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Project G.L.A.D. By Jocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels Celebration Traditions From All Over the World Houghton Mifflin Theme 2 (Level 3) IDEA PAGES I. UNIT THEME -Making assumptions based on stereotypes creates distance. Showing an interest in differences helps reduce the feeling of distance. -United States has a rich, cultural heritage. -People create connections and a sense of belonging by discovering what they have in common Houghton Mifflin Reading strategy; evaluate, question, summarize, monitor/clarify, phonics Comprehension; author’s viewpoint, categorize and classify, noting details, topic, main idea, supporting details Decoding Longer Words; compound words, plurals, contractions, plurals with words ending in ch, sh,x, s, long vowels, ai, ay,ee, ea, long o sound, 3 letter clusters, and unexpected consonant patterns, long i sound spelled i, ie, igh Vocabulary; word families, dictionary guide words, rhyming words, definitions Spelling; (see decoding section) Grammar; common nouns, commas in a series, proper nouns, punctuating and capitalizing people’s titles, singular and plural nouns, proofreading for noun endings Writing; paragraphs that compare/contrast, compound sentences with “and” and “but,” character sketch, correcting run-ons, answer to a question, writing complete sentences, process writing Listening/Speaking/Viewing; oral directions, new illustrations for a purpose, explain a process Information and Study Skills; use the library, conduct an interview, take notes, outline Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CA Jocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010) 1

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Project G.L.A.D.By Jocelyn Mitchelmore, Kelli Richardson,

Regina Rosenzweig and Kate WyffelsCelebration Traditions From All Over the World

Houghton Mifflin Theme 2(Level 3)

IDEA PAGES

I. UNIT THEME -Making assumptions based on stereotypes creates distance. Showing an interest in differences helps reduce the feeling of distance.-United States has a rich, cultural heritage. -People create connections and a sense of belonging by discovering what they have in commonHoughton MifflinReading strategy; evaluate, question, summarize, monitor/clarify, phonicsComprehension; author’s viewpoint, categorize and classify, noting details, topic, main idea, supporting detailsDecoding Longer Words; compound words, plurals, contractions, plurals with words ending in ch, sh,x, s, long vowels, ai, ay,ee, ea, long o sound, 3 letter clusters, and unexpected consonant patterns, long i sound spelled i, ie, ighVocabulary; word families, dictionary guide words, rhyming words, definitionsSpelling; (see decoding section)Grammar; common nouns, commas in a series, proper nouns, punctuating and capitalizing people’s titles, singular and plural nouns, proofreading for noun endingsWriting; paragraphs that compare/contrast, compound sentences with “and” and “but,” character sketch, correcting run-ons, answer to a question, writing complete sentences, process writingListening/Speaking/Viewing; oral directions, new illustrations for a purpose, explain a processInformation and Study Skills; use the library, conduct an interview, take notes, outline

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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II. FOCUS/MOTIVATION Inquiry Chart Teacher made big books Observation Walk Realia Exploration Report Field Trip(s) Guest speaker(s) Poetry Read Alouds Videos, movies, & filmstrips/traditions around the world

III. CLOSURE On-going assessment Theme 2 test Hougton Mifflin workbook pages Share team tasks Family tree-Class made big book Houghton Linked Poetry Songs (student generated) Student Portfolio/Learning Logs (individual tasks included) Expository/Narrative piece of writing Process all charts and learning Invitation to culmination (party)-celebrations around the world

IV. CONCEPTS

History/Social StudiesGrade 33.1 Students describe the physical and human geography and use maps,

tables, graphs, photographs, and charts to organize information about people, places and environments in a spatial context by:

1. Identifying geographical features found in their local region (e.g., deserts, mountains, valleys, hills, coastal areas, oceans, lakes).

2. Tracing the ways in which people have used the resources of the local region and modified the physical environment (e.g., a dam constructed upstream changed a river or coastline).

V. VOCABULARY-HM key vocabulary

border rodeogathering charroneedles petroglyphsscraps pitch insewn pinata

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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threaded expertswealth mariachisroyalty chiseledcollection dabbedembroidered collectorsymbols stuntflourish mochahauling adinkraartificial offendbabushka grubbychallah pinstripelinen ancestorshandkerchief eldershuppa honorpoverty imitatingbouquet respectgathering pueblocelebrity Tewaceremonies San Juanexhibition plazaexperts Comancheperformers bustlerodeo illegalkivas yelptassels powwows

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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VI. ORAL LANGUAGE/READING/WRITING SKILLS - ELA and ELD Reading (ELA Standards) – Grade 3

1.0 Word Analysis (ELA Standards)1.1 Know and use complex word families when reading to decode

unfamiliar words (ight).1.2 Decode regular multi-syllabic words.1.3 Reads aloud from narrative and expository.1.4 Use knowledge of antonyms, synonyms, homophones, and

homographs for meaning of word.1.5 Grade- appropriate words and importance of these relations

(dog/mammal/animal/living things).1.6 Use sentence and word in context for meaning.1.7 Use of dictionary for meaning and other features.1.8 Use of knowledge of prefixes (un-, re-) and suffixes (-er, -est,) for

meaning of words.2.0 Reading Comprehension (ELA)

