ThematicUnit Coyne

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Thematic Unit- Cultural European

1- Table of Contents
1. Bjk,bk
2. Overview of Pupil Demographics
3. Web Planning
4. Unit Goal
SC Standards and/or Indicators/NCSS Thematic Strands
CCSS IRA/NCTE
SC Standards and/or Indicators/NSAAS
5. Other Lessons
Initiating Activity
Developmental Activities
6. Continent Puzzle map
8. Land Formations
10. Land, Air, Water with objects
11. Multiple Language Word Match
14. Cave Drawings
17. Cinderella from other Cultures
19. Picasso Inspired Art
21. Stonehenge Recreation
24. Mosaic Tile Patterns
27.Carnevale Festival Masks
30. Developmental Activities-Engaging Activities
Culminating Activity
31. Resources
34. Glossary
35. Parent Letter English
36. Parent Letter Spanish
37. Bulletin Board/ Center
39. Variety of Groupings
Lessons are engaging and age and content appropriate
40. Students are involved in problem solving and critical thinking
Variety of instructional strategies
41. Appropriate use of technology
Interdisciplinary: SS, L/A, visual arts, NCSS
42. Active Student Engagement
43. Assessment for Instruction
47. Assessment Plan for Instructions
49. Accommodations include Diverse Learners
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2- Overview of Pupil Demographics

Characteristic Description Males Females Total
8 16 24
Age 5 4 7 10
4 1 9 11
3 3 0 3
Race Caucasian 6 8 14
African-American 1 5 6
Indian 0 1 1
Caucasian/ 0 1 1
African-
American
Hispanic 1 1 2
English as first 8 16 24
Language language
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3-Web Planning
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4- Unit Goal
By the end of this unit the students will be able to identify several cultural diversity
factors of three European countries: United Kingdom, Spain and Italy.
5- SC Standards and/or Indicators/NCSS Thematic Strands

1. Standard K-1: The student will demonstrate an understanding of his or her surroundings.
K-1.4 Recognize natural features of his or her environment (e.g., mountains and bodies of
water).
2. Standard K-4: The student will demonstrate an understanding of the way families live
and work together today as well as in the past.
K-4.2 Explain how changes in modes of transportation and communication have affected
the way families live and work together.
3. Standard K-3: The student will demonstrate an understanding of the values that American
democracy represents and upholds.
K-3.2 Identify the reasons for our celebrating national holidays, including Veterans Day,
Thanksgiving, Martin Luther King Jr. Day, President’s Day, Memorial Day, and
Independence Day.
6- CCSS IRA/NCTE
4. Standard 1: Formulate relevant, self-generated questions based on interests and/or needs
that can be investigated.
1.2 Recognize that spoken words are represented in written language by specific
sequences of letters.
5. Standard 12: Read independently and comprehend a variety of texts for the purposes of
reading for enjoyment, acquiring new learning, and building stamina; reflect and respond
to increasingly complex text over time.
12.1 Engage in whole and small group reading with purpose and understanding.
7- SC Standards and/or Indicators/NSAAS

6. Standard 3: The student will examine the content of works of visual art and use elements
from them in creating his or her own works.
VAK-3.2 Select and use appropriate subject matter, symbols, and ideas to communicate
his or her ideas through works of visual art.
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7. Standard 6: The student will make connections between the visual arts and other arts
disciplines, other content areas, and the world.
VAK-6.1 Identify connections between the visual arts and content areas across the
curriculum.
Other Lessons
8. Geometry
K.G.2 Identify and describe a given shape and shapes of objects in everyday situations to
include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and
three-dimensional shapes (i.e., cone, cube, cylinder, and sphere)
9. Algebraic Thinking and Operations

K.ATO.6 Describe simple repeating patterns using AB, AAB, ABB, and ABC type
patterns.
10. Standard K.L.2: The student will demonstrate an understanding of organisms found in the
environment and how these organisms depend on the environment to meet those needs.
K.L.2A.3 Develop and use models to exemplify how animals use their body parts to (1)
obtain food and other resources, (2) protect themselves, and (3) move from place to
place.
8- Initiating Activity
To begin this unit, I will invite the class for a Linetime. They will be told that we will be
learning about Europe for a few weeks. Students will relate back to the world puzzle map to
locate Europe. Students will then distinguish between where Europe is and where the United
States is on the map to gain and understanding of continent locations.
9- Developmental Activities
Lesson Plans are organized to span across four weeks.
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Teacher Education Lesson Plan Template
Teacher Candidate Tracie Coyne Date_______
Subject/Grade Level Art/Geography/ Montessori Kindergarten
Lesson Title or Essential Question:

Continent Puzzle Map
Curriculum Standards Addressed:
SC Curriculum Standard(s):
Standard 2: The student will use composition and the elements and principles
of design to communicate ideas.
SC Academic Indicator(s):
VAK-2.1 Recognize similarities and differences among various works of visual art
How will individual student needs be accommodated in this lesson?

