

A letter will be sent home to parents informing them of the tradition unit that their child will be learning about.Parents and students will complete an interview about a tradition that is shared in their family.



Review map skills – Map of the world

Empathy – Children may respond to ideas presented in the text negatively. Please remind students to be respectful of others traditions and customs to create a positive community.

Anticipated Student Preconceptions/Misconceptions: Students may think that all traditions/customs are related to holidays.Unique traditions/customs are funny.

Targeted Academic Vocabulary:For the vocabulary work prepare bags of words and pictures cards for groups of students to discuss and match. See unit resources for the cards. For this lesson prepare a three- column vocabulary anchor chart with the headings: Word, Picture, Definition. You will write the words on the chart and paste the pictures during the vocabulary activity. In Lesson 2 you will add the definitions.

Word Picture Definition

Lesson Sequence: Day 1Step 1: Have students read the following poem to set the stage for learning Days Gone By Author: Unknown The special book upon the shelf,Was made with many hands.Our ancestors who posed back then,All came from different lands.Their pictures were all tucked away,And rarely did we see,The importance of these treasures-The start of you and me.

The history of our families,Now here in black and white.Preserved with special care and time,Each page is done just right.When time permits, we take it down,And think of days long past.Our hopes, our dreams, our heritage,All safe and made to last.

After reading the poem, have students predict what they will be studying in the unit and why.

Post Essential Questions: Why do we have traditions and customs? How are original traditions and customs preserved?



Introduce Targeted Academic Vocabulary: Add the following words to the three-column vocabulary anchor chart: tradition, custom, ancestors, heritage, generation, preserve Give groups of students the word and picture cards and have them match the words and pictures. Orally share responses and paste pictures on the three-column vocabulary anchor chart.

Present the class with a pretty wrapped package or a treasure chest. Students should realize that customs and traditions preserve cultures, keep us connected to our ancestors and provide a sense of belonging. Tell the students that we need to consider the variety of lifestyles and cultural heritage in the U.S. as gifts from our ancestors. Step 2:Introduce the informational text How My Family Lives in America. Begin by having students look at the cover make predictions. Next read the text

• Pause after reading about two children in the book and lead students in a discussion about the first two children by asking the class what makes them the same, what makes them distinct, and how their uniqueness is celebrated. Continue reading the remainder of the book reminding students to listen carefully so they can compare each child in the book later.

• List the different tradition/custom unique to each child on an anchor chart. For Example:Sanu is learning how to braid her hair and cook the same African meal her father makes. Eric loves to play baseball and dance the merengue with his friends and family. April works hard on her Chinese writing and tries to keep up with her family's challenging games like tangrams. Make sure to include the twisted braid, merengue dance, and tangram on the chart. (Clip Art for World Map activity)

Ask:What common interests bring these families together? Why might the children’s parents want them to know more about their country of origin?Locate: the country each child is from on a world map and post the clip art picture to represent the child from the story. (Sanu’s twisted braid, Eric’s merengue dance and April‘s tangram.)

Step 3: Present the graphic organizer chart created to record the information about each child from the book How My Family Lives in America.Specific information will be noted about each child’s tradition or custom. Add the country of origin, the materials/artifacts required, and whether it is connected to an American culture today to the graphic organizer.

Step 4:


Tradition/Custom Country of Origin

Materials Required

USA


Teacher will model how to complete the graphic organizer by using Sanu and her tradition of the twisted braid. Students and teachers complete the rest of the chart using the merengue dance for Eric and the tangram for April (see resources).

Step 5:The teacher will give each student a World Map. Students will locate the country of origin for each of the children mentioned in the book. Using the class world map as a resource the students will glue a similar clip art picture on their map. Step 6: Send home a letter informing parents/ guardians of the tradition unit that their child will be learning about. Parents/guardians and students will complete an information paper about a tradition that is shared in their family. This information will be shared in Lesson 4.

Formative AssessmentOn the back of the map, students will list three important words they learned from the lesson.Thumbs up or thumbs down (a quick way of obtaining information from students thumbs up meaning yes and thumbs down meaning no): After listening to the poem in the beginning of the lesson, was your prediction of what we will be learning correct?

Have students turn and talk to a partner and answer the following question: What makes the children in the story unique?



Pieces of TraditionGrade 2 History & Social Studies/ELA

Lesson #2Brief Overview of Lesson: In this lesson the book The Keeping Quilt by Patricia Polacco will be read. The custom and tradition information will be added to the existing graphic organizer. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: Students should be familiar with a world map, the continents, oceans and cardinal directions: N, S, E, W.

