Curriculum planning chart 1

Generative Topic (Blythe et al, 1998): Culture & Personal Identity

Concept*

Understanding:
We are all shaped
by our experiences,
and we bring these
backgrounds with
us through life.
Central
Question:
How do we
navigate the divide
between our
personal identity
and our sense of
community?

Subject: Social Studies/Literacy

Name: Taryn Williams

Standard

Assessment

Facts

Skills

Problems to
pose

Activities:

CCSS.ELA-LITERACY.RI.2.6

- Character
maps about
ourselves

- Though we are
similar to other
people, our
personal identity
is unique to us.

- Make text-to-self and

text-to-world
connections from
fictional and
nonfictional texts.

- How do we
embrace our
identity, while
still embracing
the groups we
take part in?

- Character maps

- Other people
may have their
opinions about
our own personal
identity but what
is important is
how we feel

- Write an
autobiography that
expresses who there
and what is important
to their identity.

- How does our

identity change
over time?

- Autobiography

Identify the main

purpose of a text,
including what the
author wants to answer,
explain, or describe.
CCSS.ELA-LITERACY.W.2.2

Write
informative/explanatory
texts in which they
introduce a topic, use
facts and definitions to
develop points, and
provide a concluding
statement or section.
LITERACY.RI.2.1

Ask and answer such

questions as who, what,
where, when, why,
and how to demonstrate
understanding of key
details in a text.
Social Studies:
8.1.2.B
Identify documents
relating to an event.

- Each students
personal
autobiography
- Response to
other students
autobiographies
- Selfassessment on
autobiography
- Exit tickets
after each
reading

- We are complex,
and many
different aspects
create our
personal identity
- We can learn
from and
appreciate each
other when we
share our
identities

- Work together to
create character maps
for fictional and
nonfictional
characters, as well as
for each other and
themselves.
- Revise their own and
their peers
autobiographies for
content and
mechanics.
- Analyze and
understand character
identities from fiction
and nonfiction texts

Curriculum planning chart 2

- Is our identity
affected by our
experiences?
How so?
- How does our
culture affect
our identity?
How do we
navigate
different
cultures that we
consider
ourselves a part
of?

- Read-Alouds
- Short paragraph
readings

- Written and
verbal responses
to each others
autobiographies
- Discussions
around readalouds and
paragraph
readings

Generative Topic (Blythe et al, 1998): Culture & Personal Identity

Concept*

Standard

Assessment

Understanding:

MATH.CONTENT.2.MD.
C.7

- Character maps

Tell and write time

from analog and
digital clocks to the
nearest five minutes,
using a.m. and p.m.

- Creating/reading
daily schedules for
different
characters

Different cultures
have different rituals
and most of us carry
these rituals and
traditions with us.
Central Question:

CCSS.MATH.PRACTICE.
MP4 Model with

How do our cultures

differ from each
other? If I am a
product of several
cultures, how do I
bridge these
different cultures?

mathematics.
LITERACY.RI.2.1

Ask and answer such

questions as who,
what, where, when,
why, and how to
demonstrate
understanding of key
details in a text.

Subject: Social Studies/Literacy/Math

Facts

- Creating/reading
daily schedules for
ourselves

- What the
different hands
on the clock
represent
- How to a
schedule
represents
what we do
during the day
- That people
from different
countries and
cultures do the
same things at
different times
- What time
they do major
activities

Name: Taryn Williams

Skills

Problems to pose

Activities:

- Tell time to the

nearest hour and
minute

- How does the

time at which we
complete daily
activities vary
between cultures?

- Practicing
showing time with
mini-clocks

- Read and
create a daily
schedule
- Distinguish
between a.m.
and p.m.
- Articulate what
time they
complete daily
activities

- Are there
specific reasons
for why we
complete
activities at
different times? If
so, what are they?

- Writing/reading
daily schedules
- Answering
questions about
time
- Differentiating
between times of
various activities

- Articulate and
demonstrate
what time
characters we
read about
complete daily
activities

Curriculum planning chart 3

Generative Topic (Blythe et al, 1998): Culture & Personal Identity

Subject: Social Studies/Literacy

Name: Taryn Williams

Concept*

Standard

Assessment

Facts

Skills

Problems to pose

Activities:

Understanding:
Despite having our
own identities and
cultures, we can
bring those
together in a
meaningful way.

LITERACY.RI.2.1

- Individual
reflections from
each student
about how they
support their
friends and
classmates
cultures and
personal
identities

- America is a
diverse mix of
many people with
very different
cultures and
identities

- Verbally share
thoughts and
feelings

- How do we
navigate our
identity with
those of people
we interact with?

- Art project of how

we are connected

Central
Question:
How can we come
together in a way
that allows us to
appreciate our own
identities?

Ask and answer such

questions as who,
what, where, when,
why, and how to
demonstrate
understanding of key
details in a text.
LITERACY.RI.2.6

Identify the main

purpose of a text,
including what the
author wants to answer,
explain, or describe.
CCSS.ELA-LITERACY.RI.2.2

Identify the main topic

of a multi-paragraph
text as well as the focus
of specific paragraphs
within the text.

- Observation of
student
discussions
- Character
maps about
each other and
characters from
fictional and
nonfictional
texts

- South
Philadelphia is
also very diverse,
and we all have
different
backgrounds.
- We can come
together and
celebrate other
peoples cultures
while still
appreciating our
own cultures

- Analyze and
understand
character
identities from
fiction and
nonfiction texts
- Write personal
understandings
about characters
and each other

- Can we
participate in
other cultures
while still
displaying our
own?
- How does
diversity affect
who we are?
- In what ways
can we
appreciate the
diversity we see?

- Teaching
languages that we
know to each other
- Character maps
- Writing
reflections
- Group discussions
- Gallery walks
- Read-alouds