One student will need to sit close to the teacher to accommodate their visual impairment.
Learning Objective(s) Assessment(s) of the Objectives:

 Student will point out where
America is on the map
After watching the teacher demonstrate the lesson,  Students will use the puzzle
students will be able to locate Europe and map correctly and be able to
distinguish where Europe is to America with take it apart and put it back
complete accuracy. together
 Students can locate Europe
and distinguish where Europe
is to America.
Materials/Resources:
 World Puzzle Map
 Control Map
Instruction
The teacher will use the world puzzle map to locate Europe. The teacher will then distinguish
where Europe is to America. The teacher will take out all the continent pieces, name them and
place them on the control map. Once completed the teacher will return the pieces to their
original places, continuing to name the continents.
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References:
Montessori Integrated Manual 2017
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Subject/Grade Level History/ Geology/ Montessori Kindergarten

Land Formations
Standard K-1: The student will demonstrate an understanding of his or her surroundings.
K-1.4 Recognize natural features of his or her environment (e.g., mountains and bodies of
water).

 Students have mastered the

After watching the teacher demonstrate the lesson Continent Globe and maps
the students will be able to accurately identify an lessons.
island and peninsula and be able to verbally  Students will use the material
recognize how it relates to the United Kingdom, correctly and name the land
Spain and Italy. formation as they are
completing the lesson.
 Students will be able to verbally
identify islands and peninsula
and recognize that the UK is an
island and Spain and Italy are
peninsulas.
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 Land and Water form trays

 Pitcher of blue water
 Apron
 Sponge
 Europe map
Instruction
 The teacher will invite the students to the Linetime rug for a whole group lesson.
 The teacher will name the lesson.
 The teacher will demonstrate how to carry the lesson.
 The teacher will demonstrate how to set up the lesson.
 The teacher will discuss what the landform is, and explain its definition.
 The teacher will explain that the land part is already in the tray.
 The teacher will get the prepared water and gently pour it into the tray.
 As the teacher is pouring they will name the landform and give the definition again.
 The teacher will demonstrate how to clean up the lesson.

o The teacher will pour the water in the lesson into the water bucket.
o The teacher will sponge up the remaining water.
o The child will empty the water bucket.
 The teacher will demonstrate returning the lesson to its home.
References:
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Subject/Grade Level Science/ Montessori Kindergarten

Land, Air, Water with objects
Standard K.L.2: The student will demonstrate an understanding of organisms found in the
environment and how these organisms depend on the environment to meet those needs.
K.L.2A.3 Develop and use models to exemplify how animals use their body parts to (1) obtain
food and other resources, (2) protect themselves, and (3) move from place to place.


 There is no pre-assessment
After watching the teacher demonstrate the lesson,  Students will be able to
students will be able to accurately place European identify the three parts; land,
animal figurines on the mat according to where they air and water.
live and move.  Mastery will be assessed by if
students can place the animals
in their correct environments.
 European Animals Figurines
 Land, Air, Water work mat
Instruction
Students will complete the Land, Air, Water lesson with European animals. Through this,
students will learn animal environments and where they move. Students will also learn the
names of European animals.
References:
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Subject/Grade Level Language Arts / Montessori Kindergarten

Multi-Language Word Match
Standard 1: Formulate relevant, self-generated questions based on interests and/or needs
that can be investigated.
1.2 Recognize that spoken words are represented in written language by specific sequences of
letters.

Learning Objective(s) Assessment(s) of the

Objectives:
 Student can read some
After watching the teacher present the lesson, words.
students will be able to distinguish and match  Students can focus on
common words in different languages. placing the cards.
 The student can distinguish
between common words in
different languages.
 Control card
 Word cards
Instruction
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 The teacher will explain that different people of different countries sometimes
have different languages other than English.
 The teacher will give an example word in English, Spanish and Italian
 The teacher will read the English word on the control card.
 The teacher will then look for the corresponding word for Spain, Italy and the
United Kingdom.
 The teacher will read every word as they are placing them on the control card.
 The teacher will place the corresponding word in the correct place in the table.
 The teacher will continue until all corresponding words one row at a time have
been placed.
 The teacher will demonstrate how to clean up the lesson.
References:
Google Translate
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English Spanish Italian United Kingdom
Hello Hola Ciao Hello
Goodbye Adios Addio Cherio
Mask Mascara Maschera Mask
Truck Camion Camion Lorry

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Subject/Grade Level History/ Language Arts / Montessori Kindergarten

Cave Drawings
Standard K-4: The student will demonstrate an understanding of the way families live and
work together today as well as in the past.
Standard 3: Communicate information through strategic use of multiple

modalities and multimedia to enrich understanding when presenting
ideas and information.
K-4.2 Explain how changes in modes of transportation and communication have affected
the way families live and work together.
3.1 Explore how ideas and topics are depicted in a variety of media and
formats.


