TGC Fellow Unit Template *

School/Location: EastSide Charter School / W

Grade: 2nd
Unit Title:
T

Prepared by:
Jasmyn Wright
Subject:
Reading /English
weeks
Unit Summary: Students will be able to understand who and why they are. They will be able to understand how their u
geographical setting gives depth to their identity, and why they respond to situations a certain way. They will understa
setting, upbringing, socioeconomic status, and neighborhood affect their viewpoints and perspectives. They will then le
are many people in their world who hold their own individual perspective because of where they are and how they wer
Students will then be enlightened to the generalized approach of thinking of themselves as a global citizen. Then, stud
explore how identities and cultures can often combine, connect, or intersect (like a crossroads). Students will also inv
different identities and cultures can create conflicts or misunderstandings. They will explain how a persons setting an
affects their way of living and thinking, and how this thinking can change when setting and occurrences change.
Explore and understand their cultural setting, and compare and contrast it to cultural setting different than their own.

Stage 1 Desired Results

ESTABLISHED GOALS:
SL.2.1. Participate in collaborative conversations with
diverse partners about grade 2 topics and texts with
peers and adults in small and larger groups.
SL.2.2. Recount or describe key ideas or details from a
text read aloud or information presented orally or through
other media.
SL.2.3. Ask and answer questions about what a speaker
says in order to clarify comprehension, gather additional

Transfer
Students will be able to independently use their learning to
purpose)
Recognize how ones identity can be shaped by upbringin
environment (family, single parent/dual parent household,
location, socioeconomic status, etc)
Gain understandings, resolve conflict, and develop respec
who may come from different cultures or have different vie
Analyze how different cultures can come together, sometim
within a community, other times creating conflict.
Apply multiple perspectives when viewing setting.
Communicate ideas independently and in groups.

information, or deepen understanding of a topic or issue.

RL.2.1. Ask and answer such questions as who, what,
where, when, why, and how to demonstrate
understanding of key details in a text. RL.2.3. Describe
how characters in a story respond to major events and
challenges.
GLOBAL COMPETENCY:
C1: Recognize their own and others perspective(s).
C2: Take action into creating a plan to help students get
along with others who are different or come from different
cultures.
C3: Communicate ideas
RESOURCES:
Peace Corps Everyone has a culture-Everyone is
different
http://www.peacecorps.gov/wws/lesson-plans/everyonehas-culture-everyone-different/

Meaning
UNDERSTANDINGS
ESSENTIAL QUES
Students will understand that
1. What is per
A1- Personality and perspectives
Where do y
are shaped from nature and nurture.
comes from
2. How are we
A2- How to define culture, what
What make
influences culture, and how to
3.
How is my
describe their individual identity and
than someo
culture(s).
4.
How are my
A3-How to ask appropriate
emotional t
questions understand others
than someo
cultures in order to interact and learn
5. How is our
about new cultures.
shaped by
A4- Different cultures that make up
and environ
our Rolling Terrace community.
6. How can be

create prob
conflict?
7. How does m
shape who

8. Is it ok that
differently t

http://files.peacecorps.gov/uploads/wws/lessonplans/files/looking.everyone.a.pdf

Assessment
Assessments FOR Learning: (ex: kwl chart, exit ticket,
observation, draft, rehearsal)

Acquisition
Students will know (Content)
Students will be ab
- What influences their personality
S2. Crafting a res
- What defines who they are
question.
- How their background affects
S3. Raising aware
their current persona
global issue with t
- Where we live and how we grew
globally engaged
up affects our identity
Understand their
- Culture is a learned identity
global citizen by id
cultural influence,
acknowledging di
perspectives, and
other cultures.

Stage 2 - Evidence
Evaluation Criteria (Learning Target or Student Will Be
I can model appropriate discussion making behavior, appr
question asking skills, and active listening skills.

1.-Informal classroom discussions or how nature and

nurture affect identity.
2.-Informal exit tickets on difference between nature and
nurture.
3.-Compare & Contrast nature and nurture (Classwork
Assignment)
4.- KWL chart on
5.- Classroom observation of asking appropriate
questions
6.- Compare & Contrast ourselves to our friends
(Classwork Assignment)
7. Written and oral comprehension questions after a read
aloud or online video
8. Independent writing activities (Classwork)
9.-Role play hearing about the life and culture of another
person, and writing an assignment of appropriate and
inappropriate questions to ask. Also, role playing
appropriate communication.