Estimated Time (minutes): 60 minutes

Resources for Lesson: Keeping Quilt by Patricia PolaccoThere is a You Tube Video of Patricia Polacco’s reading and personal discussion of The Keeping Quilt. http://www.youtube.com/watch?v=PfozE5b22og *Note: The video should be terminated when the author finishes discussing the book (pieces of this video are not needed for this lesson)Family Ties, Author Unknown (see lesson sequence)Chart/organizer from the prior lessonMaps of the world (Classroom size and small individual ones from lesson 1)Clip art quilt (see resources)Sets of Academic Vocabulary Word Cards



http://www.youtube.com/watch?v=PfozE5b22og

Unit: Traditions & CustomsContent Area/Course: History & Social Studies/ ELALesson #2: Pieces of TraditionTime (minutes): 60 minutes

By the end of this lesson students will know and be able to: Explain that traditions are often passed down from generation to generation Understand traditions can be recorded in stories Record a tradition/ custom on the graphic organizer


Standard(s)/Unit Goal(s) to be addressed in this lesson: HSS 2.8 With the help of the school librarian, give examples of traditions or customs from other countries that can be found in America today.SL 2.2 Recount or describe key ideas or details from a text, read aloud, or information presented orally or through other media.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Instructional Tips/ Strategies/Notes for Teacher:Teachers should read the book before teaching this lesson. The Keeping Quilt is about a Russian family who immigrates to the United States. A family quilt is passed along from mother to daughter for many generations as a part of a tradition within their family. The teacher may want to view the You Tube Video of Patricia Polacco’s reading and discussion of The Keeping Quilt.

Anticipated Student Preconceptions/Misconceptions:Students may think that all traditions are related to holidays.

Targeted Academic Vocabulary:Tradition, custom, heritage, ancestor, generation, preserveOther words to discuss when reading: immigrate, precious, Russia/Russian

Lesson Sequence:Step 1: Targeted Academic Vocabulary Practice: Add the definition cards to the collection of word and picture cards from Lesson 1. In groups students will discuss and match each word now with its picture and definition. Students will share their matches with the large group. The teacher will attach the definition to the three-column anchor chart presented in Lesson 1.



Step 2:Tell students that they will be listening to a story about a The Keeping Quilt. Periodically pause to predict and discuss events from the story by having them turn and talk to a partner. Students will demonstrate an understanding of traditions by answering the questions below.

• What is the tradition in this story?• How did the Keeping Quilt start?• What was the purpose of a Keeping Quilt tradition?• What do you think will happen to the Keeping Quilt?

After reading the book you may also use the following link: http://www.youtube.com/watch?v=PfozE5b22og You Tube Video of Patricia Polacco and The Keeping Quilt. The author gives an oral history lesson about the event and shows the original Keeping Quilt. *Note: The video should be terminated when the author finishes discussing the book.

Step 3:Students will locate Russia on the classroom world map and add a quilt clip art picture.

Step 4: Students will record the information about the Keeping Quilt tradition on the existing classroom organizer used in lesson 1.

Step 5: Students will locate Russia on their world map and add the quilt clip picture to it.

Step 6:Students will read the following poem, Family Ties, to make a text-to-text connection with The Keeping Quilt by Patricia Polacco.

Family Ties Author: Unknown Family ties are precious threads, no matter where we roam, they draw us close to those we love, and pull our hearts toward home.

Formative Assessment:



What piece of clothing from your life would you want to include on a keeping quilt?List the clothing on the back of the map.

Have students share with a partner their text-to-text connection with the poem, Family Ties and The Keeping Quilt.

Post Assessment Questions for the teacher:Did the students understand the concept of tradition/custom?Did students understand that a tradition/custom could be shared/told in a story?



Recalling ExperiencesGrade 2 History & Social Studies/ELA

Lesson #3Brief Overview of Lesson: On the first day, students will share orally what they do after they lose a tooth. On a recording sheet they will describe this tradition and where it originated.On day two, pages from the book Throw Your Tooth On the Roof by Selby B. Beeler will be read book explaining what children around the world do when they lose a tooth. Students will compare a tradition read about with their tradition noting similarities and differences. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: Students should be familiar with a world map, the continents, oceans and cardinal directions.

Estimated Time (minutes): 2 days, 45 minutes each

Resources for Lesson: Throw Your Tooth On the Roof by Selby B. BeelerChart paper to create an anchor chartStudent recording sheet (see resources)Tooth clip artWorld map



Unit: Traditions & CustomsContent Area/Course: History & Social Studies/ ELALesson #3: Recalling ExperiencesTime (minutes): 2 days, 45 minutes each

By the end of this lesson students will know and be able to: Identify that traditions are often passed down from generation to generation Recall information about different traditions Compare and Contrast traditions


Standard(s)/Unit Goal(s) to be addressed in this lesson: . HSS 2.8 With the help of the school librarian, give examples of traditions or customs from other countries that can be found in America today.SL 2.2 Recount or describe key ideas or details from a text, read aloud, or information presented orally or through other media.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Anticipated Student Preconceptions/Misconceptions:Students may think that everyone does the same thing when their tooth falls out.