Objectives:
After watching the teacher demonstrate the lesson for this lesson.
the students will be able to understand how families
used to communicate through cave paintings and  The student will be able to
create their own. create their own cave
painting to tell a story.
 Mastery will be assessed by

the student being able to
relay the story of their
painting to the teacher.
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 Example Pictures
 Brown paper bag (cut into sheets and crumpled to look like a cave wall)
 Black colored pencil
 Black and brown crayons
Instruction
 The teacher will explain that before people invented the Alphabet they
communicated in other ways like telling stories on cave walls.
 The teacher will show some example pictures of cave paintings.
 The teacher will grab one sheet of brown paper bag.

 The teacher will draw out a personal story in colored pencil.
 The teacher will then use the crayons to color in the pictures drawn.
 The teacher will show the students the picture and explain the story drawn.
o E.g. “I drew myself, Mom, Dad and brother fishing out of the river.”
 The teacher will demonstrate how to clean up any mess made during the lesson.
 The teacher will remind the students that they can only complete one of these a
day.
References:
Altamira Cave Paintings (34,000-15,000 BCE). (n.d.). Retrieved September 22, 2017, from
http://www.visual-arts-cork.com/prehistoric/altamira-cave-paintings.htm
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Example Pictures:
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Subject/Grade Level Language Arts/ Montessori Kindergarten

Cinderella from other Cultures
Standard 12: Read independently and comprehend a variety of texts for the purposes of
reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to
increasingly complex text over time.
12.1 Engage in whole and small group reading with purpose and understanding.

No accommodations are needed for this lesson.

Objectives:
 Students can retell our

culture’s version of
Cinderella.
After reviewing our culture’s version of Cinderella  Students will actively listen
and the teacher reading variations from the UK and to the teacher
Italy, students will be able to accurately relay and  Student will be able to relay
understand differences between the stories. and understand differences
between our version of the
story and other cultures’
versions.
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SmartBoard
Variations of Cinderella
Instruction
The teacher will review our culture’s version of Cinderella with the students, having them
retell the story. Then the teacher will read variations of Cinderella from the United
Kingdom, Spain and Italy over the course of a few days. After each story students will be
able to relay and understand differences when comparing other variations to our culture’s
version of the story.
References:
Cinderella. (n.d.). Retrieved September 23, 2017, from
https://americanliterature.com/childrens-stories/cinderella
Cinderella (Italy). (n.d.). Retrieved September 23, 2017, from

http://www.maerchenlexikon.de/texte/te510A-004.htm
Tattercoats. (n.d.). Retrieved September 23, 2017, from

http://courses.wcupa.edu/johnson/tatt1.htm
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Subject/Grade Level Art/ Montessori Kindergarten

Picasso Inspired Art
Standard 3: The student will examine the content of works of visual art and use elements
from them in creating his or her own works.
VAK-3.2 Select and use appropriate subject matter, symbols, and ideas to communicate his
or her ideas through works of visual art.


Objectives:
 Students have completed

the previous lesson to create
After being introduced to Picasso’s abstract art and precut pieces.
watching the teacher demonstrate the lesson,  Students will use the
students will be able to create their own Picasso material correctly.
inspired art.  Students will create their
own Picasso inspired art.
 Examples of Picasso’s artwork

 Sheets of work paper
 Precut pieces of paper from a previous lesson
 Glue
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Instruction
Students will be introduced to the artist Picasso from Spain. They will be shown examples
of some of his more abstract art. The teacher will then show the students how to create
their own examples of Picasso inspired art. The students will be using precut strips from
another previous lesson to place their abstract creations.
References:
Google Images
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Subject/Grade Level Math / Montessori Kindergarten

Stonehenge Recreation
Geometry
K.G.2 Identify and describe a given shape and shapes of objects in everyday situations to
include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and
three-dimensional shapes (i.e., cone, cube, cylinder, and sphere)

 There is no pre-assessment for

After watching the teacher demonstrate the lesson, this lesson
students will be able to accurately place stones on  Understand that the
the control picture and understand that the Stonehenge originally created a
Stonehenge used to create a circle. circle.
 Students will place the stones
on the control picture of the
Stonehenge
 Stonehenge control pictures

 Stones of varying sizes
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Instruction
The teacher will give some back story about the Stonehenge including where it is located, why it
was created and that it used to create a circle. Students will watch the teacher demonstrate the
lesson and then be able to place stones to recreate the Stonehenge. Students will be able to
recreate an aerial or side view of the historical location. Students will work on the pincer grip to
place the stones.
References:
A. (2016, May 05). Teaching about Europe in the Montessori Classroom. Retrieved
September 22, 2017, from https://www.montessorinature.com/learning-about-
europe-in-montessori/
Google Images
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Control Pictures:
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Subject/Grade Level Math/ Montessori Kindergarten

Mosaic Tile Patterns
Algebraic Thinking and Operations
K.ATO.6 Describe simple repeating patterns using AB, AAB, ABB, and ABC type patterns.