I can use class time effectively to work together to discuss

solve, and identify culture and identity.

I can respond to questions orally and written demonstratin

comprehension of various texts.

I can recognize that some differences among people stem

and that some stem from personal traits and preferences.
I can provide a creative, thorough, and insightful presenta
with others how culture is influenced in various ways and d
cultures come together to form unique identities or environ

I can participate in class and small group conversations an

collaborations with diverse partners, build on others' ideas
their own clearly and respectfully.

I can define what culture is, and how it affects my perspec

10.-Writing a complete summary of how the two cultures

are alike and different, and ending it with further
questions.
11.- Ask students to imagine a community that allowed no
resident to display or practice any element of cultural
identity. Have students write short stories describing a
typical day in such a community. When students have
completed their stories, ask volunteers to read their
compositions. Are the fictitious communities desirable or
interesting places to be? Would it be possible or
desirable to create such a community in reality? (Peace

I can analyze how groups of people interact in various set

I can identify and demonstrate appropriate social skills nec

working in cooperative groups while demonstrating concer
and respect for others.

I can explain how different points of view in school and co

situations may result in compromise or conflict.

Corps online lesson plan assignment)

Assessment OF Learning: (ex: performance task, project,

final paper)
1.- Small Group Problem Solving Activity- As a small
group, identify potential obstacles or conflicts that may
arise when people from other cultures interact. Develop
strategies for resolving conflict when we encounter
someone from a different culture. Develop appropriate
questions to ask when learning from someone of a
different culture.

Provide a detailed, well-researched presentation that corre

how culture is influenced by nature and nurture.

Explain how different points of view in school and commun

may result in compromise or conflict.

2.-Students will research and study a culture (of their

choice). Theyll be given books and access to online
resources to do a thorough investigation of their culture.
Then, they will present a poster board project to the
class, highlighting similarities and differences. Students
will also have a written component, explaining how both
cultures intersect. They will also explain how there can
be possible misunderstandings of cultures.
3. Students will take an imaginary trip to one of the
countries they studied, and write about what they think
they will see and do.

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesso
separate)
Week One: Who am I? In this lesson, students reflect on this question through discussion, writing and art. Students fi
"identity" and consider who they are and what they value. They will understand what makes up their personal identity.
will draw, write about, and introduce themselves verbally. Then they will describe what they think they know about cert
people. Students will introduce themselves to their classmates, describe themselves, learn about classmates, practice
speaking skills, practice fine motor skills, and demonstrate an initial understanding of identity. They will also be able to
how ones upbringing can affect his/her identity.

Week Two: Students will learn the term culture, and understand who and why they are. They will understand how to d
and who their culture shapes their identity. Students will also recognize that some differences among people stem from
that some stem from personal traits and preferences. Engage students in a discussion about how they are similar and
their friends and members of the community. Write their responses on the board on a t-chart. Come up with a collabor
defining culture. Students will then work on a Defining Culture worksheet on their own.

Week Three: Students will understand themselves better, and accept people who are different than themselves. Stud
learn to accept peoples differences, and realize that they are more similar than different to each other. They will learn
themselves as global citizens, and be able to identify with the world.

Week Four: Students will then be enlightened to the generalized approach of thinking of themselves as a global citizen
students will explore how identities and cultures can often combine, connect, or intersect (like a crossroads).

*adapted from Understanding by Design Model

TGC FELLOWS UBD Lesson Template

Lesson Title: Who Am I? Literature:
Prepared by: Jasmyn Wright

Subject: English Language Arts, grade 2

Materials Needed: "multicultural" markers or crayons, pencils, large paper, paper with large printing lines, video came
video recorder is not available) Smart Board (or other board to record answers and display directions), defining identit
chart paper
Global Competency: Investigate the world by learning about other cultures. Take action by identifying
conflict from cultural differences.
Where is the lesson going?
(Learning Target or SWBAT)

I can introduce themselves to their classmates, describe themselves, learn about classmate
speaking skills, practice fine motor skills, and demonstrate an initial understanding of ide
I can define and explain identity.
I can explain how

Hook:

Tailored Differentiation:

Before reading, students will make predictions

about the story based on the cover of the book.
Students will share their predictions out loud to
the class.
Play the game Who Are You? (This is a game
that encourages active listening, as well as
critical thinking and self-reflection. Students
have to dive deep and give more than surfacedbased answers of who they are.) Students cant
repeat the same answer they said the first time.
For ex: Who are you? (Jasmyn) Who are you?
(A teacher) Who are you? (a daughter) Who are
you? (a woman) Who are you?.....

