Design For Instruction Sse 3312 Unit Plan Rev 2016

Design for Instruction (DFI) SSE 3312 Unit Plan
Theme: Holidays Around the World Grade level: Kindergarten
https://www.scholastic.com/teachers/articles/teaching-content/holidays-sampler-
around-world/
Group Members: Andrea Vollmer Josie Bombardiere Hanna Asad
Meganne Godke Emma Rothert
SS standards you plan to include (at least 3):
1. SS.K.A.2.3 Compare our nation’s holidays with holidays of other cultures.
2. SS.K.A.2.2 Recognize the importance of celebrations and national holidays as a way of

remembering and honoring people, events, and our nation’s ethnic heritage.
LAFS/MAFS/SC, etc. standards you plan to include (at least 1):
1. LAFS.K12.SL.1.2: Integrate and evaluate information presented in diverse media and formats,
including visually, quantitatively, and orally.
2.VA.K.H.1.1 Describe art from selected cultures and places.
Pre-Post assessment ideas: Kahoot! quiz (at least 5 questions)
Who is the exceptional student you are planning for and what is their special need? Amy-
Deafness
Outline below, what will take place on each day? Who is responsible for typing that lesson?
Day 1 (Monday): Fall Holidays

Day of the Dead, Thanksgiving, Diwali
Day 2 (Tuesday): Winter Holidays

Christmas, Hanukkah, Kwanzaa, & Chinese New Year
Day 3 (Wednesday): Spring Holidays

Centers: (whole group- 5 minutes, centers- 15 minutes each)
1. Cinco De Mayo- Read and do the Signature Sombrero worksheet
2. Easter- Read Pete the Cat: Big Easter Adventure by and Easter reading worksheet
3. St. Patrick’s Day- Read, Trace,Glue, Draw worksheet and Sight word: has worksheet
4. Earth Day- Read and play Earth Day bingo
Day 4 (Thursday): Summer Holidays-

Centers:
1. O Bon (Japan)- Read the story “Japanese Celebrations” by Ruth Suyenaga and write a letter to
one of their ancestors along with a picture
2. Independence Day (America)- Fireworks in a jar, science experiment
3. Midsummer Day (Sweden)- Decorate your own spruce trunk (branch)!
4. Computers- Travel to Japan, Sweden, or America on an online app QR codes
Day 5 (Friday): Celebration of the Holidays!

Each student will prepare a snack of choice representing a holiday at home and bring it in to
share with the class. As students walk around and try each others snacks, each student will have
the opportunity to say their favorite thing about this holiday and talk about what they learned
throughout the week. This will be a fun way to review the week using formative assessment
Teacher(s) Name: Josie Bombardiere, Hanna Asad, Andrea Vollmer, Emma Rothert, Meganne Godke
Thematic Unit Theme/Title/Grade Level: Holidays Around the World/Kindergarten
Weebly address: ucfkholidayssp18.weebly.com

Daily Lesson Plan Day/Title: Monday/ ”Falling” Into World Holidays
Learning Goal: Students will understand the holidays around

the world and their traditions.
Learning Learning Objectives:
● Students will be able to integrate and evaluate
Goals/Objectives information presented in diverse media and
What will students accomplish be able to do at formats, including visually, quantitatively, and
the end of this lesson? Be sure to set
orally.
significant (related to SSS/CCSS), challenging
and appropriate learning goals!
● Students will understand addition as putting
together and adding to.
●
NCSS Themes NCSS theme(s):

● Culture
Florida Standards (FS) ● Time, Continuity, and Change
Next Generation ● People, Places, and Environments
Sunshine State Standards (NGSSS) Florida Standard(s):
List each standard. Cutting and pasting
from the website is allowed. ● LAFS.K12.SL.1.2: Integrate and evaluate
http://www.cpalms.org/Public/
information presented in diverse media and
formats, including visually, quantitatively, and
orally.
● MAFS.K.OA.1: Understanding addition as putting

together and adding to.
Next Generation Sunshine State Standards:
● SS.K.A.2.2: Recognizing the importance of

celebrations and national holidays as a way of
remembering and honoring people, events, and
our nation’s ethnic heritage.
● SS.K.A.2.3 Compare our nation’s holidays with
holidays of other cultures.
Assessment Unit Pre-Assessment:
· How will student learning be assessed? Students will participate in a Kahoot! game to test their current
Authentic/Alternative assessments? knowledge of various holidays celebrated around the world.
· Does your assessment align with your objectives,
standards and procedures? Unit Post-Assessment:
Students will participate in the same Kahoot! game to see if their
· Informal assessment (multiple modes): knowledge of various holidays celebrated around the world grew
participation rubrics, journal entries,
collaborative planning/presentation notes, etc.
over the week.
On-going Formative (progress-monitoring/daily)

