world view lesson plan template · time required for lesson plan: ... -explain that my accent is...

Title of Lesson Plan: Finding Europe.

Grades: Kindergarten

Subject Area(s): Language Arts/Social Studies

Brief Description: Introduction of the school year’s theme “Our Journey to Europe”.

Time Required for Lesson Plan: Approximately 40 minutes

Learning Outcomes: -The students will be able to explain in their own words why their teacher speaks with a different

accent.

-The students will be able to name a map and a globe and explain their purpose.

-The students will be able to recognize North America and Europe on Google Earth and on a

traditional globe.

Materials/Resources Needed (including web-based): -Giant wall map of Europe

-Google Earth projected on smart board

-Big globe

Directions -Introduction of myself as the teacher. What is different about me?

-Explain that people from different places have different accents.

-Explain that my accent is different because I am from a different country in Europe.

-Show big globe; explain what it is and why we use it.

-Show our current location on the big globe.

-Show where Europe is on the globe. Identify the color blue as the representation of water and all the

other colors being land masses.

-Move to the area of the giant wall map of Europe.

-Explain what a map is and how it is different from a globe.

-Again, call attention on the color blue as the representation of water.

-Have students taking turns touching the map and move their hand all over it while saying “Europe”.

-Display Google Earth on smart board. Compare Google Earth to the globe and to the map.

-Show North America on Google Earth.

-Zoom in to our school and try to identify a few features.

-Show Europe on Google Earth.

-Zoom in to the teacher’s childhood house in Belgium.

WORLD VIEW LESSON PLAN TEMPLATE

The following form will describe a globally-focused activity you plan to integrate

into the curriculum.

-You may complete more than one form/activity if desired-

-Have the students share their thoughts and ask questions.

Assessment -Explain why Mrs. Harrell speaks with a different accent.

-While "spinning" the image of the earth slowly on Google Earth, have students shout "North

America" every time they see it, and shout "Europe" every time they see it.

Extension -Color Europe and North America on a map of the world.

Educational Content Standards CCSS.ELA-LITERACY.SL.K.1

Participate in collaborative conversations with diverse partners about kindergarten topics and

texts with peers and adults in small and larger groups.

CCSS.ELA-LITERACY.SL.K.3

Ask and answer questions in order to seek help, get information, or clarify something that is not

understood.

Social Studies:

Civics and Government Essential Standard

K.C&G.1 Understand the roles of a citizen.

Culture

K.C.1 Understand how individuals are similar and

different.

K.C.1.1 Explain similarities in self and others.

K.C.1.2 Explain the elements of culture (how people speak, how people

dress, foods they eat, etc.).

Geography and Environmental Literacy

K.G.1.2 Use globes and maps to locate land and water features.





understood.

Social Studies:

Civics and Government Essential Standard

K.C&G.1 Understand the roles of a citizen.

Culture

K.C.1 Understand how individuals are similar and

different.


K.C.1.2 Explain the elements of culture (how people speak, how people

dress, foods they eat, etc.).



http://www.corestandards.org/ELA-Literacy/SL/K/1/



Lesson Plan Created By: Pascale Harrell

School: Gatesville Elementary School

Title of Lesson Plan: Continents and Countries



Brief Description -Explain the difference between countries and continents.

Time Required for Lesson Plan: -Approximately 20 minutes

Learning Outcomes: -The students will be able to identify land and water features on a map and on a traditional globe.

-The students will be able to recognize the difference between a continent and a country.


-Big globe

-Google Earth projected on a smart board

-Flags and 8' by 10' maps of Belgium, France, England, Italy, Sweden, Spain, Germany, the

Netherlands, and Hungary.

Directions -Review why Mrs. Harrell speaks with a different accent.

-Review the differences between a globe and a map.

-Review of the location of North America and Europe on Google Earth.

-Explain that North America and Europe are continents.

-Explain that there are seven different continents on the earth. Show each continent on Google Earth

-Count and name each continent on Google Earth.

-Compare the continents to different classroom in our school. Each classroom is a different shape and

a different size.

-Sit by the giant wall map of Europe.

-Review the color blue on the map as the representation of bodies of water.

-Notice the other different colors on the map. Discuss all those different colors; what are they? Why

are there so many?

-Explain that each different color on the map represents a different country in Europe.

-Show the country of Belgium on the European map.





- Compare the different countries in Europe to the different locations in the classroom (each group is

assigned a different colored table, there are different centers in the classroom such as computers, arts,

reading, math, play area, etc…).