Targeted Academic Language Enrichment: What’s My Word? Write a targeted academic vocabulary word (generation, heritage, tradition, custom, preserve, ancestors) on a sentence strip for each student. Staple the strip to make a crown. Give each student a sentence strip crown. They should not know what the word is though. Students will travel around the room and ask their classmates questions on their recording sheet to aid in identifying their word. Have students share their word and their clues. See Unit Resources for student recording sheet What’s My Word?

Lesson Sequence:Day 1Step 1:Read the introduction of the book. Teachers should read the book before teaching this lesson Throw Your Tooth On the Roof, by Selby B. Beeler This book explains what children from countries on each continent do when they lose a tooth.



Ask students to record what they do when their baby teeth fall out.Ask: Does the tooth fairy come to their house? What happens to their tooth?Give students an opportunity to describe and illustrate their response on a recording sheet. (see resources)

Step 2: Have students share their response sheets. List the different responses noting the similarities and differences in the class responses.Ask students how they know what to do with their tooth when it falls out? Read author’s note from the back of the book.(Discuss how traditions are passed down from generation to generation)

Day 2

Step 1: Review the tooth traditions list the class created the day before Introduce the book Throw Your Tooth On the Roof Predict: What do you think this book is about? Tell students like us, people around the world do different things with their teeth when they fall out. Listen to the different traditions people have for their teeth. Step 2: Teacher will highlight the traditions from Australia, Europe, Germany and Spain and other countries that represent the population of students in the class. After reading each tradition, have students locate the different countries on the world map and add a tooth.

Step 3: Teacher records one of the tooth traditions learned about today on a recording sheet, like the one they did in Step 1, Day 1 and compare it to the most popular tradition from the class tradition list.

Step 4: Have students choose their favorite tradition from the story and compare it to their own explaining how the traditions are either the same or different. Students share their information with a partner.

Post Assessment Questions for the teacher: Did students understand the concept of tradition? Did the students understand that some traditions are the same and some are different? Was the student able to present their tradition to the class? Was the student able to compare traditions?



Understanding GenerationsGrade 2 History & Social Studies/ELA

Lesson #4Brief Overview of Lesson: Family traditions may be passed down through generations. During this lesson the teacher will read Love You Forever, by Robert Munsch and the students will share their own family traditions. The lesson ends with the student reading the poem Special Family Memories, independently and drawing a picture of their family tradition on the back. As you plan, consider the variability of learners in your class and make adaptations as necessary.


Resources for Lesson: Love You Forever by Robert Munsch (http://www.youtube.com/watch?v=qA5-2MXGj6c)Special Family Memories, by Marilyn Lott (see lesson sequence)Chart paperStudent family tradition page from Lesson 1



Unit: Traditions & CustomsContent Area/Course: History & Social Studies/ ELALesson #4: Passing Down TraditionsTime (minutes): 60 minutes

By the end of this lesson students will know and be able to: Identify that traditions are often passed down from generation to generation Express that traditions are special ways to make something a part of our lives Recall information about different traditions


Standard(s)/Unit Goal(s) to be addressed in this lesson:RL 2.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.HSS 2.8 With the help of the school librarian, give examples of traditions or customs from other countries that can be found in America today.SL 2.2 Recount or describe key ideas or details from a text, read aloud, or information presented orally or through other media.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Instructional Tips/ Strategies/Notes for Teacher: Teachers should read the book Love You Forever, by Robert Munsch or listen to http://www.youtube.com/watch?v=qA5-2MXGj6c before teaching this lesson. Teachers and students should discuss the story and come to understand that simple events in their lives could be considered traditions. The story begins and continues through the life of the boy. The mother rocks her son to sleep singing "I'll love you forever. At the very end of the story, the mother passes away and her son is the father of a little girl, rocking her to sleep; singing the same song that his mother used to sing to him.

Anticipated Student Preconceptions/Misconceptions:Students may not realize that simple events in our life can become traditions

Targeted Academic Vocabulary Enrichment: Draw a Word (optional)Student will choose one of the targeted academic words from the unit (generation, heritage, tradition, custom, preserve, ancestors) and draw a picture to represent the word. Share word and picture with the class and create a Word/Picture Gallery. (See Unit Resources)

Lesson Sequence:Step 1: Teacher will prepare an anchor chart listing the following traditions. Use the list to discuss the commonalities, asking what is the same about all of these?