Assessment:
Students will draw symbols and/or write words corresponding with
the holidays they learned that day in the first page of their passports.
When they are finished, they will show their passport to the teacher
who will stamp it if the activity is completed and the child’s work
shows their understanding of the content.
(Sliding scale will be located on students’ desks. At the end of each

day after having their passports stamped, the teacher will tell students
to use the sliding scale based on how they feel about that day’s
content, then walk around and record each child’s response.)
Students will assess their own knowledge using the following scale:
4- I completely understand the different holidays around the world
and can teach others about their traditions.
3- I understand the different holidays around the world and their
traditions.
2- I only understand the different holidays around the world and their
traditions with some help.
1- I do not understand the different holidays around the world and
their traditions.
Design for Instruction This is the heart of the lesson plan. Be as specific as possible. This
Student Activities & Procedures section includes EVERYTHING!
· What best practice strategies will be implemented?
1. Explain to the students that they will be participating in
· How will you communicate student expectations? three centers and learning more about some of the holidays
around the world that take place in the Fall season.
· What products will be developed and created by
students?
Discussion questions before beginning lesson:
· Consider Contextual Factors (learning - What is your favorite holiday?

differences/learning environment/learning styles) that
- Do you know why you celebrate that holiday?
may be in place in your future classroom.
- What are some other holidays that you and your family
celebrate?
Exceptionalities
- Do you think that every country celebrates the same
What accommodations or modifications do you
holidays?
make for ESOL
http://teachsocialstudies.wikispaces.com/file/view/E 2. Conclude the discussion by having students play the
SOLStrategiesComprehensibleInstruction.pdf/4290 Kahoot! pre-assessment activity.
2857/ESOLStrategiesComprehensibleInstruction.pd 3. Supply the students with premade booklets that they will
f
keep as a “passport” and explain to them how it will be
and ESE (Gifted/Talented students, used.
Learning/Reading disabilities, SLD etc.) 4. Explain to the students that they will be participating in
http://www.udlcenter.org/aboutudl/udlguidelin
three centers and learning more about some of the holidays
es/udlguidelines_graphicorganizer
around the world that take place in the Fall season. (Split
students up into three groups and assign each group to their
first center)
Centers:
5. CENTER 1: Day of the Dead: Gather around and read the

audiobook, “Day of the Dead” by Tony Johnston and
illustrated by Jeanette SAFESHARE
https://www.youtube.com/watch?v=2LY5oySIHDU
6. After reading the book, have students discuss what the
purpose of this holiday is. Go on to discuss some of the facts
about Day of the Dead and the significance of the sugar
skulls within the holiday.
7. Next, students will have skull cutouts and assorted colorful
decorations, and create their own traditional sugar skull.
Walk around while students are working to answer any
questions.
8. Collect everyone’s work to display around the classroom.
Ask if there are any further questions about Day of the Dead
and proceed to conclude the lesson.
9. Diwali center 2: Explain that this is an Indian celebration

and ask if anyone has ever heard of it. Mention that Diwali
is considered “the celebration of light” and is often
celebrated with candles, lights, and fireworks. Ask, “can you
think of any holidays that you celebrate here in America
where we use fireworks and/or candles, etc?”
10. Play the kid friendly video all about Diwali (Add closed
captioning for ESOL and exceptional student, Amy).
SAFESHARE: https://www.youtube.com/watch?v=UQ-
VIbZSKIo
11. Ask if there are any questions, then conclude the lesson and
tell the students that we will be moving on to our final
center of the day, Thanksgiving.
12. Thanksgiving center 3: Begin by having students discuss

what they known about Thanksgiving with the peers in their
center. Do they celebrate it? How do they celebrate it? Do
they know why it is celebrated here in America?
13. Have students watch/listen to “The First Thanksgiving”
song video. (Add closed captioning for ESOL and
exceptional student, Amy). SAFESHARE
https://www.youtube.com/watch?v=dqkfTbp2yQs
14. After watching the video, give students the turkey addition
coloring sheet. http://iambelieve.me/coloring-math-
sheets/coloring-math-sheets-coloring-pages-math-
worksheets-addition-color-sheets-to-enjoy-this-
thanksgiving-math-worksheet-addition-right-click-coloring-
pages-math-fun-math-coloring-worksheets-for-kindergart/
15. Conclude each center activity and tell students to add words
and/or symbols to represent the three other holidays they
learned about onto their passports.
16. Have a final discussion about the three holidays by writing
key vocabulary words and important facts on the board and
advise students to add any extra information to their
passports that they may have left out. ESOL/ESE
17. Go around and check what each student added to their
passports. If they show an understanding of the three
holidays discussed and added information that corresponds
to these holidays, give that passport page a stamp and tell
them that they’re ready to move on to tomorrow's activities.
● Passport booklet
● “Day of the Dead” by Tony Johnston and illustrated by
Resources/Materials Jeanette Winter.
● Crayons/markers/pencils
● Skull cutouts
● Sugar skull decorations (glitter/construction paper/
beads/etc.)
● Diwali video https://www.youtube.com/watch?v=UQ-
VIbZSKIo
● Thanksgiving song video
https://www.youtube.com/watch?v=dqkfTbp2yQs
● Thanksgiving addition math worksheet
http://iambelieve.me/coloring-math-sheets/coloring-math-
sheets-coloring-pages-math-worksheets-addition-color-
sheets-to-enjoy-this-thanksgiving-math-worksheet-addition-
right-click-coloring-pages-math-fun-math-coloring-
worksheets-for-kindergart/
● Internet access
Teacher(s) Name: Meganne Godke, Hanna Asad, Andrea Vollmer, Josie Bombardiere, Emma Rothert,
Meganne Godke
Weebly address:ucfkholidayssp18.weebly.com
Daily Lesson Plan Day/Title: Tuesday/Winter Celebrations
Learning Goal: Students will understand the holidays around the

