HSS Grade 2 Traditions and Customs - Model Curriculum Unit Draft

Traditions and Customs Grade 2 History/ Social Studies & ELA

Students will study the traditions and customs in their own families and how those traditions and customs came to America. The purpose of this unit is to encourage students to explore traditions and customs that might not be exclusive to holidays. For example, going apple picking with your family could be a family tradition. These Model Curriculum Units are designed to exemplify the expectations outlined in the MA Curriculum Frameworks for English Language Arts/Literacy and Mathematics incorporating the Common Core State Standards, as well as all other MA Curriculum Frameworks. These units include lesson plans, Curriculum Embedded Performance Assessments, and resources. In using these units, it is important to consider the variability of learners in your class and make adaptations as necessary.

In this second grade unit, students will study the traditions and customs in their own families and how they came to America. This unit includes a variety media such as videos, literature, fictional text, non-fiction texts and poetry. The purpose of this unit is to encourage students to explore traditions and customs that are not exclusive to holidays. For example, apple picking or Friday night pizza with family could be a family tradition. This unit looks at traditions and customs within individual families, as well as those from around the world. Some examples include tooth and wishing traditions from around the world. Students will identify traditions and customs that their families have started or have brought with them from their countries of origin. The standards addressed in this unit include:  HSS 2.8  ELA RL 2.1  RI 2.10  W2.1  W2.8  SL 2.2  L2.2b

This unit is best taught after a social studies unit on geography. The unit references many of the terms that students would learn in a second grade geography units. This unit also includes a persuasive (opinion) writing component; persuasive (opinion) writing instruction should either precede this unit or be explicitly taught as part of the unit.

This unit has 7 lessons and is estimated to take 3 – 4 weeks (700 minutes) to complete. Please see Stage 3 in the Unit Plan for an exact breakdown of lessons and approximate time.

Other Model Curriculum Units (MCUs) that have similar content:

 ELA Grade 1: Researching and Writing with Informational Text- Animal Habitats  ELA Grade 2: Geography Land and People  ELA Grade 3: Reading for Inquiry-Understanding Informational Text

These Model Curriculum Units are designed to exemplify the expectations outlined in the MA Curriculum Frameworks incorporating the CCSS. These units include lesson plans, Curriculum Embedded Performance Assessments, and resources. In using these units, it is important to consider the variability of learners in your class and make adaptations as necessary.

Unit Plan ……………………………………………………………………………………………..………………………………………………….…... 4 Lesson 1 …………………………………………………………………………………………………………………………..………….……………… 7 Lesson 2 ………………………………………………………………………………………………………………………………..…….……….….…. 13 Lesson 3 ………………………………………………………………………………………………………………………………………………….…. 17 Lesson 4 ………………………………………………………………………………………………….…………………………………………………. 21 Lesson 5 …………………………………………………………………………………………………………………………………………………….. 25 Lesson 6 …………………………………………………………………………………………………………………………………………………….. 28 Lesson 7 …………………………………………………………………………………………………………………………………………………….. 30 CEPA …………………………………………………………………………………………………………………………………..………………….….. 35 Unit Resources …………………………………………………………………………………………………………………………..……………….. 39

This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial- ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Draft 8/ 2013 Page 3 of 66 Stage 1 Desired Results ESTABLISHED GOALS G Transfer History/Social Studies Students will be able to independently use their learning to communicate ideas effectively in 2.8 With the help of the school librarian, writing to suit a particular audience and purpose. give examples of traditions or customs from other countries that can be found in T America today. Meaning UNDERSTANDINGS U ESSENTIAL QUESTIONS Q ELA Standards Students will understand that… Q1 Why do we have traditions and RL 2.1 Ask and answer such questions as U1 American people have traditions or customs? who, what, where, when, why, and how to customs that are often influenced by their demonstrate understanding of key details cultures and human needs. in a text. Q2 How and why are original traditions RI 2.10 By the end of the year, read and U2 Cultural diversity needs to be accepted and customs preserved? comprehend informational texts, including and appreciated. history/social studies, science, and technical texts, in the grades 2-3 text Acquisition complexity band proficiently, with Students will know… K Students will be skilled at… S scaffolding as needed at the high end of K1Vocabulary terms for tradition, S1 Using graphic organizers as a the range. customs, ancestors, generation, heritage, references and resource. W2.1 Write opinion pieces in which they preserve introduce the topic or book they are S2 Comparing similarities and differences writing about, state an opinion, supply K2Traditions and customs are often in various traditions and cultures. reasons that support the opinion, use passed down through generations and are linking words to connect opinion and sometimes influenced by our cultures. S3 Answering focus questions to clarify reasons, and provide a concluding meaning from text. statement section. K3 A tradition is something that a family or W2.8 Recall information from experiences group of people does repeatedly. S4 Determining importance of the key or gather information from provided concepts from text to record specific sources to answer a question. K4 A custom is something that a family or information. SL 2.2 Recount or describe key ideas or group of people does repeatedly that has

Stage 2 – Evidence Evaluative Criteria Assessment Evidence The letter has a clear and effective CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE TASKS) PT organizational structure with a logical You have learned about many traditions or customs from around the world that we progression of ideas. have adopted in America. The description of the tradition is apparent; the opinion is clearly is stated As a class, we have shared our own personal experiences with some traditions or and supported with strong reasons. customs. Now it’s your chance to select a new tradition for your family. Choosing one The closing statement is effective for the of the traditions that you have learned about in this unit, you will write a persuasive audience and purpose. (opinion) letter that describes the tradition and will help convince your family to adopt this new tradition. You have a very important job because this tradition could be passed on to future generations.

