Lesson Plan Template

EDU 325 Foundations: Pedagogy in Reading and Writing, Technology, and Special Education Lesson Plan Template (You may not use every box every day during field experience) Teacher Candidate: Alyssa Donaldson, Danielle Dunas, Tedi Politano, and Rose Ramirez Date: 10/15/12 Unit Title: Day of the Dead Subject: English, Social Studies, Math, and Spanish Grade Level: 3rd

Lesson Title/Number

Day of the Dead Social Studies

Common Core Standards

Standard 2: World History Students will: use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

21st Century Skills

Key Idea 1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives. Spanish 3. RL. 2: Recount stories, including fables, folktales and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. English (3.W.2) 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Only include what will be assessed.

Math CCSS. Math Content.3NF.A.3 Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent by using a visual fraction model. Lesson Objectives (Blooms Taxonomy) 1. Students will be able to Social Studies 1) Students will be able to identify what the Day of the Dead is and
the history behind it.

2) Students will be able to distinguish the different traditions and Must be numbered.
Spanish aspects of the Day of the Dead.

1. Students will be able to identify when and where Day of the Dead is celebrated and was originated. 2. Students will be able to give examples of how they will celebrate their ancestors. 3. Students will be able to explain how Mexican families prepare their rituals for Day of the Dead. 4. Students will be able to translate the Spanish words and define their meanings.

English 1) Students will be able to write a poem about the Day of the Dead. Math 1) Students will be able to define what an equivalent fraction is. 2) Students will be able to express their own equivalent fraction. 3) Students will be able to solve a worksheet prepared by the teacher. 4) Students will be able to compare their answers on the worksheet with a partner. 5) Students will be able to compose a sugar skull.

1. Evidence that students have achieved objective # 1 Social Studies 1) Day of the Dead worksheet 2) Jeopardy Game

Spanish Acceptable Evidence *Could be collected for accountability/auditing purposes.

1. From the history lesson students will already have knowledge of when and where the Day of the Dead is celebrated and was originated. 2. After reading the book Day of the Dead by Tony Johnston the students will give examples on how they could celebrate their ancestors. 3. From the book students will explain what they learned about how Mexican families prepare their rituals for Day of the Dead. 4. Students will be introduced to vocabulary in the beginning of the lesson and constantly be reminded of the words during the story. English 1. Students will complete a poem after reviewing the format of a poem and the information they learned about the Day of the Dead. Math 1) Bell Ringer 2) Whiteboards 3) Worksheet 4) Think. Pair. Share. 5) Sugar Skull

Procedure Teacher input, development, instructional method(s), modeling, guided practice, *The teacher willThe students will (chronological)
Social Studies

I. a) Teacher will write on the board (visual): Write down anything you know about Day of the Dead or what you think it is about. (Bell ringer)

independent practice, and/or activities

b) In their journals students will write their thoughts down. c) Teacher will ask students to volunteer and share any information they want to from their journals. (auditory)

Label: Bell Ringer Also may be called: set induction, anticipatory set, introduction/review, Do Now

II. a) Teacher will hand out information sheet about the Day of the Dead. (visual) b) Students will read silently to themselves. c) Teacher will go over the important details of the holiday and ask if anyone has any questions. III. a) Teacher will hand out the fill in the blank worksheet and allow students time to work in pairs to fill it out. b) Teacher will ask students to repeat the directions and report back what they are supposed to be doing. (CFU-directions) IV. a) Teacher will go over answers with the class and wrap up their discussion. Spanish Since the history lesson is going to be taught before the Spanish lesson, students will already have some background knowledge of the Day of the Dead. The teacher will have vocabulary words scattered on the smart board. The teacher will announce each word and ask the students to repeat the words back. The students will repeat the words back to the teacher as a class so they can understand the word better. -Tios -Tias -Empanadas -Dia de los Muertos -Ofrendas -Calaveras de Azucar -Esperense -Tejocotes Each student will receive a worksheet with the list of words and for each word there is a space for the definition, and another space to use the word in a sentence. The worksheet will be filled out as a class. After bell ringer, the teacher will read Day of the Dead by Tony Johnston to the class and ask questions throughout the story. Bell Ringer: Students will complete a word search to become familiar