world and their traditions.
Learning
Learning Objectives:
Goals/Objectives ● The student will learn about the different holidays
around the Winter season, as well as the different
What will students accomplish be able to do at
celebrations and cultures surrounding each holiday.
the end of this lesson? Be sure to set
significant (related to SSS/CCSS), challenging a. Christmas: The spirit of Christmas- having
and appropriate learning goals! faith and the love for family
b. Hanukkah: The Festival of Lights- the
importance of the menorah and different family
activities
c. Kwanzaa: The Kinara Candles- Black Heritage
and togetherness of family
d. Chinese New Year: The Chinese Zodiacs- the
spirit of hope and a better future, and Chinese
culture

● Culture
Florida Standards (FS)
● People, Places, and Environment
Next Generation
Sunshine State Standards (NGSSS) ● Individual Development and Identity
List each standard. Cutting and pasting Florida Standard(s):
from the website is allowed.
http://www.cpalms.org/Public/ ● LAFS.K12.SL.1.2: Integrate and evaluate information
presented in diverse media and formats, including
visually, quantitatively, and orally.
● MAFS.K.CC.2.4: Understand the relationship between

numbers and quantities; connect counting to
cardinality.
a. When counting objects, say the number names in

the standard order, pairing each object with one
and only one number name and each number
name with one and only one object.
b. Understand that the last number name said tells
the number of objects counted. The number of
objects is the same regardless of their
arrangement or the order in which they were
counted.
c. Understand that each successive number name
refers to a quantity that is one larger.
● SS.K.A.2.2 recognize the importance of celebrations

and national holidays as a way of remembering and
honoring people, events, and our nation’s ethnic
heritage.

● WL.K12.NM.5.6 pre-write by drawing pictures to

support ideas related to a task.
● VA.K.C.2.1 describe personal choices made in the

creation of artwork.