You will write a friendly letter to your family. Your letter should state and describe the tradition you want to be adopted, your opinion, and reasons that support your opinion. Don’t forget to include important content vocabulary from the unit to help you describe the tradition and tell the reasons why your family to adopt it. Finally, provide a concluding statement that supports your opinion.

If the final draft of your persuasive letter is accurate, interesting, and well written your family will consider making it a tradition.

Stage 3 – Learning Plan Summary of Key Learning Events and Instruction

Lesson 1: Building background for understanding traditions or customs and begin word bank How My Family Lives in America, by Susan Kuklin Students learn about traditions and cultures by listening to and discussing an informational text, How My Family Lives in America, which describes the importance of choice and adaptation in cultural identity. It provides opportunities for students to examine their own families, what makes them the same, what makes them distinct, and how this uniqueness is celebrated. The targeted academic vocabulary is introduced and posted. These words will be used as a reference and resource for future instructional lessons. Teacher and students identify the three locations identified in the book (Africa, Puerto Rico, China). As a class students, will discuss specifics of the location of where each tradition/custom originated from using map direction words.

Lesson 2: Pieces of Tradition Students will listen to The Keeping Quilt by Patricia Polacco and add the tradition/custom to the existing graphic organizer from lesson one. Students will locate Russia on the map.

Lesson 3: Recalling Experiences Teacher will ask the students what tradition they follow after their tooth falls out. Teacher will read Throw Your Tooth on the Roof by Selby Beeler highlighting particular sections from North America, South America, Australia, Africa, and Asia. The teacher will keep track of different tooth traditions on a chart and will also locate where the tradition or custom originated from on the world map. Students will identify the countries that have similar tooth traditions to that of the students in the classroom. Students will choose a tooth tradition that they find interesting and compare it to their own.

Lesson 5: Wishing Traditions Students will share their understanding of the word wish, when they make wishes and what they do to make a wish. Their responses will be placed on an anchor chart. Teacher will share certain pages from the picture book Wish Wishing Traditions Around the World by Rosanne Thong. These traditions will be added to a class anchor chart. Students will identify the country from which the tradition takes place; name the continent and the direction we would have to travel to get there from home.

Lesson 6: Making Choices Students choose one tradition that they would like their family to adopt, where it came from, and two reasons why they would like to their family to adopt it.

Lesson 7: Writing a Letter Teacher will read I Wanna Iguana by Karen Kaufman Orloff to understand how writing a letter can convince people and or have them change their mind. Students and teachers will look closely at particular letters within the books to identify characteristics of a persuasive letter.

Teacher and students will outline the steps in the process of persuasive writing to use as a guide. Present your opinion Provide two reasons to support your opinion Closing statement (We should have a class pet because…)

Proper letter format will be used to demonstrate expectations for the CEPA.

In order to learn about various traditions and cultures the students will listen to and discuss the informational text, How My Family Lives in America. This book describes three children who live in America but their families come from other countries. Each child’s first person account highlights his/her cultural identity and how they are able to adapt their unique ethnic traditions in America. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: Students should be familiar with a world map, the continents, oceans and cardinal directions: North, South, East, and West. The following standard below HSS 2.7 is addressed; however, it is not formally assessed in the unit. 2.7 On a map of the world, locate the continent, regions, or and then the country from which students, their parents, guardians, grandparents, or other relatives or ancestors came. With the help of family members or the school librarian describe traditional food, customs, sports and games, and music of the place they came from.

Estimated Time: 60 minutes

Resources for Lesson:

By the end of this lesson students will know and be able to:  Define traditions as ritual that are often passed down from generation to generation  Explain how/why some traditions come from other countries and continue in America  Recognize that there is rich variety of lifestyles and cultural heritages in the U.S  Use a graphic organizer to record tradition/ custom

Essential Question(s) addressed in this lesson: Why do we have traditions and customs? How are original traditions and customs preserved?

Standard(s)/Unit Goal(s) to be addressed in this lesson: HSS 2.8 With the help of the school librarian, give examples of traditions or customs from other countries that can be found in America today. RL 2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL 2.2 Recount or describe key ideas or details from a text, read aloud, or information presented orally or through other media. W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Instructional Tips/ Strategies/Notes for Teacher:

Teachers should read the informational text, How My Family Lives in America by Susan Kuklin before teaching this lesson. This book describes the life of three different children. These families live in America but families come from another country. The first-person accounts highlight the uniqueness of an ethnic tradition and reveal how it is fostered and adapted within a family. Students learn about traditions and cultures by listening to and discussing the informational text, How My Family Lives in America, which describes the importance of choice and their adaptation in cultural identity. It provides opportunities for students to examine their own families, what makes them the same, what makes them distinct, and how this uniqueness is celebrated. The teacher begins a word bank of targeted academic vocabulary that will be added to during the unit. These words will be used as a reference and resource for future

A letter will be sent home to parents informing them of the tradition unit that their child will be learning about. Parents and students will complete an interview about a tradition that is shared in their family.

Review map skills – Map of the world

Empathy – Children may respond to ideas presented in the text negatively. Please remind students to be respectful of others traditions and customs to create a positive community.

Anticipated Student Preconceptions/Misconceptions: Students may think that all traditions/customs are related to holidays. Unique traditions/customs are funny.

Targeted Academic Vocabulary: For the vocabulary work prepare bags of words and pictures cards for groups of students to discuss and match. See unit resources for the cards. For this lesson prepare a three- column vocabulary anchor chart with the headings: Word, Picture, Definition. You will write the words on the chart and paste the pictures during the vocabulary activity. In Lesson 2 you will add the definitions.

