4.+Five+Day+Unit+Plan

Teacher(s) Name: __Angie Esparza, Katherine Hill, Annemarie Bazzo, Jill Iracleanos and Nicollette LeBel__ Thematic Unit Theme/Title/Grade Level:All about Mexico / Grade 3 __ Wiki space address: ____http://ucf3mexicosp10.wikispaces.com__ = Daily Lesson Plan Day/Title: Day One: Introduction of Mexico = = __Word Processed By:__ Angie Esparza = The student will create a portfolio to store all work from theme. The student will be able to connect to Mexico from sharing the Gulf of Mexico. The student will be able to translate their name in Spanish. || I. Culture II. Time, Continuity, and Change X. Global connections __ SS.3.G.1.1: Use thematic maps, tables, charts, graphs, and photos to analyze geographic information. __ __SS.3.G.1.2: Review basic map elements (coordinate grid, cardinal and intermediate directions, title, compass rose, scale, key/legend with symbols).__ __ SS.3.G.2.1: Label the countries and commonwealths in North America (Canada, United States, Mexico) and in the Caribbean (Puerto Rico, Cuba, Bahamas, Dominican Republic, Haiti, Jamaica). S.3.G.4.3: Compare the cultural characteristics of diverse populations in one of the five regions of the United States with Canada, Mexico, or the Caribbean. SS.3.G.4.4:Identify contributions from various ethnic groups to the United States. LA.3.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate; __ || // Teacher Activities/Student Activities // · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || Best Practice Strategies: Quality Childeren’s Literature, Activeboard and Portfolio Assessment. 1. The teacher will introduce Mexico during literacy block using “The Legend of the Poinsettia” by Tomie dePala 2. During the Social Studies block, the teacher will pass out the Pre-Test of Mexico and have the students answer individually and silently. Give students 5 minutes to complete as much as possible 3. Once completed, go over the pre-test orally as a group. 4. Pass out the Map of North America. Ask the students if they can recognize anything. 5. Tell students to color-in Florida in Green. 6. Describe and show them where Mexico is. Ask the students to color in Mexico in Red. 7. Have students label the Gulf of Mexico, Pacific Ocean, and Atlantic Ocean. 8. The teacher will lead a class discussion on the size of Florida compared to Mexico using the scale. “Can you find what area you live in?” “Is Florida smaller or bigger than Mexico?” “Can you find an area in Mexico that is smaller than Florida? “ 9. Optional: Have students measure with the scale the distance between Florida and Mexico (Connection). 10. After have students cut out map. 11. Next, show the students how to create a paper suitcase. 12. Step by step: 1-Trace over outline, 2-cut out suitcase, 3- fold over crease/line, 4- Staple on two opposite sides lea ving length (Long side with handle open), and last 5- Fold portfolio half way (hamburger) and cut triangle for the handle. 13. Paste the map on the Portfolio. 14. Open up [] on the active board and have students, one by one, put their names into find their name translated into Spanish. If there is not much time this step can be done while students are making their portfolios. 15. Tell students to write their new name on their portfolio. 16. Have the students put their work (Pre-test) in their portfolio and keep in class. 17. When all students finish, tell the students to discuss their new name to their parents. If resources allowed have students look up one fact on Mexico. || “The Legend of the Poinsettia” by Tomie dePala Pre-Test (Attached) (ActiveBoard if available.) Map of Mexico (Attached) || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || // Be sure to include Pre/Post assessment in your lesson plans! // Pre-Assessment: Pre-Assessment will be attached. Teacher will monitor work during activity Post-Assessment: Friday’s assessment will be the culmination of all the assignments put in the Suitcase Portfolio, graded by checklist. All work from Monday is based on completion. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: Give the student more time to work on Pre-Test. Have ELL student (if has a Spanish name already) have student choose any name they want. Give student dictionary in their native language (Spanish to English). Gifted/Talented: Have student label the providences of Mexico. ||
 * = Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? ** || The student will recognize Mexico on a map.
 * ** NCSS Theme/Sunshine State Standards ** || NCSS Theme:
 * Student Activities & Procedures
 * == Resources/Materials == || // [] //
 * ** Assessment **
 * == Exceptionalities ==
 * == Discussion Notes == || Have student go home and talk about the meaning of their new Spanish name. If resources available, have students look up one fact on Mexico. ||