-Explain that each area in the classroom is going to represent a different country in Europe. Each area

will have its name of country, its flag and its map (the teacher's desk will be Belgium, one table of 5

students will be Spain, another table of 5 students will be Sweden, another table of 5 students will be

Hungary, the reading area will be France, the gathering area will be England, the art area will be Italy,

the math area will be Germany, and the cubbies area will be the Netherlands. I chose the countries

based on with which ones I want to skype. I couldn’t find any contact from all of them willing to

skype with my class but I was interested in teaching simple greetings in those countries’ native

language anyway.

-Play a game to get familiar with our new setup. The game is called "Where is Clifford?" our

classroom mascot. The teacher hides Clifford and gives clues about his location such as "near

France", "on the side of England", etc… in groups of two or three, students have to locate him.

Assessment -At the giant European map area, students have to shout "country" when the teacher points to a

specific country, and shout "continent" when the teacher is going over the whole map with the palm

of her hands. To give everyone a chance to process information, we apply the "TV countdown" rule

for every game. I count slowly backward from 5 to 0 before the students are allowed to shout or show

any answer.

Extension -Given a simple map of Europe, use different colors to show the different countries. Make sure water

is represented in blue.

-Give a map of the classroom and have students identify the different areas and features such as

furnitures, windows, doors, etc..)






understood.

Social Studies:



K.G.1.4 Identify locations in the classroom using positional words

(near/far, left/right, above/beneath, etc.).





Title of Lesson Plan: Apples, Apples


Subject Area(s): Language Arts/Social Studies/Math

Brief Description -This lesson is part of a unit on apples.

-Students will present various different American apple foods to a Belgian family via skype. The

Belgian family will present various Belgian apple foods.


Learning Outcomes: -The students will be able to locate Belgium on the map.

-The students will be able to compare and contrast Belgian and American apple foods.


-Big globe


-Skype App.

-Various kinds of apples, various apple foods (apple butter, apple pies, applesauce, apple juice, apple

cakes)

Directions -Review what we have learned about apples.

-Review the different kinds of apple foods that we sampled (apple slices, apple juice, applesauce,

apple pie).

-Review the graph of favorite apple foods. I used a poster with pictures of the various different listed

above. During a math activity, the children had to place an apple paper cutout in the column of their

favorite apple food.

-Review the location of North America and Europe on the globe.

-Virtually travel from our school to a family’s house in Belgium via Google Earth.

-Prepare questions to ask the Belgian family about apple foods in Belgium.

-Skype with a family in Belgium.

-Students will greet family and explain what they have been learning about apples since the beginning

of the apple unit.





-Students will present the different kinds of American apple foods. They will ask the Belgian family

if they have similar apple foods in Belgium.

-The Belgian family will present different Belgian apple foods with an emphasis on the packaging

and the presentation of the foods.

-Questions and answers time.

-Students will present their favorite apple foods graph to the Belgian family.

-Belgian family will add their favorite apple foods to our class graph.

-Students will sample a typical Belgian apple food called “sirop” that is not available in the US.

-Students will express like or dislike of the Belgian apple food called “sirop”.

Assessment -Students will place pictures of various American and various Belgian apple foods and place them in a

Venn diagram.

Extension -Read a recipe to make the Belgian apple food “sirop”.

-Go on Google Earth to view apple orchards in Belgium.

-Look for pictures of apple foods in a Belgian grocery store flyer. I used Belgian grocery store flyers

that I had brought back with me from my summer trip to Belgium. But you can always go on a

Belgian grocery store website such as http://shop.delhaize.be/fr-be/ or http://hyper.carrefour.eu/fr and

print what you need.

Educational Content Standards Social Studies

K.H.1 Explain how seasons change over time.


K.C.1.2 Explain the elements of culture: how people speak, how people dress, food they eat. K.G.1.2 Use globe and maps to locate land and water features.

K.G.1.3 Identify physical features.

ELA

Speaking and Listening Standards K

Comprehension and Collaboration

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with

peers and adults in small and larger groups.

Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the

topics and texts under discussion).

Continue a conversation through multiple exchanges.

Math

Measurement and Data K.MD

Classify objects and count the number of objects in each category.

Classify objects into given categories; count the numbers of objects in each category and sort the

categories by count.



http://shop.delhaize.be/fr-be/

http://hyper.carrefour.eu/fr

Title of Lesson Plan: How to Make an Apple Pie and see Europe (based on the book How to

Make an Apple Pie and See the World).