Objectives:
 Student has completed the

After watching the teacher demonstrate the lesson, previous lesson to get the
the student will be able to accurately make a pattern colored paper pieces.
to create a mosaic tile.
 Students can focus on
making a pattern.

if the student can accurately
make a consistent,
repeating pattern.
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 Sheets of work paper

 Colored paper
 Glue
 pencil
Instruction
 The teacher will invite the students for a whole group lesson.
 The teacher will explain that mosaic tiles are native to Italy.
 The teacher will show some example pictures of mosaic tiles.
o Grab basket of precut colored squares after setting up initial lessons.
 The teacher will grab one sheet of work paper to use and place it in front of them.
 The teacher will turn the sheet over and write their name on the back and turn it
right side up.
 The teacher will then grab the basket of precut (from another lesson) colored
paper.
 Once the teacher is satisfied with the mosaic patterned laid out the teacher will use
a glue bottle to place a small dot of glue on each square, one at a time, to glue them
down.
o i.e. If glue was spilled on table the teacher/ student will clean it up.
 The teacher will remind the students that they can only complete one of these a
day.
References:
Google Images
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Example Pictures:
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Subject/Grade Level History/Art/ Montessori Kindergarten

Carnevale Festival Masquerade Masks
Standard K-3: The student will demonstrate an understanding of the values that American
democracy represents and upholds.
Standard 6: The student will make connections between the visual arts and other arts
disciplines, other content areas, and the world.
K-3.2 Identify the reasons for our celebrating national holidays, including Veterans Day,
Thanksgiving, Martin Luther King Jr. Day, President’s Day, Memorial Day, and
Independence Day.
VAK-6.1 Identify connections between the visual arts and content areas across the
curriculum.

After listening to the origin of Carnevale and the
teacher demonstrating how to create the masks,  Students can concentrate on using
students will be able to create Carnevale masks and the material correctly
verbally explain why/ what Carnevale masks are
worn for.
students being able to verbalize
when asked why/ what Carnevale
masks are worn for.
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 Example Pictures
 Carnival Mask template
 Sheets of foam in various colors
 Small colorful feathers
 Sequins
 Beads
 Glitter glue
 Glue
 Craft sticks
Instruction
 The teacher will invite the students for a whole group lesson.
 The teacher will explain that Carnevale masks are native to Italy and are worn during
Carnevale
o “Carnevale, also known as carnival or mardi gras, is celebrated in Italy and many
places around the world 40 days before Easter, a final party before Ash Wednesday
and the restrictions of Lent.”
o “Lent is a time when people give up unhealthy habits like junk food.”
o “Italy celebrates Carnevale with a huge winter festival celebrated with parades,
masquerade balls, entertainment, music, and parties. Children throw confetti at
each other.”
o “Traditionally Carnevale masks are usually worn as a device for hiding the wearer's
identity and social status. The mask would permit the wearer to act more freely in
cases where he or she wanted to interact with other members of the society outside
the bounds of identity and everyday convention.”
 The teacher will show some example pictures of traditional Carnevale masks.
 The teacher will place the template on a colorful foam sheet.