Teacher(s) Name: __Kate Hill, Nicky LeBel, Angie Esparza, Jill Iracleanos, Annemarie Bazzo__ Thematic Unit Theme/Title/Grade Level: __Mexico! 3rd Grade__ Wiki space address: http://ucf3mexicosp10.wikispaces.com/ Daily Lesson Plan Day/Title: __Day 2 – Tuesday/ History & Geography of Mexico__ Word Processed By: __Kate Hill__ The student will learn some about some important Mexican people through a power point presentation. The student will learn the geographical location of Mexico and what lies around it by viewing it on a map. The student will be able to identify the United States of America in relation to Mexico. The student will create a puzzle map of Mexico. || I. Culture II. Time, Continuity, and Change III. People, Places, and Environment V. Individuals, Groups, and Institutions
 * =Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? ** || The student will learn some important history facts about the history of Mexico through a power point presentation.
 * **NCSS Theme/Sunshine State Standards **List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education []. // || ** NCSS Themes: **

SS.3.G.1.1: Use thematic maps, tables, charts, graphs, and photos to analyze geographic information. SS.3.G.1.2: Review basic map elements (coordinate grid, cardinal and intermediate directions, title, compass rose, scale, key/legend with symbols). SS.3.G.4.2: Identify the cultures that have settled the United States, Canada, Mexico, and the Caribbean. LA.3.1.6.1: The student will use new vocabulary that is introduced and taught directly; LA.3.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate; || //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || 1. The teacher will begin the lesson by reviewing what was learned in Monday’s lesson. 2. The teacher will put a picture of the Mexican flag on the Activboard (from the PowerPoint). The teacher will then take the actual Mexican flag and ask the students, “Who knows what country this flag is from?” The flag can then be passed around for students to touch. 3. The teacher will then go into the history of the flag: 4. Teacher asks students if they see any similarities with the Mexican flag and our flag. Then show both flags and see if they were right or wrong. 5. Teacher passes out a coloring sheet of the Mexican flag and the students color the flag with the correct colors in the right order (This is one of the __best practice__ activities that will go in the Suitcase Portfolio). 6. Next, the teacher will cotinue with the presentation on the Activboard. The first part includes some facts about Mexican History. The students will take some notes in their notebook. 7. The presentation goes on to discuss 4 major people in Mexican history. Explain to the students that they will create a BioPoem (a __best practice__) for their homework based on one of these people. The students will use their notes to do this. The important people are: 8. After the presentation, review the 4 people again. The teacher will show the directions and an example of a BioPoem on the Activboard of Herman Cortes for the students to see. Teacher will show the rubric for the BioPoem as well so students know what is expected of them.
 * Sunshine State Standards: **
 * **Student Activities & Procedures**
 * Green: The Independence Movement – the HOPE of the future to come. Teacher then writes HOPE on the green part of the flag.
 * White: The PURITY of the Catholic faith – staying true to their religion. Teacher then writes PURITY on the white part of the flag.
 * Red: The fight for independence – represents the blood of the heroes. Teacher then writes UNION on the red part of the flag.
 * The flag includes the Mexican coat of arms which has an eagle with a snake in its beak perched on a cactus.
 * The Virgin of Guadalupe – show statue of her when on her slide
 * Hernando Cortes
 * Pancho Villa
 * Miguel Hidalgo y Costilla