· How will student learning be assessed? Talking Drawings (15-20 minutes):
Authentic/Alternative assessments?
● Ask students to share what they celebrate with their
standards and procedures?
families during Winter Break.
● Tell students the topic that they are going to study, (the
· Informal assessment (multiple modes): four Winter Holidays- Christmas, Hanukkah,
collaborative planning/presentation notes, etc
Kwanzaa, Chinese New Year)
● Invite them to draw a picture depicting what they
know about the topic. Have a sheet with four boxes,
each labeled with the four celebrations and with
enough room for the students to draw.
○ https://www.pinterest.com/pin/2315138556061
5765/ worksheet
● Have students share their drawings with their small
group.
● Show parts of the video below (the time for each
section will also be shown below).
○ https://www.youtube.com/watch?v=ux2QpVY
PM1s
○ Play 0:00-2:00 (Christmas/Hanukkah)
○ Play 3:00-3:26 (Kwanzaa)
○ Play 4:36-end (Chinese New Year)
● Pause after each section and ask the students if they
recognized anything in the video. Then, have the
students draw a new picture or modify their first
drawing after every section.
● Encourage students to label parts of their drawing and
Design for Instruction
Student Activities & Procedures
offer assistance with spelling when asked.
· What best practice strategies will be implemented? ● After all the students have completed their drawings,
have them discuss with their peers again about the
· How will you communicate student expectations?
differences/similarities between the drawings and what
· What products will be developed and created by they learned. Walk around the room and engage in the
students?
conversations to get an idea of the students’ level of
· Consider Contextual Factors (learning comprehension.
● ESOL: Model the activity with the students so they
can see what steps they need to take.
Exceptionalities
Unit Post-Assessment:
What accommodations or modifications do you Ongoing Formative (progress-monitoring/daily)
make for ESOL Assessment (15-20 minutes each):
http://teachsocialstudies.wikispaces.com/file/view/E
SOLStrategiesComprehensibleInstruction.pdf/4290 Write each new vocabulary term on the board and
2857/ESOLStrategiesComprehensibleInstruction.pd
f
translate it for ESOL students in the class.
Learn sign-language for important vocabulary
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.) and always provide definitions/directions on a separate
http://www.udlcenter.org/aboutudl/udlguidelin piece of paper.
. ● Students will be provided a ‘passport’ where they will
receive a stamp after each lesson.
● After each lesson, the teacher will give the students
several minutes to write down something interesting
they learned during the activity on the paper with their
drawings on it.
● Christmas:
○ Read The Polar Express by Chris van
Allsburg.
○ The theme of the book is to believe, and many
children believe in Santa Claus, even when
they can’t see him.
○ Explain that during Christmas, families
celebrate their love for each other by getting
together and celebrating.
■ Mention that one way families celebrate
Christmas together is decorating a tree
together
■ Before reading the story, hot chocolate
may be passed out if teacher wants to
do this.
○ Show a star and ask the class what they notice
about it.
■ Mention that a star has five point.
■ Ask the students what a star might have
to do with Christmas. (tree topper)
○ Have the students use their fingers to count the
points on the star together.
○ Introduce the arts and crafts activity they will
participate in by showing an example of the
finished product:
■ https://www.education.com/activity/arti
cle/lend-a-hand/
○ Point and count out each of the 5 things on the
Christmas tree: 5 fingers, 5 points on a star,
two groups of 5 ornaments (count out all
ornaments to show that five and five make ten),
and 5 rows of garland.
○ Lend a hand activity- students put their palm
into green paint and place it onto a sheet of
paper. At the tip of the middle finger, the
students will draw a box for their tree to be
‘planted’ in. The teacher will then set the hands
aside to dry.
○ After learning about the Chinese New Year,
students will be able to draw their own
decorations of 5.
● Hanukkah:
○ Read Latke, the Lucky Dog by Ellen Fischer
(ESOL: point to the illustrations being
described in the book; read with enthusiasm,
loud, and clear)
○ Go over difficult vocabulary by writing the
word on the board and explaining the
definition/translation.
○ Explain that this is a festival of lights. The
word Hanukkah means dedication in the
Hebrew language. The holiday lasts eight days
because when Hanukkah was originated,
Jewish people only had enough oil to light their
candle for one day, but it ended up lasting for 8
days.
○ Show an artifact of a menorah and explain that
they light each candle every night before a big
feast.
○ Hand out chocolate coins and explain that they
are used during a game using a dreidel (artifact
passed around class). Explain the game by
drawing each symbol and its meaning on the
board.
1. Nun: Do nothing.
2. Gimel: Take all the pennies from the pot,
leaving only one. Everyone else puts one
penny in the pot.
3. Hay: You win half of what's in the pot.
4. Shin: Put one penny in the pot.
○ If time permits, teacher can play the game for
several turns to model.
● Kwanzaa:
○ Means ‘first fruits;’ is based on ancient African
harvest festivals that celebrates the
togetherness of family. (hand gestures for
‘togetherness’)
○ Show Africa on a map and give examples of
animals that live there.
○ Teacher will have an artifact of the kinara
(candle holder) with the seven candles of
Kwanzaa and the mkeka (mat). Mention that
the kinara is usually carved wood.
○ Each student is given a black, red, green, and
brown crayon and a print-out of a kinara. They
will color each candle and label what each
represents as the teacher explains them
(highlighted vocabulary).
■ Worksheet:
http://www.aecost.net/kwanzaa-
symbols-coloring-pages/kwanzaa-
online-coloring-pages-page-1-
regarding-kwanzaa-symbols-coloring-
pages/
○ The teacher will write out what each candle
represents and asks the students to give an
example of what they think would fall under
each category. Mention each candle is lit every
day of Kwanzaa, which is 7 days, or one week.
■ Black (center)- Umoja, meaning unity
(emphasize pronunciation and have
students repeat it back) Note that it is in
the center because it’s the most
important, much like how in class
students must work together to succeed.
■ Red (left)-
● Kujichagulia, meaning self-
determination. Give an example.
● Kuumba, meaning creativity.
● Ujamaa, meaning cooperation
■ Black (right)-
● Nia, meaning purpose.
● Ujima, meaning responsibility.
● Imani, meaning faith.
● Chinese New Year:
○ Show this video to the class:
■ https://www.youtube.com/watch?v=_u-
R-aIq3_E
○ Pass out tangerines (Cuties) to the class and
mention that it is one of the many lucky foods
eaten during Chinese New Year. Tangerines or
oranges are believed to bring good fortune.
Other foods to mention are dumplings/spring
rolls (wealth) and noodles (happiness).
○ Depending on the year, explain that each year
has a Chinese zodiac animal that represents the
year you were born, and the year that has your
animal is a year of good fortune. Mention that
the Chinese believe that a person has
attitudes/characteristics of the Zodiac they
were born to. (give the Zodiac signs your
students were born to)
■ http://www.first-
school.ws/theme/h_chinese-new-
year.htm (info)
■ Show this picture while you explain
each animal:
https://expatliving.hk/your-fortune-for-
2016-chinese-zodiac-signs/
○ Send children home with a coloring worksheet
of their Chinese zodiac sign
■ http://www.hellokids.com/r_617/colori
ng-pages/zodiac-coloring-
pages/chinese-zodiac-coloring-pages
● Now the students can decorate their ‘handmade’
Christmas Trees while talking at a level 3. Encourage
students to share what they learned with their small
groups.
● Golden cut-out stars will be handed out and students
can glue them to the top of their tree.
● Soft holiday music can be played in the background
while students are working.
● As students are finishing up their tree, the teacher is
walking around and checking each student’s paper to
see if they wrote correct things they learned about each
holiday. For those with nothing written or confused,
the teacher should engage and scaffold them towards
remembering what happened during the activity.
● For those who finish drawing early, here are some
worksheets they can work on:
○ http://www.kindergartenworksheets.net/kinder
garten-holiday-worksheets.html
Materials:
● Worksheets/videos (provided above)
Resources/Materials
○ ESOL: use subtitles for videos
● Crayons
● Green paint
● Golden stars (cut-out paper)
● Glue
● The Polar Express by Chris van Allsburg
● Mkeka
● Kinara
● Menorah
● 3 red candles, 3 green candles, and 1 black candle
● Latke, the Lucky Dog by Ellen Fischer
● Dreidel
● Chocolate coins (enough for 2 per student)
● Computer/projection board
● Tangerines for the whole class
● Hot chocolate?
● Cups
● Marshmallows
Teacher(s) Name: Hanna Asad, Andrea Vollmer, Josie Bombardiere, Emma Rothert, Meganne Godke
Weebly Address:ucfkholidayssp18.weebly.com
Daily Lesson Plan Day/Title: Wednesday/Easter, St. Patrick’s Day, Earth Day, Cinco De Mayo
Learning Goal:
Students will understand the holidays around the world and
Learning their traditions.
Goals/Objectives Learning Objectives: You MUST have objectives to meet all