Word Picture Definition

Lesson Sequence: Day 1 Step 1: Have students read the following poem to set the stage for learning Days Gone By Author: Unknown The special book upon the shelf, The start of you and me. Was made with many hands. The history of our families, Our ancestors who posed back then, Now here in black and white. All came from different lands. Preserved with special care and time, Their pictures were all tucked away, Each page is done just right. And rarely did we see, When time permits, we take it down, The importance of these treasures- And think of days long past.

After reading the poem, have students predict what they will be studying in the unit and why.

Post Essential Questions: Why do we have traditions and customs? How are original traditions and customs preserved?

Introduce Targeted Academic Vocabulary: Add the following words to the three-column vocabulary anchor chart: tradition, custom, ancestors, heritage, generation, preserve Give groups of students the word and picture cards and have them match the words and pictures. Orally share responses and paste pictures on the three-column vocabulary anchor chart.

Present the class with a pretty wrapped package or a treasure chest. Students should realize that customs and traditions preserve cultures, keep us connected to our ancestors and provide a sense of belonging. Tell the students that we need to consider the variety of lifestyles and cultural heritage in the U.S. as gifts from our ancestors. Step 2: Introduce the informational text How My Family Lives in America. Begin by having students look at the cover make predictions. Next read the text • Pause after reading about two children in the book and lead students in a discussion about the first two children by asking the class what makes them the same, what makes them distinct, and how their uniqueness is celebrated. Continue reading the remainder of the book reminding students to listen carefully so they can compare each child in the book later. • List the different tradition/custom unique to each child on an anchor chart. For Example: Sanu is learning how to braid her hair and cook the same African meal her father makes. Eric loves to play baseball and dance the merengue with his friends and family. April works hard on her Chinese writing and tries to keep up with her family's challenging games like tangrams. Make sure to include the twisted braid, merengue dance, and tangram on the chart. (Clip Art for World Map activity)

Ask: What common interests bring these families together? Why might the children’s parents want them to know more about their country of origin? Locate: the country each child is from on a world map and post the clip art picture to represent the child from the story. (Sanu’s twisted braid, Eric’s merengue dance and April‘s tangram.)

Step 4: Teacher will model how to complete the graphic organizer by using Sanu and her tradition of the twisted braid. Students and teachers complete the rest of the chart using the merengue dance for Eric and the tangram for April (see resources).

Step 5: The teacher will give each student a World Map. Students will locate the country of origin for each of the children mentioned in the book. Using the class world map as a resource the students will glue a similar clip art picture on their map.

Step 6: Send home a letter informing parents/ guardians of the tradition unit that their child will be learning about. Parents/guardians and students will complete an information paper about a tradition that is shared in their family. This information will be shared in Lesson 4.

Formative Assessment On the back of the map, students will list three important words they learned from the lesson. Thumbs up or thumbs down (a quick way of obtaining information from students thumbs up meaning yes and thumbs down meaning no): After listening to the poem in the beginning of the lesson, was your prediction of what we will be learning correct?

Have students turn and talk to a partner and answer the following question:  What makes the children in the story unique?

Brief Overview of Lesson: In this lesson the book The Keeping Quilt by Patricia Polacco will be read. The custom and tradition information will be added to the existing graphic organizer. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: Students should be familiar with a world map, the continents, oceans and cardinal directions: N, S, E, W.

Estimated Time (minutes): 60 minutes

Resources for Lesson: Keeping Quilt by Patricia Polacco There is a You Tube Video of Patricia Polacco’s reading and personal discussion of The Keeping Quilt. http://www.youtube.com/watch?v=PfozE5b22og *Note: The video should be terminated when the author finishes discussing the book (pieces of this video are not needed for this lesson) Family Ties, Author Unknown (see lesson sequence) Chart/organizer from the prior lesson Maps of the world (Classroom size and small individual ones from lesson 1) Clip art quilt (see resources) Sets of Academic Vocabulary Word Cards Unit: Traditions & Customs Content Area/Course: History & Social Studies/ ELA Lesson #2: Pieces of Tradition Time (minutes): 60 minutes

By the end of this lesson students will know and be able to:  Explain that traditions are often passed down from generation to generation  Understand traditions can be recorded in stories  Record a tradition/ custom on the graphic organizer

Essential Question(s) addressed in this lesson: Why do we have traditions and customs? How are original traditions and customs preserved?

Standard(s)/Unit Goal(s) to be addressed in this lesson: HSS 2.8 With the help of the school librarian, give examples of traditions or customs from other countries that can be found in America today. SL 2.2 Recount or describe key ideas or details from a text, read aloud, or information presented orally or through other media. W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Instructional Tips/ Strategies/Notes for Teacher:

Teachers should read the book before teaching this lesson. The Keeping Quilt is about a Russian family who immigrates to the United States. A family quilt is passed along from mother to daughter for many generations as a part of a tradition within their family. The teacher may want to view the You Tube Video of Patricia Polacco’s reading and discussion of The Keeping Quilt.

Anticipated Student Preconceptions/Misconceptions: Students may think that all traditions are related to holidays.

Targeted Academic Vocabulary: Tradition, custom, heritage, ancestor, generation, preserve Other words to discuss when reading: immigrate, precious, Russia/Russian

Lesson Sequence: Step 1: Targeted Academic Vocabulary Practice: Add the definition cards to the collection of word and picture cards from Lesson 1. In groups students will discuss and match each word now with its picture and definition. Students will share their matches with the large group. The teacher will attach the definition to the three-column anchor chart presented in Lesson 1.

Step 2: Tell students that they will be listening to a story about a The Keeping Quilt. Periodically pause to predict and discuss events from the story by having them turn and talk to a partner. Students will demonstrate an understanding of traditions by answering the questions below.

