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Curriculum Framework Quarter 4 Social StudiesGrade Kindergarten

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating. Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:

(1) Regular practice with complex text and vocabulary.(2) Reading, writing, and speaking grounded in evidence from texts. (3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.

Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. (An example of an effective daily lesson agenda appears at the end of this document.)

Shelby County Schools2016-17

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Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage.

“The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: TNCore.orghttp://www.tncurriculumcenter.org/social_studies

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By



Key ATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)


referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Framework Contents:Introduction – Purpose, Vision, Best Practices for Instruction and using the framework to plan effective units and lessons. (Note: Effective lesson planning is intentionally situated in larger themes/units to better develop students conceptual understanding and development of mastery of standards over time.) Vocabulary – Instructional suggestions to support both explicit vocabulary instruction and reinforce incidental learning.Pacing Guide – A recommended scope, sequence, and pacing of content, including “Big Ideas.”Anchor Texts-Topic-specific complex texts, with Lexile levels indicated as available (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking. TN State Recommended Readings/Texts/Passages – Readings recommended by the State. State Standards - Tennessee State Social Studies Standards.Big Ideas, Guiding Questions – Suggestions for lesson focus.Vocabulary – Content Vocabulary (Tier 3) words/concepts that appear in Social Studies Domain and are important to student understanding, Academic Vocabulary (Tier 2), high-leverage words that appear across content domains. Suggested Activities-Suggested Tasks, DBQs, TBQs, and Assignments– Suggestions for use in planning lessons with literacy connections. (Coded in green)Resources – Links to additional resources & Daily Lesson Plan sampleWIDA – Instructional modifications for ESL—in English as a Second Language classrooms, in all classrooms with English language learners, and as needed to support any student with limited language development and/or non-standard English

Common Core State Standards: Focus on Vocabulary

Effective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts.




Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts and with nonverbal communication. Tier 1 words rarely require explicit instruction for native English speakers. (Examples of Tier 1 words are: clock, write, happy and walk.)

Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas and may appear of redundant in oral language. Tier 2 words present challenges to students who primarily meet them in print. (Examples of Tier 2 words are: obvious, complex, establish and verify.)

Content Vocabulary (Tier 3) - Words that are not frequently used except in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content instruction. (Examples are: legislative, molecule, and genre.)

Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction.

Teaching Vocabulary for Mastery…1. Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.2. Provide a student-friendly definition of the word.3. Suggest synonyms or antonyms for the word.4. Put the new word into a context or connect it to a known concept, morpheme, or root.5. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).6. Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word

with the written word on the wall.7. Use the new words in context of the lesson.8. Ask questions that contain the new word; so, students must process its meaning in multiple ways.9. Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.10. Expect pairs of students to construct semantic word maps for new vocabulary.11. Give students extra credit points for hearing or seeing content vocabulary in other contexts.References McEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Pres

What is a DBQ/TDQ?

Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information.

DBQS/TDQs, may not only be in the form of an actual question, but rather tasks or activities that requires students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents.




Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills.

TDQ ResourcesUnderstanding Text-Dependent QuestionsA Guide to Creating Text Dependent and Specific Questions for Close Analytic Reading

WIDA

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Example: KK Writing



WIDAhttps://www.wida.us/standards/ELP_standardlookup.aspx

Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.

https://www.wida.us/standards/ELP_standardlookup.aspx


“School”Entering:Draw personal responses to people, places, or objects in school from pictures or models

Beginning:Represent people, places, or objects in school from pictures and models using letters or scribble writings

Developing:Label people, places, or objects in school from pictures and models using words with invented spellings

Expanding:Make lists of people, places, or objects in school from pictures and models using words or phrases with invented spellings

Bridging:Create "stories" about people, places, or objects in school from pictures using phrases or short sentences with invented spellings

Example: KK Listening“Symbols and Holidays”

Entering:Point to or locate symbols or holiday scenes in classrooms, pictures, or objects named orally (e.g., flags)

Beginning:Show symbols or holidays from pictures or objects based on oral commands (e.g., a pumpkin with a face)

Developing:Match symbols with illustrated scenes based on oral directions

Expanding:Identify symbols within illustrated scenes based on oral directions

Bridging:Find symbols based on oral descriptions or oral reading

Kindergarten Pacing Guide

Time 1st Quarter Time 3rd Quarter

Week 1-3 Culture – Government – Civics – History Recognizing differences among people and

communities; Rules and laws, Rights and responsibilities; Character traits

Weeks 1-3 History - Economics Interpret timelines to show the sequence of events Understand past, present, and future. All people have basic needs, wants, and jobs to provide support.

