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Karen Sanchez

LRC 417

Social Studies SIOP Unit Plan


Lesson 1 of 3
Title of Lesson
Diversity Awareness
Grade Level/Subject
4th grade/Social studies with reading and writing integration
Overview/Purpose
This lesson is a part of a larger unit about diversity in the classroom and our
communities. The purpose of this lesson is to develop an empathetic awareness and
appreciation for diverse backgrounds as well as to be aware of similarities and
differences.
Standards Integration
Concept 1: Foundations of Government
PO 4. Describe the varied backgrounds of people living in Arizona:
a. shared principles, goals, customs and traditions
b. diversity in ones school and community
c. benefits and challenges of a diverse population
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas
and expressing their own clearly.
CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.4.2
Determine a theme of a story, drama, or poem from details in the text; summarize the
text.
Essential Questions
What is the theme of the book The Crayon Box that Talked?
How are we similar and different from one another?
Time

1 hour

Materials

The Crayon Box that Talked

Crayons

Pencil

Paper puzzle piece

Content Objective(s)
Students will identify the theme of the story The Crayon Box that Talked.
Students will develop an awareness of other their own culture and other cultures
that make up our community.
Common Core/Language Objectives(s)

Students will participate in guided reading to comprehend the theme of the book.

Students will write on their puzzle piece.

Students will share their puzzle piece with the class.

Students will listen attentively to their peers that are sharing.

Key Vocabulary
Diversity-many different cultures
Cultures-group of people that may share the same beliefs, customs, values
Theme-the authors message or lesson to the reader

Lesson Sequence/Procedures
1. Prior Knowledge/Review/Anticipatory Set
Discuss objective, Students will identify the theme of the story The Crayon Box
that Talked.
Open up a used crayon box and ask students how all of these crayons are
different and how they are all the same.
Have a class discussion about what they notice about the crayons.

2. Demonstration/Modeling
Discuss that we are going to read a book and that we will be identifying the
theme of the book.
Have a class discussion on what the term theme means.
Read the book The Crayon Box That Talked aloud to whole class.
Pause throughout reading for important concepts.
Identify the theme with a partner and then as a class after the book is read aloud.
3. Guided Practice/Application/Interaction
Provide directions for the class puzzle, tell students to use a lot of colors just like
the book.
Demonstrate a finished puzzle piece created by teacher.
Monitor the class for any questions or extra help on how to decorate their puzzle
piece.
4. Review/Assessment/Closure/Wrap-up
Students will share their puzzle pieces with the class.
Students will understand that no two puzzle pieces are the same, just like no two
people are the same.
Put puzzle pieces together and go over the idea that although our class is
diverse, that we all fit together in one big puzzle!
Review/Assessment
Making sure the students can identify the theme of the book by using evidence from the
book that was read to them. Monitoring that students are on task and understanding the
concepts. Having each student share their puzzle piece and making sure everyone is
participating in putting the puzzle together.
ELL Accommodations
Variety of methods are incorporated, for example, visual, auditory, and hands on
learning to accommodate the many different styles of learning. Reading aloud to
students, showing illustrations, modeling how to decorate their puzzle piece, and
allowing them to incorporate their funds of knowledge into their puzzle piece.
SEI/SIOP Teaching Strategies:
Cognitive: Establishing the purpose of diversity and to develop an appreciation for
other cultures. Building background on what makes each student unique.
Student interaction: Discussing what students think makes the crayons similar and
what makes them different. Identifying the theme of the book. Having students work
individually, in groups, and as a class. Having wait time and encouraging discussion
about how each student is unique. Sharing their puzzle pieces with the class.
Application: Using reading, writing, listening, and speaking in the lesson. Having hands
on activities that engage students (i.e. puzzle piece) Incorporating new language
(theme).

Lesson delivery: Presenting the content and information in different ways (i.e.
lecture/reading, hands on activities/puzzle pieces, group/individual work). High student
engagement.
Review: Going over what we have learned as a class, key concepts, and the theme of
the story. Ask students to share their puzzle pieces. Put the pieces together. Encourage
questions and give feedback to student work.
What is the
content?
Write content
objectives on the
board and read aloud

How to teach it?

Anticipatory Set

Bringing out a box


of used crayons
(different sizes,
colors, and
appearances) and
showing them to
the student. Then
I will ask how all of
these crayons are
different and how
they are all the
same.

Students will
identify the theme
of the story The
Crayon Box that
Talked.