9. Next, the students are going to learn more about Geography than they did in Day 1. 10. The teacher will bring up this map in Activboard (found on the same PowerPoint). [] 11. With this map, the class is going to play “Where in the World is Mexico?” The teacher will explain to the students that they are going to play a fun game about Mexico. 12. To play, follow these steps: v Which U.S. states border Mexico on the north? (California, Arizona, New Mexico, Texas) v What is the capital of Mexico? (Mexico City) v What oceans are by Mexico? (Pacific, Gulf of Mexico) v How many peninsulas does Mexico have? > // Off We Go To Mexico! //// By: // Laurie Krebs and Christopher Corr // Look What Came From Mexico //// by: // Miles Harvey // Made in Mexico //// by: // Peter Laufer and Susan L. Roth // The Mexican American // by: Julie Catalano > [] > [] > [] > [] > [] > [] > [] > [] > [] || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || Pre-Assessment: Post-Assessment: What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: Gifted/Talented:
 * First, review the compass on the map; North, South, East, West.
 * With the map up, ask the class the following questions (answers in parenthesis, as the students answer the teacher can circle the answers on the Activboard map):
 * Next, the teacher passes out an index card, envelope, and this map: []
 * Have students write name on envelope. The teacher says that the students are going to color the map and then cut it out. The teacher shows her map already colored and cuts it out in front of the students (**Demonstration).**
 * The teacher then explains that the students will then glue the map to their index card. Then teacher demonstrates this and then explains the students will cut their map into five irregularly shaped pieces. The teacher models how to do this for the students and then says all pieces will go into the envelope.
 * After the teacher demonstrates what to do, the students begin. The teacher walks around to monitor and make sure the students are doing the activity correctly (**Practice).**
 * When every student is finished, the will pass their envelope to another student and each student tries to put together the other students map of Mexico (**Sharing).** This activity is a best practice that will go in the Suitcase Portfolio. ||
 * ==Resources/Materials== || * Internet access
 * Activboard
 * Mexican Flag for board
 * Mexican Flag for students to color
 * Presentation on history and important people
 * Example of BioPoem
 * Map for Activboard questioning - []
 * Map for students to color and create puzzle from - []
 * “Where in the World is Mexico?” directions - []
 * 5-inch by 8-inch index cards (one for each student)
 * Envelopes (one for each student)
 * Glue
 * Scissors
 * Crayons
 * Example to show students/finished example
 * Rubric for flag
 * Rubric for BioPoem
 * Rubric for puzzle map
 * Suitcase Portfolio
 * Students notebook
 * Pencils
 * Statue of The Virgin of Guadalupe
 * // Colors of Mexico // by Lynn Ainsworth Olawsky and illustrated by Janice Lee Porter
 * Other books to have in the reading corner:
 * Websites used:
 * **Assessment **
 * Monday will be the main pre-assessment.
 * For Tuesday, the students will be pre-assessed by doing a review of the day before.
 * The student’s notebooks will be informally assessed.
 * The teacher will also monitor the students for participation while they are completing their “Where in the World is Mexico?” activity.
 * Friday’s assessment will be the culmination of all the assignments put in the Suitcase Portfolio, graded by a rubric.
 * Students BioPoem’s will also be assessed based on a rubric. ||
 * ==Exceptionalities==
 * Model how to do the “Where in the World is Mexico?”
 * Show example of a BioPoem.
 * Show visuals.
 * Allow students to take notes with a partner during the presentation.
 * A dditional time can be given to those students who need it during center time.
 * Link information to prior knowledge.
 * Allow the students to actually touch the Mexican flag.
 * Can help the students who may be struggling with an activity.
 * Can create an additional BioPoem or go on the computer to find out more facts on people of Mexico if they finished early.
 * These students can use a different map during the “Where in the World is Mexico?” activity. This map is harder because it a blank map outline and they can try and figure out where each city goes. [] ||
 * ==Discussion Notes== || * The teacher will conduct a Read Aloud of // Colors of Mexico // by Lynn Ainsworth Olawsky and illustrated by Janice Lee Porter during the Literature Block. This book will teach new vocabulary, culture, and holidays of Mexico while enforcing colors.
 * The student’s homework will be to complete a BioPoem based on one of the people they learned about today. An example was shown in class as was the rubric for how it will be graded.
 * The students will be able to find other books on Mexico in the reading corner. Some of the books include: Other books to have in the reading corner: // Off We Go To Mexico! //// By: // Laurie Krebs and Christopher Corr, //Look What Came From Mexico// // by: // Miles Harvey, //Made in Mexico// // by: // Peter Laufer and Susan L. Roth, and //The Mexican American// by: Julie Catalano.
 * If time permitted, I would have the students create Mexican paper flowers.
 * Students are encouraged to go home and share what they learned with their families. ||

__ Teacher(s) Name: Annemarie Bazzo, Jill Iracleanos, Angie Esparza, Katherine Hill, Nicollette LeBel __ __Thematic Unit Theme/Title/Grade Level:__ __ Mexico/Economy/3rd Grade Wiki space address: __ __http://ucf3mexicosp10.wikispaces.com__