2.1 Use of titles, tables of contents, chapter headings, glossaries, and indexes to locate information.

2.2 Ask questions and support answers by using prior knowledge with information found in text.

2.3 Demonstrate comprehension by identifying answers in text.2.4 Recall major points in text, make and modify predictions.2.5 Distinguish main idea, supporting details in expository text.2.6 Extract appropriate, significant information from text

(problems/solutions)2.7 Follow simple multiple-step written instructions (assemble

product/play board game).3.0 Literary Response and Analysis (ELA Standards)

3.1 Distinguish common forms of literature (poetry, drama, fiction, nonfiction).

3.2 Comprehend basic plots of legends/fables/folktales/fairy tales/myths from around world.

3.3 Determine what characters are like by what they say or do (view of author or illustrator).

3.4 Determine underlying theme or author’s message (fiction/nonfiction).

3.5 Recognize similarities of sounds in words and rhythmic patterns (alliteration).

3.6 Identify speaker or narrator

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Writing (ELA Standards)1.0 Writing strategies (ELA Standards)

1.1 Create paragraph, develop topic sentence, supporting facts, and details.

1.2 Write legibly in cursive/joined italic.1.3 Understand structure and organization of various reference

materials.1.4 Revise drafts to improve coherence and logical progression of

ideas.2.0 Application (ELA Standards)

2.1 Write narrative.2.2 Write descriptions.2.3 Write personal and formal letters, thank-you notes, invitations

Written and Oral Conventions (ELA Standards).1.1 Understand and use declarative, interrogative, imperative, and

exclamatory sentences in writing and speaking.1.2 Identify subjects, verbs, pronouns, adjectives, compound words,

articles.1.3 Identify and use past, present, future verb tenses.1.4 Identify and use subjects, verbs in speaking, writing simple

sentences.1.5 Punctuate dates, city, state, titles of books.1.6 Use commas in dates, locations, addresses, and for items in a

series.1.7 Capitalize geographical names, holidays, historical periods,

special events.1.8 Spell one-syllable words that have blends, contractions,

compounds, orthographic patterns (qu, y to ies), common homophones (hair, hare).

1.9 Arrange words in Alphabetical order

Listening and Speaking (ELD Standards) - Grade 3Beginning:

Begins to speak 1-2 words Answers in 1-2 word responses Retells familiar stories Uses common greetings

Early Intermediate: Speaks inconsistent grammar Communicates basic needs Ask and answers with simple sentences Recites familiar rhymes, songs, simple stories Orally identifies main idea from story read aloud

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Intermediate: Speaks consistent grammar forms and sounds Participates in social conversations Uses descriptive words and paraphrasing Listens and identifies key detail; both verbal and nonverbal Ask and answers with some supporting elements

Early Advanced: Is understood when speaking, fairly consistent grammar; has some

errors Social conversations on unfamiliar topics consistent of questions,

restating Uses simple figurative idiomatic expressions Ask and answers instructional questions with more supporting elements Identifies main points and supporting details to topics of content area

Advanced: Identifies main ideas and supporting details to stories and subjects Negotiates and initiates conversations with questions and restating Responds to and uses idioms Negotiates and initiates social conversations Identifies main idea, point of view, fact/fiction of broadcast, print media

Reading Word Analysis (ELD Standards)Beginning:

Recognize English phonemes Recognize sound/symbol relationship

Early Intermediate: Recognize common English morphemes in phrases, simple sentences Recognize and produce English phonemes while reading

Intermediate: Pronounce most English phonemes correctly while reading aloud Use common English morphemes in oral and silent reading

Early Advanced: Apply knowledge of common English morphemes in oral/silent reading to

derive meaningAdvanced:

Apply knowledge of word relationships, roots, affixes, to derive meaning

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Fluency and systematic Vocabulary Development (ELD Standards)Beginning:

Real aloud simple words in stories or games Demonstrate comprehension of simple vocabulary with appropriate

action Respond with short answers in social/academic settings Produces simple vocabulary for basic communication needs

social/academic Simply retells stories using drawings, words, or phrases

Early Intermediate: Reads simple words, phrases, and sentences Reads own writing of narrative or expository aloud with some fluency Uses background knowledge to predict meaning Self-corrects some while reading aloud or speaking Uses morphemes, phonics, syntax for meaning of words in simple

sentencesIntermediate:

Reads grade appropriate text aloud with fluency and expression Demonstrates internalization of English by recognizing and self-

correcting in speaking and reading aloud Uses content related vocabulary in discussions and reading Uses decoding, knowledge of vocabulary to interpret meaning in written

text Creates a simple dictionary of frequently used words Recognizes some common roots/affixes with familiar vocabulary

Early Advanced: Increasingly reads complex texts aloud with expression Uses background knowledge for decoding social/academic vocabulary Uses knowledge of English, morphemes, phonics, syntax to decode

unfamiliar words Uses standard dictionary for familiar words Uses common roots/affixes with familiar words Recognizes multiple meaning words in text Recognizes analogies/metaphors text Uses some common idioms

Advanced: Reads narrative and expository texts aloud with expression Applies knowledge of academic/social vocabulary for independent

reading Uses standard dictionary for unknown words

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Reading Comprehension (ELD Standards)Beginning:

Identify basic sequences of events in stories read to them, using key words or pictures

Orally identify relationships between simple text read to them and their own experience using key words and or phrases

Early Intermediate: Orally identify the basic sequence of written text using simple sentences Understand and follow simple two-step directions of classroom or work

on related activitiesIntermediate:

Use detailed sentences to orally respond to comprehension questions about written text

Advanced: Identify significant structural (organizational) patterns in text, such as

compare/contrast, sequence/chronological order, and cause and effect Use resources in the text (such as ideas, illustrations, titles, etc.) to draw

inferences, conclusions, and to make generalizations

ELD standards-Reading Literary Response and AnalysisBeginning

Listen to a story and respond orally by answering factual comprehension questions by using one or two word responses.