Student (Active
participation)
Students will listen
as teacher reads
the objectives.

Sheltered
Strategies
Listening to
objectives.

Students will think


about the
questions, talk to
a partner about
them, and
participate in a
class discussion.

Links to
background
Student
interaction:
partners, whole
group
Wait time
Speaking and
listening

Ask these
questions and
have students
share with a
partner. Then ask
class as a whole
to discuss.
Overview/Introductio
n

Today we will be
reading a book

Providing an
introduction of

called The
Crayon Box that
Talked. I want
you to listen very
carefully as a read
aloud because we
are going to be
answering a
question. The
question we are
trying to answer is
what is the theme
of the book?

Theme

Discuss what the


word theme
means.
A theme is the
authors message
of a lesson he
trying to teach us.

Read a loud

what the class will


be learning.

Students will first


discuss with
partners and then
with the whole
class.

Read the book


The Crayon Box
that Talked a loud
to model fluency
and to emphasize
important parts of
the book.

Students will listen


and follow along.

Pause at any
important
concepts or when
the theme is being
demonstrated to
ask questions.

Students will
contribute to class
discussion about
important
concepts.

Grouping:
partners and
whole class.
Speaking and
listening.
Linked to
objective.
Reading, listening,
and speaking
skills.
Seeing visuals of
content.
Grouping: whole
class.
Linked to
objectives.
Promotes
engagement.
Wait time

Check for

Ask what the

Discuss in groups

Wait time

understanding

theme of the story


was.
Discuss how all of
our differences
make us great
together.
Ask what their
favorite part of the
book was.
Encourage
questions about
the story.

and then call on


one person from
each group to
discuss their
group answer.

Speaking and
listening skills.
Links to
objectives.

Student
Tell your partner
engagement.
about your favorite
part.
Grouping: groups,
partner, and whole
class.
Assessment and
comprehension.
Provide feedback

Puzzle pieces

Provide directions
for the class
puzzle:
Make sure to use
a lot of colors just
like the book.
Write your name,
include your
favorite things,
something that
makes you who
you are.
You can include
drawing/pictures,
write about
yourself, or just
write words.

Students will listen


to directions.

Language
objectives.

Ask questions
about the
assignment.

Modeling.

Work
independently.

Writing, listening,
speaking skills.
Independent
practice.

Be creative!
Hands-on
Meaningful
Promotes
engagement
Teacher feedback

Make this puzzle


all about you and
make it unique!
Demonstrate a
puzzle piece
created by the

teacher.
Students will work
independently.

Once finished

Teacher will guide


students who
need extra help.
Ask students to
share their puzzle
with their group.

Students talk
amongst groups.

Have students
share one thing
about their puzzle
with the class.

Students share on
part of their
puzzles with the
class.

Put puzzle pieces


together.

Class discussion
to end the lesson.

Wrap up with
saying:
No ones puzzle
piece will be the
same just like no
two people are the
same but they will
all fit together as
one puzzle.
This will solidify
the idea that we
are all unique and
it is a fun project
for the introduction
of the concept of
diversity.

Linked to
objectives
Grouping: group
and whole class
Assessment: oral
Promotes
participation
Student
interaction
Wait time
Speaking and
listening
High student
engagement

Lesson 2 of 3
Title of Lesson
Traditions: Part 1
Grade Level/Subject
4th grade/Social studies with reading and writing integration
Overview/Purpose
This lesson is a part of a larger unit about diversity in the classroom and our
communities. The purpose of this lesson is to develop an empathetic awareness and
appreciation for diverse backgrounds as well as to be aware of similarities and
differences.
Standards Integration
Concept 1: Foundations of Government
PO 4. Describe the varied backgrounds of people living in Arizona:
c. shared principles, goals, customs and traditions
d. diversity in ones school and community
c. benefits and challenges of a diverse population
CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas
and expressing their own clearly.
Essential Questions
How are we similar and different from one another?
What traditions do you have with your families?
Time
45 minutes

Materials

Family Pictures/Cuadros De Familia Book

Web graphic organizer

Venn Diagram graphic organizer

Pencil

Content Objective(s)
Students will compare cultural similarities and differences from those of the
character in the book and their own.
Students will develop an awareness of other their own culture and other cultures
that make up our community.
Common Core/Language Objectives(s)

Students will participate in guided reading to comprehend the book.

Students will write complete sentences to fill out graphic organizers.

Students will share their own traditions with a partner and the class.