• What is the tradition in this story? • How did the Keeping Quilt start? • What was the purpose of a Keeping Quilt tradition? • What do you think will happen to the Keeping Quilt?

After reading the book you may also use the following link: http://www.youtube.com/watch?v=PfozE5b22og You Tube Video of Patricia Polacco and The Keeping Quilt. The author gives an oral history lesson about the event and shows the original Keeping Quilt. *Note: The video should be terminated when the author finishes discussing the book.

Step 3: Students will locate Russia on the classroom world map and add a quilt clip art picture.

Step 4: Students will record the information about the Keeping Quilt tradition on the existing classroom organizer used in lesson 1.

Step 5: Students will locate Russia on their world map and add the quilt clip picture to it.

Step 6: Students will read the following poem, Family Ties, to make a text-to-text connection with The Keeping Quilt by Patricia Polacco.

Family Ties Author: Unknown Family ties are precious threads, no matter where we roam, they draw us close to those we love, and pull our hearts toward home. Formative Assessment: What piece of clothing from your life would you want to include on a keeping quilt? List the clothing on the back of the map.

Have students share with a partner their text-to-text connection with the poem, Family Ties and The Keeping Quilt.

Post Assessment Questions for the teacher: Did the students understand the concept of tradition/custom? Did students understand that a tradition/custom could be shared/told in a story? Recalling Experiences Grade 2 History & Social Studies/ELA Lesson #3 Brief Overview of Lesson: On the first day, students will share orally what they do after they lose a tooth. On a recording sheet they will describe this tradition and where it originated. On day two, pages from the book Throw Your Tooth On the Roof by Selby B. Beeler will be read book explaining what children around the world do when they lose a tooth. Students will compare a tradition read about with their tradition noting similarities and differences. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: Students should be familiar with a world map, the continents, oceans and cardinal directions.

Estimated Time (minutes): 2 days, 45 minutes each

Resources for Lesson: Throw Your Tooth On the Roof by Selby B. Beeler Chart paper to create an anchor chart Student recording sheet (see resources) Tooth clip art World map Unit: Traditions & Customs Content Area/Course: History & Social Studies/ ELA Lesson #3: Recalling Experiences Time (minutes): 2 days, 45 minutes each

By the end of this lesson students will know and be able to:  Identify that traditions are often passed down from generation to generation  Recall information about different traditions  Compare and Contrast traditions

Essential Question(s) addressed in this lesson: Why do we have traditions and customs? How are original traditions and customs preserved?

Standard(s)/Unit Goal(s) to be addressed in this lesson: . HSS 2.8 With the help of the school librarian, give examples of traditions or customs from other countries that can be found in America today. SL 2.2 Recount or describe key ideas or details from a text, read aloud, or information presented orally or through other media. W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Anticipated Student Preconceptions/Misconceptions: Students may think that everyone does the same thing when their tooth falls out.

Targeted Academic Language Enrichment: What’s My Word? Write a targeted academic vocabulary word (generation, heritage, tradition, custom, preserve, ancestors) on a sentence strip for each student. Staple the strip to make a crown. Give each student a sentence strip crown. They should not know what the word is though. Students will travel around the room and ask their classmates questions on their recording sheet to aid in identifying their word. Have students share their word and their clues. See Unit Resources for student recording sheet What’s My Word?

Lesson Sequence: Day 1 Step 1: Read the introduction of the book. Teachers should read the book before teaching this lesson Throw Your Tooth On the Roof, by Selby B. Beeler This book explains what children from countries on each continent do when they lose a tooth. Ask students to record what they do when their baby teeth fall out. Ask: Does the tooth fairy come to their house? What happens to their tooth? Give students an opportunity to describe and illustrate their response on a recording sheet. (see resources)

Step 2: Have students share their response sheets. List the different responses noting the similarities and differences in the class responses. Ask students how they know what to do with their tooth when it falls out? Read author’s note from the back of the book. (Discuss how traditions are passed down from generation to generation)

Day 2

Step 1: Review the tooth traditions list the class created the day before Introduce the book Throw Your Tooth On the Roof Predict: What do you think this book is about? Tell students like us, people around the world do different things with their teeth when they fall out. Listen to the different traditions people have for their teeth. Step 2: Teacher will highlight the traditions from Australia, Europe, Germany and Spain and other countries that represent the population of students in the class. After reading each tradition, have students locate the different countries on the world map and add a tooth.

Step 3: Teacher records one of the tooth traditions learned about today on a recording sheet, like the one they did in Step 1, Day 1 and compare it to the most popular tradition from the class tradition list.

Step 4: Have students choose their favorite tradition from the story and compare it to their own explaining how the traditions are either the same or different. Students share their information with a partner.

Post Assessment Questions for the teacher:  Did students understand the concept of tradition?  Did the students understand that some traditions are the same and some are different?  Was the student able to present their tradition to the class? Was the student able to compare traditions? Understanding Generations Grade 2 History & Social Studies/ELA Lesson #4

Brief Overview of Lesson: Family traditions may be passed down through generations. During this lesson the teacher will read Love You Forever, by Robert Munsch and the students will share their own family traditions. The lesson ends with the student reading the poem Special Family Memories, independently and drawing a picture of their family tradition on the back. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Estimated Time (minutes): 60 minutes

Resources for Lesson: Love You Forever by Robert Munsch (http://www.youtube.com/watch?v=qA5-2MXGj6c) Special Family Memories, by Marilyn Lott (see lesson sequence) Chart paper Student family tradition page from Lesson 1 Unit: Traditions & Customs Content Area/Course: History & Social Studies/ ELA Lesson #4: Passing Down Traditions Time (minutes): 60 minutes

By the end of this lesson students will know and be able to:  Identify that traditions are often passed down from generation to generation  Express that traditions are special ways to make something a part of our lives  Recall information about different traditions

Essential Question(s) addressed in this lesson: Why do we have traditions and customs? How are original traditions and customs preserved?