__ Daily Lesson Plan Day/Title: Day 3/Economy and Job Population __ Word Processed By: Annemarie Bazzo
__**What will students accomplish / be able to do at the end of this lesson? **__ || __- Students will understand what an economy is and how it affects a country - Students will learn what things are important to the economy of Mexico - Students will be able to identify the similarities and differences between currency - Students will be able convert simple currency problems - Students will complete a crossword puzzle to reinforce the things important to the economy - Students will create a travel brochure to help enforce the importance of tourism to the Mexican economy__ || - SS.3.E.1.2: List the characteristics of money - SS.3.G.3.2: Describe the natural resources in the United States, Canada, Mexico, and the Caribbean - SS.3.A.1.3: Define terms related to the social sciences - LA.3.2.2.3: The student will organize information to show an understanding of main ideas within a text through charting, mapping, or summarizing - MA.3.A.1.3: Identify, describe, and apply division and multiplication as inverse operations.__ || //Teacher Activities/Student Activities// · ____<span style="font-family: 'Times','serif'; font-size: 9pt;">What best practice strategies will be implemented? · ____<span style="font-family: 'Times','serif'; font-size: 9pt;">How will you communicate student expectation? · __<span style="font-family: 'Times','serif'; font-size: 9pt;">__What products will be developed and created by students?__ || # __Before class begins construction paper, plain white paper, scissors, glue, and markers will be placed in the center of each table. Copies of the Venn diagram will also be placed on the table and students wll be instructed when they will use this.__ <span style="color: #548dd4; font-family: 'Times','serif'; font-size: 11pt;">- ____ ActivBoard <span style="color: #548dd4; font-family: 'Times','serif'; font-size: 11pt;">- ____ Suitcase Portfolio <span style="color: #548dd4; font-family: 'Times','serif'; font-size: 11pt;">- ____ Glue <span style="color: #548dd4; font-family: 'Times','serif'; font-size: 11pt;">- ____ Paper <span style="color: #548dd4; font-family: 'Times','serif'; font-size: 11pt;">- ____ Scissors <span style="color: #548dd4; font-family: 'Times','serif'; font-size: 11pt;">- ____ Construction Paper <span style="color: #548dd4; font-family: 'Times','serif'; font-size: 11pt;">- ____ Markers <span style="color: #548dd4; font-family: 'Times','serif'; font-size: 11pt;">- ____ Crayons <span style="color: #548dd4; font-family: 'Times','serif'; font-size: 11pt;">- ____ Crossword puzzle <span style="color: #548dd4; font-family: 'Times','serif'; font-size: 11pt;">- ____ Venn diagram <span style="color: #548dd4; font-family: 'Times','serif'; font-size: 11pt;">- ____ Mexican money <span style="color: #548dd4; font-family: 'Times','serif'; font-size: 11pt;">- ____ Homework sheet (Conversion problems) <span style="color: #548dd4; font-family: 'Times','serif'; font-size: 11pt;">- __ __Calculators__ || · ____<span style="font-family: 'Times','serif'; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments? · ____<span style="font-family: 'Times','serif'; font-size: 9pt;">Are you using a rubric? · __<span style="font-family: 'Times','serif'; font-size: 9pt;">__Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes__ || <span style="color: #548dd4; font-family: 'Times','serif';">__Pre-Assessment: - Students will be asked to use prior knowledge to identify what economy is - Teacher will monitor student responses during multiple activities - Teacher will have students providing most answers to questions that arise in PowerPoint__
 * =<span style="font-family: 'Times','serif';">__Learning Objectives__ =
 * __**<span style="font-family: 'Times','serif';">NCSS Theme/Sunshine State Standards **<span style="font-family: 'Times','serif'; font-size: 10pt;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: 'Times','serif'; font-size: 9pt;">These can be downloaded from the Florida Dept of Education []. //__ || <span style="color: #548dd4; font-family: 'Times','serif'; font-size: 11pt;">__- SS.3.E.1.4: Distinguish between currencies used in the United States, Canada, Mexico, and the Caribbean
 * __Student Activities & Procedures
 * 1) __The teacher will start the PowerPoint presentation introducing the topic: The Economy of Mexico__
 * 2) __There will be a short review of what economy is. Students will have the opportunity to provide their answers and comments on what economy and economics is.__
 * 3) __Once they provide their answers, the teacher will show them the definition (in simpler terms).__
 * 4) __Students will be shown was Mexican money (pesos) looks like through pictures on the PowerPoint and samples passes around__
 * 5) __Students will then be instructed to grab a copy of the Venn diagram and simultaneously fill it out as the teacher writes on the ActivBoard. Students will be providing the information that will go into the diagram.__
 * 6) __Teacher will then introduce and discuss one of the more popular jobs in Mexico. This includes information on what is farmed.__
 * 7) __Teacher will show a small list of items grown and sold within Mexico, and items grown and sold outside of Mexico.__
 * 8) __Students will think aloud as to why they think corn is Mexico’s most popular domestic product__
 * 9) __Teacher will then introduce another important aspect of the Mexican economy: Industry and manufacturing.__
 * 10) __Students will be shown a list of some of the mot popular natural resources that come out of Mexico. They will again think aloud as to some of the purposes of these products.__
 * 11) __Students will then be asked what else they think is one of the most important things to Mexico’s economy.__
 * 12) __Teacher will explain that tourism provides a lot of fuel to their economy. They will also be shown a list of popular cities that are visited most frequently.__
 * 13) __Students will be instructed to use the materials they have on their desk to create their own travel brochures. They will be encouraged to remember what they learned in the previous lesson to help enhance their brochures.__
 * 14) __While students are working on their brochures, the teacher will pass around the conversion worksheet. They will have the option to complete this assignment at home or in class.__
 * 15) __Students who complete the brochure in class may place them in their portfolios.__
 * 16) __Students will take the conversion worksheet with them for homework.__ ||
 * ==__Resources/Materials__== || <span style="color: #548dd4; font-family: 'Times','serif'; font-size: 11pt;">__-__ __ PowerPoint
 * __**<span style="font-family: 'Times','serif';">Assessment **