Subject Area(s): Language Arts/Social Studies/Math

Brief Description -This lesson is part of a unit on apples.

-Students will use Google Earth and/or globe to locate the countries depicted in the book How to

Make an Apple Pie and See the World and list which one of those countries are in Europe.

The following European countries are in the book: Italy, France, and England.


Learning Outcomes: -The students will be able to use the globe and the wall map to locate the countries listed in the book

How to Make an Apple Pie and See the World.

-The students will be able to match the various ingredients listed in the book How to Make an Apple

Pie and See the World with the country of their origin.

Materials/Resources Needed (including web-based): -Book How to Make an Apple Pie and See the World

-Big globe and wall map of Europe.


-Ingredients listed in the book How to Make an Apple Pie and See the World.

Directions -Review what we have learned about apples.

-Review the different kinds of apple foods that we sampled.

-Introduce the book How to Make an Apple Pie and See the World.

-Read the book How to Make an Apple Pie and See the World pausing several times to check

comprehension.

-Re-read the book.

-Present all the ingredients that are listed in the book and some additional ingredients as well.

-For each ingredient, ask if it was in the story or not.

-Using the ingredients listed in the story, retell the story.

-For each ingredient, ask student to guess if the country of its origin is in Europe or not.





-Verify using Google Earth. Teacher just types the name of the country in the Google Earth search

box and students must be able to tell if Google Earth stopped in Europe or not.

-When an ingredient is found in a European country, a team of students must locate the same country

on the giant traditional globe and another team on the giant European wall.

Assessment -Retell the list of all the countries mentioned in the book How to Make an Apple Pie and See the

World and tell which ones of them are in Europe.

Extension -Match the flags with the European countries listed in the book How to Make an Apple Pie and See

the World.

-Using Google Earth, zoom in each of the countries mentioned in the book How to Make an Apple

Pie and See the World. Discuss what we observe. Identify land and water features for each country.

-Make an apple pie following the recipe in the book How to Make an Apple Pie and See the

World.

-Make a “Tarte Tatin”, a typical french apple pie.

Educational Content Standards Social Studies K.C.1.2 Explain the elements of culture: how people speak, how people dress, food they eat. K.G.1.2 Use globe and maps to locate land and water features.


ELA

Reading Standards for Literature

Key Ideas and details

With prompting and support, ask and answer questions about key details in a text.

2. With prompting and support, retell familiar stories, including key details.

3. With prompting and support, identify characters, settings, and major events in a story.

Craft and Structure

4. Ask and answer questions about unknown words in a text.

5. Recognize common types of texts (e.g., storybooks, poems).

6. With prompting and support, name the author and illustrator of a story and define the role of each in

telling the story.

Integration of Knowledge and Ideas

With prompting and support, describe the relationship between illustrations and the text in which they

appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Math Measurement and Data Describe and compare measurable attributes.

1. Describe measurable attributes of objects, such as length or weight. Describe several measurable

attributes of a single object.

Science

K.E.1.1 Infer that change is something that happens to many things in the environment based on observations made

using one or more of the senses.

Title of Lesson Plan: Christopher Columbus



Brief Description -To recreate the voyage of Christopher Columbus.




-The students will be able to retell basic facts about Christopher Columbus.


-Big traditional globe


Directions -Review important dates for the October calendar.

-Review that Christopher Columbus Day is on October 12.

-Brainstorm what we know about Christopher Columbus.

-Give a quick presentation of Christopher Columbus. There are several short movies for children

about Christopher Columbus available on youtube.

-Review what a globe is. Observe our class globe and describe it (it is round).

-Explain that a long time ago, many people believe that the earth was flat.

-Explain that each different color on the map represents a different country in Europe.

-Show the country of Belgium on the European map.

-Introduce the book Christopher Columbus.

-Read the book Christopher Columbus pausing several times to check comprehension.

-Re-read the book. As the teacher reads, pause to locate Genoa, Italy (birth country of Christopher

Columbus) on the giant wall map of Europe.

-As the story tells of the encounter with the queen of Spain, locate Spain on the giant wall map of

Europe. Compare Italy with Spain in terms of size, shape, and location. Discuss which countries are

between Italy and Spain.