Standard(s)/Unit Goal(s) to be addressed in this lesson: RL 2.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. HSS 2.8 With the help of the school librarian, give examples of traditions or customs from other countries that can be found in America today. SL 2.2 Recount or describe key ideas or details from a text, read aloud, or information presented orally or through other media. W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Instructional Tips/ Strategies/Notes for Teacher:

Teachers should read the book Love You Forever, by Robert Munsch or listen to http://www.youtube.com/watch?v=qA5-2MXGj6c before teaching this lesson. Teachers and students should discuss the story and come to understand that simple events in their lives could be considered traditions. The story begins and continues through the life of the boy. The mother rocks her son to sleep singing "I'll love you forever. At the very end of the story, the mother passes away and her son is the father of a little girl, rocking her to sleep; singing the same song that his mother used to sing to him.

Anticipated Student Preconceptions/Misconceptions: Students may not realize that simple events in our life can become traditions

Targeted Academic Vocabulary Enrichment: Draw a Word (optional) Student will choose one of the targeted academic words from the unit (generation, heritage, tradition, custom, preserve, ancestors) and draw a picture to represent the word. Share word and picture with the class and create a Word/Picture Gallery. (See Unit Resources) Lesson Sequence: Step 1: Teacher will prepare an anchor chart listing the following traditions. Use the list to discuss the commonalities, asking what is the same about all of these?

• On my birthday I get to eat off the special Happy Birthday plate. • On the 4th of July we go to watch the fireworks. • On Memorial Day we have a neighborhood block party. • On the first day of Hanukah we peel potatoes and make latkes. • We open our Christmas stocking on Christmas Eve • On Mother’s Day we make a special breakfast for mom. • In the fall we go apple picking. • Every Thanksgiving we have a family dinner of turkey and pumpkin pie. • Every Friday night we have pizza and movie night at my house.

Each tradition has: • Something to do with a special day • Something to do with family • Something to do with a ritual or event that happens over and over again

Ask: Does everyone do these traditions? Establish that traditions can be different from family to family and from culture to culture.

Step 2: Students will be asked to share their family tradition using the information that they have collected from the family note in lesson 1. Add each student’s information to a classroom anchor chart.

Step 3: Read the book Love You Forever, by Robert Munsch. Tell students that this book about a tradition a mom started and passed on to her son. Stop and discuss the story at different parts recalling details about the tradition. Ask what makes the rocking and song a tradition? Ask if they think the little girl will continue the tradition? Why?

Step 4: Have students read the following poem. On the back of the poem, have students draw a picture of their family tradition. Special Family Memories I have special family memories Of when I was just a child My family did things together More often than once in awhile

We would go to church together Then afterward a Sunday drive With roast beef and mashed potatoes When back home we’d later arrive We’d to go the movies on occasion My mom, dad, brother and me I remember especially seeing Bambi Although that was sad for me to see

But family is so important It creates a special bond I have many family memories Of which I’m so terribly fond! Written by: Marilyn Lott

Post Assessment Questions for the Teacher:  Did the students understand the concepts of tradition and custom?  Were students able to find the commonalities in traditions?  Were students able to orally share their family traditions? Wishing Traditions from Around the World Grade 2 History & Social Studies/ELA Lesson #5

Brief Overview of Lesson: This lesson would be the fifth in a series of lessons from the unit about Traditions and Customs. The book Wish Wishing Traditions Around the World, by Rosanne Thong will be read. Students will begin to understand that customs and traditions are often influenced by cultures and are passed down through generations. The students will start to compare and contrast traditions and customs from around the world and note the similarities to traditions and cultures that exist in our country today. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Estimated Time (minutes): 60 minutes

Resources for Lesson: Wish Wishing Traditions Around the World, by Rosanne Thong Map of the world Chart paper Recording sheet (See resources) Unit: Traditions & Customs Content Area/Course: History & Social Studies/ ELA Lesson #5: Wishing Traditions Time (minutes): 60 minutes

By the end of this lesson students will know and be able to: • Describe how traditions from all over the world connect to cultures in America • Discover that people all over the world have wishing traditions. • Identify the key facts about a custom or tradition for making wishes from different countries.

Essential Question(s) addressed in this lesson: Why do we have traditions and customs? How are original traditions and customs preserved?

Standard(s)/Unit Goal(s) to be addressed in this lesson: HSS 2.8 With the help of the school librarian, give examples of traditions or customs from other countries that can be found in America today. SL 2.2 Recount or describe key ideas or details from a text, read aloud, or information presented orally or through other media. W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Instructional Tips/ Strategies/Notes for Teacher: Teachers should read the book before teaching this lesson. Wish Wishing Traditions Around the World, by Roseanne Thong. This book is a compilation of wishing traditions from around the world. Each custom provides insight into the cultures of lands far and near while reminding us of the similarities we all share. There is additional information about wishing customs in the back of the book Wishes Wishing Traditions Around the World, by Rosanne Thong.

Anticipated Student Preconceptions/Misconceptions: Assumptions about what students know and are able to do coming into this lesson (including language needs):

Wishes … • are often in fairytales • always come true Add the word wish to the word bank.

Background Knowledge for Teachers Definition of a wish: http://en.wikipedia.org/wiki/Wish#In_literature Targeted Academic Vocabulary Enrichment: Memory Write each word on individual index cards. For each existing card, make a matching card with the definition. Students shuffle the cards and arrange them all face down on a table. Students take turns flipping over three cards. If the cards all match, the student keeps the cards and takes an additional turn. The person with the most cards at the end of the game wins.