• On my birthday I get to eat off the special Happy Birthday plate. • On the 4th of July we go to watch the fireworks.• On Memorial Day we have a neighborhood block party.• On the first day of Hanukah we peel potatoes and make latkes.• We open our Christmas stocking on Christmas Eve• On Mother’s Day we make a special breakfast for mom.• In the fall we go apple picking.• Every Thanksgiving we have a family dinner of turkey and pumpkin pie.• Every Friday night we have pizza and movie night at my house.

Each tradition has:• Something to do with a special day• Something to do with family• Something to do with a ritual or event that happens over and over again

Ask: Does everyone do these traditions?Establish that traditions can be different from family to family and from culture to culture.

Step 2: Students will be asked to share their family tradition using the information that they have collected from the family note in lesson 1. Add each student’s information to a classroom anchor chart.

Step 3: Read the book Love You Forever, by Robert Munsch. Tell students that this book about a tradition a mom started and passed on to her son.Stop and discuss the story at different parts recalling details about the tradition.Ask what makes the rocking and song a tradition?Ask if they think the little girl will continue the tradition? Why?

Step 4:Have students read the following poem. On the back of the poem, have students draw a picture of their family tradition.

Special Family MemoriesI have special family memoriesOf when I was just a childMy family did things togetherMore often than once in awhile



We would go to church togetherThen afterward a Sunday driveWith roast beef and mashed potatoesWhen back home we’d later arriveWe’d to go the movies on occasionMy mom, dad, brother and meI remember especially seeing BambiAlthough that was sad for me to see

But family is so important It creates a special bondI have many family memories Of which I’m so terribly fond! Written by: Marilyn Lott

Post Assessment Questions for the Teacher: Did the students understand the concepts of tradition and custom? Were students able to find the commonalities in traditions? Were students able to orally share their family traditions?



Wishing Traditions from Around the WorldGrade 2 History & Social Studies/ELA

Lesson #5Brief Overview of Lesson: This lesson would be the fifth in a series of lessons from the unit about Traditions and Customs. The book Wish Wishing Traditions Around the World, by Rosanne Thong will be read. Students will begin to understand that customs and traditions are often influenced by cultures and are passed down through generations. The students will start to compare and contrast traditions and customs from around the world and note the similarities to traditions and cultures that exist in our country today. As you plan, consider the variability of learners in your class and make adaptations as necessary.


Resources for Lesson: Wish Wishing Traditions Around the World, by Rosanne Thong Map of the worldChart paperRecording sheet (See resources)



Unit: Traditions & CustomsContent Area/Course: History & Social Studies/ ELALesson #5: Wishing TraditionsTime (minutes): 60 minutes

By the end of this lesson students will know and be able to:• Describe how traditions from all over the world connect to cultures in America• Discover that people all over the world have wishing traditions. • Identify the key facts about a custom or tradition for making wishes from different countries.


Standard(s)/Unit Goal(s) to be addressed in this lesson:HSS 2.8 With the help of the school librarian, give examples of traditions or customs from other countries that can be found in America today.SL 2.2 Recount or describe key ideas or details from a text, read aloud, or information presented orally or through other media.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Instructional Tips/ Strategies/Notes for Teacher: Teachers should read the book before teaching this lesson. Wish Wishing Traditions Around the World, by Roseanne Thong. This book is a compilation of wishing traditions from around the world. Each custom provides insight into the cultures of lands far and near while reminding us of the similarities we all share.There is additional information about wishing customs in the back of the book Wishes Wishing Traditions Around the World, by Rosanne Thong.

Anticipated Student Preconceptions/Misconceptions:Assumptions about what students know and are able to do coming into this lesson (including language needs):

Wishes …• are often in fairytales • always come trueAdd the word wish to the word bank.

Background Knowledge for TeachersDefinition of a wish: http://en.wikipedia.org/wiki/Wish#In_literature



http://en.wikipedia.org/wiki/Wish#In_literature

Targeted Academic Vocabulary Enrichment: Memory Write each word on individual index cards. For each existing card, make a matching card with the definition. Students shuffle the cards and arrange them all face down on a table. Students take turns flipping over three cards. If the cards all match, the student keeps the cards and takes an additional turn. The person with the most cards at the end of the game wins.

Lesson Sequence:Day 1 (30 minutes)

1. Write the word wish on an anchor chart. Begin to gather student understandings about making wishes by asking: “What is a wish? When do people make wishes? Students will answer the open response question individually by writing or drawing a picture to represent any knowledge. (See Resources) These sentence stems can be posted for students to refer to through the lesson.

This is how I make a wish….. I learned to make wishes this way from…..

2. Create a learning chart to document ways that children make wishes.

Day 2 (30 minutes)1. Provide students with factual information about wishes through the read aloud Wishes Wishing Traditions Around the World, by Rosanne Thong.

