3.+5-Day+Unit+Plan

Teacher(s) Name: __Wayquita Ricks__ Thematic Unit Theme/Title/Grade Level:__Winter Holidays/Christmas around the World/Kindergarten__ Wiki space address: __http://ucfgrkholidayssp12th.wikispaces.com/3.+5Day+Unit+Plan__ Daily Lesson Plan Day/Title: __Monday/Christmas in America__ Learning Objectives
 * Students will demonstrate an understanding of how different cultures celebrate Winter Holidays.
 * Students will have an understanding of the Christmas tradition celebrated in America.
 * Students will make sense of ideas and communicate ideas with visual arts.
 * Students will make sense of ideas and communicate ideas with music.
 * Students will decorate a Christmas tree, make Christmas cards, and go Christmas caroling.
 * Students will start a festive plate and decorate it with the tradition food of each country’s holiday they are learning throughout the week
 * NCSS Theme/ **
 * NGSSS- Next Generation **
 * Sunshine State Standards **

v Culture v Global Connections
 * __NCSS Theme__**:


 * //SS.K.A.2.2: Recognize the importance of celebrations and national holidays as a way of remembering and honoring people, events, and our nation’s ethnic heritage.//
 * //SS.K.A.2.3: Compare our nation’s holidays with holidays of other cultures.//
 * //VA.K.C.1.1: Create and share personal works of art with others.//
 * //MU.K.S.3.2: Perform simple songs and accompaniments.//
 * //LA.K.1.7.1 The student will make predictions about text content using, pictures, background knowledge, and text features.//
 * //LA.K.1.7.4 The student will identify the author’s purpose as stated in the text.//
 * //LA.K.1.6.1 The student will used new vocabulary that is introduced and taught directly.//
 * //LA.K.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text.//

**Assessment ** Unit Pre-Assessment: Unit Post-Assessment: //On-going // Assessment:
 * Students will answer 16 multiple choice questions on the Interactive White Board (IWB) from prior knowledge on the Christmas Tradition in different countries. **(INFORMAL ASSESSMENT)**
 * **Assessment have taken place 2 weeks prior to the unit lesson **
 * Students will complete the same questions from the IWB as they did two weeks ago. **(INFORMAL ASSESSMENT)**
 * Student will create a Christmas card to give to a student in the classroom. They will be assessed on decoration, creativity, and the ir thoughts written and/or drawn on the card.
 * <span style="font-family: 'Times','serif'; font-size: 16px;">Students will participate in Christmas caroling, card decoration, and Christmas tree decoration. I will be observing them and assess them on input, engagement, participation, and overall performance.

//Design for Instruction// Student Activities & Procedures

Anticipatory set (lead in): v I will write each word the white board with its corresponding definition. **(ESE/ESOL STRATEGIES: MODELING/VISUALS)** v After introducing the word, I will have the students to think of one work that they think corresponds with the meaning v Questions I will ask to probe their thinking are:**(ESOL/ESE STRATEGIES: PRIOR KNOWLEDGE/)** Procedures:
 * 1) Discuss how we celebrate Christmas with our families. I will ask students questions on what they do on Christmas and how they family celebrate Christmas each year. **(ESE/ESOL STRATEGIES: RELATING TO STUDENTS BACKGROUND AND PRIOR KNOWLEDGE)**
 * 2) Introduce the new vocabulary: **Tradition and Culture**
 * “What traditions take place in your families?
 * How can you relate culture in the classroom?
 * 1) After introducing new vocabulary to the students, I will tell them that we will be engaging in a read aloud on the magic carpet.
 * 2) I will put on my “magic hat and shoes” that I wear when I want to pretend.
 * 3) I will instruct the students to get on the magic carpet by their group numbers.
 * 4) I will inform them to fasten their seat belts because we will be taking a trip around the world to see how other countries celebrate Christmas. I will inform them that our first stop on this adventure will be our home sweet home, America.
 * 5) I will do a read aloud with the book //What is Christmas// by Michelle Adams.
 * (ESOL/ESE: READ TO STUDENTS)**
 * 1) Prior to the read aloud, I will ask the students to give me a prediction on what they think the story will be about.
 * 2) I will begin reading the book to the students.
 * 3) After I have read the book, we will have an open-ended discussion question session pertaining to the book. Questions that would be asked are:**(ESOL/ESE: CHECK FREQUENTLY FOR UNDERSTANDING) **
 * What do you think Christmas means to you after reading this book?
 * What were some of the symbols named in this book that represents Christmas?
 * How do you celebrate Christmas with our families/?