standards. Each standard noted below should match/ALIGN to
What will students accomplish be able to do at the objectives noted here with there being NO DOUBT that you
the end of this lesson? Be sure to set are planning to meet ALL standards noted.
and appropriate learning goals! ● The students will be able to integrate and evaluate
information that is presented in diverse media.
● The students will be able to recognize the importance
of celebrations or national holidays by honoring their
ethnic heritage.
● The students will be able to compare our nation’s
holidays with other holidays from around the world.
● The students will be able to describe art from other
cultures from around the world.
● Culture
Florida Standards (FS) ● Time, Continuity, and Change
Next Generation ● People, Places, and Environments
Sunshine State Standards (NGSSS) Florida Standard(s):
List each standard. Cutting and pasting
from the website is allowed. ● LAFS.K12.SL.1.2: integrate and evaluate
information presented in diverse media and
formats,including visually, quantitatively, and
orally.

● VA.K.H.1.1 Describe art from selected cultures

and places.
· How will student learning be assessed? The pre and post assessment is for your entire unit plan and should
Authentic/Alternative assessments? be the same on each daily lesson plan.
· Does your assessment align with your objectives, Unit Post-Assessment:
standards and procedures? On-going Formative (progress-monitoring/daily)
Assessment:
· Informal assessment (multiple modes):
The on-going/ alternative assessment will/could change daily
collaborative planning/presentation notes, etc. depending on the activities and objectives on the individual, daily
lesson plans!
This should include ONE SCALE that aligns with your GOAL
(4,3,2,1) where students are self-assessing and you are assessing
their depth of knowledge regarding the subject matter.
traditions.
their traditions.
Whole Group:
· How will you communicate student expectations? 1. Begin by asking the students questions about what
· What products will be developed and created by they learned the previous: what is their favorite
students?
Winter holiday? What is one thing you learned
· Consider Contextual Factors (learning that was interesting from yesterday ? Then, tell
may be in place in your future classroom. the students that today we will learn about some
spring holidays.( Cinco De Mayo, Easter, St.
Exceptionalities Patrick’s Day, and Earth Day.
What accommodations or modifications do you 2. To hook the students into the lesson, have the
make for ESOL
http://teachsocialstudies.wikispaces.com/file/view/E students stand by there seats to watch the Spring
SOLStrategiesComprehensibleInstruction.pdf/4290 video. https://youtu.be/DobrRgD5aOU and have
f them participate by doing the movements in the
video.ESOL and Amy: have them follow along by
Learning/Reading disabilities, SLD etc.) imitating the movements that I do along with their
http://www.udlcenter.org/aboutudl/udlguidelin classmates and have
3. When the video is done, break up into centers. ( 4
centers total 15 minutes each)
4. The students know which center to go to
according to the hanging decoration on top of
each center.( Sombrero, Easter bunny, Rainbow
with a pot of gold at the end, and Earth) at the
tables of the centers in the middle their would a
(who, what, where, when) information sheet.
Centers
● Cinco De Mayo:
❏ First have the students read: Marco’s Cinco De
Mayo by Lisa Bullard on a listening tape with
headphones.https://www.amazon.com/Marcos-
Cinco-Mayo-Cloverleaf-Books/dp/0761385800
❏ Then, the students will work on a worksheet:
Signature Sombrero, where the students have to
cut, glue, color and put the numbers in sequence
order from 1-10.
https://www.pinterest.com/pin/AePlrrJZJljgbEO1
RLvdVxh0-
_hMaV9gkYtDnDDWjkdtRfUydbQDkHE/
● Easter:
❏ First, the students will read: Pete the Cat: Big
Easter Adventure by James and Kimberly Dean
on a listening tape with
headphones.https://www.amazon.com/Pete-Cat-
Big-Easter-Adventure/dp/006219867X
❏ Then, the students will do an Easter Reading
worksheet. Where the students have to fill in the
missing Easter word that fits in the sentence.
http://www.kindergartenworksheets.net/kindergart
en-worksheets-pdf/easter/easter-reading-
worksheet.pdf
● St. Patrick’s Day:
❏ First, the students will work on a worksheet: St.
Patrick’s Day: read, trace, glue, and draw, where
the students have to first read the sentence, trace
the sentence, cut and glue the sentence in order,
and then draw a four leaf clover.
https://www.pinterest.com/pin/AUftzsBTNml_1k
Wes49aFq5P2Uj3BvcLB4rkyncYImE9gy-HWC-
3pkc/
❏ Then, the next worksheet that the students will be
doing is sight word:has worksheet. The students
will fill the sentences with the word has and can
color the
picture.https://www.pinterest.com/pin/401946335
465422795/
● Earth Day:
❏ First the students will read: The Earth Book by
Todd Parr on a listening tape with
headphones.https://www.amazon.com/EARTH-
Book-Todd-Parr/dp/031604265X
❏ Then the next activity the students will do at this
center is play an Earth bingo game.If the student
wins a round of the game, they will get either a
sticker or a pencil. http://www.dltk-
cards.com/bingo/bingofinish-card.asp
Resources and Materials:
● Pete the Cat: Big Easter Adventure by Kimberly and James
Resources/Materials Dean
● The Earth Book by Todd Parr
● Marco’s Cinco De Mayo by Lisa Bullard
● Earth Day bingo card and chips.
● Listening tape with headphones
● Glue Sticks
● Scissors
● Crayons
● Pencils
● Computer
● Internet access
● Youtubehttps://youtu.be/DobrRgD5aOU ( ESOL and Amy:
use subtitles)
● Worksheets
● hanging decorations ( Sombrero, Easter bunny, Rainbow
with the pot of gold, and Earth)
Teacher(s) Name: Andrea Vollmer, Hanna Asad, Josie Bombardiere, Emma Rothert, Meganne Godke
Weebly address: ucfkholidayssp18.weebly.com
Daily Lesson Plan Day/Title: Thursday/Holidays in the Summer!
Learning Goal:
Students will understand the holidays around the world
Learning and their traditions.
Goals/Objectives Learning Objectives:

● The student will be able to record data as pictures of
What will students accomplish be able to do at investigations.
the end of this lesson? Be sure to set ● The student will be able to speak clearly to group
members while expressing their thoughts and feelings.
● The student will understand the importance of holidays
in relation to people, events, and heritage.
● The student will be able to compare holidays from the
United States with holidays from other countries
around the world.

● Culture
Florida Standards (FS) ● Individuals, groups, and institutions
Next Generation Florida Standard(s):
Sunshine State Standards (NGSSS)
List each standard. Cutting and pasting ● SC.K.N.1.3 Keep records as appropriate -- such as
from the website is allowed. pictorial records -- of investigations conducted.
● LAFS.K.SL.2.6 Speak audibly and express
thoughts, feelings, and ideas clearly.
● SS.K.A.2.2 Recognize the importance of


Assessment Unit Pre-Assessment: Students will participate in a Kahoot! game
the week before to test their current knowledge of various holidays
· How will student learning be assessed? celebrated around the world.
· Does your assessment align with your objectives, Unit Post-Assessment: Students will participate in the same
standards and procedures? Kahoot! game at the end of the week to see if their knowledge of
various holidays celebrated around the world grew over the week.
collaborative planning/presentation notes, etc. On-going Formative (progress-monitoring/daily)
Assessment: Students will get their “passports” stamped after
completing each center from a different country.
traditions.
their traditions.
(scale will be a sliding scale: on their desks there will be a laminated
strip that says “4, 3, 2, 1”. With this, students will slide their paper
clip to whichever number they feel is appropriate. Based on this, you
know what you need to review in the next social studies period)
Design for Instruction Anticipatory set, objective and purpose, input, modeling,
Student Activities & Procedures checking for understanding, guided practice, independent
practice, and closure.
· How will you communicate student expectations?
· What products will be developed and created by 1. Whole Group

students? a. Begin by reading the story “Pete the Cat: Big
· Consider Contextual Factors (learning Easter Adventure” to review the previous
differences/learning environment/learning styles) that day’s lesson on the Spring holiday of Easter
b. Tell the students that they learned about
Spring holidays yesterday, but today they are
Exceptionalities
going to be learning about Summer holidays
What accommodations or modifications do you
make for ESOL around the world.
http://teachsocialstudies.wikispaces.com/file/view/E c. To hook the students into the lesson, using
SOLStrategiesComprehensibleInstruction.pdf/4290
safeshare, students will stand behind their
f seats and sing along to “This Land is Your
Land”: (ESOL/UDL: pictures that go along
Learning/Reading disabilities, SLD etc.) with the words, lyrics are displayed)
http://www.udlcenter.org/aboutudl/udlguidelin (https://safeshare.tv/x/ss5acad4d6ac560
es/udlguidelines_graphicorganizer d. Explain that “This Land is Your Land” is
about America and Independence Day.
e. Students will split up into centers based on
their previously designated center groups.
2. Centers (rotate every 15 minutes)
a. Center #1: Students will be learning about
the holiday of O Bon from Japan by
listening to the story “Japanese
Celebrations” by Ruth Suyenaga on tape.
Once completed, they will write a letter
and draw a picture to one of their ancestors
on a piece of paper like:
Have an example on the table for students to model after.