Orally identify different characters and settings in simple literary texts using words or phrases.

Intermediate Read and orally identify main events of the plot, the setting, and a

character using simple sentences.Early Advanced/Advanced

Read and identify genres such as a legend.

ELD standards-WritingBeginning

Use models to write short narratives. During group writing activities, write brief narratives and stories using a

few standard grammatical forms. Create simple sentences or phrases with some assistance.

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Intermediate Narrate a sequence of events with some details. Model use of all steps of the writing process.

Early Advanced/Advanced Produce independent writing with consistent use of correct

capitalization, punctuation and spelling. Use correct parts of speech, including correct subject/verb agreement. Editing skills. Sentence building, oral and written.

VII. MATH/SCIENCE/SOCIAL STUDIES SKILLS Observing, comparing, communicating, organizing information Information and research skills Use of maps and globes Critical thinking Interpreting and using charts and graphs Realia Reading of primary sources

VIII. RESOURCES AND MATERIALSNon-FictionHoughton Mifflin Reading Series/Grade 3The Talking Cloth by Rhonda MitchellThe Keeping Quilt by Patricia PolaccoAnthony Reynoso: Born to Rope by Martha CooperA Picnic in October by Eve BuntingRechenka’s Eggs by Patricia PolaccoCelebrating Chinese New Year by Diane Hoyt-GoldsmithThe Dragon New Year by David BouchardDancing Rainbows by Evelyn Clarke Mott

Web Siteswww.google.comwww.enchantedlearning.comwww.freefoto.comwww.googleimages.comwww.amazon.com

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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UNIT PLANNING PAGES

I. FOCUS/MOTIVATION Inquiry Charts-Traditions Realia Observation Walk-(different ethnic groups) Picture file cards Field Trip(s) Poetry, Chants, and Raps Teacher made big book Guest speaker(s) Reinforcers with vocabulary Signal words Videos Read Alouds

II. INPUTWorld Map-plot locations of HM stories

Pictorial-Aunt Phoebie/cloth Narrative Input – The Talking Cloth by Rhonda Mitchell Houghton Mifflin

(Theme 2) Teacher generated big book Read Alouds

III. GUIDED ORAL PRACTICE Poetry, Raps, Songs, Chants Picture File Cards Cluster Map (Aunt Phoebie) Group Predicting T-graph for social skills Sentence Patterning Chart/Farmer-in-the-Dell Cooperative Strip Paragraph Expert Groups: Process Grid #”d heads together Pocket Poetry Retelling Narrative Primary Language Groups Vocabulary matching on pictorial

IV. READING/WRITINGA.Total Class Cooperative strip paragraph with responding, revising, and editing Poetry frame/Here, There Highlighting words Found Poetry Cognitive Content Dictionary (CCD) Conversion Bubbles

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Story Map Narrative Flip Chants

B. Small Group Practice Ear-to-ear reading with partner Flexible group reading Focused reading Team Tasks Expert groups Labeling of charts Read the Walls Found Poetry Reader’s Theater

C. Individual Learning Logs Interactive Journals Home School Connection Individual Tasks/Portfolio Reading/Writing Workshop-Mini Lessons, - Conferencing-Author’s Chair

V. Extended Activities for IntegrationCooking from around the worldDancing/native dancesSkit/playArt/clay family treeOutside speakersField Trip to Chinatown, SF

VI. Closure/Evaluation

On-going assessment Theme 2 test Houghton Mifflin workbook pages Share team tasks Family tree-Class made big book Houghton Linked Poetry Songs (student generated) Student Portfolio/Learning Logs (individual tasks included) Expository/Narrative piece of writing Process all charts and learning Invitation to culmination (party)-celebrations around the world

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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SAMPLE DAILY LESSON PLANSDay 1

FOCUS/MOTIVATION Signal Word processing w/ Cognitive Content Dictionary Personal Standards-set expectations Anthropologist Awards Observation charts with picture file cards- pictures from African, Chinese,

Mexican, Russian and Native American Cultures and Realia Inquiry Chart Big Book (shared reading) and Personal Interaction Read aloud

INPUT World Map-highlight countries from HM stories (US, Mexico, China,

Ghana, Russia)10/2 Primary language, ELD Review, Learning Log

Pictorial-Aunt Phoebe and Adinkra Cloth –character sketch from The Talking Cloth 10/2 Primary language, ELD Review, Learning Log

GUIDED ORAL PRACTICE Portfolios and Team Organization T-graph on Cooperation Exploration Report with Picture File Cards Poetry/Chants

READING/WRITING Interactive Journal Flexible Reading Groups- heterogenous, homogenous, guided reading

CLOSURE Process Inquiry Chart Home/School Connection

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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SAMPLE DAILY LESSON PLANS