2. Selecting specific traditions from the text that provide a variety of traditions and countries from around the world, (Clip art is included for Mexico, United States, China, Italy, Brazil, India, Ireland, South Africa, Guatemala and Japan.) make sure to include countries that represent the Countries of Origin for the students in your class. The teacher will chart the

3. When exploring a tradition, students and teacher will document new understandings on an anchor chart posted for future reference to compare and contrast new understandings.

4. Reflect on the chart and discuss some of the similar ways we make wishes. Identify the country from the chart and have a child locate it on the world map asking the name of the country, the continent and the direction we would have to travel to get there.

Post-assessment – Have students turn and talk to their partner to answer the following questions and share a few responses with the class.“What do people do to make wishes? What have you learned about traditions? How do they influence our lives?”



Making ChoicesGrade 2 History & Social Studies/ELA

Lesson #6Brief Overview of Lesson: This lesson is the sixth in a series of lessons from the unit about Traditions and Customs. Students have become familiar with many traditions and customs from around the world. Using all the information from the unit students will choose a new tradition that they would like their family to adopt. As you plan, consider the variability of learners in your class and make adaptations as necessary.


Resources for Lesson: Recording sheet (see resources)Anchor/learning charts created during the unit



Unit: Traditions & CustomsContent Area/Course: History & Social Studies/ ELALesson #6: Making ChoicesTime (minutes): 60 minutes

By the end of this lesson students will know and be able to: Identify and explain how traditions are often passed down from generation to generation Express that traditions are special ways to make something a part of our lives Recall information about different traditions Identify traditions they would like to learn more about or try.


Standard(s)/Unit Goal(s) to be addressed in this lesson:HSS 2.8 With the help of the school librarian, give examples of traditions or customs from other countries that can be found in America today.SL 2.2 Recount or describe key ideas or details from a text, read aloud, or information presented orally or through other media.W.2.8 Recall information from experiences or gather information from provided sources to answer a question. Anticipated Student Preconceptions/Misconceptions:Students may not realize that simple events in our life can become traditions.

Lesson Sequence:Step 1: Review all of the anchor charts created in lessons 1-3 Discuss the essential questions.Step 2: Have students choose their favorite tradition/custom learned during this unit. They will record their favorite tradition and at least two reasons why. (see resources)Post Assessment Questions For Teacher Reflection:

• Did the students understand the concepts of tradition and custom?• Were students able to choose a favorite tradition?• Were the students able to support their choice with 2 reasons?



Writing to PersuadeGrade 2 History & Social Studies/ELA

Lesson #7

Brief Overview of Lesson: This lesson is adapted from http://www.scholastic.com/teachers/lesson-plan/art-persuasion.

This is the last lesson in the series of lessons from the unit about Traditions and Customs. In this lesson students will learn how to write in a persuasive (opinion) manner to achieve a desired outcome. The final persuasive (opinion) letter will be considered and assessed as the CEPA. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: Students should be familiar with the friendly letter format.

Estimated Time (minutes): 60 minutes for 4-5 days

Resources for Lesson:I Wanna Iguana by Karen Kaufman OrloffFriendly letter stationaryPowerful Word ListPersuasive (opinion) Transitional Phrases (see resources)



http://www.scholastic.com/teachers/lesson-plan/art-persuasion

Unit: Traditions & CustomsContent Area/Course: History & Social Studies/ ELALesson #7: Writing a LetterTime (minutes): 60 minutes for 2-3 days

By the end of this lesson students will know and be able to:• Identify and explain the purpose of persuasive (opinion) writing.• Explain how persuasion is used to achieve a desired outcome.• Use vocabulary words that are useful for persuasive (opinion) writing.


Standard(s)/Unit Goal(s) to be addressed in this lesson:HSS 2.8 With the help of the school librarian, give examples of traditions or customs from other countries that can be found in America today.W2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement section.SL 2.2 Recount or describe key ideas or details from a text, read aloud, or information presented orally or through other media.L2.2b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

b. Use commas in greetings and closings of letters. Instructional Tips/ Strategies/Notes for Teacher:Teachers should read I Wanna Iguana prior to teaching lesson.Prepare copies of Powerful Word Lists and Letter Writing Paper for each student.

Anticipated Student Preconceptions/Misconceptions:Students may assume that friendly letter writing is the same as narrative writing.

Lesson Sequence:Day 1 Step 1: Begin the lesson by asking students if they have ever persuaded their mom or dad to permit them to do something that they normally are not allowed to do, such as staying up past their bedtime or eating dessert without eating their dinner. Ask: Were you successful in persuading your parents to let you do



what you wanted? Why do you think you were successful? When we try to get someone to see our point of view or give us permission we are trying to persuade them. Write the term and its definition on chart paper.

