Name of Teacher: Miss Heather McMillin Grade: Third Date: September 25th, 2012 Title: Family Traditions

Subject: Reading/Language Arts

Strands: Reading: Literature, Speaking and Listening, Writing, and Language Topics: Key Ideas and Details, Comprehension and Collaboration, Production and Distribution of Writing, and Conventions of Standard English Standard Statements: 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers 1. Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Ohio GLI Goals or Objectives for lesson: The students will ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers by listening to the story In My Family by Carmen Lomas Garza and accurately answer comprehension questions based on the story. The students will engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly by listening to the story In My Family by Carmen Lomas Garza and accurately participating in whole group, small group, and partner discussions based on family traditions on the group. The students will with guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose by taking what they learned about the family traditions of Carmen in the story In My Family by Carmen Lomas Garza and accurately apply this information while writing about their own family traditions with guidance and support from the teacher and their parents or guardians. The students will demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing by accurately writing about their own family traditions using correct capitalization, punctuation, and spelling. Anticipatory Set: Opening:

Write the words Family Traditions on the board and define a tradition as beliefs or practices passed down from one family to the next Have students think about their own family traditions on their own for a few minutes Have students then turn to their shoulder partners and discuss their families with each other Have students share answers Have students then discuss with the teacher as a whole group; teacher will provide her own example (i.e., One tradition in my family is that every Thanksgiving and Christmas morning, my mom makes orange rolls for us to have at breakfast. This started about five years ago and has not changed much since. It is a special tradition in my family because it brings us together.) Do a picture walk using the book Have students turn to their shoulder partners again and have them discuss what the book might be about; share predictions as a class The teacher will tell students that this book is specifically about the authors family traditions while growing up in a Mexican American home Teacher Modeling: Teacher will begin to read the story modeling proper fluency The teacher will stop after some memories the author has in her childhood; ask students to summarize each tradition or memory as well as compare them to their own lives if possible (i.e. Carmens family had big birthday parties for her family members. Have any of you had giant birthday parties every year?) Will review vocabulary words such as traditions, Nopalitos, Empanadas, cuarandera, and the like; most of the vocabulary words have Spanish roots and will help students better understand the text Guided Practice: Have students think about the different kinds of traditions discussed in the story; call on students for answers Have students return to their seats for the My Family Tradition writing activity Students will take out a piece of paper and brainstorm several traditions they have in their families; have some students share ideas then walk around and make sure each student circles one tradition they wrote on their lists The teacher will give the example of her family tradition for a second time as a general guide using the graphic organizer; students will see how they should fill in their own information before beginning to write Independent Practice: Distribute a My Family Tradition writing prompt to students On the prompt, students will be given a checklist of what should be in their writings such as description, conventions, spelling, neatness, and effort

Have students work individually and write about one tradition in their families Give students ample time to work on this assignment in class Collect them and if needed give students time to finish in the morning Closing: Ask what some traditions students wrote about were Once all writings are turned in, the teacher will use a premade rubric to assess student work

Instructional Strategies: Think, Pair, and Share: Students will be thinking about their own family traditions on their own, then sharing with another student around them, then a smaller group, and then sharing their ideas with the whole group. It promotes the different steps of thinking. Picture Walk: The teacher will do a picture walk with the book for the students. This acts as a preview of the story to provide the students with a better understanding of what is being read to them. This also caters to visual learners who need to see the pictures. Predicting: Students will need to predict what the story is about using the pictures and cover as clues. Teacher can guide the predictions as needed. Checking for Understanding: The teacher will stop at certain points in the lesson to make sure students understand the story and the concept being taught. If some students are still confused, the teacher can clarify any misconceptions using more modeling and real life examples. Comparing and Contrasting: Students will be required to compare and contrast Carmens traditions with their own as the story is read to them. Summarizing: Students will be required to summarize the text and explain what is happening in the story. Students will also be summarizing their family traditions in their writing pieces. Graphic Organizers: Students will be given graphic organizers in order to organize their thoughts for their writing prompts. This will also help students who are below level. Brainstorming: Students will brainstorm topics by creating a list of family traditions and selecting one to write about.