b. Center #2: At this Center, students will
learn about Independence Day from
America by doing fireworks in a jar, a
science experiment. (Teacher assisted)
i. Students will begin by opening
their mason jar and filling it up
about ¾ full with warm tap water.
ii. In another bowl, take three
tablespoons of vegetable oil and
place a couple drops of food
coloring (colors of their choosing).
iii. Take a plastic fork and mix the
vegetable oil/food coloring
combination together.
iv. After mixing, pour the mixture into
the warm water and FIREWORKS
IN A JAR!
v. Draw a picture on an index card of
your fireworks to bring home.
c. Center #3: With different paints, colors,
crafts, etc., students will celebrate
Midsummer Day from Sweden by
decorating their own spruce trunk
(branch).
d. Center #4: Computers- Using the app
“Travel World Countries”, students can
choose to either travel to Japan, the United
Kingdom or the United States. They can
explore topics such as Art & History,
Route Maps, and even Recipes.
i. See attached.
3. After each center is completed, students will
stamp their passports themselves if they can show
the teacher their artifact from that center (self-
assessment).
4. Students will return to their desks and slide their
paperclip to what they feel they are at when it
comes to the material (self-assessment).
5. Lastly, students will discuss with their group what
their favorite holiday was and why.
● iPads (one-to-one classroom)
● “Pete the Cat: Big Easter Adventure by James Dean and
Resources/Materials Kimberly Dean
● Projector
● “Japanese Celebrations” by Betty Reynolds audiobook
● Primary handwriting paper
● Pencil
● Crayons
● Mason jars (one for each child)
● Vegetable oil
● Food coloring
● Plastic forks (one for each child)
● Plastic bowls (one for each child)
● Paint
● Decorations (glitter, jewels, yarn, etc.)
● Branches (one for each child)
● “Travel World Countires” app
● Daily passports
● Index cards
Teacher(s) Name: Emma Rothert
Weebly address: _____________________________________________________________________
Daily Lesson Plan Day/Title: Friday, Holidays Around the World
Learning Goal:
Students will be able to talk about a holiday that is important to
their family and describe how it’s celebrated to their peers.
Learning
Goals/Objectives Learning Objectives:
-Students will be able to brianstorm celebrations they have
What will students accomplish be able to do at attended or know how to group them together,
the end of this lesson? Be sure to set -Students will be able to describe celebrations they have
significant (related to SSS/CCSS), challenging attended to their peers.
-Students will be able to write a sentence describing a picture
they will illustrate of an item that is important to their family.
-Students will identify a holiday that is important to their
family and why.
-Using chart paper, students will categorize the holiday’s they
chose to write about to see how it relates to other students in
the class.

● People, Places and Environments
Florida Standards (FS) ● Culture
Next Generation Florida Standard(s):
Sunshine State Standards (NGSSS)
List each standard. Cutting and pasting ● LAFS.K.SL.2.6 Speak audibly and express thoughts,
from the website is allowed. http:// feelings and ideas clearly.
www.cpalms.org/Public/ ● LAFS.K.SL.2.4 Describe familiar people, places, things,
and events and, with prompting and support, provide
additional detail.
● LAFS.K.RI.3.7 With prompting and support, describe the

relationship between illustrations and the text in which they
appear (e.g., what person, place, thing, or idea in the text an
illustration depicts.

remembering and honoring people, events, and our
nation’s ethnic heritage.
● SS.K.A.2.3 Compare our nation's holidays with holidays of

other cultures.
· How will student learning be assessed?

Unit Post-Assessment:
standards and procedures?
On-going Formative (progress-monitoring/daily)
Assessment:
collaborative planning/presentation notes, etc. Formative assessment on this day will be walking around while
students are writing and talking to check for understanding. There
will also be formative assessment when the students share their
drawings and place them on the board.
traditions.
their traditions.
Anticipatory set, objective and purpose, input, modeling,
· How will you communicate student expectations? checking for understanding, guided practice, independent
· What products will be developed and created by
practice, and closure.
students?
Whole Group:
· Consider Contextual Factors (learning
differences/learning environment/learning styles) that 1.) Begin the day with a review of the previous day (tbd).
2.) Provide students an opportunity to, individually, brainstorm kinds

Exceptionalities of celebrations they have participated in within their family,
What accommodations or modifications do you neighborhood or community
make for ESOL
http://teachsocialstudies.wikispaces.com/file/view/E 3.)After thinking for a minute or two, students pair up and share their
SOLStrategiesComprehensibleInstruction.pdf/4290
ideas with one other.
f
4.) Provide students an opportunity to share their responses with the
and ESE (Gifted/Talented students, group. Each time a student responds to what they think of when they
Learning/Reading disabilities, SLD etc.) think of celebrations, write the response on one sticky note and write
http://www.udlcenter.org/aboutudl/udlguidelin
the student’s first name or initials at the bottom of the note. Continue
to accept responses until all students have shared at least once.
5.) After students have shared their ideas on celebrations, reread the
responses and ask students if they notice any ideas that are similar or
that might be grouped together. If necessary, assist in grouping sticky
notes with common characteristics. For example, ideas that are all
focused on the school community might go together while ideas that
relate to local festivals might be in another group and ideas that are
national celebrations would be in a different group. Move sticky
notes to form groups or categories on the chart paper. After the class
has grouped ideas based on common characteristics, decide on an
appropriate label for each group
6.) Individually at desks ask students to write down a list of holidays