Day 2

FOCUS/MOTIVATION Signal Word processing w/ Cognitive Content Dictionary Personal Standards-set expectations Anthropologist Awards Process Home/School Connection Read aloud

INPUT Review pictorial with smart cards Narrative Input-The Talking Cloth (pg. 189)by Rhonda Mitchell-Houghton

Mifflin series (pg. 202) responding to questions 10/2 Primary language, ELD Review, Learning Log

Cluster Map (Aunt Phoebe) pg. 187C10/2 Primary language, ELD Review, Learning Log

GUIDED ORAL PRACTICE ELD Group Retell/ELD Frame Poetry/Chants Review T-graph on Cooperation

READING/WRITING Team Tasks Flexible Reading Groups- heterogenous, homogenous, guided reading:

Expert Group #1- The Keeping Quilt by Patricia Polacco Oral Team Evaluation and Team Share Flexible Reading Groups- heterogenous, homogenous, guided reading:

Expert Group #2 Anthony Reynoso: Born to Rope by Martha Cooper & Ginger Gordon

READING/WRITING DRTA Writer’s Workshop -Mini-lesson, Write, Author’s Chair

CLOSURE Process charts/poems Home/School Connection

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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SAMPLE DAILY LESSON PLANSDay 3

FOCUS/MOTIVATION Signal Word processing w/ Cognitive Content Dictionary Personal Standards-set expectations Anthropologist Awards Process Home/School connection Read aloud

READING/WRITING Review Narrative with dialog/thought bubbles and word cards Story Map from Narrative

GUIDED ORAL PRACTICE Sentence Patterning Chart (Farmer-in-the-Dell)

Reading Game, Trading Game, Flip Chant Mind Map Process Grid- Numbered Heads for accountability

READING/WRITING Cooperative Strip Paragraph (prompts come from theme test; ie;

topic sentence, main idea, supporting details, passage)-respond, revise, edit

Flexible Reading Groups- heterogenous, homogenous, guided reading

CLOSURE Process Charts Home/School Connection

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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SAMPLE DAILY LESSON PLANSDay 4

FOCUS/MOTIVATION Signal Word processing w/Cognitive Content Dictionary Process Home/School Connection Read aloud

READING/WRITING Writer’s Workshop: mini-lesson, write, author’s chair Found Poetry Review T-graph and oral team evaluation Team Tasks/Leveled Reading Groups

Cooperative Strip Paragraph with struggling readers

GUIDED ORAL PRACTICE Chants

READING/WRITING Read the Walls with personal CCD

Flexible Reading Groups- heterogenous, homogenous, guided reading: Cooperative Strip Reading group with Struggling Readers

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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SAMPLE DAILY LESSON PLANSDay 5

FOCUS/MOTIVATION Signal Word processing w/ Cognitive Content Dictionary Personal Standards-set expectations Anthropologist Awards Process Home/School Connection Read aloud

READING/WRITING Review T-graph and oral team evaluation

Flexible Reading Groups- heterogenous, homogenous, guided reading--Clunkers and Links with groups at or above grade level

Team Presentations & Written Evaluation

GUIDED ORAL PRACTICE Chants

READING/WRITING Ear to Ear reading with poetry book Listen & Sketch Letter Home

EVALUATION & CLOSURE Review/Process charts Assessment/HM theme test Anthropologist Awards

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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SAMPLE SUPER SCIENTIST AWARD

Amber is the main character inRhonda Mitchell’s The Talking Cloth.Amber is inquisitive, wanting to knowmore about her family’s history and of her Aunt Phoebe’s travels.

Amber is the main character inRhonda Mitchell’s The Talking Cloth.Amber is inquisitive, wanting to knowmore about her family’s history and of her Aunt Phoebe’s travels.

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Celebrating Traditions From Around the World

Ghana China America

Mexico Russia

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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A Big Book

Adapted by Kelli Richardson

Celebrating my past and my family tree,Traditions and ancestors embracing me-In America, so beautiful and free,Where I am proud to be me!

Celebrating my past and my family tree,Traditions and ancestors embracing me-Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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In America, so beautiful and free,Where I am proud to be me!Repetitive text written in High Tower Text Font 26 point/ boldThis repetitive text goes at the top and bottom of each big book page.The text of this Big Book is based on Houghton-Mifflin Grade 3-Celebrating Traditions-Theme 2Hampton Brown-High Point- Level B- Belonging-Unit 2

Table of Contents

Page 1 What Are Traditions?

Page 2 Traditions From Russia

Page 3 Traditions From Mexico

Page 4 Traditions From Ghana

Page 5 Traditions From America

Page 6 Traditions From ChinaCelebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Page 7 Our Common Threads

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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What Are Traditions?

Traditions are activities or events that families, friends, and groups of people have done for many years. These traditions are passed down from generation to generation. Traditions are celebrated in order to remember ancestors and continue to pass on family values. Traditions are meaningful and special to people all around the world.

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Traditions From Russia

Russia is a country which is located in the continent of Asia. Moscow is the capital city of Russia. Russia has a population of approximately 146 million people. Russian is the main language which is spoken there. Russian Orthodox and Muslim make up the main religions of the Russian people. Russia is an extraordinary country which is an invaluable part of this world.

