DAY 1

Grade: 3rd Grade

Topic: Social Studies
Title: The Things We Are: Culture
Total Time Allotted: 1 hour

Goals

2.RI.10 By the end of year, read and comprehend informational texts, including
history/social studies, science, and technical texts, in the grades 2-3 text complexity band
proficiently, with scaffolding as needed at the high end of the range.

2.W.2 Summarize informative/explanatory texts in which they introduce a topic, use facts
and definitions to develop points

2.SL.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and texts
under discussion).

RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events

RL.3.6
Distinguish their own point of view from that of the narrator or those of the characters.

RI.3.3
Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.

RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the
same author about the same or similar characters (e.g., in books from a series)

Objectives

Students will be able to discuss the book and apply its meaning to real-world
connections
Students will be able to learn what culture means and how it is diverse
Students will be able to compare and contrast similarities and differences from the
book
Students will be ale to create a World Worksheet depicting their own culture and
what it means to them
Pre-requisite Knowledge or Skills

Students can compare and contrast a book

Students can consider their own culture and experiences
Students can cut, glue, and paste images

Materials/Equipment/Supplies/Technology/Preparation

Book Same, Same, But Different by Jenny Sue Kostecki-Shaw

White board/markers (for Venn diagram)
World Worksheets printed and in students Community and Culture Notebooks
Completed version of my own World Worksheet
Markers, colored pencils, crayons, glue, scissors, etc.
o Located in the art bin in the cupboard next to the door
Magazines
o Located in the reading area labeled Magazines for Cutting

Procedure

Anticipatory Set/Motivation/Hook

I will ask students to tell me one thing they remember from the first day of our unit.
Students will be able to recount thoughts and ideas about our community, and make
comments about what community means to them. I will explain how community also
means culture, and that everyone here today has a culture.

Group Application

1. I will read aloud the book titled Same, Same, But Different to the class
2. During the reading I will pause and ask questions related community and culture
a. Make comments on the two boys communities
b. What makes them different?
c. What makes them the same?
d. What does culture mean?
3. After we finish the story I will ask students to discuss the two boys cultures and
communities
4. As a group we will use a Venn diagram on the white board to figure out what is
different, and what is the same

Independent Application

1. I will explain that everyone has their own culture too, just like the boys in the
book
2. I will explain that culture means what our own world looks like (family, friends,
food, etc.) and that everyones can be different but the same
3. Students will create their own World Worksheet located inside of their
 Community and Culture notebooks and use magazines and drawings to describe
their own culture
4. I will show an example of my own completed World Worksheet showing pictures
of my mom, dad, brothers, three dogs, my fianc, our RV, Norwegian food, etc.

Group Application

1. Once students finish up their World Worksheet in their notebooks we will come
back to the carpet
2. Each student will share their world picture *if some students do not want to share
they can work with a partner or I will evaluate their drawings one-on-one

Closure

I will remind students that tomorrow we are going to take a trip to the Ellensburg
Museum of Culture and Environment. I will show pictures and explain what the museum
is like for students to get an idea before we go. I will explain how we will take our
notebooks and add information and ideas we learn from the museum.

I will ask students to bring one item that represents their culture from home. Students can
ask their parents/caregivers/guardians for ideas and items. I will also send a note home
with each student and a reminder email.

Meeting Varying Needs

Joshua has autism and needs to be reminded throughout the week that we will be
taking a field trip. I will show him pictures of the museum so he will become
familiar with the plan before we leave.
Brandon has limited language and may prefer to share his worksheet with me or a
partner instead of the whole group
Mia will need to use the aided scissors to help her cut the pictures

Assessment

Formative Assessment

As students are reading the book, I will ask comprehension questions to see if
they understand the content of culture and community
As we have a group discussion using a Venn diagram I will note who is
participating and who may not understand. I will ask students directly if they can
re-count information from the book
Summative Assessment

Students will create a picture using media (magazines) and drawings to
demonstrate their understanding of the meaning of culture and show what culture
means to them
Students will present their World Worksheets to the group/one-on-one