Kindergarten Lesson: Special Ways and Special Days

Kindergarten Lesson: Special Ways and Special Days

Grading Period/Unit (CRM): 1st 9 weeks/CRM 1

Estimated timeframe: 2 days

Lesson Components
Lesson Objectives:
The Student Will Know…

Special days are celebrated by families and others in chronological order.

Families share customs and traditions.

The United States has people with different customs and celebrations.

People celebrate special days in other parts of the world.

The Student will be able to…

Use pictures of the season to create a simple timeline
Turn and talk to a neighbor and identify family customs and traditions, explain their importance, and compare family customs.

In class discussion, recognize cultures found in the United States and describe celebrations around the world.

Language Objectives: Students will listen and speak about how people celebrate special days with their families and others. Students will compare their families' celebrations to those of other students.
Standards(Texas Essential Knowledge and Skills):
K.3History. The student understands the concept of chronology.

3A. Place events in chronological order.

K.11 Culture. The student understands similarities and differences among people.

11A. Identify similarities and differences among people such as kinship, laws, and religion
11B. Identify similarities and differences among people such as music, clothing, and food

K.14Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

14A. obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music;
14B. obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, print material, and artifacts; and

K.15Social studies skills. The student communicates in oral and visual forms. The student is expected to

15A. express ideas orally based on knowledge and experiences; and
15B.create and interpret visuals, including pictures and maps.

Essential Questions:

How do you celebrate special days with your family?
Is there special food? Music?
Who participates in the celebration?
Are there any gifts/presents?
Which celebration is your favorite?

Enduring Understandings:

People have relationships through their family membership.
Family relationships have similarities and differences.

Vocabulary
Essential: family, mother, father, grandmother, grandfather, brother, sister, aunt, cousin, earning a living, home, shelter, custom, celebration, tradition
familia, mamá, papá, abuela, abuelo, hermano, hermana, tía, tío, primo, prima, ganando la vida, hogar, albergue, costumbre, celebración, tradición
Supporting: Birthday, holidays, special events (graduation, mother’s day, etc.)
cumpleaños, días festivos, eventos especiales
Lesson Preparation
Chart paper
Pin the Tail on the Donkey game or other Birthday Celebration Game
Discovery Education: Cultural Celebrations from Around the World (4 min.)
Anchors of Support
Vocabulary Word Bank: with pictures and essential vocabulary
Anchor Chart on Families:

Engage

Watch Discovery Education: Cultural Celebrations from Around the World (4 min.)

Lesson Stages
Books:

Customs and Traditions by Bobbie Kalman
The Secret Birthday Message by Eric Carle
A Party for Papa Luis= La fiesta para Papa Luis by Diane Gonzales Bertrand
Three Cheers for Catherine the Great by Cari Best

Day 1:

Engage: Watch the video on Discovery Education liked above.
Whole Group:Have students brainstorm different holidays they celebrate with their family and create an anchor chart using targeted vocabulary. Encourage students to discuss the different types of food, music, dance, clothing, games, etc.
Student Task: Students draw and/or write about their family celebrating a special day and present to the class. (See extension activity below to create greeting cards to match all the different special days that the students celebrate with their family.)

Day 2:

Engage: Read a book from the resources above or from your own library
Whole Group: Have students share the things they do with their families to celebrate birthdays. Make a chart displaying all of the birthday traditions that the students discussed. Discuss how your family traditions are the same or different than the character in the story?
Student Task: Students will create a class quilt made with each student decorating a square with a depiction of one of their favorite family birthday customs/celebrations.(see template below)

Differentiation Strategies
Special Education:
Flash cards with pictures and words of different family members and pictures of people celebrating things, working collaboratively with a partner.
English Language Learners:
Flash cards with pictures and words of different family members and pictures of people celebrating things.
Sentence stems:
My family celebrates______.
My friend's family celebrates ______.
Our celebrations are similar because ______.
Our celebrations are different because______.
Provide students with premade sheets that have sentence starters for writing.
Provide students pictures of families from their native country and have students make connections to those families. Use these pictures for students to compare and contrast their own families.
Extension for Learning: After discussing the different types of holidays and celebrations that the students bring to your class, the students can create greeting cards that celebrate various celebrations. For example, students can create Halloween cards, Cinco de Mayo cards, Mother’s Day, Father’s Day, etc.
Closure Activity
Have students play a birthday game and sing “Happy Birthday To You” in English and Spanish.
OR
Creative Learning Strategy: Build-a-Phrase
Have students create a gesture or movement for a given topic (for example: vocabulary words or family traditions). Students create their own movement for each word OR you can spotlight students. Link all of the movements together in chronological order and add music. Perform together as a class with music.
Reflections with students: What vocabulary words or family traditions did we show with movement? Why did you move in the way you did for that vocabulary word or tradition? How does this help you understand the words or traditions?
Check for Understanding (Evaluation)
Formative: Observe: discussions on ways families celebrate birthdays using different/same traditions with food, song, games, etc.
Summative: Students will write and present a sentence and illustrate a picture of their family celebrating a special day and present to the class. Compile into a class book.
College and Career Readiness
II. Diverse Human Perspectives and Experiences

Multicultural societies
1. Evaluate the experiences and contributions of diverse groups to multicultural societies.

Factors that influence personal and group identities (e.g., race, ethnicity, gender, nationality, institutional affiliations, socioeconomic status)
1. Explain and evaluate the concepts of race, ethnicity, and nationalism.
3. Analyze diverse religious concepts, structures, and institutions around the world.
6. Analyze how individual and group identities are established and change over time.

21st Century Skills
Life and Career Skills
Productivity and Accountability
Manage projects
Prioritize, plan, and manage work to achieve the intended results
English Language Proficiency Standards
2. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas.
•(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment;
3. Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas.
•J. Respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading.
(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs;

Name/nombre: ______Date/fecha:______

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