One Russian tradition is celebrating Christmas on January 7th, in accordance with the old Julian calendar. It is a day of solemn ritual and joyous celebration. Many Russians have a “Holy Supper” which consists of 12 symbolic foods. Each food represents something different such as unity, hope, immortality, happiness and success. Other Russian traditions may include bear fighting and taking Russian baths.

Some traditional treasures which may be passed down from generation to generation may include nesting dolls, beautiful shawls and Russian eggs.

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Traditions From Mexico

Mexico is a country which is located in the continent of North America. Mexico consists of 32 separate states. The capital is Mexico City. The population of Mexico is approximately 100 million people. The languages spoken in Mexico are Spanish, Mayan, and other regional indigenous languages. The main religion in Mexico is Roman Catholic. Mexico is an incredible country which is an invaluablepart of this world.

Some Mexican traditions may include Las Posadas which is the reenactment of the journey of Joseph and Mary as they search for lodging before the birth of Jesus. La danza de los viejitos is a traditional dance which includes masks that appear to be old men, white shirts and colorful accessories. Piñatas, bullfighting and mariachi music are also wonderful Mexican traditions.

In honor of their ancestors, many Mexican people celebrate El dia de los muertos. On El dia de los muertos, families visit cemeteries, create altars, and

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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celebrate memories of those who have died.

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Traditions From GhanaGhana is a country which is located in

the continent of Africa. The capital city of Ghana is Accra. The population of Ghana is approximately 19 million people. The languages spoken in Ghana are English and African languages such as Akan and Moshi-Dagomba. The main religions consist of indigenous beliefs, Muslim, and Christianity. Ghana is an amazing country which is an invaluable part of this world.

Some African traditions may include sacred rituals, dances and drumming. Many symbols are used not only on the adinkra cloth, but on architecture, pottery, and wood carvings. The circle represents unity for all people. People in Ghana believe that Mother Earth is very sacred. As in many countries, the people of Ghana also believe that it is important to honor their ancestors.

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Traditions From America

The United States of America is a country which is located in the continent of North America. Washington D.C. is the capital city of the United States. The population of the United States is approximately 281 million people. There are many languages spoken in the United States, although English and Spanish are the main languages. In the United States, the main religions are Protestant and Roman Catholic. The United States is a phenomenal country which is an invaluable part of this world.

The Native Americans were the first people to inhabit the United States. Some Native American traditions may include sacred rituals and dances which honor Mother Earth and the Great Spirit. Many Native Americans believe in oneness with other living things such as trees, animals and nature. Native Americans in the Southwest such as the Hopi and Tewa tribes, made kachina dolls for their loved ones. The kachina dolls are small wooden images carved to represent the men who dance in costumes, masks and paint as Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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kachina spirits. The kachinas are believed to be powerful supernaturals.

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Traditions From ChinaChina is a country which is located in

the continent of Asia. China’s capital city is Beijing.The population in china is approximately 1 billion, 262 million people. The primary languages in China are Mandarin, Cantonese, along with many other Chinese dialects. The main religions in China are Daoist, Buddhist, and Muslim. China is an intriguing country which is an invaluable part of this world.

Chinese New Year is a popular Chinese tradition. The traditional dinner is full of symbolic meaning, such as Chinese dumplings implying wealth since they have the shape of ancient Chinese gold or silver ingots ( a mass of gold or silver cast in a mold ). Family members drink Jiu, a form of hard liquor, which symbolizes longevity. Giving “lucky money” in red envelopes is a tradition which is shared not only on Chinese New Year, but also for weddings, birthdays and graduations.

The Chinese Tea Ceremony and the game of Mahjong are traditions which are practiced throughout the year.Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Our Common ThreadsFamilies immigrate to America from

countries around the world. No matter where our ancestors first began, we have many common threads:

*Hope- we hope that our families will be safe, healthy, and happy

*Perseverance- we keep trying our best, even when

life can be difficult

*Belief- we believe in making this world a better

place

*Pride- we are proud of where we came from,

who we are, and who we hope to be in the future

*Belong- we all belong to the Human Family

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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from Human Familyby Maya Angelou

(copyrighted text)

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Summaries of Stories From Houghton-Mifflin

The Keeping Quilt, written by Patricia Polacco, is a personal narrative story about the author’s own family traditions. The Keeping Quilt is a story about a homemade quilt which has been part of the author’s Russian-Jewish family for over four generations. From the quilt’s beginnings as Great Gramma Anna’s babushka, to its use at weddings, parties, and funerals, Polacco shows how the quilt has become a beloved family tradition.

Anthony Reynoso, Born to Rope, is a nonfiction book written by Martha Cooper and Ginger Gordon. Nonfiction is factual writing about real people, places, things, and events. In Anthony Reynoso, Born to Rope, nine-year-old Anthony mixes his love of traditional Mexican rodeo-style roping and riding, which he learns from his father, with his modern life in Arizona…school, basketball, friends, swimming, and exploring.

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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The Talking Cloth is a realistic fiction story written by Rhonda Mitchell. Realistic fiction stories have realistic characters and events come to life in a fictional plot. In The Talking Cloth, Amber loves to visit her Aunt Phoebe. On this visit, Aunt Phoebe tells Amber and her father about an adinkra cloth that she bought in Africa. As Phoebe explains what the symbols and colors on the cloth mean, Amber learns about her own heritage.