Lesson Sequence: Day 1 (30 minutes) 1. Write the word wish on an anchor chart. Begin to gather student understandings about making wishes by asking: “What is a wish? When do people make wishes? Students will answer the open response question individually by writing or drawing a picture to represent any knowledge. (See Resources) These sentence stems can be posted for students to refer to through the lesson. This is how I make a wish….. I learned to make wishes this way from…..

2. Create a learning chart to document ways that children make wishes.

Day 2 (30 minutes) 1. Provide students with factual information about wishes through the read aloud Wishes Wishing Traditions Around the World, by Rosanne Thong.

2. Selecting specific traditions from the text that provide a variety of traditions and countries from around the world, (Clip art is included for Mexico, United States, China, Italy, Brazil, India, Ireland, South Africa, Guatemala and Japan.) make sure to include countries that represent the Countries of Origin for the students in your class. The teacher will chart the

3. When exploring a tradition, students and teacher will document new understandings on an anchor chart posted for future reference to compare and contrast new understandings.

4. Reflect on the chart and discuss some of the similar ways we make wishes. Identify the country from the chart and have a child locate it on the world map asking the name of the country, the continent and the direction we would have to travel to get there.

Post-assessment – Have students turn and talk to their partner to answer the following questions and share a few responses with the class. “What do people do to make wishes? What have you learned about traditions? How do they influence our lives?” Making Choices Grade 2 History & Social Studies/ELA Lesson #6

Brief Overview of Lesson: This lesson is the sixth in a series of lessons from the unit about Traditions and Customs. Students have become familiar with many traditions and customs from around the world. Using all the information from the unit students will choose a new tradition that they would like their family to adopt. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Estimated Time (minutes): 60 minutes

Resources for Lesson: Recording sheet (see resources) Anchor/learning charts created during the unit Unit: Traditions & Customs Content Area/Course: History & Social Studies/ ELA Lesson #6: Making Choices Time (minutes): 60 minutes

By the end of this lesson students will know and be able to:  Identify and explain how traditions are often passed down from generation to generation  Express that traditions are special ways to make something a part of our lives  Recall information about different traditions  Identify traditions they would like to learn more about or try.

Essential Question(s) addressed in this lesson: Why do we have traditions and customs? How are original traditions and customs preserved?

Standard(s)/Unit Goal(s) to be addressed in this lesson: HSS 2.8 With the help of the school librarian, give examples of traditions or customs from other countries that can be found in America today. SL 2.2 Recount or describe key ideas or details from a text, read aloud, or information presented orally or through other media. W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Anticipated Student Preconceptions/Misconceptions: Students may not realize that simple events in our life can become traditions.

Lesson Sequence: Step 1: Review all of the anchor charts created in lessons 1-3 Discuss the essential questions. Step 2: Have students choose their favorite tradition/custom learned during this unit. They will record their favorite tradition and at least two reasons why. (see resources) Post Assessment Questions For Teacher Reflection: • Did the students understand the concepts of tradition and custom? • Were students able to choose a favorite tradition? • Were the students able to support their choice with 2 reasons? Writing to Persuade Grade 2 History & Social Studies/ELA Lesson #7

Brief Overview of Lesson: This lesson is adapted from http://www.scholastic.com/teachers/lesson-plan/art- persuasion. This is the last lesson in the series of lessons from the unit about Traditions and Customs. In this lesson students will learn how to write in a persuasive (opinion) manner to achieve a desired outcome. The final persuasive (opinion) letter will be considered and assessed as the CEPA. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: Students should be familiar with the friendly letter format.

Estimated Time (minutes): 60 minutes for 4-5 days

Resources for Lesson: I Wanna Iguana by Karen Kaufman Orloff Friendly letter stationary Powerful Word List Persuasive (opinion) Transitional Phrases (see resources) Unit: Traditions & Customs Content Area/Course: History & Social Studies/ ELA Lesson #7: Writing a Letter Time (minutes): 60 minutes for 2-3 days

By the end of this lesson students will know and be able to: • Identify and explain the purpose of persuasive (opinion) writing. • Explain how persuasion is used to achieve a desired outcome. • Use vocabulary words that are useful for persuasive (opinion) writing.

Essential Question(s) addressed in this lesson: Why do we have traditions and customs? How are original traditions and customs preserved?

Standard(s)/Unit Goal(s) to be addressed in this lesson: HSS 2.8 With the help of the school librarian, give examples of traditions or customs from other countries that can be found in America today. W2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement section. SL 2.2 Recount or describe key ideas or details from a text, read aloud, or information presented orally or through other media. L2.2b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

b. Use commas in greetings and closings of letters.

Instructional Tips/ Strategies/Notes for Teacher:

Teachers should read I Wanna Iguana prior to teaching lesson.

Prepare copies of Powerful Word Lists and Letter Writing Paper for each student.

Students may assume that friendly letter writing is the same as narrative writing.

Lesson Sequence: Day 1 Step 1: Begin the lesson by asking students if they have ever persuaded their mom or dad to permit them to do something that they normally are not allowed to do, such as staying up past their bedtime or eating dessert without eating their dinner. Ask: Were you successful in persuading your parents to let you do what you wanted? Why do you think you were successful? When we try to get someone to see our point of view or give us permission we are trying to persuade them. Write the term and its definition on chart paper.

