People, Places, Things: What Unifies Us Across the Globe

Ashlen Buck

Name:

Unit Overview

DAY #1
After
completing the
lesson,
students will
make their own
locator map of
Frances Slocum
Elementary
School in
Marion,
Indiana.
After
completing
the lesson,
students will
demonstrate
their
knowledge of a
locator map, by
answering
questions.

DAY #2
After
completing the
activity,
students will be
able to identify
the four
regions of the
US and their
unique
characteristics
of the regions
climate.

Standard
s
Materials

NCSS: PPE ;IAS:

3.3.10

NCSS: PPE ;IAS:

3.3.5
Smart board,
miniature US
maps, red,
yellow, blue,
and green
colored pencils
in basket
prepared in
advance,
computer, ppt
presentation,
backpack,
snacks

Managem
ent

Objective

Construction
paper with
Frances Slocum
Elementary
School outline
attached,
crayons, google
maps/Earth,
Me on the
Map Book,
locator map
booklets,
scanned
pictures on USB
drive, paper
map

Implement
the
class mark
board
I will state
expectations
before the
lesson begins

I will use
range
of proximity
throughout the
read aloud
Use spelled
word
SURPRISE
incentive on
the board

Implement
the
class mark
board
Use
incentive if
they color each
region in with
the given
amount of time
Model how I
want them to
color

DAY #3
While
participating in
the Who are
They? station,
students will
compare and
contrast how
living in the
American
culture is
different from
other cultures
around the
world.
While
participating in
the Who am
I? station,
students will
define the
meaning of
culture and list
three items
that describe
their own
culture.
While
participating in
the Who am
I? station,
students will
make a collage
to represent
their culture.
NCSS: Culture
;IAS: 3.3.7
Literature
Books, collage
pictures,
construction
paper, glue
sticks,
envelopes for
each station
with prepared
cut out
pictures,
compare &
contrast
worksheet,
main ideas &
details
worksheet,
different article
of clothing to
wear, premade
culture poster,
directions for
each station
Implement
the
class mark
board
Use spelled
word
SURPRISE
incentive on
the board
State
expectations of
station
procedures
If they cant
handle the
stations, they
will sit at their
desk

DAY #4
After reading the
biography, students
will be able to
identify the different
facts of another
culture in different
countries.

DAY #5
After reading the biography,
students will be able to identify
the different lifestyles of
different countries.
After writing a narrative,
students will be able to share
with the class the different
lifestyles of their assigned
countries.

NCSS: Culture ;IAS:

3.W.3.2
Individual
biographies for each
student, example of
biography, markers,
blank folders,
highlighters

NCSS: Culture
;IAS: 3.w.3.3

Implement class
behavior with the
mark board.

Planning
worksheet,
example of a
narrative,
examples of a
narrative for
each student.

Implement
class mark
board

People, Places, Things: What Unifies Us Across the Globe

Ashlen Buck

Name:

Anticipat
ory Set

-Carry in
printed map
and act
confused.
-Good
morning boys
and girls! I
need your help.
Im trying to
figure out how
to use this
map! Can you
guys raise your
hands and tell
me what I
should do?
(Ask students
for advice)
(Call on 1,2,3
students to
help)

Explain we
are
going on a road
trip!
Show PPT.
slides
of places I have
been in the US.
Ask them to
share their
favorite place
they have been

Walk in
classroom
wearing a
Muslim Hijab
Ask them to
guess what it is
Explain the
meaning and
use of a Hijab
Here is the
meaning
behind what I
am wearing.
This is called a
hijab. It is a
Muslim word to
describe any
head wrap or
scarf that
somebody
wears on their
head.

While watching
this
video, I want you to
be able to tell me
how these students
live differently than
you.
Show a YouTube
video of
school days of other
children in other
countries.
From the video,
what
all have we learned
about these
childrens lives?
Why do you
think that
these students
experience a
different school life
than we do?