Students will listen attentively to their peers that are sharing.

Key Vocabulary
Diversity-many different cultures
Traditions-a belief that has been passed on
Values-the importance of something
Customs-habits of a person
Cultures-group of people that may share the same beliefs, customs, values

Lesson Sequence/Procedures
1. Prior Knowledge/Review/Anticipatory Set
Discuss objective, Students will compare cultural similarities and differences
from those of the character in the book and their own.
Build background knowledge by asking students to define the term traditions
Ask if they have any traditions with their families.
2. Demonstration/Modeling

Discuss that we are going to read a book and that they will need to pay attention
to be able to fill out the graphic organizers.
Demonstrate how to fill out the graphic organizers. You want to pay attention to
what the characters family is like, what food they eat, any traditions they have,
where they live, and what their house is like Then you will fill out this
information on the worksheet
The last worksheet is where you will compare any similarities and differences
you have with the character

3. Guided Practice/Application/Interaction
Read the book Family Photos/Cuadros De Familia aloud to whole class.
Pause after reading first page to fill out any section of the graphic organizer to
further modeling.
Students will fill out graphic organizer as the book is read.
Students will fill out Venn diagram worksheet after the book is read.
Monitor the class for any questions or extra help.
4. Review/Assessment/Closure/Wrap-up
Students will share one similarity and one difference they had to the character
with a partner.
Students will be able to share anything they thought was interesting about the
book or any comparisons.
Ask students What is something you had in common with the character? What
is something that makes you different from the character? What traditions did
the character have and what traditions do you have?
Review/Assessment
Making sure that students can fill out the graphic organizers by using any textual
evidence from the book that was read to them. Monitoring that students are on task and
understanding the concepts. Asking students the closure questions to wrap up What is
something you had in common with the character? What is something that makes you
different from the character? What traditions did the character have and what
traditions do you have?
ELL Accommodations
Variety of methods are incorporated, for example, visual, auditory, and hands on
learning to accommodate the many different styles of learning. Reading the Spanish
version of the book, showing illustrations, giving ELL students a copy of any important
vocabulary ahead of time, and providing them with the graphic organizer. Bringing in
their funds of knowledge.
SEI/SIOP Teaching Strategies:
Cognitive: Establishing the purpose diversity and to develop an appreciation for other
cultures. Building background information so students can relate.

Student interaction: Discussing prior knowledge by asking about students traditions.


Having students work individually, in groups, and as a class. Having wait time and
encouraging discussion.
Application: Using reading, writing, listening, and speaking in the lesson. Providing a
guide or graphic organizer so that students can easily write the information being
learned.
Lesson delivery: Presenting the content and information in different ways (i.e. lecture,
group/individual work). High student engagement.
Review: Going over what we have learned as a class, key concepts. Ask for a similarity
and difference between students and the character in the book. Encourage questions
and give feedback.
What is the
content?
Write content
objectives on the
board and read aloud

How to teach
it?
Students will
compare cultural
similarities and
differences from
those of the
character in the
book and their
own.
Students will
develop an
awareness of
their own culture
and other
cultures that
make up our
community.

Student (Active
participation)
Students will
listen as teacher
reads the
objectives.

Sheltered
Strategies
Listening to
objectives.

Anticipatory Set

Asking questions
about prior
knowledge about
the term
traditions.
Asking students
what traditions
they may have
with their
families.

Students will
think about the
questions, talk to
a partner about
them, and
participate in a
class discussion.

Making personal
connections

Ask these
questions and

Links to
background
Student
interaction
Wait time
Groupings:

Overview/Introductio
n

Web graphic
organizer

have students
share with a
partner. Then
ask class as a
whole to discuss.

partner and whole


class.

Today we will be
learning about
the different
traditions that
different people
may have. We
will also be
talking about
certain traditions
that the
character in the
book Family
Pictures has.
Some questions
we are trying to
answer are:
How are we
similar and
different to the
character in the
book? What
traditions do you
have with your
family?

Providing an
introduction of
what the class will
be learning.

Provide web
Students will
graphic
listen and read.
organizer with
important parts
of the book such
as location of the
story, family,
traditions, food,
and house.
Model how to fill
out the graphic
organizer and
what students
should be
looking for.

Using graphic
organizers.

Content/Languag
e objectives
clearly stated.
Listening skills

Models or
demonstrates
what students
need to do.
Listening and
reading skills

Read the book


Family Pictures

We will begin by
discussing the
cover of the
book.