-Using a smaller map of the Europe showing Spain, explain how many sailors were afraid to sail west

for fear of falling off the earth by holding the map on a pedestal and putting a toy boat on the Atlantic

ocean.

-Show the globe and place the toy boat on top of the Atlantic Ocean. Move the boat on the surface of

the globe until it reaches America. Explain why Christopher Columbus thought he had landed in the

Indies by using the toy boat across the globe.

-Go on Google Earth, and locate Italy. Zoom into Genoa. Describe what we see. Explain that Genoa

looked very different when Christopher Columbus was living.

-Using Google Earth, virtually travel from Genoa Italy to the port of Bayona in Spain where

Christopher Columbus started his voyage.

-Zoom in to the port of Bayona. Describe what we see.

-Using Google Earth, virtually travel to San Salvador. Explain that this is the land where Christopher

Columbus landed.

-Zoom in to San Salvador. Describe what we see.

Assessment -Listening to statements about Christopher Columbus, students must indicate if those statements are

true of false. The statements are simple such as: “Christopher Columbus was a farmer”, “Christopher

Columbus used three ships”, Christopher Columbus sailed from Sweden”, “Christopher Columbus

asked the help from the King and Queen of England”, “Christopher Columbus thought he had found

Africa”, “Christopher Columbus was looking for a faster route to Russia”, etc…. I told them I am

going to tell them silly things and they have to correct me. They love correcting the teacher!

Extension -In groups of five students, recreate the story of Christopher Columbus.

Educational Content Standards Reading Standards for Informational Text

Craft and Structure

5. Identify the front cover, back cover, and title page of a book.

6. Name the author and illustrator of a text and define the role of each in presenting the ideas or

information in a text.

Social Studies: K.C.1.2 Explain the elements of culture: how people speak, how people dress, food they eat.

K.G.1.2 Use globe and maps to locate land and water features.




Title of Lesson Plan: Signs of the fall season

This lesson is part of a mini unit on the fall season.

Similar lesson will be repeated for the mini unit on the winter season, spring season, and summer

season with the same two countries.



Brief Description -To explain similarities and differences between the fall season in North Carolina and in Sweden

(Stockholm) and Spain (southern Spain; Almeria).


Learning Outcomes: -The students will be able to show which signs of fall belong to NC, Spain, and Sweden.


-Big globe


-Skype App.

-Pictures depicting signs of the fall season.

Directions -Review signs of the fall season.

-Teacher explains that signs of the fall season may be different in Europe.

-Prepare questions to ask about the signs of fall in Europe.

-Locate Sweden on Google Earth and giant wall map of Europe.

-Skype with a family in Sweden who will describe and (if possible) show us some of the signs of the

fall season in Sweden.

-Summarize what we learned. Discuss similarities and differences.

-Repeat with a family in Spain.

-Show pictures depicting signs of fall in the three different locations.

-Have students discuss each picture and decide if this sign belongs to NC, Sweden, Spain, all three, or

just two of them. Place pictures in a Venn diagram.

-Discuss which of two countries we visited has signs of fall more similar to the signs of fall in NC.





Assessment -On a piece of paper divided in 3 equal parts labeled NC, Sweden, and Spain, draw a picture showing

one thing we learned about the fall weather in each location.

Extension -Plan a pretend vacation to Spain and to Sweden and draw a list of clothes and artifacts that need to

be packed.

Educational Content Standards Social Studies:


K.G.1.2 Use globes and maps to locate land and water features. K.H.1 Explain how seasons change over time.

K.G.2.1 Explain how people adapt to weather conditions.


ELA:

Presentation of Knowledge and Ideas

4. Describe familiar people, places, things, and events and, with prompting and support,

provide additional detail.

5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

6. Speak audibly and express thoughts, feelings, and ideas clearly.




Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking

about the topics and texts under discussion).


Writing:

1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they

tell a reader the topic or the name of the book they are writing about and state an opinion or

preference about the topic or book (e.g., My favorite book is . . .).



Title of Lesson Plan: Set the Table for Dinner

This lesson is part of a mini unit on Thanksgiving.



Brief Description -Show the similarities and differences of setting the table for dinner in NC and setting the table in

Belgium.


Learning Outcomes: -The students will be able to explain the similarities and differences of table setting for dinner and

table setting for dinner in Belgium.


-Big globe


-Skype App.

-Plates, forks, knives (non sharp), spoons, glasses, napkins, tablecloths.

Directions -Review what we have learned about Thanksgiving.