Week 4-6 Government – Civics – History Understanding symbols and appreciating the diversity

of human culture Differentiating between family traditions and customs Symbols stand for things that are important to people

Weeks 4-6 History Recognize major historical events that shaped our Nation and State. People have different types of jobs in our community.

Week 7-9 Government – Civics – History Recognizing the role of various leaders as authority

figures.

Weeks 7-9 History – Culture – Economics All people have basic needs, wants, and jobs to provide support. There are differences among people and their communities.

Time 2nd Quarter Time 4th Quarter




Week 1-3 Geography Maps and globes help us locate places in our

community/world and are a source of information. We can track events and holidays with the use of a

calendar.

Weeks 1-3 History Many people have made lasting contributions and differences in our

history to help form our state. April in April - Celebrating national holidays help us remember our

past.in Africa Week 4-9 Government – History - Culture

Celebrating national, traditional and cultural holidays help remember our past.

Voting/Elections/Current leaders

Weeks 4-6 Culture – Geography – Economics Africa in April-Locate honorary country on a map Compare and contrast: culture, geographic features, climate,

symbols, products, goods/services, and storiesWeeks 7-9 Culture – Geography – Economics – History

Recognize Global and Environmental Issues- Memphis in May. Locate Memphis in May country on a map/globe. Compare and contrast culture, holidays, and national symbols.

* Please note these time frames are suggested/estimated times. Actual instruction may vary due to schedule complications, remediation efforts or other factors.

TN State Social Studies Standards Guiding Statements, Questions & Vocabulary Tier 2 & Tier 3

Instructional Activities & Resources

History Weeks 1- 3

Suggested Texts:Davy Crocket: http://school.eb.com/levels/elementary/article/Davy-Crockett/353017 (Username: shelby Password: county)Sequoyah: http://school.eb.com/levels/elementary/article/Sequoyah/384799 (Username: shelby Password: county)People: http://www.tnhistoryforkids.org/people/home

K.30 Identify and summarize information given through read-alouds or through other media about famous people of Tennessee. (H)

K.14 Locate Tennessee and the United States on a map.

K.14 Where is Tennessee located on a map of the United States?

I can locate Tennessee on a map of the United States.

K.30 Who are the people who helped shape Tennessee?

I can name and identify famous

K.30 Students will research a famous Tennessean. Students will then dress as their selected person and share information about their person to their peers. Students will also create a concept web that gives details about the chosen Tennessean. Students may use the concept web to compose a writing piece. Literacy RI.K 3, RL.K.1, W.K 2K.30 The teacher will display a picture of Davy Crocket. Using a large concept map or chart paper to list the characteristics of Davy Crocket, students will answer questions to analyze the picture. The teacher may ask the questions:



http://cdn.history.com/sites/2/2016/08/GettyImages-517200984.jpg

http://www.tnhistoryforkids.org/people/home

http://school.eb.com/levels/elementary/article/Sequoyah/384799

http://school.eb.com/levels/elementary/article/Davy-Crockett/353017




Tennesseans.K. 30 How did these people make a difference?

I can explain the works of famous Tennesseans.

I can identify three famous Tennesseans and the contribution of each by dictating, drawing, writing, or telling.

K. 30 How are our lives similar to those who lived in the past?

I can compare and contrast my life to the life of a famous Tennessean.

K. 30 How are our lives different from those who lived in the past?

I can compare past living to living today. K. 30 How do our actions affect history?

I can explain how I can contribute to Tennessee.

I can determine things that will make me a famous Tennessean.

K.14 Where is Tennessee located on a map of the United States?

I can locate Tennessee on a map of the United States.

Content Vocabulary (Tier 3): state leaders, community, frontiersman,

Describe what you see. What do you notice first? What people and objects are shown? How are they arranged? What is the physical setting? What other details can you see? What’s happening in the image and what lets you know it is happening? When do you think it was made?

K.30 The teacher will read aloud the article Davy Crocket. Students will then answer text dependent questions such as:

Where was Davy Crocket from? At a young age, what did Davy Crocket do to support his family? What wars did Davy Crocket fight in? What leadership roles did Crocket have in the state of Tennessee? How did Davy Crocket die?