 The teacher will trace around the template onto the sheet.
 The teacher will use scissors to carefully cut out the template.
 The teacher will select up to three feathers to glue onto the back side of the mask.
 The teacher will also glue a craft stick to the back side of the mask.
 The teacher will then decorate the front of the mask using with sequins, glitter glue or
beads.
 The teacher will place the fully decorated mask on the drying rack.
 The teacher will allow it to dry completely before holding upright.
o i.e. If glue was spilled on table the teacher/ student will clean it up.
 The teacher will remind the students that they can only complete one of these a day.
 The teacher will return the lesson to its home.
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References:
Mascherade, T. (n.d.). The Mascherade. Retrieved September 21, 2017, from
http://themascherade.com/contents/en-us/d5_Page_5.html
Rebecca Addison
What is Italy like during carnevale? (n.d.). Retrieved September 20, 2017, from
https://www.tripsavvy.com/carnevale-festivals-in-italy-1547305
Willey, J. (n.d.). Carnevale in Italy – facts, history, costumes, masks, video & photos.
Retrieved September 22, 2017, from
http://www.amoretravelguides.com/blog/carnevale-in-italy.php
Example Pictures:
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10- Developmental Activities- Engaging Activities
The Social Studies lessons in this unit are: Continent Puzzle Map, Land Formations and
Carnevale Festival Masquerade Masks. Through the Continent Puzzle Map, students will
distinguish the location of Europe to where we live in America. During the Land Formations
Lesson, students will relate the formations island and peninsula to the Unite Kingdom, Spain and
Italy. Students will understand that the United Kingdom is an island and that Spain and Italy are
peninsulas. The Carnevale Festival Masquerade Masks will teach students about traditions of
other cultures.
These lessons are highly motivating and engaging because they draw in the students’
attention. The Continent Puzzle Map uses movable pieces of various sizes and colors to represent
the countries of Europe. For this unit students will focus on the United Kingdom, Spain and
Italy.
All lessons use hands on materials to provide concrete learning examples for students.
11- Culminating Activity
Carnevale Festival Masquerade Masks
For this lesson students will learn about a traditional festival in Italy called Carnevale.
Students will learn about when Carnevale is celebrated and why masquerade masks are a crucial
factor to the festival. This lesson will be taught as a group and completed individually. To close
this unit, all students will have created Carnevale masks and our class will celebrate by having
our own mini Carnevale with our masks and traditional Carnevale music.
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A letter will be sent home prior to the celebration inviting parents and guardians to join
our class Carnevale. Parents will be asked to bring in food or drinks, being mindful or
restrictions, to celebrate with a feast.
12- Resources
 Maps
During the lesson Continent Puzzle Map, students will
use the Europe continent map and control map.
 Charts, timelines, globes or graphs
During the lesson Cave Drawing, students will learn about different forms of
communication between now and years ago and will be able to create their own story through
a crave drawing (timeline).
During the lesson Multiple Language Word Match, students will match common terms
from Spain, Italy and the United Kingdom to their United States equivalent words.
 Primary and Secondary Sources



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Rebecca Addison
Google Images
Google Translate
 Artifacts/ Regalia
During the lessons; Cave Drawings, Picasso Inspired Art, Mosaic Tile Patterns and
Carnevale Festival Masquerade Masks, student will be shown real example images. Students
will then be able to create their own works.

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 Visual Art
During the lessons; Cave Drawings, Picasso Inspired Art, Mosaic Tile Patterns and
Carnevale Festival Masquerade Masks, student will be shown real example images. Students
will then be able to create their own works.
Images are the same as the graph on previous page.
 Websites




 Children’s Books
During the lesson Cinderella from other Cultures, students will retell our version of
Cinderella and then listen to the Italian and Spanish versions.

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 Picture File
 Community
After the lesson Carnevale Festival Masquerade Masks¸ students will celebrate the end
of the unit with their own Carnevale Festival. During this festival, parents and guardians will be
invited to participate in the celebration.
13- Glossary
1. Carnevale- is an annual festival held in Venice, Italy
2. Tattercoats- a shirt or coat with rags or tatters sewn onto it.
3. masquerade- pretending to be someone else.
4. island- a piece of land surrounded by water.
5. peninsula- a piece of land surrounded by water on three sides.
6. pattern- a repeated decorative design.
7. abstract art- art that does not attempt to represent anything.
8. explore- travel in or through an unfamiliar area in order to learn it.
9. Pablo Picasso- was a Spanish painter, sculptor, printmaker, ceramicist, stage designer,
poet and playwright.
10. Stonehenge- standing stones on Salisbury Plain in southern England.

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14- Parent Letter English & Spanish
Dear Parents or Guardians,
Your student will be starting a unit on different cultures in three European countries:
United Kingdom, Spain and Italy. Through this unit a variety of cross-curriculum lessons are
provided for the students to complete. These curriculums vary from geography and culture to
math, language and art. A variety of lessons allows the students to get an abundance of new
information and gives them new lessons in curriculums they may favor. When the students see
that the material they are learning includes something they enjoy, their skills in those subject
areas tend to improve.
Also, there will be a celebration at the conclusion of the unit, on Friday! During the unit
your student will have created their own Italian Carnivale mask. At this celebration students will
wear their masks and dance to traditional Carnivale festival music. We would love for you to
come! There is a need for snacks and drinks. At the bottom of this letter is a place for your
signature showing that you received this letter. Below the signature is a sign-up form for what
you and your child will bring for. Sincerely,
Ms. Coyne
Name: __________________________________ Students name: ________________________
Signature: ____________________________________ Attending: ___yes ___no
Food/Drink Item: _______________________________________________________________
Signature: ____________________________________________________________________
** Please remember class allergies and food restrictions! **