 * 1) I will have a 30-45 minute discussion with the students about Christmas in general. Topics that will be discussed are:
 * How did Christmas come about
 * Why we celebrate Christmas
 * The common tradition of Christmas
 * The importance of Christmas
 * 1) After the discussion, I will inform the students to go back to their seats and get ready for the next activity, which will be our classroom Christmas tree.
 * 2) I will provide each student with different sorts of ornament such as candy canes, a star, lights, garland, and shiny tinsel to decorate the tree.
 * 3) I will allow the students to decorate the tree for about 15 minutes.
 * 4) I will gather all the students back to their seats.
 * 5) I will inform them that we will be creating Christmas cards.
 * 6) I will provide each table of students with construction paper, crayons, makers, and stickers.
 * 7) I will tell the students we will work on this activity for 30 minutes at the most.
 * 8) They will know that they can decorate the card however they want. It’s their way of expressing themselves to their classmates.
 * 9) I will tell them that they are creating these cards for their shoulder buddy in the class.
 * 10) As they are completing their cards, I will be walking around the classroom to check out students’ work.
 * 11) Upon the completion of the Christmas cards, I will tell each exchange cards with their shoulder buddy.
 * 12) I will allow some students to share their cards with their classmates if they would like to. (This is optional)
 * 13) Next on our agenda, is Christmas caroling.
 * 14) I will provide each student with a copy of //We Wish You a Merry Christmas// song lyrics.
 * 15) I will play the instrumental tune of the song.
 * 16) I will sing the song first to the class so they have an idea of the beat and how the song should be sung.
 * 17) I will then allow the students to practice the songs in their seat a few times as the instrumental is playing with their groups. **(ESE/ESOL STRATEGY: USE SMALL GROUPS/PARTNER WORK)**
 * 18) After about 15 minutes of practice, I will instruct the students to come to the front of the class and form two lines evenly.
 * 19) We all begin to sing the song together as a whole two times.
 * 20) Once we complete that song, I will tell the students to return to their seats and let them know we have one more activity to complete.
 * 21) I will tell the students throughout the week, we will be decorating a plate full of tradition foods from each culture on how they celebrate Christmas.
 * 22) I will provide each student with a paper plate, a turkey coloring page, glue, and safe-use scissors. They will also use the crayons and markers that are still located on their desk.
 * 23) I will instruct them to color the turkey with the color of their choice, cut the turkey out along the dotted lines, and glue it anywhere on the face of the paper plate. **(ESOL/ESE STRATEGY: HANDS-ON)**
 * 24) For special need students, I will walk around the class to assist any students that may need my help in any way if they are not clear of understanding.
 * 25) The students will continue this for the remainder of the class time.
 * 26) I will collect their work at the end of the class and remain them that tomorrow they will add to it when they learn about Kwanzaa.


 * Accommodations for gifted/talented students:**
 * **Students will practice leadership skills by helping the other students.**
 * Accommodations for Reading/Learning disabilities:**
 * **Give the student additional time to complete in-class assignment**
 * **provide feedback and assist the student**
 * **read to students**
 * Accommodations for ESOL/ESE students:**
 * **Group work/shoulder buddy**
 * **hands-on**
 * **visuals**
 * **modeling**
 * **use prior knowledge**
 * **introduce key vocabulary before lesson**
 * **write on white board**


 * Resources/Materials**
 * Interactive White Board (IWB)
 * Sunshine State Standards: [|//http://flstandards.org//]//<span style="font-family: 'Times','serif'; font-size: 12px;">. //
 * // What is Christmas // by Michelle Adams
 * Christmas tree
 * Christmas tree ornaments (candy canes, a star, lights, garland, and shiny tinsels)
 * Construction paper
 * Makers
 * Crayons
 * Safe-use scissors
 * // We Wish You a Merry Christmas // lyrics sheet
 * // We Wish You a Merry Christmas // instrumental CD
 * Radio with a CD-Rom
 * Paper plates
 * Glue
 * Turkey coloring paper: []

**Teacher(s) Name:**Sasha Hart **Thematic Unit Theme/Title/Grade Level:** Winter Holidays/Christmas Around the World/Kindergarten **Wiki space address:**http://ucfgrkholidayssp12th.wikispaces.com/3.+5Day+Unit+Plan **Daily Lesson Plan Day/Title**:Tuesday/Happy Kwanzaa


 * <span style="font-family: 'Times','serif';">Learning Objectives **
 * The student will understand that Kwanzaa is a Holiday celebrated by African American families in the United States
 * The students will understand that Kwanzaa is celebrated for a week starting on December 26th- January 1st and on the last day, gifts are exchanged.
 * The students will learn that red, green, and black are the three colors of Kwanzaa.
 * The students will learn that Kwanzaa means “first fruits”.
 * The students will learn that a Kinara is a candle holder that holds seven candles and one candle is lit on each night of Kwanzaa.
 * The students will sing along with a nursery rhyme adaptation of a song about Kwanzaa.
 * The students will practice their alphabet skills using a coloring page of a traditional Kinara candle.
 * The students will make woven placemats out of construction paper using the colors of Kwanzaa.
 * The students will make their own fruit salad in honor of the meaning of the word Kwanzaa.
 * Students will present their placemats and discuss their favorite part of Kwanzaa in groups.