Materials: My Family Tradition writing prompt with checklist

In My Family by Carmen Lomas Garza (Garza Lomas, C. (1996). In my family. San Francisco, CA: Childrens Book Press.) Chalkboard Pencils Notebook Paper My Family Tradition rubric My Family Tradition graphic organizer Activities: Think, Pair, and Share while reading In My Family My Family Tradition-brainstorming, graphic organizers, and prompt Accommodations for special learners: Graphic organizers will be used as a guide for all students, especially those who are below level; it will help students organize their thoughts before writing Students who are having a hard time picking one tradition, there will be brainstorm activity to help students narrow down their choices Check for understanding, provide extra scaffolding, and provide extra time to students who need it Students are given a checklist so they understand what they need to include in their writing pieces Students will be scored based on their instructional levels if necessary Assessment: Informal assessing by checking for understanding of the story by asking questions and using summarizing, comparing, and contrasting techniques Formally assess the students writing by using a premade rubric focusing on description, conventions and grammar, neatness, and effort

Name: Graphic Organizer: Fill in the circles below the best you can!

Where does it come from?

What does your family do?

My family tradition is...

What time of year does it take place?

Has the tradition changed from year to year?

Name: My Family Tradition

Directions: Many families, as we talked about, have traditions or beliefs or practices passed down from one family to the next. After brainstorming a list of traditions you may have in your family, choose one that you would enjoy writing about. Write about your family tradition on a separate piece of paper. Make sure to describe your family tradition using details. Also, use your graphic organizer and checklist on this sheet to help you organize your thoughts! Your Writing Should Include ___ Where the tradition comes from (Example: Where did it start?) ___ What time of year does your tradition take place? (Example: In the fall) ___ What does your family do? (Example: If my tradition was going to Florida every spring, I could say that my family goes to the same restaurants and stays at the same hotel.) ___ Has it changed from time to time? (Example: If your tradition was going to a particular state or country every summer, has anything changed since the first time you participated in it? Has anything changed in general?) ___ Correct spelling, capitalization, and punctuation ___ Complete sentences ___ Neatness (Example: Your writing can be easily read by others) ___ Effort!

My Family Tradition Rubric

Student Name:

Description -Where the tradition comes from -Time of year -What does your family do? -Has it changed from time to time?

Five Points Excellent

Four Points Good Student responds to all four questions and describes answers. Some minor details may be omitted or they only have a few examples.

Three Points Satisfactory

Two Points Less Than Satisfactory Student only responds to one or two of the questions barely using any description to support their answer. Major details are omitted. Student has mostly incomplete sentences. Punctuation, capitalization, and grammar errors are more frequent. Spelling errors are very evident.

One Point Needs Improvement Student does not respond to any of the questions or only answers one of them. Lacks several details and examples.

Student answers all four questions and describes his or her answers in detail, providing several examples and background knowledge. Student uses Punctuation, proper Spelling, Capitalization, punctuation, and Grammar capitalization, and grammar. Complete sentences are used and there are no to little spelling errors.

Student responds to two or three of the questions; uses minimal description to describe answers and few major and some minor details are omitted. Student Student has writes in some complete complete and sentences incomplete mostly using sentences. proper Punctuation, punctuation, capitalization, capitalization, and grammar and grammar. errors are There are frequent. little to a few Spelling spelling errors range errors and from few to errors in frequent. punctuation, capitalization, and grammar occur rarely.

Student has incomplete sentences in their work. Punctuation, capitalization, and grammar errors are extremely frequent. There are also several spelling errors.

Neatness

Writing is organized neatly in paragraph form. Handwriting is also legible and presentable.

Writing is mostly organized in paragraph form. Handwriting is mostly legible and presentable.

Writing is not organized in paragraph form and is somewhat disorganized. Handwriting is somewhat legible and presentable. Student puts a satisfactory amount of effort into his or her own work. He or she does what is asked of him or her, but sometimes does not put in the best effort.

Writing is very unorganized and not in paragraph form. Handwriting is not very legible or presentable. Student puts little amount of effort into his or her own work. He or she barely tries to complete the assignment and rushes to finish work.

Effort

Student puts in an excellent amount of effort into his or her work. It is clear this student took the task at hand and tried his or her absolute best.

Student puts in a good amount of effort into his or her work. It is clear this student took the task at hand and tried his or her absolute best.

Writing is extremely unorganized and not in paragraph form. Handwriting is extremely illegible and not presentable. Student puts no effort at all into his or her own work.

Total Score:

/20

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