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Estimados padres o tutores,
Su estudiante comenzará una unidad en diferentes culturas en tres países europeos: Reino
Unido, España e Italia. A través de esta unidad se proporciona una variedad de lecciones de
currículo cruzado para que los estudiantes las completen. Estos currículos varían desde la
geografía y la cultura hasta las matemáticas, el lenguaje y el arte. Una variedad de lecciones les
permite a los estudiantes obtener una gran cantidad de información nueva y les da nuevas
lecciones en los planes de estudio que pueden favorecer. Cuando los estudiantes ven que el
material que están aprendiendo incluye algo que les gusta, sus habilidades en esas áreas tienden a
mejorar.
Además, habrá una celebración en la conclusión de la unidad, el viernes! Durante la
unidad, su alumno habrá creado su propia máscara italiana Carnivale. En esta celebración, los
estudiantes usarán sus máscaras y bailarán a la música tradicional del festival Carnivale. ¡Nos
encantaría que vinieras! Existe la necesidad de bocadillos y bebidas. Al final de esta carta hay un
lugar para su firma que muestra que recibió esta carta. Debajo de la firma hay un formulario de
registro de lo que usted y su hijo traerán.
Sinceramente,
Sra. Coyne
Nombre: _____________________________ Nombre del estudiante:_____________________
Firma: ____________________________________ Asistiendo: ___ sí ___no Artículo de
alimentos /bebidas:_____________________________________________________________
Firma: ____________________________________________________________________
** ¡Recuerde las alergias de clase y las restricciones alimenticias! **

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15- Bulletin Board/Center
Explore the Culture of Europe Bulletin Board
My class bulletin board would look similar to this image. For this unit, I would only have
images of the United Kingdom, Spain and Italy posted on the board. The board would be
sectioned off into three to highlight these three countries. Examples of student lessons will be
displayed.
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Student Center Lesson
Stonehenge
 There will be two students at the center at a time
 One student will work on the first picture in the table above and the second student will
work on the second picture in the table.
 The students will use the stones in the basket to recreate the Stonehenge by placing the
stones over the ones in the image.

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 If more time remains both students will combine their skills to recreate the Stonehenge on
the third image as it would have looked when it was first built.
16-Variety of groupings
Lessons for the Europe unit will be taught in both whole groups and small groups. These
groups will include the four and five-year-old students as one group and as two separate groups.
Students will then be able to complete the lessons on an individual basis when chosen.
17- Lessons are engaging and age and content appropriate
 Story-Telling
Students will listen to the story Cinderella as told in other cultures.
 Visual
All lessons in this unit are presented and demonstrated visually. Students who learn better with
visual representation will be able to see the lessons completed before individually completing
them.
 Auditory
All lessons in this unit demonstrations are presented verbally. Students who learn better
auditorily will have a clear verbal understanding of how to complete the lesson.
 Manipulatives
All lessons in this unit utilize manipulatives that will help hands on learners.
 Music
Music is used in this unit during our class Carnevale Festival. This will help students visualize
and recreate their own Carnevale.

COYNE 40
18- Students are involved in problem solving and critical thinking
1. Stonehenge
As an extension to this lesson, students will recreate the Stonehenge as it would have
been seen years ago. After completing the initial lesson, students must use their knowledge of
a circle to fill in the missing stones of the Stonehenge to recreate the complete circle once
more.
2. Multiple Language Word Match
Students must use their knowledge of foreign languages to match United States words with
their foreign equivalent.
3. Mosaic Tile Patterns
Students are asked to create a repeating pattern. Students must use problem-solving
techniques to accurately create a repeating mosaic tile pattern for this lesson.
19- Variety of instructional strategies
The lessons in this unit are centered around a hands-on learning style. Every lesson
utilizes manipulatives to help students have concrete understanding of the information being
taught. Lessons are shown and taught verbally and can be reshown at any time for students who
learn better visually and auditorily.
20- Appropriate use of technology

COYNE 41
During the lessons, example images will be shown on the SmartBoard to ensure that the
image is large enough to see clearly and all students will be able to see it from their spots on the
rug.
The classroom utilizes an app called SeeSaw that allows visual communications with the
parents through pictures. Five-year-old students can take pictures of their work on their own and
upload it to their account and the teacher will take pictures of the rest. Parents can log onto their
Seesaw account and see their students’ work at any time.
At the conclusions of this lesson students will have a Carnevale festival with traditional
Carnevale music. The teacher will use a device and speakers to play the music. This festival will
be presented to the families.
21- Interdisciplinary: SS, L/A, visual arts, NCSS
 Continent Puzzle Map- Art/ Geography
Students will be able to locate Europe and distinguish where Europe is to America.
Students will use an art standard to distinguish Europe to America. Students are actively using
the pincer grasp to remove the puzzle piece from the puzzle and place it on the control map.
 Land Formations-History/ Geology
Students will be able to accurately identify an island and peninsula and be able to
verbally recognize how it relates to the United Kingdom, Spain and Italy.
 Cave Drawings-History/ Language Arts/ Art
Students will be able to understand how families used to communicate through cave
paintings and create their own. Students will use historical communication skills to tell a story
and be able to verbalize the story to others.