__Post-Assessment: - Teacher will monitor children’s work during activities - Completed assignments will go into suitcase portfolio in which items will be checked off on rubric. - Teacher will check multiplication, division, and basic calculator skills students apply to conversion worksheet (see if they understood the conversion rate)__ || __What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc__ || <span style="color: #548dd4; font-family: 'Times','serif';">__ESOL/SLD: - Using a colorful PowerPoint presentation with colorful pictures. - Use of simple words on the PowerPoint that students will be able to understand easier. - Be ready to answer any questions that arise along the way. - Allowing group work to enable help from peers Gifted/Talented: - Asking higher level questions at the end of a few of the slides, i.e. what are some uses for their natural resources? This gives the gifted students an opportunity to share what they know. - Having students think back and activate recent knowledge that they learned. They would need to remember what was taught in the previous lesson and apply it to today’s assignment. - For students who finish brochure activity quicker than others, they may move onto the conversion worksheet before the end of class__ ||
 * ==__Exceptionalities__==
 * ==__Discussion Notes__== || <span style="color: #548dd4; font-family: 'Times','serif'; font-size: 12pt;">__My purpose for the crossword puzzle was for students to be able to bring it home and work on it there. This way they would have the opportunity to work on this assignment with parents and hopefully formulate a discussion on Mexico and its economy. They would be able to discuss with their parents how similar our economy is to theirs and perhaps some ways it differs.

I also wanted to have students make a brochure because this way they could incorporate what they learned on Day 2 with what they learned on Day 3. Tourism is a very important part of Mexico’s economy and I wanted students to feel like they are going to have an impact on that by creating their own brochures. I wouldn’t grade them by creativity, but just to see if they understand what they were taught about Mexico’s history and economy. I want to see if they grasp the ideas of the things that attract people to the country.

Students are given the conversion worksheet to help bring in another subject area to the lesson. This allows them to apply what they learned in the social science class and use mathematics at the same time. Students will be allowed to use calculators and parental help. The main idea is to get students to understand the worth of the US dollar compared to the Mexican peso.

I didn’t want to delve too deep into what economy is and how it functions. I just wanted to focus on what was important to Mexico and hopefully have students see the similarity between what’s important to our economy in comparison to theirs. I’m going off the assumption that they have already been taught what makes up a country’s “economy” and what aspects go into that.__ ||

__ Teacher(s) Name: Jill Iracleanos, Angie Esparza, Katherine Hill, Annemarie Bazzo, Nicollette LeBel Thematic Unit Theme/Title/Grade Level: Mexico/Traditions/Third Grade Wiki space address: http://ucf3mexicosp10.wikispaces.com/ Daily Lesson Plan Day/Title: __ __Day 4-Thursday/Traditions of Mexico__ __Word Processed By: Jill Iracleanos__