Step 2: Tell students that they will be listening to a story about a boy who wishes to persuade his parents to let him have an iguana. Encourage them to listen carefully to the boy’s letters and the words he uses to try and get his way. Read I Wanna Iguana. Periodically pause while reading to discuss details about the story. Have students turn and talk to each other to answer the following questions:  Why do you think the boy wants an iguana?  How does the boy try to convince his mom to get an Iguana?  Do you think the boy’s methods of persuasion are working? Why or why not?

Step 3: Help students recall the tradition that they would like their family to adopt. Inform them that they will be writing a persuasive (opinion) letter to their parents/guardian convincing them to adopt a new family tradition. In order to do so, they need to understand how to write a persuasive (opinion) letter. Display an enlarged copy of a selected letter from the story and review it with the students labeling the parts of the letter. While completing this activity, ask the following: What reason does the boy provide for wanting to come home? Does he use any language that might be considered “persuasive (opinion)?” Make sure to highlight specific terms or phrases from the letter to help students easily identify persuasive (opinion) writing.

Language that can be considered persuasive:  This is important because…  Another reason is…  For example, one day…

Day 2 Step 1: Begin by telling students that today they will gather important words and phrases to support their persuasive (opinion) letter to their parents/guardians. Encourage them to recall the boy’s letter and the terms he used to persuade. Create a list of persuasive (opinion) words/phrases on a Persuasive (opinion) Words anchor chart. Students will use this resource when writing their letter.

Step 2: Distribute the Powerful Words List (see unit resources). Review the words with the students, demonstrating them in context.

Step 3: Divide students into four groups. Instruct each group to choose 4 words they could use in their letter, circle them on the list, and write them on the Powerful Words chart using a different colored marker for each group. There should be at least 10 powerful words on the chart.

Day 3 Step 1: Review anchor charts from precious days with students.

Step 2: Teacher presents a model letter to use for instruction (see unit resources). Students will identify key components of a persuasive (opinion) letter (idea, lead, transitions, supporting details, and closing statement). Encourage students to add powerful words to the model letter.

Step 3: Give students a friendly letter template. Allow students to write their persuasive (opinion) letter draft..

Day 4

Step 2: Students will then exchange their draft with a partner to read and provide feedback. Students will revise and type or write their final letter.

Step 4: Allow time for voluntary sharing of their letters.

Formative Assessment To assess the students’ understanding of persuasion have students turn and talk: • Ask was the letter persuasive (opinion)? • What made the letter persuasive (opinion)?

Extension: Teach students how to address an envelope so letters can be mailed.

The culminating performance task asks students to write a persuasive (opinion) letter. They will be writing a friendly letter to their parents persuading them to adopt a new tradition for their family.

In bringing to the task their reading and writing during the course of the lessons in this unit, students will be meeting these standards:

History/Social Studies 2.8 With the help of the school librarian, give examples of traditions or customs from other countries that can be found in America today.

ELA Standards 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. RI 2.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement section. W2.8 Recall information from experiences or gather information from provided sources to answer a question. L2.2b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use commas in greetings and closings of letters. As you plan, consider the variability of learners in your class and make adaptations as necessary.

CEPA Teacher Instructions:

Students have learned about many traditions and customs from around the world that we have adopted in America. Their task is to write a persuasive (opinion) letter convincing their family to adopt a new tradition. The students will select a tradition that they learned about during this unit. Their persuasive (opinion) letters should include a description of the tradition, its origin, their opinion, and reasons that support their opinion. Students must include content vocabulary and persuasive (opinion) words in their letters. They are encouraged to use the Word Bank and Persuasive (opinion) Words chart when drafting their letters. Students should provide a concluding statement that supports their opinion.

This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial- ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Draft 8/ 2013 Page 36 of 66 Persuasive (opinion) Writing 4 3 2 1 Rubric Overall Opinion is clearly Opinion is clear for No opinion is The writer wrote his//her opinion and Opinion is weak stated the most part stated gave reasons for his/her opinion. Lead The writer wrote a beginning in which he/she not only gave his/her opinion, Ample evidence Sufficient evidence Unclear evidence No evidence but also set readers up to expect that his/her writing would try to convince them of it Transitions The writer connected parts of his/her Ample evidence Sufficient evidence Unclear evidence No evidence piece using words such as also, another, and because Ending Includes a The writer wrote an ending in which Well developed No concluding concluding Underdeveloped concluding statement he/she reminded readers of his /her concluding statement statement statement opinion Organization: Little or no Offers purposeful Offers sufficient The writer’s piece had different parts; Inconsistent organization supporting organization logical organization logical organization he/she wrote a lot of lines for each opinion supporting supporting opinion supporting opinion part. opinion Elaboration Wrote more than one Wrote one reason Writer wrote at least one reason but no Wrote no The writer wrote at least one reason reason and many and a few sentences sentences about them. reasons and at least a few sentences about it. sentences about them. about it Craft Maintains a consistent Maintains an Language is The writer wrote words that would persuasive (opinion) adequate persuasive Provides some persuasive tone words unclear and make readers agree with his/her tone throughout the tone throughout the throughout the letter lacks opinion. letter letter description Conventions Spelling To spell a word, the writer used what he knew about spelling patterns (tion, Numerous Few if any errors Some errors Several errors er, ly, etc.) or classroom resources to errors help him/her figure out how to spell other words. Punctuation The writer used standard English Numerous capitalization, punctuation and Few if any errors Some errors Several errors errors commas in greetings and closings of letters.

As a class, we have shared our own personal experiences with some traditions or customs. Now it’s your chance to select a new tradition for your family. Choosing one of the traditions that you have learned about in this unit, you will write a persuasive (opinion) letter that describes the tradition and will help persuade your family to adopt this new tradition. You have a very important job because this tradition could be passed on to future generations.