Dancing Rainbows- A Pueblo Boy’s Story is a nonfiction story written by Evelyn Clarke Mott. In Dancing Rainbows, Curt, a young Tewa Native American and his grandfather prepare for Feast Day. They enjoy good food, beautiful dances, and colorful costumes. Curt and his grandfather also enjoy the time they spend together celebrating the traditions of their ancestors.

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Selection and Author Traditions/Country of Origin-The Talking Cloth Adinkra cloth/ West Africa, -by Rhonda Mitchell. Ghana

HM Function/Focus Characters & Traits-Noting details Amber: curious, caring-Summarize Aunt Phoebe: worldy-wise, nurturing

Genre Setting-Realistic Fiction Aunt Phoebe’s house

Key VocabularyCollector Symbols Flourish WealthRoyalty MochaEmbroidered Flourish

Summary of EventsAmber visits Aunt Phoebe, learns of Adinkra cloth

Aunt bought it in Africa. Aunt Phoebe explainsSymbols, colors.

Amber learns of heritage.

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Grammar Yes, Ma’amBy Regina Rosenzweig

Is this a compound word? Yes, Ma’amHow do you know? It’s formed by two wordsCan you give me an example? Birthday, bedroom, afternoon and everyoneIs this a plural ending? Yes, Ma’amHow do you know? It means more than oneHow are they formed? If it ends in y, drop the y and add ies

If it ends in e, just add an sIf it ends in a consonant, just add an s

Give me some examples Party becomes parties and family becomes familiesGive me some examples Speech becomes speeches and towel becomes

towels

Is this a contraction? Yes Ma’amHow do you know? Two words become one with an apostropheHow are they formed? Drop a letter and add an apostropheGive me some examples They will is they’ll and is not is isn’t

Are we learning grammar? Yes, Ma’amAre we learning grammar? Yes, Ma’am

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Traditions Here ThereBy Regina Rosenzweig and Kate Wyffels

Traditions here, traditions thereTraditions, traditions everywhere!

Dynamic traditions celebrating creativelyMeaningful traditions influencing quietlySymbolic traditions inspiring hopefully

And spectacular traditions gathering excitedly

Traditions in Soviet Union and ChinaTraditions from the Pueblo NationTraditions around Ghana, AfricaTraditions throughout Mexico

And traditions from all over the world!

Traditions! Traditions! Traditions!

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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The Talking Cloth Yes, Ma’amBy Regina Rosenzweig

Is this selection about traditions? Yes, Ma’amIs this selection about traditions? Yes, Ma’amHow do you know? It’s about the adinkra clothWho is the author? Rhonda MitchellWhat is the genre? It’s realistic fiction

Who are the main characters? Aunt Phoebe and AmberTell me about their traits. Aunt Phoebe’s interests are about

the worldWhat about Amber? Amber is very curious about the

worldWhere is the setting? Aunt Phoebe’s houseTell me about the events First Amber visits Aunt PhoebeAnd then… She teaches her about the clothWhat does she learn? The symbols and colors and her

heritage.What’s the cloth’s origin? Ghana, AfricaIs this selection about traditions? Yes, Ma’amIs this selection about traditions? Yes, Ma’am

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Anthropology BugalooBy Kelli Richardson

I’m an anthropologist and I’m here to say,I study about human beings every day!

Day-to-day life and how people survived,How cultures developed and why they thrived.

Sometimes I investigate,Sometimes I write a book,

But mostly I observe and take a closer look!

Food, shelter, weapons tooDoing the anthropology bugaloo!

I’m an anthropologist and I’m here to say,I study human beings every day!

Development of language and communication,Traditions passed down, generation to generataion.

Sometimes I do experiments,Sometimes I travel around the Earth,

Studying each culture’s wonderful worth!

Customs, traditions, heritage tooDoing the anthropology bugaloo!

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Diversity Cadence-Sound OffBy Kelli Richardson

Yes we know for we can see,We’re celebrating diversity!

We come from places near and far,With traditions that show who we are.

America is our great country,The land of opportunity.

Ancestors on our family trees,Reaching out to you and me.

Religion and language from the past,Values and culture meant to last.We’re the same, yet different too,

I’ll be me, and you’ll be you.Respecting our elders and families,

We’re celebrating diversity!

Sound Off—Traditions!Sound Off— Values!

Sound Off—1,2,3,4—Diversity!

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Name:____________________Date: ____________________

Project GLADCelebrating Traditions Unit

Home/School Connection #1

Talk with your family about a tradition you celebrate. Draw or write about it below.

Parent signature: __________________

Student signature: ________________

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Nombre:____________Fecha:_____________

Proyecto GLADCelebrando Tradiciones

Conexión entre Hogar y Escuela #1

Hablar con su familia sobre una tradición que se celebran. Dibujarlo o escribirlo abajo.

Firma del padre: ____________________

Firma del estudiante: ___________________

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Name:____________________Date: ____________________

Project GLADCelebrating Traditions Unit

Home/School Connection #2

Tell your family how the adinkra cloth from Ghana “talks.”If you had your own adinkra cloth, what would it look like or say about you? Draw it below.