that are important to their families.
7.) Explain that there are often particular objects that are important in
celebrating in those holidays, whether it be decorations, costumes,
games, food or other kinds of things.
8.) Use the interactive site

https://archive.nytimes.com/www.nytimes.com/interactive/2010/12/2
3/opinion/20101223_opart_holidaymemories.html to show six artists
drawings of things that define the holiday season for them. Reading
each text below the photographs aloud.
9.) After the slide show, ask students to write down as many
important objects from their own families as they can next to each of
the holidays they listed
7.) Students will choose one object and use a graphic organizer to
draw a picture of the object they chose and write a sentence
describing why it is important to their family.
8.) If time permits each student explains his/her illustrations,

including why those particular celebrations are important to the
community and what the celebration represents before placing it onto
the chart paper in the appropriate category.
Accomodations:
For ELL students, the teacher can provide a simple sentence frame..
_________ is an important holiday in our home. It takes place (on or

during)_________ and celebrates_________. This is a picture of a/an
_________. It is important to our celebration of _________ because
__________________.
Sticky notes
Chart paper
Resources/Materials Graphic organizer for whole class
Tape
Internet access with projector
https://archive.nytimes.com/www.nytimes.com/interactive/2010/12/2
3/opinion/20101223_opart_holidaymemories.html
NEED FOR PRESENTATION:
● professional dress
● at least one book and one activity per person
● share learning objectives, learning goals, and standards

Design For Instruction Sse 3312 Unit Plan Rev 2016

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Design for Instruction (DFI) SSE 3312 Unit Plan

Theme: Holidays Around the World Grade level: Kindergarten

Meganne Godke Emma Rothert

SS standards you plan to include (at least 3):

1. SS.K.A.2.3 Compare our nation’s holidays with holidays of other cultures.

2. SS.K.A.2.2 Recognize the importance of celebrations and national holidays as a way of

LAFS/MAFS/SC, etc. standards you plan to include (at least 1):

2.VA.K.H.1.1 Describe art from selected cultures and places.

Pre-Post assessment ideas: Kahoot! quiz (at least 5 questions)

Day 1 (Monday): Fall Holidays

Day 2 (Tuesday): Winter Holidays

Day 3 (Wednesday): Spring Holidays

Day 4 (Thursday): Summer Holidays-

Day 5 (Friday): Celebration of the Holidays!

Thematic Unit Theme/Title/Grade Level: Holidays Around the World/Kindergarten

Weebly address: ucfkholidayssp18.weebly.com

Learning Goal: Students will understand the holidays around

NCSS Themes NCSS theme(s):

● MAFS.K.OA.1: Understanding addition as putting

Next Generation Sunshine State Standards:

● SS.K.A.2.2: Recognizing the importance of

On-going Formative (progress-monitoring/daily)

(Sliding scale will be located on students’ desks. At the end of each

· Consider Contextual Factors (learning - What is your favorite holiday?

5. CENTER 1: Day of the Dead: Gather around and read the

9. Diwali center 2: Explain that this is an Indian celebration

12. Thanksgiving center 3: Begin by having students discuss

Thematic Unit Theme/Title/Grade Level: Holidays Around the World/Kindergarten

Daily Lesson Plan Day/Title: Tuesday/Winter Celebrations

Learning Goal: Students will understand the holidays around the

NCSS Themes NCSS theme(s):

● MAFS.K.CC.2.4: Understand the relationship between

a. When counting objects, say the number names in

● SS.K.A.2.2 recognize the importance of celebrations

● SS.K.A.2.3 Compare our nation’s holidays with

● WL.K12.NM.5.6 pre-write by drawing pictures to

● VA.K.C.2.1 describe personal choices made in the

Assessment Unit Pre-Assessment:

Thematic Unit Theme/Title/Grade Level: Holidays Around the World/Kindergarten

Goals/Objectives Learning Objectives: You MUST have objectives to meet all

● SS.K.A.2.2: Recognizing the importance of

● VA.K.H.1.1 Describe art from selected cultures

Assessment Unit Pre-Assessment:

Thematic Unit Theme/Title/Grade Level: Holidays Around the World/Kindergarten

Weebly address: ucfkholidayssp18.weebly.com

Daily Lesson Plan Day/Title: Thursday/Holidays in the Summer!

Goals/Objectives Learning Objectives:

NCSS Themes NCSS theme(s):

● SS.K.A.2.2 Recognize the importance of

● SS.K.A.2.3 Compare our nation’s holidays with

· What products will be developed and created by 1. Whole Group

Have an example on the table for students to model after.

Thematic Unit Theme/Title/Grade Level: Holidays Around the World/Kindergarten

Weebly address: _____________________________________________________________________

Daily Lesson Plan Day/Title: Friday, Holidays Around the World

NCSS Themes NCSS theme(s):

● LAFS.K.RI.3.7 With prompting and support, describe the

● SS.K.A.2.2: Recognizing the importance of

● SS.K.A.2.3 Compare our nation's holidays with holidays of

Assessment Unit Pre-Assessment:

· How will student learning be assessed?

2.) Provide students an opportunity to, individually, brainstorm kinds

6.) Individually at desks ask students to write down a list of holidays