-Reread the pre-decodable book Set the Table that explains how to set a table for dinner.

-Review the fact that people in Europe do not celebrate Thanksgiving; Thanksgiving is only

celebrated in North America (4th Thursday in the US and second Monday on October in Canada).

-Have the students set the tables the way their family do at home on their classroom desk. Compare

the different ways each student set their table.

-OR/AND…

-Have students share their family’s routine for dinner.

-Explain that eating dinner around the table is very important in Europe. Using real dinnerware is

important as well. Rarely do people use plastic dinnerware.

-Explain that at this time of the day in NC, is dinner time in many different European countries

including Belgium.

-Explain that we are virtually invited to have dinner with a family in Belgium (same family used for





the lesson on apples).

-Prepare questions to ask prior to beginning the session.

-Locate Belgium on the giant wall map of Europe, on the globe and on Google Earth.

-Skype with the family in Belgium who will set the table following the proper etiquette of setting

tables in Belgium.

-Questions and answers

-Summarize what we have learned; what is similar, what is different between the American way and

the Belgian way of setting the table for dinner.

Assessment In three different groups, set a dinner table following the Belgian etiquette.

Extension Look at online videos to see other ways to set the table in other European countries.

Educational Content Standards Social Studies:


K.G.1.2 Use globes and maps to locate land and water features. K.C.1.1 Explain similarities in self and others.

ELA:




Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking

about the topics and texts under discussion).




Title of Lesson Plan: End of the Year Holidays in Europe: Belgium, Germany, The

Netherland, France: Saint Nicholas

This lesson is part of a unit on the end of the year holidays around the world.



Brief Description -Skyping with a family in Belgium who will explain the tradition of celebrating Saint Nicholas in

several parts of Europe.


Learning Outcomes: -The students will be able to tell where and how Saint Nicholas Day is celebrated in some parts of

Europe.

-The students will understand that the celebration of Saint Nicholas in Belgium is not affiliated with

Christmas.


-Big globe


-Children book about Saint Nicholas

-Pictures of Saint Nicholas projected on smart board.

-Traditional Saint Nicholas treats

-Skype Application

Directions -Review what holidays and traditions are.

-Show pictures of Saint Nicholas and explain who he is.

-Read the children book Saint Nicholas.

-Show the different European countries that celebrate Saint Nicholas’s Day on the giant wall map of

Europe.

-Locate Belgium on Google Earth.

-Zoom in the house of the Belgian family who will skype with us.





-Prepare questions to ask a Belgian family about the tradition of celebrating Saint Nicholas’s Day in

Belgium.

-Skyping session with Belgian family and with Saint Nicholas himself as well as his donkey!

-The Belgian children will sing traditional Saint Nicholas songs and show traditional Saint Nicholas

treats.

-Questions/answers with Belgian family and Saint Nicholas before signing off skype.

-Explain that the Saint Nicholas holiday is originally a Christian holiday. However, most families

with young children celebrate the folkloric side of it without its religious component (which would be

going to church on the day of its feast) even if they are atheists (as a matter of fact, the family with

whom we skyped is atheist) or of another religion. Few families with young children chose not to

observe the holidays for religious reasons.

-Complete the “Holidays Around the World” pages about Saint Nicholas in the “Holidays Around the

World” prepared booklet (color Belgium, The Netherlands, Germany, and France on a simple

European map, color the flag of those countries, color picture of Saint Nicholas).

-Snack today will be a traditional Saint Nicholas treat “guimauves” (hard marshmallows shaped like

Saint Nicholas) and tangerines (a traditional Saint Nicholas treat in Belgium).

Assessment -Draw or write at least one fact learned about Saint Nicholas’s Day in the “Holidays Around the

World” booklet.

-“True or False” game about Saint Nicholas facts.

Extension -Children will bring one shoe (or make a paper shoe) and place it on top of their cubby. If they have

been good during the day, “Saint Nicholas will drop a traditional Saint Nicholas treat in their shoe

during the night.

-Write a letter to Saint Nicholas.


Participate in collaborative conversations with diverse partners about kindergarten topics and texts with

peers and adults in small and larger groups.



understood.

Writing Standards K

Text types and Purposes

1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a

reader the topic or the name of the book they are writing about and state an opinion or preference about

the topic or book (e.g., My favorite book is . . .).

Social Studies:




K.C.1.2 Explain the elements of culture: how people speak, how people dress, food they eat.