Parent signature: __________________

Student signature: ________________

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Nombre:____________Fecha:_____________

Proyecto GLADCelebrando Tradiciones

Conexión entre Hogar y Escuela #2

Hablar con su familia sobre la tela adinkra y como <habla.> ¿Si tuvieras tu propia tela, como pareciera y qué diría sobre tu personalidad? Dibujarlo abajo.

Firma del padre: ____________________

Firma del estudiante: ___________________

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Name:____________________Date: ____________________

Project GLADCelebrating Traditions Unit

Home/School Connection #3

Amber has a close relationship with her Aunt Phoebe. Talk to your family about an important relationship you have. Describe it below.

Parent signature: __________________

Student signature: ________________

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Nombre:____________Fecha:_____________

Proyecto GLADCelebrando Tradiciones

Conexión entre Hogar y Escuela #3

Amber esta muy unida a su tia Aunt Phoebe.Hablar con su familia sobre una relación especial que tienes. Describir lo abajo.

Firma del padre: ____________________

Firma del estudiante: ___________________

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Name:____________________Date: ____________________

Project GLADCelebrating Traditions Unit

Home/School Connection #4

Draw the continent and country where the adinkra cloth originally comes from.Talk to your family about it.

Parent signature: __________________

Student signature: ________________

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Nombre:____________Fecha:_____________

Proyecto GLADCelebrando Tradiciones

Conexión entre Hogar y Escuela #4

Dibujar el continente y el país de donde viene la tela adinkra.Hablar con su familia sobre tu dibujo.

Firma del padre: ____________________

Firma del estudiante: ___________________

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Project GLADHoughton Mifflin: Celebrating Traditions Grade 3, Theme 2

Expert Group 1—The Keeping Quilt

Selection and Author The selection from Houghton Mifflin is called The Keeping Quilt. The author is Patricia Polacco.

HM Function/*Focus In this story the function is to understand the author’s viewpoint. Polacco loves her family, feels connected to her ancestors and hopes to continue her family’s traditions. The focus for this story is to evaluate.

Genre The genre is fiction: personal narrative.

Key Vocabularyborder gathering needles scrapssewn threaded hauling artificialbabushka challah linen handkerchief huppa poverty bouquet

Traditions The traditions are that the keeping quilt is passed down from generation to generation; it is used over the years for a tablecloth, wedding huppa, baby blanket, blanket, and cape. Most importantly is is used to tell the story of the quilt which links all the generations together. Other traditions include use of gold, flower, salt and bread at weddings.

Characters & TraitsAnna’s MotherAnnaCarleMary EllenPatricia Polacco is proud of her heritage. The Keeping Quilt is told from her point of view.

Setting This story is set in New York City.

Summary of Events A quilt used as Great Grandma Anna’s babushka is used at weddings, birthday parties and funerals as it becomes a beloved family tradition.

Country/Culture of Origin The traditions come from Russia and specifically from Russian Jews.

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Project GLADHoughton Mifflin: Celebrating Traditions Grade 3, Theme 2

Expert Group 2—Anthony Reynoso: Born to Rope

Selection and Author The selection from Houghton Mifflin is Anthony Reynoso: Born to Rope by Martha Cooper & Ginger Gordon.

HM Function/*Focus In this story the function is to be able to categorize and classify. The focus for this story is to *question.

Genre The genre is nonfiction.

Key Vocabulary Granite federal wreath celebrity ceremoniesExhibition experts performers rodeo charroPetroglyphs pitch in piñata mariachis

Traditions The traditions are riding and roping mexican rodeo style, helping in the grandparents’ restaurant, taking a yearly family photo in traditional Mexican outfits,celebrating birthdays together, and Anthony performing with his father in public.

Characters & Traits Anthony Reynoso is proud of his traditions and heritage. He wants to teach the new baby in his family the traditions.

Setting The story is set at the grandfather’s ranch outside Phoenix, Arizona.

Summary of Events Anthony Reynoso is nine years old. He loves traditional Mexican rodeo-style roping and riding. He learned from his father and grandfather. He also loves modern life and things like school and basketball.

Country/Culture of Origin The traditions come from Mexico.

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Project GLADHoughton Mifflin: Celebrating Traditions Grade 3, Theme 2

Expert Group 3— Dancing Rainbows: A Pueblo Boy’s Story

Selection and Author The selection from Houghton Mifflin is Dancing Rainbows: A Pueblo Boy’s Story by Evelyn Clarke Mott.

HM Function/*Focus In this story the function is to understand topic, main idea & supporting details. The focus for this story is to *monitor and clarify.

Genre The genre is nonfiction.

Key Vocabulary ancestors elders honor imitatingrespect tewa pueblo bustle (noun)

Traditions The traditions are the dances. They bring the community together and are passed on to next generation. They teach respect for the earth and about rain and rainbows.

Characters & Traits Curt

Andy is part of a close-knit family, involved with his community, proud of his traditions and is happy.

Setting San Juan Pueblo, New Mexico

Summary of Events Curt, a Tewa Indian, and his grandfather Andy prepare for Feast Day; they spend time together celebrating the traditions of their ancestors.

Country/Culture of Origin The traditions come from Native Americans.

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Project GLADHoughton Mifflin: Celebrating Traditions Grade 3, Theme 2

Expert Group 4— Celebrating Chinese New Year

Selection and Author The selection is Celebrating Chinese New Year by Diane Hoyt-Goldsmith.