Step 2: Tell students that they will be listening to a story about a boy who wishes to persuade his parents to let him have an iguana. Encourage them to listen carefully to the boy’s letters and the words he uses to try and get his way. Read I Wanna Iguana. Periodically pause while reading to discuss details about the story. Have students turn and talk to each other to answer the following questions:

Why do you think the boy wants an iguana? How does the boy try to convince his mom to get an Iguana? Do you think the boy’s methods of persuasion are working? Why or why not?

Step 3: Help students recall the tradition that they would like their family to adopt. Inform them that they will be writing a persuasive (opinion) letter to their parents/guardian convincing them to adopt a new family tradition. In order to do so, they need to understand how to write a persuasive (opinion) letter. Display an enlarged copy of a selected letter from the story and review it with the students labeling the parts of the letter. While completing this activity, ask the following: What reason does the boy provide for wanting to come home? Does he use any language that might be considered “persuasive (opinion)?” Make sure to highlight specific terms or phrases from the letter to help students easily identify persuasive (opinion) writing.

Language that can be considered persuasive: This is important because… Another reason is… For example, one day… This shows that… Finally… Last but not least… And this is why…

Step 4: Using the enlarged letter copy in step three above, identify the parts of the friendly letter format. Tell students that they need to include all of those parts (heading, greeting, body, closing, signature) in their persuasive (opinion) letter to their parents/guardian.

Day 2 Step 1:



Begin by telling students that today they will gather important words and phrases to support their persuasive (opinion) letter to their parents/guardians. Encourage them to recall the boy’s letter and the terms he used to persuade. Create a list of persuasive (opinion) words/phrases on a Persuasive (opinion) Words anchor chart. Students will use this resource when writing their letter.

Step 2: Distribute the Powerful Words List (see unit resources). Review the words with the students, demonstrating them in context.

Step 3: Divide students into four groups. Instruct each group to choose 4 words they could use in their letter, circle them on the list, and write them on the Powerful Words chart using a different colored marker for each group. There should be at least 10 powerful words on the chart.

Day 3Step 1: Review anchor charts from precious days with students.

Step 2:Teacher presents a model letter to use for instruction (see unit resources). Students will identify key components of a persuasive (opinion) letter (idea, lead, transitions, supporting details, and closing statement). Encourage students to add powerful words to the model letter.

Step 3: Give students a friendly letter template. Allow students to write their persuasive (opinion) letter draft..

Day 4Step 1:Instruct students to assess their letter using the student checklist to revise and edit.

Step 2:Students will then exchange their draft with a partner to read and provide feedback. Students will revise and type or write their final letter.

Step 4: Allow time for voluntary sharing of their letters.

Formative AssessmentTo assess the students’ understanding of persuasion have students turn and talk:• Ask was the letter persuasive (opinion)?



• What made the letter persuasive (opinion)?

Extension: Teach students how to address an envelope so letters can be mailed.



Curriculum Embedded Performance Assessment (CEPA)

The culminating performance task asks students to write a persuasive (opinion) letter. They will be writing a friendly letter to their parents persuading them to adopt a new tradition for their family.

In bringing to the task their reading and writing during the course of the lessons in this unit, students will be meeting these standards:

History/Social Studies2.8 With the help of the school librarian, give examples of traditions or customs from other countries that can be found in America today.

ELA StandardsRL 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RI 2.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.W2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement section.W2.8 Recall information from experiences or gather information from provided sources to answer a question.L2.2b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use commas in greetings and closings of letters.As you plan, consider the variability of learners in your class and make adaptations as necessary.

CEPA Teacher Instructions:

Students have learned about many traditions and customs from around the world that we have adopted in America. Their task is to write a persuasive (opinion) letter convincing their family to adopt a new tradition. The students will select a tradition that they learned about during this unit. Their persuasive (opinion) letters should include a description of the tradition, its origin, their opinion, and reasons that support their opinion. Students must include content vocabulary and persuasive (opinion) words in their letters. They are encouraged to use the Word Bank and Persuasive (opinion) Words chart when drafting their letters. Students should provide a concluding statement that supports their opinion.



Persuasive (opinion) Writing Rubric 4 3 2 1

Overall The writer wrote his//her opinion and gave reasons for his/her opinion.

Opinion is clearly stated Opinion is clear for the most part Opinion is weak No opinion is stated

Lead The writer wrote a beginning in which he/she not only gave his/her opinion, but also set readers up to expect that his/her writing would try to convince them of it

Ample evidence Sufficient evidence Unclear evidence No evidence

Transitions The writer connected parts of his/her piece using words such as also, another, and because

Ample evidence Sufficient evidence Unclear evidence No evidence

Ending The writer wrote an ending in which he/she reminded readers of his /her opinion

Well developed concluding statement Includes a concluding statement Underdeveloped concluding

statementNo concluding statement

Organization: The writer’s piece had different parts; he/she wrote a lot of lines for each part.