Students will pick and adjective that they feel characterizes Davy Crocket. Students will then write an opinion sentence or sentences to Describe Davy Crocket. Example: I consider Day Crocket to be a (adjective) person because he (facts from the article). Literacy RI.K.1, RI.K.2. W.K.2

K.14, K.30 The teacher will display a map of the United States and pose the following questions:

Looking at a map of the United States, where is Tennessee located? Is Tennessee located north, south east or west and how did you determine

you answer/what tools did you use? The article said that Davy Crocket was from East Tennessee. Where is

East Tennessee located on the map?

K.30, K.27, K.14 Students will use information from the article, picture, class and map of Tennessee discussions to produce an explanatory writing on Davy Crocket.



http://mrnussbaum.com/united_states/main2.png

http://school.eb.com/levels/elementary/article/Davy-Crockett/353017




Academic Vocabulary (Tier 2): Famous, leaders, contributions, helped, folksy Vocabulary Strategies:See Page 4 of the Curriculum MapVocabulary teaching: Effective Methodologies http://iteslj.org/Techniques/Mehta-Vocabulary.html Teaching Vocabularyhttp://www.readingrockets.org/article/teaching-vocabulary Strategies for Vocabulary Developmenthttp://www.phschool.com/eteach/language_arts/2002_03/essay.html Vocabulary Building Strategieshttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspxMargarita Calderon: Helping ELLs Excelhttp://www.ascd.org/publications/educational_leadership/feb16/vol73/num05/A_Whole-School_Approach_to_English_Learners.aspx

Literacy RI.K.1, RI.K.2. W.K.2

K.30, K.27 The teacher will display a picture of Sequoyah. Using a large concept map or chart paper to list the characteristics of Davy Crocket, students will answer questions to analyze the picture. The teacher may ask the questions:

Describe what you see. What do you notice first? What people and objects are shown? How are they arranged? What is the physical setting? What other details can you see? What’s happening in the image and what lets you know it is happening? When do you think it was made?

K.30 The teacher will read aloud the article Sequoyah. Students will then answer text dependent questions such as:

Sequoyah was a member of what tribe or group of Native Americans/? What was done to honor Sequoyah? Where was Sequoyah born? What talent did Sequoyah possess at an early age? Why did Sequoyah start working a on a system of writing for the Cherokee

people? Who assisted Sequoyah in his work? What was Sequoyah’s writing system called?

Students will pick and adjective that they feel characterizes Sequoyah. Students will then write an opinion sentence or sentences to Describe Davy Crocket. Example: I consider Sequoyah to be a (adjective) person because he (facts from the article). Literacy RI.K.1, RI.K.2. W.K.2

K. 30 After teacher reads aloud various trade books and famous Tennesseans Shelby County Schools

2016-179 of 17

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http://school.eb.com/levels/elementary/article/Sequoyah/384799

https://www.biography.com/.image/t_share/MTIwNjA4NjMzNTUwNTA1NDg0/sequoyah-41074-1-402.jpg

http://www.ascd.org/publications/educational_leadership/feb16/vol73/num05/A_Whole-School_Approach_to_English_Learners.aspx






biographies via the link http://www.tnhistoryforkids.org/people/home, students and teachers will answer questions about the text and participate in discussion using details from the text. Andrew Jackson, James K. Polk, Alvin C. York, Wilma Rudolph, Elvis Presley Literacy SL.K.1a.,SL.K.1b, L.K1

K.30 Students will write/draw and share about different famous Tennesseans and why they are remembered. Display stories/pictures. Encourage accountable talk regarding students’ work. Literacy RL.K. 2, RL.K. 7, L.K4

K.30 After reading Wilma Rudolph: A Story of Determination via the link http://www.socialstudiesforkids.com/articles/ushistory/wilmarudolph.htm, create a class-sized cause and effect T-Chart. The teacher will list causes that happened in the life of Wilma Rudolph and allow students to determine the effects of those causes using evidence from the text.

K.30 Using information gathered from lesson about famous Tennesseans in history, students will write opinionated sentences that tell who they think is the best representative of Tennessee and why. Student will use facts from previously reviewed texts, pictures, and discussions to support their writing. Literacy RI.K.1, RI.K.2. W.K.1

CultureWeeks 4-6

Suggested Texts:Families in Many Cultures by Martha E. H. RustadClothes in Many Cultures by Heather AdamsonTransportation in Many Cultures by Marth E. H. Rustad

K.1 Describe familiar people, places, things, and events with clarifying detail about a student’s home,

K.1 How do community groups help others? How can we help those in our community? I can identify the significant aspects of my

K.1, K.2 After the teacher reads aloud the article Togo (Africa in April ‘s Honored Country), students will answer questions pertaining to the text such as: What continent is Togo located in?