Equip:
Intro: Earlier in the year, we learned that a welldeveloped character has both physical and emotional
traits. We know how they look, how they act, what they
feel, like, dislike, think, etc. Today, the character that
we are going to explore is YOU. All of us have
something unique and special about us, and we are
going to figure that out and share with the class. Later
on throughout the lessons, we are going to dive even
deeper, and see how we are similar and different to
each other and other children in the world.
Teacher will provide art supplies and ask children to make a
detailed self-portrait on white paper with a picture frame
sketched on it.
2. Ask, "Who are you?" and tell students to answer this
question by writing words that tell who they are on the edges of
their picture frame. (The who are you? game should have
given them some great ideas)
3. Write the sentence starter, "I am" on the board and provide
lined paper. Tell the students to write at least 3 sentences that
tell important things about who they are.
4. If there are students struggling with the writing aspect, assist
by writing the words as they recite the information.
5. Write the following guiding sentences on sentence strips and
put them on the board:
"Hello. My name is __________. I am _____ years old. I like
________. Today I'm feeling ____________. I am
_____________, I am ____________, and I am _______."
6. Students will practice introducing themselves in pairs,
including showing the portrait, saying their "I am" sentences,
their age, something they like, and how they feel.

Teacher can pre-select partners or gro

more guidance on who to work with
Teacher will start the Who Am I mod
Write sentences on board as children a
them get a visual.
Teacher will provide sentence frames o
on sentence strips.

Read Aloud: Im Quite Unique (celebrating differences of

each other and embracing our identity)
Sukis Kimono (a story about a girl who embraces her culture,
who she is, and is proud to share it with her class)

Rethink and revise:

Students will select an elbow partner (someone sitting
near them) to work with for completing the Reading
Guide questions. Questions students will answer
include: What are the characters physical and
emotional traits? What makes her different? What
does she like about herself? How does the character
feel at the beginning of the story? How do you know?
How does Farah feel at the end of the story? How do
you know? What are some things the character
described about herself? What can we learn from the
character sharing who she is to her friends and with
us as readers?
What did some of the other students do when they saw
Suki in her Kimono? How did that make Suki feel?
Would character trait would you use to describe Suki?

Evaluate:
Students will share their responses with class. Class
will discuss collectively the answers to the questions.
Students will learn that it is ok to be different and to
embrace their uniqueness of them. They will be
comfortable talking about identify and expressing
sensitive and personal topics. They will understand how
to figure out WHO they are, and know their
geographical location in the world. Students will also
learn that their peers and classmates also have
identities and unique character traits.
Teacher will lead class in a discussion identifying the
conflict in Sukis Kimono and why this conflict
occurred. Discussion questions: What did her
classmates think of Suki when she danced for them?
How do you think this impacted Suki? Do you think Suki
was comfortable sharing her identity with the class?
How do you know? How did Sukis confidence in
knowing who she was, help the other people in the
class understand her? If Suki was ashamed of showing
off her Kimono, do you think that wouldve helped
others understand more about her? Why or why not?

Teacher will record answers on the Promethean board.

Notes:
Organization:

For class discussions, teacher will record resp

Promethean board.
Reading Guide questions should be copied a
student has their own copy with room on the
responses.

TGC FELLOWS UBD Lesson Template

Lesson Title: Everyone Has a Culture-Everyone is Different Literature:
Prepared by: Jasmyn Wright

Subject: English Language

Materials Needed: "multicultural" markers or crayons, pencils, large paper, paper with large printing lines, video came
video recorder is not available) Smart Board (or other board to record answers and display directions), defining cultur
video

Global Competency: Students recognize their own and others perspectives. Students communicate the
with diverse audiences.
Where is the lesson going?
(Learning Target or SWBAT)

I can introduce myself to my classmates, describe myself, learn about classmate

speaking skills, practice fine motor skills, and demonstrate an initial understandi
I can define identity and explain what it means to me.
I can dive access my schema to think deeply about who I am.