Offers purposeful logical organization supporting

opinion

Offers sufficient logical organization supporting opinion

Inconsistent organization supporting opinion

Little or no organization supporting opinion

Elaboration The writer wrote at least one reason and at least a few sentences about it.

Wrote more than one reason and many sentences about

them.

Wrote one reason and a few sentences about it

Writer wrote at least one reason but no sentences about them. Wrote no reasons

CraftThe writer wrote words that would make readers agree with his/her opinion.

Maintains a consistent persuasive (opinion) tone

throughout the letter

Maintains an adequate persuasive tone throughout the letter

Provides some persuasive tone words throughout the letter

Language is unclear and lacks description

ConventionsSpelling To spell a word, the writer used what he knew about spelling patterns (tion, er, ly, etc.) or classroom resources to help him/her figure out how to spell other words.

Few if any errors Some errors Several errors Numerous errors

PunctuationThe writer used standard English capitalization, punctuation and commas in greetings and closings of letters.

Few if any errors Some errors Several errors Numerous errors

SourcesThe writer gathered relevant information from sources including traditions texts, word bank and anchor charts for his/her persuasive letter.

Used multiple sources including traditions texts, word bank, and anchor

charts for his/her persuasive letter

Used some sources from traditions lists, word bank, and anchor charts for

his/her persuasive letter Used one sources Does not use sources

*Rubric Adapted from Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study in Opinion, Information, and Narrative Writing



CEPA Student Instructions:

You have learned about many traditions or customs from around the world that we have adopted in America.

As a class, we have shared our own personal experiences with some traditions or customs. Now it’s your chance to select a new tradition for your family. Choosing one of the traditions that you have learned about in this unit, you will write a persuasive (opinion) letter that describes the tradition and will help persuade your family to adopt this new tradition. You have a very important job because this tradition could be passed on to future generations. You must use a friendly letter format addressed to your family. Your letter should state and describe the tradition you want to be adopted, its origin, your opinion, and reasons that support your opinion. Don’t forget to include important content vocabulary from the unit needed to describe the tradition. Finally, provide a concluding statement that supports your opinion.

If the final draft of your opinion letter is accurate, interesting, and well-written your family will consider making it a tradition.



*Student Checklist Adapted from Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study in Opinion, Information, and Narrative Writing.


Evaluating My Work

Structure Not Yet Beginning Yes

Overall I wrote my opinion or my likes and dislikes and gave reasons for my opinion.

LeadI wrote a beginning in which I not only gave my opinion, but also set readers up to expect that my writing would try to convince them of it.

Transitions I connected parts of my piece using words such as also, another, and because.

Ending I wrote an ending in which I reminded readers of my opinion.

Organization My piece had different parts; I wrote a lot of lines for each part.

Development

Elaboration I wrote at least two reasons and wrote at least a few sentences about each one.

Craft I chose words that would make readers agree with my opinion.

Language Conventions

Spelling

To spell a word, I used what I knew about spelling patterns (tion, er, ly, etc.).I spelled all of the word wall words correctly and used the word wall or other resource to help me figure out how to spell other words.

Punctuation I used capitals, punctuation, and commas in my greeting and closing of my letter.


List of Unit Resources

Lesson 1:Targeted Academic Vocabulary CardsThe larger and small clip art pictures of the dancers, tangram, and girl with braid will be used Chart/organizer to record new learningSmall copy of world map for each student http://www.eduplace.com/ss/maps/pdf/world_cont.pdfParent letter about the unit (see resources)How My Family Lives in America, Susan KulkinDays Gone By, Author UnknownClip art (see resources)Lesson 2:Keeping Quilt by Patricia PolaccoThere is a You Tube Video of Patricia Polacco’s reading and personal discussion of The Keeping Quilt. http://www.youtube.com/watch?v=PfozE5b22og *Note: The video should be terminated when the author finishes discussing the book (pieces of this video are not needed for this lesson)Family Ties, Author UnknownChart/organizer from the prior lessonMaps of the world (Classroom size and small individual ones from lesson 1)http://www.eduplace.com/ss/maps/pdf/world_cont.pdfClip art (see resources)Lesson 3:Throw Your Tooth On the Roof by Selby B. BeelerChart paper to create an anchor chartStudent recording sheet (see resources)Tooth clip artWorld map http://www.eduplace.com/ss/maps/pdf/world_cont.pdfLesson 4:Love You Forever by Robert Munsch (http://www.youtube.com/watch?v=qA5-2MXGj6c)Special Family Memories, by Marilyn LottChart paperLesson 5:Wish Wishing Traditions Around the World by Rosanne ThongMap of the world http://www.eduplace.com/ss/maps/pdf/world_cont.pdfChart paperRecording sheet (See resources)Lesson 6:Recording sheet (see resources)Anchor/learning charts created during the unit Lesson 7:http://www.scholastic.com/teachers/lesson-plan/art-persuasionI Wanna Iguana, by Karen Kaufman Orloff Friendly letter stationaryPowerful Word ListPersuasive (opinion) Transitional Phrases