COYNE 42
22-Active Student Engagement
Independent Investigation
 Lesson plan: Land Formations
o Students will use the land and water form trays to figure out what the land
formation is. Students pour water into the tray to highlight the land and determine
what type of land form it is.
Questioning Concepts
 Lesson Plan: Cinderella from other Cultures
o Students will relay our version of Cinderella and then be read the version from
Italy and Spain. Students will pick out the differences between the stories and
relay them to the teacher.
Seeking Resources
 Lesson Plan: Cave Drawings
o Students will learn a past form of communication: drawing on cave walls.
Students create their own cave wall drawing by reflecting on a personal
experience in their students. Student will then use that personal experience to
draw their story.
23- Assessment for Instruction
Lesson Order Assessments

COYNE 43
Initiating Activity Pre- Students will point out where
Continent Puzzle Map America is on the map
During- Students will use the puzzle
map correctly and be able to
take it apart and put it back
together.
Post- Students can locate Europe
and distinguish where Europe
is to America.
Land Formations Pre- Students have mastered the
Continent Globe and maps
lessons.
During- Students will use the material
correctly and name the land
formations as they are
Post- Students will be able to
verbally identify islands and
peninsulas and recognize that
the United Kingdom is and
island and Spain and Italy are
peninsulas.
Land, Air, Water with objects Pre- There is no pre-

assessment
COYNE 44
During- Students will be able

to identify the three
parts; land, air and
water.
Post- Mastery will be assessed by
if students can place the
animals in their correct
environments.
Multiple Language Word Pre- Students can read some
Match words
During- Students can focus on placing
the cards.
Post- The student can distinguish
between common words in
different languages.
Cave Drawings Pre- There is no pre-assessment
During- The student will be able to
create their own cave drawing
to tell a story.
the student being able to relay
the story of their drawing to
the teacher.
Cinderella from other Pre- Students can retell our
Cultures culture’s version of
Cinderella.
COYNE 45
During- Students will actively listen
to the teacher reading.
Post- Students will be able to relay
and understand differences
between our versions of the
story and other cultures’
versions.
Picasso Inspired Art Pre- Student has completed the
previous lesson to get the
colored paper pieces
During- Student will use the material
correctly.
Post- Students will create their own
Picasso inspired art.
Stonehenge Recreation Pre- There is no pre-assessment
During- Understand that the
Stonehenge was originally
created as a circle.
Post- Students will place the stones
on the control picture of the
Stonehenge
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Mosaic Tile Patterns Pre- Student has completed the
previous lesson to get the
colored paper pieces
During- Students can focus on making
a pattern
Post- Mastery will be assessed by if
the student can accurately
make a consistent, repeating
pattern.
Carnevale Festival Pre- There is no pre-assessment
Masquerade Masks During- Students can concentrate on
using the material correctly
students being able to
verbalize when asked why/
what Carnevale masks are
worn for.
24- Assessment Plan for Instructions
Pre-Assessment:
COYNE 47
Pre-assessments are used to gain understanding about what the students already know and
how to adjust the rest of the lesson. This will also help the teacher gauge student growth
throughout the lesson. Knowing what the students know is key to how the lesson will go. For
lessons ____________there are no pre-assessments because the lesson does not require students
to have prior knowledge. Lessons 1 and 2 require students to have mastered previous lesson
before beginning this lesson. Students need to have some form of understanding of previous
knowledge for lessons 4 and 6. Both lessons 7 and 8 require students to have completed a lesson
before hand to gather the materials needed for the lessons in this unit. If students cannot
complete the before assessments then they cannot move on through the lesson.
1. Students will point out where America is on the map
2. Students have mastered the Continent Globe and maps lessons.
3. There is no pre-assessment
4. Students can read some words
6. Students can retell our culture’s version of Cinderella.
7. Student has completed the previous lesson to get the colored paper pieces
9. Student has completed the previous lesson to get the colored paper pieces
During Assessment:
During-Assessments are used to keep students on track. This will inform the teacher if
adjustments need to be made. The teacher will monitor the lesson to ensure that progress is being
COYNE 48
made and can correct a student if needed. The during-assessments for this unit help progress
students to master the lesson. If students are not completing the steps needed for the
1. Students will use the puzzle map correctly and be able to take it apart and put it back
together.
2. Students will use the material correctly and name the land formations as they are
3. Students will be able to identify the three parts; land, air and water.
4. Students can focus on placing the cards.
5. The student will be able to create their own cave drawing to tell a story.
6. Students will actively listen to the teacher reading.
7. Student will use the material correctly.
8. Understand that the Stonehenge was originally created as a circle.
9. Students can focus on making a pattern
10. Students can concentrate on using the material correctly
Post-Assessment:
Post-Assessments are used to inform the teacher on whether the students understood the
concept of the lesson. This will be used to gauge progress between the beginning and end of the
lesson. This will help the teacher plan future lessons. The post-assessments will determine
mastery and if the students have advanced enough to move on to the next lesson.
1. Students can locate Europe and distinguish where Europe is to America.
2. Students will be able to verbally identify islands and peninsulas and recognize that the
United Kingdom is and island and Spain and Italy are peninsulas.
COYNE 49
3. Mastery will be assessed by if students can place the animals in their correct
environments.
4. The student can distinguish between common words in different languages.
5. Mastery will be assessed by the student being able to relay the story of their drawing to
the teacher.
6. Students will be able to relay and understand differences between our versions of the
story and other cultures’ versions.
7. Students will create their own Picasso inspired art.
8. Students will place the stones on the control picture of the Stonehenge
9. Mastery will be assessed by if the student can accurately make a consistent, repeating
pattern.
10. Mastery will be assessed by students being able to verbalize when asked why/ what
Carnevale masks are worn for.
25- Accommodations include Diverse Learners
One student will need to sit closest to the teacher to accommodate their visual
impairment. This student cannot see well and therefore needs to be placed as close to the teacher
teaching as possible in order to see the lesson presented.