Shelby County Schools2016-1710 of 17


http://school.eb.com/levels/middle/article/Togo/277377

http://www.socialstudiesforkids.com/articles/ushistory/wilmarudolph.htm

http://www.tnhistoryforkids.org/people/home




school, and community (C)K.2 Summarize people and places referenced in picture books, stories and real-life situations with supporting details. K.3 Compare family traditions and customs among different cultures. (C)

home, school and community. I can name and identify people in our

community who help others for worthy causes-charity events.

K.3 What are some of the cultural celebrations of America and Mexico?

I can identify and describe cultural celebrations of the United States of America and Mexico.

K.3 How do different cultures celebrate their traditions?

I can explain how different customs and traditions of different cultures.

I can compare and contrast different cultures.

K.1, K.3 Why do we celebrate Africa in April? I can compare family traditions and customs

among different cultures.

Content Vocabulary (Tier 3): traditions, community, culture, neighborhood, community Academic Vocabulary (Tier 2):Celebration, events, festivities, similarities, differences, climate, lagoons, pondsVocabulary Strategies:See Page 4 of the Curriculum MapVocabulary teaching: Effective Methodologies http://iteslj.org/Techniques/Mehta-Vocabulary.html

What water features are near Togo? What is the climate of Togo? What animals are in Togo? What is the most common job for the people of Togo? What are the main foods of Togo? Do people feel Togo is a fair place? Why or Why not? After the class discussion of Togo, the student will use a blank map of Togo to draw pictures to describe the country. (Example; Students may draw people feeling sad about the country being unfair with voting, as well as pictures of ponds, elephants, crocodiles, corn, yams, sheep, etc.)

K.3 After a reviewing and discussing an article of facts about the United States, students will complete a Venn diagram to compare and contrast Togo and the United States. Students will conclude the assignment by expressing which the best country to live in. Literacy RI.K.1, RI.K.2, W.K.1

K.1, K.2, K.3 The teacher will read aloud Families in Many Cultures. As the teacher reads aloud and asks questions about the different pictures, students will look at the pictures and compare and contrast the families and activities with their family and activities that they participate in. Literacy RI.K.1, RI.K.2

K.1, K.2, K.3 The teacher will read aloud Clothes in Many Cultures. As the teacher reads aloud and asks questions about the different pictures, students will review pictures and compare and contrast the people and activities with their clothes and activities that they participate in. Literacy RI.K.1, RI.K.2

K.1, K.2, K.3 The teacher will read aloud Transportation in Many Cultures. As the teacher reads aloud and asks questions about the different pictures, students will look at the pictures and compare and contrast the how people travel with the way they travel on a day to day basis. Literacy RI.K.1, RI.K.2



http://school.eb.com/levels/elementary/article/United-States/345812

http://www.worldatlas.com/webimage/countrys/printpage/printpage.php?l=/webimage/countrys/africa/outline/tgout.gif




Teaching Vocabularyhttp://www.readingrockets.org/article/teaching-vocabulary Strategies for Vocabulary Developmenthttp://www.phschool.com/eteach/language_arts/2002_03/essay.html Vocabulary Building Strategieshttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspxMargarita Calderon: Helping ELLs Excelhttp://www.ascd.org/publications/educational_leadership/feb16/vol73/num05/A_Whole-School_Approach_to_English_Learners.aspx

Culture and GeographyWeeks 7-9

Suggested Texts:Cinco de Mayo: http://school.eb.com/levels/elementary/article/Cinco-de-Mayo/352963 (Username: shelby Password: county)Memphis in May Curriculum: http://www.memphisinmay.comSchool in Many Cultures by Martha E. H. RustadHomes in Many Cultures by Heather AdamsonBirthdays in Many Cultures by Marth E. H. RustadMemphis: http://school.eb.com/levels/elementary/article/Memphis/625832 (Username: shelby Password: county)

K.1 Describe familiar people, places, things, and events with clarifying detail about a student’s home, school, and community (C)K.3 Compare family traditions and customs among different cultures.

K.1, K.3 Why do we celebrate Cinco de Mayo? I can explain why Cinco de Mayo is

celebrated.

K.1, K.3 What are some traditions and customs from that culture?