Label: visual, auditory, and kinesthetic Accommodations for learning modalities

Label: Checks for Understanding: directions, procedures/routines, and/or content (formative)

Ex. (CFU directions)

with the vocabulary words. Auditory: Students will participate in a class discussion regarding background information and the vocabulary words. Visual: The teacher will use the smart board, and students will complete a worksheet to help them understand the vocabulary words. Check for Understanding:

Label: Evidence of Cognitive Student Engagement(CSE)

Each student will repeat one vocabulary word back to the teacher as well as define it in their own words.

English The teacher will review information about the Day of the Dead. The students will discuss the Day of the Dead in class. The teacher will review the structure of a poem. The students will complete a worksheet to review poetry and then write a poem.

Bell Ringer The students will complete a worksheet to review the structure of a poem, and also to see an example of the poem they will be assigned. Students may review their worksheets with a partner once theyre completed. Learning Modalities Auditory Students will discuss the Day of the Dead and poems in class. Visual Students will write poems about the Day of the Dead. CSE- Each student will tell their group two things that they learned about the Day of the Dead. Closure- Students will participate in group discussions, as well as a class discussion regarding the Day of the Dead and their poems.

Math The teacher will create a guided notes sheet.

(Bell Ringer) The students will review the notes and define equivalent fractions in their own words. (CFU-class discussion) (Auditory, Visual, and Kinesthetic) The teacher will create problem to put on the smart board as an example of what an equivalent fraction looks like. The students will create their own problems to solve using their whiteboards. (Kinesthetic and Visual) The teacher will create a worksheet The students will solve the problems on the sheet (CFUwalking around the room) (Visual, and Kinesthetic) The students will compare their answers with a partner. (CFUmake sure their answers are correct) (Auditory, Visual, and Kinesthetic) The teacher will hand out the directions for the sugar skulls and review them. (Auditory and Visual) The students will create their own sugar skulls. (Kinesthetic)

Closure of whole day: Assessment/ Evaluation At the end of the day play jeopardy game with entire class to review all subject areas. Hand out coloring sheet to use as decoration for the classroom.

Social Studies Bell ringer- The purpose of this is to get students thinking about what they already know about the Day of the Dead and come up with their own ideas before the discussion is opened up to the entire class. Formative Assessment: Fill in the Blank worksheet-The purpose of this is to test their comprehension of the information sheet and prepare them for later lesson later in the day. Spanish Teacher will ask the students questions regard the book Day of the Dead by Tony Johnston. English Informal Assessment

Label: formative or summative and describe purpose

The teacher will walk around the room while the students are writing their poems and help students with any questions they may have. The teacher will give feedback to the students. Formal Assessment The teacher will refer back to the bell ringer and ask students to identify the parts of a poem they reviewed. Math Formative- Worksheet, Sugar Skull This will be used to make sure the children understand why certain fractions are equivalent. Technology Closure All subjects incorporated into the jeopardy game on the Smart board. 1) Jeopardy All four subject areas. 2) Coloring sheet. Accommodations and/or Interactions with Co-Teachers and/or Support Staff Resources/ Materials The lesson plan is set up to accommodate the three learning modalities: visual, auditory, and kinesthetic. The lesson can be altered to accommodate special learning needs.

Social Studies Two worksheets, Journal Spanish Word Search, Worksheet with vocabulary words, Day of the Dead by Tony Johnston English Paper, Pencils, Colored Pencils, Worksheets Math Skull molds, Vanilla, Eggs, Light Corn Syrup, Powdered Sugar, Cornstarch, Smart Boards, Worksheet, Ways to pair up kids, Guided

notes, Bell Ringer. One classroom day divided into four sections. Time Required