Title of Lesson Plan: End of the Year Holidays in Europe: Sweden




Brief Description -Skyping with a family in Sweden who will explain the tradition of celebrating Saint Lucia in

Sweden

-If the lesson cannot be done on Dec. 13, it needs to be done as close as possible to it.


Learning Outcomes: -The students will explain the main facts of the celebration of Saint Lucia in Sweden.

-The students will understand that the celebration of Saint Lucia in Sweden is not affiliated with

Christmas.


-Big globe


-Pictures of Saint Lucia projected on smart board.

-Traditional Saint Lucia cookies

-Skype Application

Directions -Review what holidays and traditions are.

-Review where and when Saint Nicholas is celebrated in Europe.

-Show Sweden on the giant wall map of Europe.

-Explain that people in Sweden celebrate Saint Lucia on December 13.

-Show pictures of Saint Lucia

-Locate Sweden on Google Earth.

-Zoom in the house of the Swedish family who will skype with us.

-Prepare questions to ask the Swedish family about the tradition of celebrating Saint Lucia’s Day in

Sweden.





-Skyping session with the Swedish family. The Swedish family will have their daughter and son

dressed in the Saint Lucia traditional apparels. They will sing the traditional Saint Lucia song.

-The Swedish family will explain the significance of Saint Lucia’s Day in Sweden.

-The Swedish family will show the traditional Saint Lucia treats.

-Questions/answers time before signing off skype.

-Explain that the Saint Lucia holiday is originally a Christian holiday. Most families celebrate the

folkloric side of it without its religious component .There are some families of different faiths and

religions that do not observe the Saint Lucia holiday.

-Complete the “Holidays Around the World” pages about Saint Lucia in the “Holidays Around the

World” prepared booklet (color Sweden on a simple European map, color the flag of Sweden, color

picture of Saint Lucia).

-Snack on traditional Saint Lucia cookies previously commissioned by a local baker who used a

Swedish recipe to make them.

Assessment -Draw or write one fact learned about Saint Lucia’s Day in the “Holidays Around the World” booklet.

-“True or False” game about Saint Lucia facts.

Extension -Make a Saint Lucia crown.

-Learn the traditional Saint Lucia song in English.

-Learn some traditional end of the year greetings in Swedish.

Educational Content Standards ELA: CCSS.ELA-LITERACY.SL.K.1





understood. Writing Standards K

text types and Purposes

1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a

reader the topic or the name of the book they are writing about and state an opinion or preference about

the topic or book (e.g., My favorite book is . . .).

Social Studies:









Title of Lesson Plan: End of the Year Holidays in Europe: France




Brief Description -Skyping with a family in France who will explain how Christmas is celebrated in France.


Learning Outcomes: -The students will explain similarities of the celebration of Christmas in France and NC.


-Big globe


-Traditional figurines of Provence (France) affiliated with Christmas.

-“Bûche de Noel” (traditional french Christmas cake shaped like a log.

-Pictures of traditional “bûches de Noel” projected on smart board.

-Pictures of “Père Noel” (Father Christmas) projected on the smart board.

-Skype Application

Directions -Review what holidays and celebrations are.

-Review what we learned about Saint Nicholas and Saint Lucia.

-Review the fact that Saint Nicholas Day and Saint Lucia’s Day are not affiliated with Christmas in

Europe.

-Review what Christmas is.

-Discuss how Christmas may be celebrated in NC, with consideration that not all of your students

may celebrate Christmas.

-Show France on the giant wall map of Europe.

-Explain that people in France do not celebrate Saint Lucia and most people do not celebrate Saint

Nicholas either.

-Show the figurines of Provence and explain that these artifacts are a big part of Christmas in France.

-Locate France on Google Earth.





-Zoom in the house of the French family who will skype with us.

-Prepare questions to ask the French family about Christmas.

-Skyping session with the French family. The French family will show us their decorated tree, their

nativity scene with the figurines of Provence, and their traditional Christmas meal with its traditional

Christmas log shaped cake. They will sing a traditional french Christmas song. They also will talk

about “Père Noel” (Father Christmas) who bears a strong resemblance to Santa Claus.

-If feasible, have the French family have “Père Noel” present when skyping with us.


-Explain that the display of figurines of Provence tradition is rooted in Christianity. Most families

celebrate the folkloric side of it without its religious components. Some families of different faith,

beliefs, and religions do not celebrate this tradition.