K.1, K.3 After the teacher reads aloud the article Cinco de Mayo, students will answer questions such as:

What is Cinco de Mayo translated in English? Who fought in the Battle of Puebla? What does victorious mean? Who won the battle?



http://school.eb.com/levels/elementary/article/Cinco-de-Mayo/352963

http://school.eb.com/levels/elementary/article/Memphis/625832

http://www.memphisinmay.com/

http://school.eb.com/levels/elementary/article/Cinco-de-Mayo/352963







(C)

K.13 Identify the student’s street address, city/town, school name, and Tennessee as the state in which they live. (G)

K.14 Identify the location of Tennessee and the United States on a map. (G)

K.3 What do you know about ______, the country Memphis in May is honoring this year?

I can identify the country honored by Memphis is May.

I can name various customs, traditions, and locations, and facts about the honored country.

K.13 What are the famous sites of Memphis?

I can identify famous sites of Memphis?

K.13, K.14 Where are these places in our city? I can incorporate these sites in a class map

of Memphis.

K.13, K.14 Why are these places important to our city?

I can explain why different sites are important to Memphis.

K.1, K.3, K.13, K.14 What is their historical value to our city?

I can draw/write about the historical value of famous Memphis sites to make a book.

Content Vocabulary (Tier 3): City, community, neighborhood, culture, tradition, customs, map, globeAcademic Vocabulary (Tier 2):

How do people celebrate Cinco de Mayo? Students will conclude the lesson by writing a sentence or sentences to explain Cinco de Mayo. Literacy RI.K.1, RI.K.2, W.K.2

K.1, K.3 The teacher will display various pictures of Mexico’s culture and the United States’ culture. Students will compare and contrast the pictures and explain the similarities and differences. The class will create/ complete a large class Venn diagram to record their answers. Literacy RI.K.6, RI.K.7., RI.K.9Pictures of Mexico: Food, Clothing, Shelter, and SchoolPictures of the United States of America: Food, Clothing, Shelter, and School

K.1, K.2, K.3 The teacher will read aloud School in Many Cultures. As the teacher reads aloud and asks questions about the different pictures, students will look at the pictures and compare and contrast various students’ school experiences and environments around the world. Student will write to describe a school they would like to attend based off of the information from the read aloud, pictures and discussion. Literacy RI.K.1, RI.K.2, W.K.1

K.1, K.2, K.3 The teacher will read aloud Homes in Many Cultures. As the teacher reads aloud and asks questions about the different pictures, students will look at the pictures and compare and contrast various homes from around the world. Students will then draw or construct a home that they feel their selected home is the best home to live in. Students will caption their drawing or construction of their home with a sentence(s) that describe why this is the best home to live in. Students should use the information from the read aloud, pictures and discussion when writing their opinionate sentence(s). Literacy RI.K.1, RI.K.2, W.K.1

K.1, K.2, K.3 The teacher will read aloud Birthdays in Many Cultures. As the teacher reads aloud and asks questions about the different pictures, students will look at the pictures and compare and contrast various birthday celebration activities and events from around the world. Student will complete a Venn diagram to compare and



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https://www.yourfoundation.org/sites/default/files/userfiles/Images/20141113bestof061.jpg

http://ghk.h-cdn.co/assets/cm/15/11/54ffec52236b6-cheeseburger-lgn.jpg

http://www.csmonitor.com/var/ezflow_site/storage/images/media/content/2012/0509-opta-mexico-pta/12512615-1-eng-US/0509-OPTA-MEXICO-PTA_full_600.jpg

http://www.house-design-coffee.com/images/San-Miguel-de-Allende-calle-showing-vine-decorated-mexican-homes.jpg

https://farm1.staticflickr.com/133/355521319_6d24aa731a_z.jpg

http://www.alejrest.com/wp-content/uploads/2015/08/Authentic-Mexican-Food.jpg




Celebration, holiday, festivities, important, famous, events, location, beliefs, practicesVocabulary Strategies:See Page 4 of the Curriculum MapVocabulary teaching: Effective Methodologies http://iteslj.org/Techniques/Mehta-Vocabulary.html Teaching Vocabularyhttp://www.readingrockets.org/article/teaching-vocabulary Strategies for Vocabulary Developmenthttp://www.phschool.com/eteach/language_arts/2002_03/essay.html Vocabulary Building Strategieshttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspxMargarita Calderon: Helping ELLs Excelhttp://www.ascd.org/publications/educational_leadership/feb16/vol73/num05/A_Whole-School_Approach_to_English_Learners.aspx

contrast how they celebrate their birthday with someone from another country. Students will then write comparative sentences to explain the differences in the birthday celebrations. Literacy RI.K.1, RI.K.2, W.K.2