__**What will students accomplish / be able to do at the end of this lesson?**__ || __The student will understand the terms tradition and customs. The student will understand what the Day of the Dead celebration means in Mexico. The student will be able to compare and contrast Halloween and the Day of the Dead. The student will be able to create his or her own Day of the Dead mask. The student will be able to create his or her own papel cortado. The student will recognize the concepts of likeness and differences and have respect for the values and traditions of other cultures.__ || __I. Culture II. Individual Development and Identity III. Individuals, Groups and Institutions IV.Global Connections V. Civic Ideals and Practices
 * = __Learning Objectives__ =
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">__NCSS Theme/Sunshine State Standards__ **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> __List each standard. Cutting and pasting from the website is allowed. These can be downloaded from the Florida Dept of Education__ [|http://flstandards.org]__.__ || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">__NCSS Theme:__ **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">

SS.3.G.4.3: Compare the cultural characteristics of diverse populations in one of the five regions of the United States with Canada, Mexico, or the Caribbean. LA.3.1.6.1: The student will use new vocabulary that is introduced and taught directly; LA.3.1.7.6: The student will identify themes or topics across a variety of fiction and nonfictions selections; LA.3.3.1.1: The student will pre-write by generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer’s notebook, group discussion, printed material);__ <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> __SS.3.A.1.3: Define terms related to the social sciences. SS.3.C.2.1: Identify group and individual actions of citizens that demonstrate civility, cooperation, volunteerism, and other civic virtues.__ || Teacher Activities/Student Activities__ __//· What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students?//__ || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">__1. The teacher will have read “Piñata’s and Smiling Skeletons: Celebrating Mexican Festivals” during reading block. 2. The teacher will remind students that this week they are learning about Mexico and that people who live in Mexico have traditions. Remember the book we read during reading block about Mexican Festivals? 3. The teacher will ask the class if they know the meaning of tradition. 4. Students will generate answers and the teacher will tell them it’s the passing down of customs from generation to generation. 5. The teacher will clarify the term customs by giving examples such as Halloween and Thanksgiving and by asking students what customs their families celebrate. Do you decorate? Wear costumes? What kind of food do you eat? 6. The teacher will put on a Day of the Dead mask and introduce and read the book “Day of the Dead: A Mexican American Celebration”. 7. After reading the book, the teacher will draw a Venn diagram on the board or paper chart and have students compare and contrast the traditions of American Halloween to the Day of the Dead. How are costumes worn on Halloween the same or different than on the Day of the Dead? 8. The teacher will tell the students that they are going to make their own Day of the Dead mask just like the one the teacher was wearing. 9. Each student will receive a print out of the Day of the Dead mask, sequins, glue and yarn. 10. Students will work in groups creating their own Day of the Dead mask. 11. Students who finish early may read books placed in the library about Mexico that include; “The Pinata Maker” and “Making Magic Window’s”. They may also go online to:__ [] [] [] __12. When all students have completed the Day of the Dead mask they are told to place them into their suitcase portfolio. 13. The teacher will tell the students to take out their writing journals and write about what they learned about tradition. 14. In closing, the teacher will remind students how much fun it is to learn about all the different traditions people have from all over the world.__ || Day of the Dead mask and other resources available at:__ <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> [] __Book: The Day of the Dead: A Mexican-American Celebration By: Diane Hoyt Goldsmith White board or chart paper for Venn diagram Writer’s Notebook Suitcase Portfolio
 * Sunshine State Standards:**
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">__Student Activities & Procedures
 * __**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Resources/Materials **__ || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">__Book: Piñatas and Smiling Skeletons: Celebrating Mexican Festivals By: Suzanne Williams

Materials: Day of the Dead Mask copies for class Sequins Glue Yarn

Additional Literature for Library: The Piñata Maker By: George Ancona Making Magic Windows: Creating Cut Paper Art with Carmen Lomas Garza By: Carmen Lomas Garza

Internet Resources:__ //__National Geographic Kids:__ [] __Texas Council for the Humanities Resource Center__ [] __The History Channel__ []// || __· How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes__ || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">__PreAssessment: The teacher will give a pretest on Monday to find out student's background knowledge regarding Mexico. The teacher will ask students using questioning techniques eliciting what they know about traditions and finding out what prior knowledge the students have regarding customs.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">__Assessment__ **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">