-Explain that the tradition of celebrating “Père Noel” is not celebrated by some families who do not

celebrate Christmas because of their different beliefs.

-Complete the “Holidays Around the World” pages about Christmas in France in the “Holidays

Around the World” prepared booklet (color France on a simple European map, color the flag of

France, color a picture of “Père Noel”).

-Snack today will be a slice of the traditional Christmas log cake commissioned by a local baker and

cake decorator.

Assessment -Draw or write one fact learned about Christmas in France in the “Holidays Around the World”

booklet.

-“True or False” game about Christmas in France.

Extension -Make a Venn diagram showing similarities and differences between Santa Claus and “Père Noel”.

-Make a Venn diagram showing similarities and differences between a French and NC traditional

Christmas meal.

-Learn one verse of a traditional French Christmas song.

-Learn Christmas greetings in french.

-Make some figurines of Provence with play dough to place under the classroom Christmas tree.






understood.

Social Studies:









Title of Lesson Plan: End of the Year Holidays in Europe: Spain




Brief Description -Skyping with a Spanish family who will explain how Christmas is celebrated in Spain.


Learning Outcomes: -The students will explain similarities of the celebration of Christmas in Spain and NC.


-Big globe


-Pictures depicting Christmas in Spain projected on the smart board

-Skype Application




Europe.


-Review similarities and differences between Christmas in NC and Christmas in France.

-Show Spain on the giant wall map of Europe.

-Explain that people in Spain celebrate Christmas too but differently than NC and France

-Zoom in the house of the Spanish family who will skype with us.

-Prepare questions to ask the Spanish family about Christmas.

-Skyping session with the Spanish family. The Spanish family will talk about Christmas (the

traditional Christmas meal, the singing in the streets during the night, the bonfires, the three wise men

bringing presents on Epiphany Day). They will also share some of the New Year’s traditions (the

twelve grapes of New Year’s Eve).






-Explain that most families in Spain celebrate the folkloric side of celebrating Christmas without its

religious component. There are some families in Spain who do not celebrate Christmas because of

their different beliefs.

-Complete the “Holidays Around the World” pages about Christmas in Spain in the “Holidays

Around the World” prepared booklet (color Spain on a simple European map, color the flag of Spain,

color a picture of the Three Wise Men)

-Snack today will be twelve grapes.

Assessment -Draw or write one fact learned about Christmas in Spain in the “Holidays Around the World”

booklet.

-“True or False” game about Christmas in Spain.

Extension -Make a Venn diagram showing similarities and differences between a Spanish and NC traditional

Christmas meal.

-Learn one verse of a traditional Spanish Christmas song.

-Learn Christmas greetings in Spanish.






understood.

Social Studies:









Title of Lesson Plan: End of the Year Holidays in Europe: Hungary




Brief Description -Skyping with an American citizen who is currently living and working in Hungary.


Learning Outcomes: -The students will explain similarities of the celebration of Christmas in Hungary and NC.


-Big globe


-Pictures depicting Christmas in Hungary projected on the smart board

-Skype Application




Europe.


-Review similarities and differences between Christmas in NC and Christmas in France and in Spain.

-Explain that we are about to skype with an American citizen (and former local) who is now living

and working in Hungary who will tell us the characteristics of Christmas in Hungary.

-Show Hungary on the giant wall map of Europe.

-Zoom in the house of the American citizen currently living in Hungary who will skype with us.

-Prepare questions to ask during our skyping session about Christmas.

-Skyping session with Hungary.


-Again, explain that most families celebrate the folkloric side of Christmas without its religious

component. Some families chose not celebrate Christmas because of their different beliefs.





-Complete the “Holidays Around the World” pages about Christmas in Hungary in the “Holidays

Around the World” prepared booklet (color Hungary on a simple European map, color the flag of

Hungary, color a red and gold/yellow ribbons on a Christmas tree).

-Snack today will be szaloncukor (a Christmas candy in Hungary) baked by a local baker. The

students will keep the wrappers and place them on the classroom Christmas tree.

Assessment -Draw or write one fact learned about Christmas in Hungary in the “Holidays Around the World”

booklet.

-“True or False” game about Christmas in Hungary.

Extension -Make a Venn diagram showing similarities and differences between a Hungarian and NC traditional

Christmas.

-Learn Christmas greetings in Hungarian.

-Write a Christmas card to our friend in Hungary.






understood.