Students will
share what they
notice about the
illustrations with
a partner.

Reads story
aloud in both
English and
Spanish.

Students practice
listening and
writing skills.

Wait time
Grouping: partner
and whole class
Class discussion

Stops at specific
parts where they
mention any part
of the web
graphic
organizer.

Check for
understanding

Ask what they


filled out for what
the family was
like, what their
house was like,
what food they
ate, where they
lived, and any
traditions they
had.
Model filling out
the graphic
organizer.

Students will
make note of the
culture and
traditions of the
character.

Discuss in
partners and
then discuss as a
class.

Fill out any part


of the graphic
organizer they
were missing.

Seeing visuals of
content.
Provides 1st
language support.
Uses pacing
appropriate to
students levels of
language
development.
High student
engagement.
Wait time
Modeling
Offers
opportunities for
sufficient
interaction among
participants.
Practicing
speaking when
answering
questions.
Assessment of

comprehension
throughout
and regular
feedback.
Venn Diagram

Provide students
with Venn
Diagram graphic
organizer.
Model how to fill
out each section.
Help students
compare and
contrast the
notes they wrote
on the web from
the book to their
lives.

Listening to
directions.
Students will
watch
demonstration.
Students will
work
independently to
fill out graphic
organizer.
Students will
compare and
contrast their life
to the one of the
character in the
book.

Explains the
students
academic tasks
clearly.
Modeling
Uses scaffolding
techniques to
support student
understanding.
Links lessons
concepts to
students
experiences.
Reading, writing,
listening skills.
Meaningful

Once finished

Go over what we
have learned as
a class.
Ask what some
similarities and
differences are.
Encourage
questions and
give feedback.
Wrap up with
saying:

Students talk
amongst groups.

Class discussion
to end the
lesson.

Linked to
objectives.
Promotes
participation.
Student
interaction.
Wait time.
Speaking and
listening skills.

Now we can see


how everybody
has their own
traditions but we
can also find
some similarities
with one another.
I want you to ask
family members
of any traditions
that your families
may have.

High student
engagement.
Assessment: oral
Links to
background.

Lesson 3 of 3
Title of Lesson
Traditions: Part 2
Grade Level/Subject
4th grade/Social studies with reading and writing integration
Overview/Purpose
This lesson is a part of a larger unit about diversity in the classroom and our
communities. The purpose of this lesson is to develop an empathetic awareness and
appreciation for diverse backgrounds as well as to be aware of similarities and
differences.
Standards Integration
Concept 1: Foundations of Government
PO 4. Describe the varied backgrounds of people living in Arizona:
e. shared principles, goals, customs and traditions
f. diversity in ones school and community
c. benefits and challenges of a diverse population
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas
and expressing their own clearly.
CCSS.ELA-LITERACY.W.4.4
Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
Essential Questions
How are we similar and different from one another?
What traditions do you have with your families?
Time
1 hour

Materials

Paper

Pencil

Markers/crayons/colored pencil

Any artifacts brought from home

Content Objective(s)
Students will share an important family tradition.
Students will develop an awareness of other their own culture and other cultures
that make up our community.
Common Core/Language Objectives(s)

Students will read the teachers example of tradition page.

Students will write one paragraph of complete sentences describing their


tradition.

Students will share their own traditions with the class.

Students will listen attentively to their peers that are sharing.

Key Vocabulary
Diversity-many different cultures
Traditions-a belief that has been passed on
Values-the importance of something
Customs-habits of a person
Cultures-group of people that may share the same beliefs, customs, values

Lesson Sequence/Procedures
1. Prior Knowledge/Review/Anticipatory Set
Discuss objective, Students will share an important family tradition.
Build background knowledge by asking students to refer back to what the term
traditions means (review from second lesson).
Ask if they talked to their family members about important traditions in their
culture.
2. Demonstration/Modeling
Discuss that we are going to be writing our own page of a tradition we have in
our family.
Discuss my own tradition that I have with my family.
Demonstrate how to fill out the page. Each student will get to decorate a page
where they will write a paragraph about what their tradition is, how it came to be,

and why it is important to them. They will also draw a picture of their family doing
their tradition and decorate the entire page.
Provide a model of a page created by the teacher.