Purpose

Today we are
going to learn
how to use and
make a type of
map called
locator maps,
so we can know
how to look for
and get to
places, such as
the places in
Marion, IN.
INPUT:
Read Me on
the Map
Pass out mini
booklets about
locator maps.
Go through
booklet with
students and
teach about
the main
features and
uses of locator
maps
OUTPUT:
Show
Google
Earth map of
town of Marion
and zoom in on
Frances Slocum
Elem.
Students
will
create their
own locator
maps on
construction
paper.

Today we are
going to learn
about the 4
regions, so
when we travel
we know what
part of the US
we are in.

Today we are
going to learn
about the
different
cultures
around the
world, so we
understand
how we and
other people in
other countries
live.
INPUT: Have
culture detail
poster hanging
on the board
with the word
culture?
showing
Go through
each
covered box to
explain the
parts of culture
Give culture
detail
worksheets
that mimics the
information on
the board
poster
OUTPUT:
Break class
into
stations &
state
expectations of
stations
Station
Who Am
I?
-Students read
different
highlighted
articles and
books of
different
cultures. -They
use a compare
and contrast
list to
differentiate
their culture to
others.
-Each group
has designated
question to

Today we are
going to
learn how to use and
read a biography
about other people
around the world, so
we can identify the
facts of how they
live.

INPUT: Review as a
class what a
biography is
Pass out my
biography
to them, and read it
outloud.
Project biography
on
smart board.
As I read my
biography
listen for facts about
my culture, like we
learned about
yesterday.
Highlight
different facts
students notice and
project example on
board.
Have them
highlight the
information on their
papers
OUTPUT:
Pass out a
biography
with facts of a child
from another
country
Each student will
get a
different childs
biography.
Have students
read and
highlight the facts as
they read the
biography
Pass out blank
folder for
them to draw and
decorate something
they learned from
the biography

INPUT: My
narrative will
be projected on
the board.
Ask class if
they
can tell what
was different
from my
biography and
the story today
Biography
states
the facts
Narrative is
like
telling your
friend what you
did at recess
Ask class to
remind me the
three parts of a
story: intro,
body, &
conclusion
Give
students
example of
narrative about
me & project
on board
Label with
students the
intro, body, and
conclusion of
my story.
Have
students
pull out facts
from their
biography in
their folders.
Have them
write
a narrative
using the facts

Lesson
Presentat
ion

INPUT: Model
how to color
Explain
what a
region is
Pass out
region
worksheets
Go through
each
region with
students and
color each
region a
different color
Give two
facts
that set apart
each region
from another.
OUTPUT:
Pass out
worksheet and
have them
finish in class

While
listening
to this story
about me, be
ready to tell me
what you
learn
Read my
narrative about
me
What all did
you
learn about me
from the story?
Why did you
like
the story?

Today we
are
going to learn
how to write a
narrative, so
we can tell
stories to other
people through
our writing.

People, Places, Things: What Unifies Us Across the Globe

Ashlen Buck

Closure
or
Conclusio
n

Formativ
e
Assessme
nt

Adaptatio
ns

Have 3
students
come up to the
board and
share their
maps with the
class.
Review the
three
facts of locator
maps, by
having
students point
to the
information in
their booklets
and sharing
with the class
what they find.
The creation
of
their own
locator maps
Review with
mini booklets
during the
closure
Group
discussion

See Lesson
Plan:
Special Needs:
Have pre
highlighted
booklets
available

See Lesson
Plan:
Remediation:
Create another
mini lesson for
next day.
Give same
worksheet & go
over it with the
class together.
Enrichment:
During lesson, I
will give extra
guidance to
those not
giving correct
response
ELL: n/a
EXNEEDS: Maps
will already be
labeled &
outlined with

Play the
Who
Am I? review
game
Read a
description for
each region
and they write
on sticky note.
Go over
each
answer with
the class

Labeling
and
coloring of
each region on
worksheet
The review
worksheet over
the regions
The review
game
Who Am I?

answer.
Station
Who Are
They?
-Students use
another culture
detail sheet to
describe their
personal
culture.
-After this they
will use the
designated
pictures from
their envelope
to make a
collage about
themselves
Have each
group and
share their
answer to
their
designated
question
from station
Who Are
They?