Social Studies:









Title of Lesson Plan: Read Across Europe



Brief Description (1-2 sentences maximum): -Having one skyping session every day during the “Read Across America” week in March 2015 with

a different European country.





-Big globe


-Flags and 8' by 10' maps of Belgium, France, England, Italy, Sweden, Spain, Germany, the

Netherlands, and Hungary.

Directions -Review what we have learned about Europe.

-Explain the Reading Across America event.

-Explain that we will be doing something similar every day but with a different European country.

-One contact of each of the European country listed above has been asked to pick a children book

classic to read to our class. If the book is in a foreign language, the reader will translate.

-The contact person will autograph the book and mail it to our class (I will offer to pay for the cost of

the book and the mailing charges).

-After each session, the children will retell the story and express their feelings about it.

-For each country we will revisit the giant wall map of Europe, the globe, and Google Earth.

Assessment -Retelling the story.





Extension -Acting out the story.

-Draw illustrations about the story.

-Make a book report.

-Make inference about the reason the book read is popular in the country with which we skyped.

Educational Content Standards Reading Standards for Literature

Key Ideas and details

With prompting and support, ask and answer questions about key details in a text.

2. With prompting and support, retell familiar stories, including key details.

3. With prompting and support, identify characters, settings, and major events in a story.

Craft and Structure

4. Ask and answer questions about unknown words in a text.

5. Recognize common types of texts (e.g., storybooks, poems).

6. With prompting and support, name the author and illustrator of a story and define the role of each in

telling the story.

Integration of Knowledge and Ideas

With prompting and support, describe the relationship between illustrations and the text in which they

appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

9. With prompting and support, compare and contrast the adventures and experiences of characters in

familiar stories.

Social Studies:





Title of Lesson Plan: End of the Year Holidays in Europe: Hanukkah



Brief Description -Skyping with a family in Europe who will explain what Hanukkah is.


Learning Outcomes: -The students will understand that not everyone in the world celebrates Christmas.

-They will be able to explain what Hanukkah is and name and describe attributes of Hanukkah.


-Big globe


-A Menorah

-A dreidel

-Nonfiction book A Faith Like Mine

-Story Book Happy Sparkling Hanukkah

-Skype Application


-Review what we learned about all the end of the year holidays in Europe.

-Explain that all those holidays and traditions are Christian holidays. Explain that Christianity is a

religion to which most people and their families in our classroom belong.

-Explain that they are many different religions in the USA, in Europe, and in the rest of the world.

-Show pictures, explain some passages of the book A Faith Like Mine (the book is geared for older

children so reading passages would not be easily understood by Kindergarten students)

-Turn to the page of the explaining Judaism.

-Explain that Judaism is a religion that many people celebrate around the world.

-Explain that Jewish people do not celebrate Christmas.

-Explain that one of the holidays that Jewish families celebrate at the end of the Christian calendar

year is Hanukkah. Give a little overview of Hanukkah: where, when, and why did it the holiday start?





-Prepare questions to ask a European family of Jewish beliefs about Hanukkah.

-Skyping session with Jewish family. The family will show us and explain the meaning their

menorah, the dreidel game, and show us the traditional foods eaten during Hanukkah.

-Complete the “Holidays Around the World” pages about Hanukkah in the “Holidays Around the

World” prepared booklet

-Snack today will be Latkes (potato pancakes) and sufganiyot (sweet jelly-filled doughnuts) made by

a local licensed caterer.

Assessment -Draw or write one fact learned about Hanukkah.

-“True or False” game about Hanukkah.

Extension -Make a Dreidels and play with a Dreidels.

-Sing the “Dreidels, Dreidels” song.






understood.

Social Studies:









In addition to the lessons submitted, the following has been done or will be done to

further enhance interest and appreciation of Europe:

-Every time a color and a color word are introduced (one different color is introduced

each week until all the colors and color words have been learned), we are identifying the

European flags with that particular color.

-Every time a 2D shape is introduced, we look on the giant wall map of Europe to see if

some countries are shaped similarly.

-Play euro currency is in place in the math center.

-On Saint Patrick Day, we will go on Google Earth to visit Ireland. We will look for the

color green and for leprechauns. It will be an interesting way to talk about real and make-

believe characters (did that last year).

-On Earth Day, we will zoom in different places in Europe using Google Earth to look for

evidence of the use of green energy such as modern wind mills and solar panels on roofs

(did that last year as well).

world view lesson plan template · time required for lesson plan: ... -explain that my accent is...

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