K.3 Teacher is will display pictures and read aloud information about Colombia. Students will then compare and contrast Colombia’s culture (language, geographic features, climate, symbols, etc.) to our country’s culture using a whole class Venn diagram. Literacy RI.K.1, RI.K.2, RI.K.3, RI.K.9, Pictures of Colombiahttps://www.roughguides.com/article/pictures-of-colombia/ http://seecolombia.travel/photos/tatacoa-desert/ https://pixabay.com/en/cartagenera-cartagena-de-indias-1188482/ https://pixabay.com/en/colombia-medellin-architecture-1843260/ https://pixabay.com/en/gastronomy-sancocho-food-colombia-1529736/ https://pixabay.com/en/public-market-granville-island-1656218/ https://pixabay.com/en/corn-chef-kitchen-colombia-food-457154/ https://pixabay.com/en/plantani-food-colombia-lemonade-664813/

K.13, K.14 After reading the article Memphis, students should answer questions such as:How does Memphis compare to other cities in Tennessee?What states boarder Memphis, TN?Memphis lies above the banks of what river?What is Memphis popular or known for?Who are some famous Memphians?What are some famous location in Memphis?What food is Memphis specifically famous for? What jobs make up a great deal of Memphis’ economy? What are some notable historical events that took place in Memphis?Students will conclude the lesson by writing a summary of Memphis using



https://pixabay.com/en/plantani-food-colombia-lemonade-664813/

https://pixabay.com/en/corn-chef-kitchen-colombia-food-457154/

https://pixabay.com/en/public-market-granville-island-1656218/

https://pixabay.com/en/gastronomy-sancocho-food-colombia-1529736/

https://pixabay.com/en/colombia-medellin-architecture-1843260/

https://pixabay.com/en/cartagenera-cartagena-de-indias-1188482/

http://seecolombia.travel/photos/tatacoa-desert/

https://www.roughguides.com/article/pictures-of-colombia/







information from the read aloud and class discussion of questions. Literacy RI.K.1, RI.K.2, W.K.2

K.1 The students will illustrate/color pictures of the sites and write descriptive sentences about these sites.

K.13, K.14 With teacher modeling, the students will plot Memphis on a blank map of Tennessee. Students will then draw things in the map that define or characterize Memphis, TN. (Examples may include: food, historical figures, famous sites, their school, community members, etc.)

Additional Resources



http://www.waterproofpaper.com/printable-maps/tennessee/tennessee-outline-map.pdf

http://www.waterproofpaper.com/printable-maps/tennessee/tennessee-outline-map.pdf


Constitution Day Lessonshttp://www.k12.com/constitution-daySmart Exchangehttp://exchange.smarttech.com/#tab=0Celebrating Patriotic Holidayshttp://www.scholastic.com/teachers/collection/celebrating-patriotic-holidaysTennessee State Symbolshttp://www.learninggamesforkids.com/us_state_games/tennessee/ World Book Kidshttp://www.worldbookonline.com/kids/home?#media/mp000170What Rights, Duties, and Obligations Does American Citizenship Entail?http://www.ehow.com/list_6796573_rights_-obligations-american-citizenship-entail_.htmlJumpstart: Geography Activitieshttp://www.jumpstart.com/parents/activities/geography-activities Make Learning Funhttp://www.sheppardsoftware.com/web_games.htm10 Children’s books that teach diversityhttp://www.sheknows.com/parenting/articles/981657/10-childrens-books-that-teach-diversitySocial Studies Games and Movieshttps://jr.brainpop.com/socialstudies/Kid’s Encyclopediahttp://kids.britannica.com/elementary/art-88703



http://kids.britannica.com/elementary/art-88703

https://jr.brainpop.com/socialstudies/

http://www.sheknows.com/parenting/articles/981657/10-childrens-books-that-teach-diversity

http://www.sheppardsoftware.com/web_games.htm

http://www.jumpstart.com/parents/activities/geography-activities

http://www.ehow.com/list_6796573_rights_-obligations-american-citizenship-entail_.html

http://www.worldbookonline.com/kids/home?#media/mp000170

http://www.learninggamesforkids.com/us_state_games/tennessee/

http://www.scholastic.com/teachers/collection/celebrating-patriotic-holidays

http://exchange.smarttech.com/#tab=0

http://www.k12.com/constitution-day

kk q4 2017.docx · web view... quickly cueing struggling readers to associate your spoken word...

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