Students
will
create a list of
likes and
differences of
their own
culture and
other peoples
culture.
Each group
will
present their
answers to
their question.
Students
will
complete their
own detailed
culture chart of
their own
cultures listed
characteristics.
See Lesson
Plan:
Remediation:
Walk around to
stations
observing
understanding.
Will guide and
scaffold
students who
need more
help.
Enrichment: I
will explain
content and
instructions in
a new way to
meet their
learning style.
ELL: n/a
EXNEEDS:
Detailed

Name:

they
highlighted
yesterday
At least 2
pages,
no longer than
3

Pass out blank folder

for
them to draw and
decorate something
they learned from the
biography
Have students store
highlight facts of their
biography in their
folders in their desks
Clean up markers

Students will
highlight
important facts
about from their
biography.
Students will
draw
something on their
folder that they
learned from their
biography

See Lesson plan:

Remediation:
I will construct
another
lesson taught in a
different way to
teach how to read
and find research
through articles,
such as a biography.
I will help them with
tools to find
information, and
then
Students are
given
another opportunity
reread their
biography and find
facts from it.
Enrichment:
Create mini

See Lesson
Plan:
Remediation:
If most of the
writing
prompts are
poor, then I will
construct a
lesson on the
concepts of a
narrative.
Guide them
to
understand
how an intro,
body, and
conclusion
develop
Will be
given
another
opportunity to

Give
students a
sticky not
Required to
write the 3
parts of a
narrative &
turn in to me

Sticky note
exit
slip
Students
narrative essay

People, Places, Things: What Unifies Us Across the Globe

Ashlen Buck

Summati
ve
Assessme
nt
(as
needed)

Unit Test:
Students
are
required to
create a
locator map &
explain a
locator map in
written
response

region colors
Mrs.
Barshas
room

culture
worksheet will
already be
filled in.
Skyler G.
Lili,
Francisco,
Jackson, &
Morshawn will
be in the same
group with Mrs.
Barsha walking
around with
them.

lesson for
small group time, to
help them with
finding information
and using different
tools, such as
highlighting.
I will allow them
to
rewrite their writing
prompts.
ELL: n/a
EXNEEDS: Will have
a few facts of my
biography and their
culture biography
highlighted as a
model.
After lesson
presentation, they
will go to Ms.
Barshas room for
more time and help
with reading.
Their biographies
will be
at their individual
reading levels.

Unit Test:
Students
will
label and draw
pictures of the
key features of
each region.
They will
have to
write a
description,
alike to the
Who Am I?
descriptions,
for each region

Unit Test:
Students
will make a
chart to
explain
what makes
up culture
Students
will have to
write a
story about
the pieces
of their
culture in
their
journal.

Unit Test: Students

will highlight facts
they find in the
given biography and
write a sentence
about each fact.

Name:

write another
writing prompt
over their same
previous
assigned
country.
Enrichment:
If only a few
students
struggle
through their
writing
prompts, then I
will use the
same mini
lesson created
above during
small group
time, to help
them have a
clear
understanding
of how to set
up and write a
narrative.
I will allow
them
to rewrite their
writing
prompts.
ELL: n/a
EXNEEDS: Will
have separate
paper with
headings of:
intro, body,
conclusion
Will stay for
explanation of
lesson
Will go to
Ms.
Barshas room
for guidance in
spelling,
writing, & more
time.
Unit Test: On
the Unit test
they will have
to describe the
difference
between a
biography and
a narrative
through written
response.
They will
label
the intro, body,
and conclusion
of a story given
to them.