http://www.scholastic.com/teachers/lesson-plan/art-persuasion

http://www.eduplace.com/ss/maps/pdf/world_cont.pdf



http://www.youtube.com/watch?v=PfozE5b22og


Essential Question……

Why do we have traditions and customs?

How and why are original traditions and custom preserved?



Dear Family Members,

We are studying family traditions! Your child has learned that a tradition is something that a family does on a regular basis. We are not studying the holidays, but the activities that families do as a tradition. Examples discussed in school include yearly family vacation to grandpa and grandma’s house, going apple picking together or to the library on a certain day each week and such. Please talk with your child about traditions you have maintained throughout your life and new traditions that you have started and continued with your children. This should be a wonderful time of family sharing and remembering. On the lines below please help your child write about a tradition that he/she is most familiar with. This information will be shared in class and used in class discussions.

Thank you,

* If your child would like to share two traditions feel free to fill out both sides.



Name________________________________________

___________________________’s Lost Tooth Information

Describe what you do when your baby tooth falls out.

What happens to your baby tooth?

Who did you learn this from?

This is what I do with my baby tooth.

Losing a ToothWhat country is this tooth tradition from?



What happens when a child from this country loses a tooth?

This is what happens when a child loses a tooth in_______________________________

Is this tooth tradition similar to your tooth tradition? Yes or No. Explain why.



Name _____________________________________________________

____________________________’s Wish Tradition Information

This is how I make a wish….._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________I learned this from….._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Here is a picture of me making a wish!



A Friendly Letter ModelDear ________________________,

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_________________________,

_________________________



Powerful Words

unquestionable incredible

tremendous gorgeous

outrages abundant

splendid dazzling

gigantic comfortable

magnificent marvelous

petite generous

ample tantalizing

fascinating exuberant

eccentric memorable

glorious spectacular

amazing superb

phenomenal vivid

lively quaint

tempting stunning

first class brilliant

exceptional tranquil

breathtaking worthwhile

quintessential

Adapted from Scholastic www.scholastic.com



5/9/13

Dear Family, I would like to start a new tradition by having our whole family go on a camping trip together.I think this because some of the students in my class go camping every year. They say it’s a great family activity. Another reason is that it will be great to have the whole family together. I love when we are all together. We always have lots of fun. It would be like when we get together on the holidays. We always laugh about past memories. This is why I think we should go camping together as a family. We can make lots of new memories.

Love,Your sister



Name ____________________________________

What’s My Word?

Go around the room and ask your classmates the following questions to help you figure out what your word is.

Give me an example of me. ____________________________________

________________________________________________________________

Give me an example of something I’m not. ______________________

________________________________________________________________

What is a definition of me? ____________________________________

Now use the clues from your classmates to figure out what your vocabulary word is. What do you think your word is?

_____________________________________________



Days Gone By Author: Unknown The special book upon the shelf,Was made with many hands.Our ancestors who posed back then,All came from different lands.Their pictures were all tucked away,And rarely did we see,The importance of these treasures-The start of you and me.The history of our families,Now here in black and white.Preserved with special care and time,Each page is done just right.When time permits, we take it down,And think of days long past.Our hopes, our dreams, our heritage,All safe and made to last.

Family Ties Author: Unknown Family ties are precious threads, no matter where we roam,

they draw us close to those we love, and pull our hearts toward home.

Special Family MemoriesI have special family memoriesOf when I was just a childMy family did things togetherMore often than once in awhile

We would go to church togetherThen afterward a Sunday driveWith roast beef and mashed potatoesWhen back home we’d later arrive

We’d to go the movies on occasionMy mom, dad, brother and meI remember especially seeing BambiAlthough that was sad for me to see

But family is so important It creates a special bondI have many family memories Of which I’m so terribly fond!

Marilyn Lott



Persuasive PhrasesTransitional Phrases

• This is important because… • Another reason is… • For example, … Tie Up Phrases

• This shows that….• Finally…• Last, but not least….• And this is why…



Blank Page

This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Draft 8/ 2013

Page


hss grade 2 traditions and customs - wikispaces... · web viewsee unit resources for student...

Documents