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COYNE 1

Thematic Unit- Cultural European

2- Overview of Pupil Demographics

factors of three European countries: United Kingdom, Spain and Italy.

5- SC Standards and/or Indicators/NCSS Thematic Strands

7- SC Standards and/or Indicators/NSAAS

9. Algebraic Thinking and Operations

States is on the map to gain and understanding of continent locations.

Teacher Education Lesson Plan Template

Teacher Candidate Tracie Coyne Date_______

Subject/Grade Level Art/Geography/ Montessori Kindergarten

Lesson Title or Essential Question:

Curriculum Standards Addressed:

How will individual student needs be accommodated in this lesson?

Learning Objective(s) Assessment(s) of the Objectives:

Teacher Education Lesson Plan Template

Teacher Candidate Tracie Coyne Date_______

Subject/Grade Level History/ Geology/ Montessori Kindergarten

Lesson Title or Essential Question:

Curriculum Standards Addressed:

How will individual student needs be accommodated in this lesson?

Learning Objective(s) Assessment(s) of the Objectives:

 Students have mastered the

 Land and Water form trays

 The teacher will demonstrate how to clean up the lesson.

Teacher Education Lesson Plan Template

Teacher Candidate Tracie Coyne Date_______

Subject/Grade Level Science/ Montessori Kindergarten

Lesson Title or Essential Question:

Curriculum Standards Addressed:

How will individual student needs be accommodated in this lesson?

Learning Objective(s) Assessment(s) of the Objectives:

Teacher Education Lesson Plan Template

Teacher Candidate Tracie Coyne Date_______

Subject/Grade Level Language Arts / Montessori Kindergarten

Lesson Title or Essential Question:

Curriculum Standards Addressed:

How will individual student needs be accommodated in this lesson?

Learning Objective(s) Assessment(s) of the

English Spanish Italian United Kingdom

Hello Hola Ciao Hello

Goodbye Adios Addio Cherio

Mask Mascara Maschera Mask

Truck Camion Camion Lorry

Teacher Education Lesson Plan Template

Teacher Candidate Tracie Coyne Date_______

Subject/Grade Level History/ Language Arts / Montessori Kindergarten

Lesson Title or Essential Question:

Curriculum Standards Addressed:

Standard 3: Communicate information through strategic use of multiple

How will individual student needs be accommodated in this lesson?

Learning Objective(s) Assessment(s) of the

 Mastery will be assessed by

 The teacher will grab one sheet of brown paper bag.

Teacher Education Lesson Plan Template

Teacher Candidate Tracie Coyne Date_______

Subject/Grade Level Language Arts/ Montessori Kindergarten

Lesson Title or Essential Question:

Curriculum Standards Addressed:

How will individual student needs be accommodated in this lesson?

Learning Objective(s) Assessment(s) of the

 Students can retell our

version of the story.

Cinderella (Italy). (n.d.). Retrieved September 23, 2017, from