Post-Assessment: At the end of the lesson, the teacher will have students record in their writer’s notebook’s what they learned about traditions.__ || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">__What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc__ || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">__ESOL/SLD: Teach questioning for clarification Promote cooperation (small groups) Link lesson topic to students’ prior knowledge Teach technical vocabulary supporting key concepts Integrate speaking, listening, reading and writing activities Use Venn diagrams to contrast and compare activities Use group assignments, portfolios, learning journals and non-print options as alternative assessment__ __Gifted/Talented: Extended activities are available through the books placed in the classroom library and the numerous activities available on the websites.__ ||
 * __**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Exceptionalities **__

The students will be making Papel Cordado (paper decorations) used to celebrate the Day of the Dead. The students will receive a Ziploc bag at the end of the day that contains a piece of tissue paper, glue, scissors and yarn. Instructions will also be included with the history of the decorations and instructions on how to make it. Everything needed to make the decoration is included in the baggie (important for those students who don’t have the materials available).__ ||
 * ==__Discussion Notes__== || __The teacher will send home a homework assignment designed to broaden the student’s knowledge of Mexican traditions and to involve parents in the learning process.

Teacher(s) Name: Nicollette LeBel Kate Hill, Angie Esparza, Jill Iracleanos, Annemarie Bazzo Thematic Unit Theme/Title/Grade Level: Mexico! Grade 3 __Wiki space address:__ ucf3mexicosp10.wikispaces.com

= Daily Lesson Plan Day/Title: = Friday: Food of Mexico = = Word Processed by: Nicollette LeBel__ The student will learn how Mexican food is different from foods in the Southeastern region of the U.S. The student will learn about the history of Mexican food and how other cultures or environmental influences affected the makeup of the Mexican diet. The student will learn how to create their own Mexican meal by incorporating important Mexican food staples. The student will understand how climate and vegetation affect cuisine in Mexico. || HE.3.C.2.1: Explore how different family traditions and customs may influence health behaviors. SS.3.G.3.1: Describe the climate and vegetation in the United States, Canada, Mexico, and the Caribbean. SS.3.G.4.1: Explain how the environment influences settlement patterns in the United States, Canada, Mexico, and the Caribbean. SS.3.G.4.3: Compare the cultural characteristics of diverse populations in one of the five regions of the United States with Canada, Mexico, or the Caribbean. SS.3.G.4.4: Identify contributions from various ethnic groups to the United States.
 * = Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? ** || The student will understand the major components of Mexican cuisine.
 * **NCSS Theme/Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. || Sunshine State Standards:

NCSS Themes: I. Culture III. People, Places, and Environments V. Individuals, Groups, and Institutions VII. Production, Consumption, and Distribution || · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || # During the 90 minute reading block, the teacher will have read Bravo, Tavo! //By Brian Meunier and// Mama Provi and the Pot of Rice //by Sylvia Rosa-Casanova. (**Best Practice**)// · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || Pre-Assessment: Post-Assessment: What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: Gifted/Talented: · The student’s homework will be to share the information they learned about Mexican food, ask their parents what their favorite Mexican meal is, and write a short paragraph about their parent’s response. · Student’s can find additional books in the reading center of the classroom · If time permits, I would allow several of the students to present their Mexican dish to the class. ||
 * ** Student Activities & Procedures **
 * Teacher Activities/Student Activities **
 * 1) The teacher will begin by discussing what was learned on Thursday, concerning traditions and holidays.
 * 2) The teacher will then place chips and salsa at each table for the students to eat, in order to access background knowledge of the topic through the senses.
 * 3) The teacher will then discuss the books that were read during the reading block and access the students knowledge about Mexico by asking the students: “What’s the first thing that comes to mind when I say Mexican food?” “What were some of the foods mentioned in the books we read earlier?” “What are some ingredients you may find in Mexican dishes?” “Do you think Mexican dishes are similar to the dishes common in the United States?”
 * 4) The teacher will then say “let’s see how Mexican cuisine has evolved through history and find out why the foods in our stories are important to Mexicans.”
 * 5) The teacher will then bring up the PowerPoint on the ActivBoard and go into the history of Mexican food, concentrating on the influences of the cultures that were in/came to Mexico and the environmental factors that influence the cuisine. (The students will take notes in their notebooks from the slides) (**Best Practice**)
 * 6) Mayans
 * 7) Aztecs
 * 8) Spanish Settlers
 * 9) Recent influence
 * 10) The teacher will then ask the students: “Are any Mexican ingredients similar to ingredients that your family uses or to those that are used in the United States?” “Why do you think Mexican dishes consist of corn, beans, peppers, and herbs?” “Do you think Mexico’s climate determines the foods in their diet?”
 * 11) The teacher will then show the students an empty storyboard that she created to show the evolution of the Mexican cuisine throughout history. She will show the separation of time periods and how the timeline is labeled. She will then say: “while the Mayans inhabited Mexico, a major ingredient of the cuisine included fruits, so I would draw a fruit in the first box.”(Demonstrate//)//
 * 12) The teacher will then divide the students into small groups and pass out a large piece of construction paper to each group that is divided into four sections.
 * 13) The teacher will then ask the students, as a group, to create a visual timeline, or storyboard, about the history of Mexican food. (The timeline should include approximate dates, show the four major influences in Mexico, and be created with markers to show the main food staples in each time period.) Information comes from their notes. (**Best Practice:** Practice//)//
 * 14) When finished, the students will stand up as a group and share what they drew and why they drew it (Share//) (This activity will not be included in the portfolio, but annotated records of observations will be kept to prove collaborative participation.)//
 * 15) The teacher will then collect the storyboards as she/he passes out a paper plate and glue to each student.
 * 16) The teacher will then pass out construction paper ingredients, some that are used in the Mexican cuisine and some that aren’t.
 * 17) The teacher will then show the students the beginning of the Mexican dish he/she created. The teacher will say “I chose to include corn in my Mexican dish because it is a common food in the Mexican diet.” (Demonstrate//)//
 * 18) The teacher will then say “using the information you have learned about Mexican food and ingredients, I want you to create your own Mexican dish. You can use as many or as little ingredients as you want but you must show that you are familiar with the components of Mexican cuisine. When you have glued your ingredients to your plate, you may then name your dish.” (Practice//)//
 * 19) The teacher will then ask the students to share their dish with their neighbor. (Share//)//
 * 20) The students will then place their Mexican food creation in their suitcase portfolio. (**Best Practice**)
 * 21) The teacher will then collect all of the portfolio suitcases and evaluate them based upon the rubric stapled to the back. (the suitcases will be sent home at the end of the day due to points being awarded for participation and effort rather than quality of the work)
 * 22) The teacher will then tell the students to share with their parents the dish that they created and why they created it. They will also be told to ask their parents what their favorite Mexican dish is and to write a short paragraph about their parent’s response. ||
 * == Resources/Materials == || * Internet access
 * ActivBoard
 * PowerPoint on the history of Mexican cuisine
 * Chips and salsa
 * Bowls
 * Student notebooks
 * Suitcase Portfolio
 * Glue
 * Markers
 * Examples of each activity
 * Rubric for portfolio
 * Paper plates
 * Construction paper (colorful for foods)
 * Construction paper divided into four for storyboards
 * Computer
 * Books used or implemented into the classroom:
 * Bravo, Tavo! // By Brian Meunier //
 * Mama Provi and the Pot of Rice // by Sylvia Rosa-Casanova //
 * Mice and Beans // by Pam Munoz Ryan //
 * El Barrio // by Debbi Chocolate //
 * Julio’s Magic // by Arthur Dorros //
 * Clara and Senor Frog // by Campbell Geeslin //
 * Elena’s Serenade // by Campbell Geeslin //
 * P is for Piñata // by Tony Johnston
 * Websites used:
 * []
 * []
 * []
 * [] ||
 * ** Assessment **
 * Monday will be the main pre-assessment
 * Pre-assessment on Friday will include a review of the lesson from Thursday
 * The student’s will be asked several questions about their knowledge of Mexican food.
 * The students will be observed and annotated records will be taken in order to monitor collaborative participation
 * The students notebooks will be informally assessed
 * The group storyboard will be posted on the classroom bulletin board as a form of participation assessment
 * The suitcase portfolio will be assessed according to the rubric stapled to the back. ||
 * == Exceptionalities ==
 * Model how to complete the storyboard and Mexican dish creation
 * Show visuals
 * Use manipulatives
 * Link information to prior knowledge
 * Present food to activate background knowledge and tactile representation
 * Allow extra time to complete assignments or allow collaborative completion of assignments
 * Turn them into a tutor/helper to aid the struggling students
 * Have them create a storyboard at home that documents the evolution of food in America
 * Have them create a choral poem about Mexican cuisine
 * Have them create a word sort or vocabulary activity for Mexican food terms (provide them with a list of terms) ||
 * == Discussion Notes == || · Two books will be read during the reading block in order to incorporate Mexican cuisine in more than one part of the day.