You must use a friendly letter format addressed to your family. Your letter should state and describe the tradition you want to be adopted, its origin, your opinion, and reasons that support your opinion. Don’t forget to include important content vocabulary from the unit needed to describe the tradition. Finally, provide a concluding statement that supports your opinion.

If the final draft of your opinion letter is accurate, interesting, and well-written your family will consider making it a tradition.

To spell a word, I used what I knew about spelling patterns (tion, er, ly, etc.). Spelling I spelled all of the word wall words correctly and used the word wall or other resource to help me figure out how to spell other words.

I used capitals, punctuation, and commas in my Punctuation greeting and closing of my letter. *Student Checklist Adapted from Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study in Opinion, Information, and Narrative Writing.

Lesson 1: Targeted Academic Vocabulary Cards The larger and small clip art pictures of the dancers, tangram, and girl with braid will be used Chart/organizer to record new learning Small copy of world map for each student http://www.eduplace.com/ss/maps/pdf/world_cont.pdf Parent letter about the unit (see resources) How My Family Lives in America, Susan Kulkin Days Gone By, Author Unknown Clip art (see resources) Lesson 2: Keeping Quilt by Patricia Polacco There is a You Tube Video of Patricia Polacco’s reading and personal discussion of The Keeping Quilt. http://www.youtube.com/watch?v=PfozE5b22og *Note: The video should be terminated when the author finishes discussing the book (pieces of this video are not needed for this lesson) Family Ties, Author Unknown Chart/organizer from the prior lesson Maps of the world (Classroom size and small individual ones from lesson 1) http://www.eduplace.com/ss/maps/pdf/world_cont.pdf Clip art (see resources) Lesson 3: Throw Your Tooth On the Roof by Selby B. Beeler Chart paper to create an anchor chart Student recording sheet (see resources) Tooth clip art World map http://www.eduplace.com/ss/maps/pdf/world_cont.pdf Lesson 4: Love You Forever by Robert Munsch (http://www.youtube.com/watch?v=qA5-2MXGj6c) Special Family Memories, by Marilyn Lott Chart paper Lesson 5: Wish Wishing Traditions Around the World by Rosanne Thong Map of the world http://www.eduplace.com/ss/maps/pdf/world_cont.pdf Chart paper Recording sheet (See resources) Lesson 6: Recording sheet (see resources) Anchor/learning charts created during the unit Lesson 7: http://www.scholastic.com/teachers/lesson-plan/art-persuasion I Wanna Iguana, by Karen Kaufman Orloff Friendly letter stationary Powerful Word List Persuasive (opinion) Transitional Phrases

Why do we have traditions and customs?

How and why are original traditions and custom preserved?

We are studying family traditions! Your child has learned that a tradition is something that a family does on a regular basis. We are not studying the holidays, but the activities that families do as a tradition. Examples discussed in school include yearly family vacation to grandpa and grandma’s house, going apple picking together or to the library on a certain day each week and such. Please talk with your child about traditions you have maintained throughout your life and new traditions that you have started and continued with your children. This should be a wonderful time of family sharing and remembering. On the lines below please help your child write about a tradition that he/she is most familiar with. This information will be shared in class and used in class discussions. Thank you,

* If your child would like to share two traditions feel free to fill out both sides.

______’s Lost Tooth Information

Describe what you do when your baby tooth falls out.

What happens to your baby tooth?

Who did you learn this from?

This is what I do with my baby tooth.

Losing a Tooth

What happens when a child from this country loses a tooth?

This is what happens when a child loses a tooth in______

Is this tooth tradition similar to your tooth tradition? Yes or No. Explain why.

______’s Wish Tradition Information

This is how I make a wish…..______

______

I learned this from…..______

______

Here is a picture of me making a wish!

Dear ______,

______

______,

______

unquestionable incredible tremendous gorgeous outrages abundant splendid dazzling gigantic comfortable magnificent marvelous petite generous ample tantalizing fascinating exuberant eccentric memorable glorious spectacular amazing superb phenomenal vivid lively quaint tempting stunning

Adapted from Scholastic www.scholastic.com

Dear Family, I would like to start a new tradition by having our whole family go on a camping trip together. I think this because some of the students in my class go camping every year. They say it’s a great family activity. Another reason is that it will be great to have the whole family together. I love when we are all together. We always have lots of fun. It would be like when we get together on the holidays. We always laugh about past memories. This is why I think we should go camping together as a family. We can make lots of new memories.

Love, Your sister

What’s My Word?

Go around the room and ask your classmates the following questions to help you figure out what your word is.

Give me an example of me. ______

______

Give me an example of something I’m not. ______

______

What is a definition of me? ______

______

Days Gone By they draw us close to those we love, Author: Unknown and pull our hearts toward home. The special book upon the shelf, Was made with many hands. Special Family Memories Our ancestors who posed back then, I have special family memories All came from different lands. Of when I was just a child Their pictures were all tucked away, My family did things together And rarely did we see, More often than once in awhile The importance of these treasures- The start of you and me. We would go to church together The history of our families, Then afterward a Sunday drive Now here in black and white. With roast beef and mashed potatoes Preserved with special care and time, When back home we’d later arrive Each page is done just right. When time permits, we take it down, We’d to go the movies on occasion And think of days long past. My mom, dad, brother and me Our hopes, our dreams, our heritage, I remember especially seeing Bambi All safe and made to last. Although that was sad for me to see

Family Ties But family is so important Author: Unknown It creates a special bond Family ties are precious threads, I have many family memories no matter where we roam, Of which I’m so terribly fond! Marilyn Lott

Tie Up Phrases • This shows that…. • Finally… • Last, but not least…. • And this is why…

Page 65 of 66 Page

Page 66 of 66