3. Guided Practice/Application/Interaction
Students will first write their paragraph for their tradition independently.
Students will then get to decorate their traditions page.
Monitor the class for any questions or extra help
4. Review/Assessment/Closure/Wrap-up
When each student is finished we will put all of the pages together to make a
Traditions Book.
All students will get to share their traditions with the class and we will have this
really cool book that has a part of everyone in it.
Students will also be able to note any similarities or differences between them
and other students.
This book of traditions will allow students to see the diversity in the classroom
and our society.
Review/Assessment
Making sure the students complete their traditions page. Monitoring that students are on
task and understanding the concepts. Asking students about any traditions that they
may have in common or anything that is new to them. Completing our classroom
traditions book!
ELL Accommodations
Variety of methods are incorporated, for example, visual, auditory, and hands on
learning to accommodate the many different styles of learning. All four language
strategies are incorporated. Modeling how to create their traditions page and providing
them with an example. Checking student progress throughout their work time and
providing extra assistance.
SEI/SIOP Teaching Strategies:
Cognitive: Establishing the purpose of diversity and to develop an appreciation for
other cultures. Building background information so students can relate. Bringing in
students funds of knowledge about a tradition they have.
Student interaction: Discussing prior knowledge by asking about students traditions.
Having students work individually on their traditions page, in groups for support, and as
a class when sharing their traditions. Having wait time and encouraging class
discussion.
Application: Using reading, writing, listening, and speaking in the lesson. Having hands
on activities that engage students (i.e. traditions page). Writing their own paragraph,
listening to one anothers traditions, and sharing their own tradition.

Lesson delivery: Presenting the content and information in different ways (i.e. lecture,
hands on activities, individual work, class discussions). High student engagement and
involvement.
Review: Going over what we have learned as a class about one another. Ask what for a
similarity and difference between students and their classmates. Encourage questions
and give feedback and students will develop an appreciation for diversity as well as
learn something new about one another.
What is the
content?
Write content
objectives on the
board and read aloud

How to teach it?

Anticipatory Set

Asking questions
about prior
knowledge about
the term
traditions and
ask students if
they talked to their
family members
about a tradition
they have.

Students will
share an
important family
tradition.

Ask these
questions and
have students
share their group.
Then ask class as
a whole to
discuss.
Overview/Introductio
n

Today we will be
learning about our
classmates
traditions and we
are also going to
be sharing our
own tradition with

Student (Active
participation)
Students will listen
as teacher reads
the objectives.

Sheltered
Strategies
Listening to
objectives.

Students will think


about the
questions, talk to
their group
members, and
then participate in
a class
discussion.

Links to
background
Grouping: small
groups and whole
class
Wait time
Speaking and
listening skills
Promotes
engagement

Links to objective
Listening skills

the class.
Providing directions

Discuss that we
are going to be
writing our own
page of a tradition
we have in our
family.
Discuss my own
tradition that I
have with my
family.
Write this on the
smart board and
underline
important words:
-Write a
paragraph (5
sentences)
describing your
tradition, how it
came to be, and
why it is important
to your family.
-Draw a picture of
your family doing
the tradition.

Students will listen


and follow along.
Students will help
teacher read the
important parts on
the board.
Students should
ask questions at
this time.

Listening, reading,
and speaking
skills.
Wait time
Class discussion
Modeling

Answer questions
asked by teacher
to make sure the
assignment is
understood.

Provide a model
of a page created
by the teacher.
Creating tradition
page

Independent
practice:
Ask students to
write their
paragraph about
their tradition first.
Then have
students decorate.
Walk around and

Students will write


a paragraph about
their tradition.

Independent
practice.
Writing skills.

Students will get


to decorate their
page.

Meaningful
Hands-on

Students can work


with teacher or
partner if extra

Linked to objective

Once finished

help students who


need extra help
write their
paragraphs.

assistance is
needed.

When each
student is finished
we will put all of
the pages
together to make
a Traditions
Book.

Students practice
listening and
speaking skills.

All students will


get to share their
traditions with the
class.
Ask students if
they see any
similarities or
differences.

Promotes
engagement
Links to
background

Students get to
share a little about
who they are to
the class.
Students discuss
similarities and
differences as a
whole class.

Students will
discuss with
partners what it
means to be
This book of
diverse and why it
traditions will allow is important.
students to see
the diversity in the Each pairing will
classroom and our share.
society.

Links to objectives
Links to
background
Promotes
participation
Student
interaction:
partner and whole
class
Wait time
Speaking and
listening
High student
engagement
Assessment: oral
and written
(traditions page)

Food:

Traditions:

House:

Location:

Family