Hook:
Before reading, students will make predictions
about the story based on the cover of the book.
Students will share their predictions out loud to
the class.

Tailored Differentiation:
-

Teacher can pre-select partners or gr

need more guidance on who to work
Teacher may use visualizer to display
as text is read aloud.

Equip:
To begin, teacher will provide art supplies and ask children to
make a detailed self-portrait on white paper with a picture frame
sketched on it.
2. Ask, "Who are you?" and tell students to answer this question
by writing words that tell who they are on the edges of their
picture frame.
3. Write the sentence starter, "I am" on the board and provide
lined paper. Tell the students to write at least 3 sentences that
tell important things about who they are.
4. If there are students struggling with the writing aspect, assist
by writing the words as they recite the information.
5. Write the following guiding sentences on sentence strips and
put them on the board:
"Hello. My name is __________. I am _____ years old. I like
________. Today I'm feeling ____________. I am
_____________, I am ____________, and I am _______."
6. Students will practice introducing themselves in pairs,
including showing the portrait, saying their "I am" sentences,
their age, something they like, and how they feel.
Intro:

Teacher writes on the board:

No one is exactly like me.

I have many things in common with the members

of my family and community.

Every person in the world needs some of the

same things I need.
Students turn and talk with partner about what these statements
mean to them. Teacher then calls on 5 students to share with the
class, and explain ideas that support these statements.
1.
Point out that people in various groups often look at
people in other groups as "different."
2.
Ask students to describe some of these differences. Why
may people in one group behave differently from people in
another? (Turn and talk with partnet)
3.
Explain that many differences are related to culture
ways of living and beliefs that are handed down from one
generation to the next. Working from the list on the board,
explain that all people share basic needs (food, shelter,
etc.), that each of us learns a set of behaviors and beliefs
from the people we grow up with (the kinds of houses we
build and foods we eat), and that each individual has unique
talents and preferences (I'm good at math; I don't like
chocolate). When we talk about the behaviors and beliefs
that a group of people have in common, we are talking
about culture.

Teacher will provide sentence frames

for ELLs who need more guidance wit
questions when speaking and writing

4. Ask students to complete the worksheet (link above) in

order to help them identify aspects of their own cultures.
Explain that each student should answer each question
with one sentence or phrase. Then students should rank
each item as to how important they feel it is to their
culture.
5.
After students have completed the worksheets, ask them
to share their answers in small groups. Ask the groups to
compare various aspects of their individual cultures.
6.
In some schools, students may share many cultural
traits. Some students may not identify with a particular
ethnic or foreign culture. Ask students if they think there is
one American culture. Discuss characteristics of your region
(immigration patterns, geographic location, etc.) that might
explain the similarities and differences among student
responses to the worksheet.
Read Aloud:

Rethink and revise:

Students will select an elbow partner (someone sitting
near them) to work with for completing the Reading
Guide questions. Questions students will answer
include: Who is Farah? What makes her different? Why
do the other school children dislike her? How does Farah
feel at the beginning of the story? How do you know?
How does Farah feel at the end of the story? How do
you know? What happens in the story to make Farah feel
included and accepted? What can we learn from how
the children in the book created and enjoyed apple
cider?

Evaluate:
Students will share their responses with class. Class will
discuss collectively the answers to the questions.
Teacher will lead class in a discussion identifying the
conflict in One Green Apple and why this conflict
occurred. Discussion questions: What caused the
children to judge Farah? How could the students have
acted differently to make Farah feel welcomed? How did
different points of view or culture influence the conflict
between the school children and Farah? How does
getting to know Farah help the school children to learn
about a different culture and resolve the conflict?

Teacher will record answers on the Promethean board.

Teacher will also ask for students to volunteer personal
experiences with conflict resolution that arises because
of cultural differences or misunderstandings.

Notes:
Organization:

For class discussions, teacher will record res

Promethean board.
Reading Guide questions should be copied a
each student has their own copy with room
written responses.