HM Function/*Focus N/A

Genre The genre is nonfiction.

Key Vocabulary honor ancestors offerings altarrepresent symbols prosperity

Traditions The traditions involve preparing for and celebrating Chinese new year. The family sweeps away the old in readiness for the new year; they put away knives so that they won’t cut the family’s luck; Ryan gets a haircut before the new year so that his prosperity is not cut. (The word for haircut sounds like the word for prosperity.)Also gold and prosperity sound alike in Chinese—hence oranges, which represent gold, are placed on family altars; The family says to each other “Gung hay fat choy! “ or May you prosper!

Characters & Traits Ryan and his father are polite and helpful; they believe their proper behavior ensures luck and prosperity in the coming new year.

Setting The story is set in Chinatown, San Francisco, California.

Summary of Events Ryan and father shop in Chinatown and clean the headstones on grandparents’ grave; whole family eats traditional jai meal, which is a symbolic, 10-course meal, with the grandmother, aunts, uncles and cousins. Ryan prepares the family altar. Then he watches a parade featuring lion dancers and dragons.

Country/Culture of Origin The traditions come from China and the Chinese people.

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Project GLADHoughton Mifflin: Celebrating Traditions Grade 3, Theme 2

Selection and Author

HM Function/*Focus

Genre Key Vocabulary Traditions Characters & Traits

Setting Summary of Events

Country/Culture of Origin

The Talking Cloth by Rhonda Mitchell

Noting Details

*Summarize

Fiction: Realistic Fiction

Collector CollectionFlourish RoyaltyEmbroideredSymbols WealthStunt MochaFlourish AdinkraOffend GrubbyPinstripe

Adinkra cloth

Aunt Phoebe: interested in the world

Amber: curious

Aunt Phoebe’s house

Amber visits her Aunt Phoebe and learns about the Adinkra cloth that her aunt bought in Africa. Aunt Phoebe explains the symbols and colors, and Amber learns about her heritage

West Africa, Ghana

The Keeping Quilt by Patricia Polacco

Author’s viewpoint: loves her family, feels connected to ancestors, hopes to continue traditions

*Evaluate

Fiction: Personal Narrative

Border GatheringNeedles ScrapsSewn Threaded hauling ArtificialBabushka ChallahLinenHandkerchief HuppaPoverty bouquet

The Keeping Quilt: passed down generations, used for tablecloth, wedding huppa, baby blanket, blanket, cape, and for telling story of the quilt (links old and new lives)Gold, FlowerSalt, bread

Patricia Polacco: proud of her heritage

Anna’s MotherAnnaCarleMary Ellen

New York City

A quilt used as Great Grandma Annas’s babushka is used at weddings, birthday parties and funerals as it becomes a beloved family tradition.

Russia/Russian Jews

Anthony Reynoso: Born

Categorize & Classify

Nonfiction

GraniteFederal

Riding Mexican

Anthony Reynoso:

Grandfather’s ranch

Anthony Reynoso is nine years old. He

Mexico

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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to Rope by Martha Cooper & Ginger Gordon

*Question WreathCelebrityCeremoniesExhibitionExpertsPerformersRodeoCharroPetroglyphsPitch in PiñataMariachis

Rodeo styleRoping Mexican Rodeo styleHelping in grandparents’ restaurantYearly family photo in traditional Mexican outfitsCelebrating birthdays togetherPerforming with father in public

proud of his traditions—wants to teach the baby

outside Phoenix, AZ

loves traditional Mexican rodeo-style roping and riding. He learned from his father and grandfather. He also loves modern life and things like school and basketball.

Dancing Rainbows: A Pueblo Boy’s Story by Evelyn Clarke Mott

Topic, Main Idea & Supporting Details/ *Monitor& Clarify

Nonfiction

AncestorsEldersHonorImitatingRespectTewa Pueblo Bustle (noun)

Dances –brings community together and is passed on to next generation respect for the earth Rain-rainbows

Curt

Andy-close knit family, involved with community, proud of traditions, happy

San Juan Pueblo, New Mexico

Curt, Tewa Indian and grandfather Andy prepare for Feast Day; spend time together celebrating traditions of ancestors

Native American

Celebrating Chinese New Year by Diane Hoyt-Goldsmith

N/A Nonfiction

HonorAncestorsOfferingsAltarRepresentSymbols

Chinese new year -sweep away old in readiness for new

Ryan and father—polite and helpful; believe behavior ensures luck

Chinatown, San Francisco, CA

Ryan and father shop in Chinatown, clean the headstones on grandparents’ grave; whole family eata traditional jai meal—

China/Chinese

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Prosperity year; put away knives so won’t cut luck; get haircut before so you don’t cut prosperity (word for haircut sounds like word for prosperity)Gold and prosperity sound alike in Chinese—hence oranges on family altars; Gung hay fat choy! May you prosper!

and prosperity

symbolic—10 course meal with grandmother, aunts, uncles, cousins. Ryan prepares the family altar; parade features lion dancers and dragons

Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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Celebration Traditions From All Over the World: Houghton Mifflin, Grade 3, CAJocelyn Mitchelmore, Kelli Richardson, Regina Rosenzweig and Kate Wyffels, Project G.L.A.D. (Aug. 2010)

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