 * <span style="font-family: 'Times','serif';">NCSS Theme/ **
 * <span style="font-family: 'Times','serif';">NGSSS- Next Generation **
 * <span style="font-family: 'Times','serif';">Sunshine State Standards **


 * <span style="font-family: 'Times','serif'; font-size: 14.6667px;">National Curriculum Standards for Social Studies: **
 * 1) <span style="font-family: 'Times','serif'; font-size: 14.6667px;">Culture
 * 2) <span style="font-family: 'Times','serif'; font-size: 14.6667px;">Global Connections


 * <span style="font-family: 'Times','serif'; font-size: 14.6667px;">Next Generation Sunshine State Standards: **
 * 1) SS.K.A.2.2. The student will recognize the importance of celebrations and national holidays as a way of remembering and honoring people, events, and our nation's ethnic heritage.
 * 2) LACC.K.RL.1.1. With prompting and support, ask and answer questions about key details in a text.
 * 3) VA.K.C.1.1 Create and share personal works of art with others.
 * 4) SS.K.A.2.3: Compare our nation’s holidays with holidays of other cultures.
 * 5) VA.K.C.1.1: Create and share personal works of art with others.
 * 6) MU.K.S.3.2: Perform simple songs and accompaniments.
 * 7) LA.K.1.7.1 The student will make predictions about text content using, pictures, background knowledge, and text features.
 * 8) LA.K.1.6.1 The student will use new vocabulary that is introduced and taught directly.


 * <span style="font-family: 'Times','serif';">Assessment **


 * <span style="font-family: 'Times','serif';">Unit Pre-Assessment **<span style="font-family: 'Times','serif';">: Interactive White Board Survey
 * <span style="font-family: 'Times','serif';">The students will participate in answering a survey consisting of 16 questions about the Holidays being introduced in the unit plan.


 * <span style="font-family: 'Times','serif';">Unit Post-Assessment **<span style="font-family: 'Times','serif';">: Interactive White Board Survey
 * <span style="font-family: 'Times','serif';">The students will participate in answering a survey consisting of 16 questions about the Holidays using the knowledge gained throughout the unit.
 * //<span style="font-family: 'Times','serif';">On-going //****<span style="font-family: 'Times','serif';"> Assessment: **
 * <span style="font-family: 'Times','serif';">Students will be creating place mats using the colors of Kwanzaa. I will be I assessing them as they work to place the pieces together and more specifically, the creativity they use to decorate them.
 * <span style="font-family: 'Times','serif';">Students will be introduced to a song about Kwanzaa. They will be assessed on their participation and enthusiasm while singing.

//Design for Instruction// Student Activities & Procedures

Anticipatory Set: Procedures: v What colors are on the Kinara candle? v What do you think the colors represent?
 * By a raise if hands, how many of you know about other ways to celebrate Christmas? How many of you celebrate other traditions at home around Christmas time? **(ESE/ESOL STRATEGY: LINKING CONTENT TO STUDENTS’ PERSONAL LIVES).**
 * 1) I will first review the terms introduced yesterday to help the students remember what they discussed and learned about Christmas.
 * 2) Write the terms on the board and have the students come up with words, concepts or phrases that are similar to the vocabulary.
 * **Tradition**
 * **Culture**
 * 1) I will allow the students to raise their hands to briefly discuss their favorite part of Christmas.
 * 2) After the brief discussion, I will tell the students that today we will be going back on the magic carpet to visit how another culture celebrates Christmas.
 * 3) I will tell them that we will be learning about the celebration of Kwanzaa which means “first fruits”.
 * 4) I will explain to the students that Kwanzaa is a Holiday celebrated on December 26th- January 1st by African Americans.
 * 5) I will introduce a book to the students entitled “My First Kwanzaa By: Karen Katz. This will be the story used as a Read Aloud for the day. **(ESE/ESOL STRATEGY: READ TO STUDENTS).**
 * 6) By showing the students the book cover, ask them “What do you think this story will be about? What can you guess from just looking at the picture on the book cover?”
 * 7) Read the story and stop during parts in the story to ask and see if the students have any questions. **(ESE/ESOL STRATEGY: CHECK FRQUENTLY FOR UNDERSTANDING).**
 * 8) After reading the story, let the students know that they will be watching a short video about how Kwanzaa is celebrated and more about the Kinara candle. **(ESE/ESOL STRATEGY: USE OF VISUALS).**
 * 9) Have a brief discussion and let the students share their thoughts in groups about the video.
 * 10) Go over their thoughts on the Kinara candle as it will tie in with the next activity. **Questions to guide student thinking:**
 * 1) Give each student a Kwanzaa Kinara worksheet. Hand out to each table crayons, markers, and coloring pencils to complete the worksheet.
 * 2) Clearly state the directions of how each student needs to complete the assignment. Make sure that each student understands what they need to do by walking around the classroom for any questions.
 * 3) Give them about 15 minutes to complete the assignment.
 * 4) Collect the worksheets and tell the students that it is arts and crafts time!
 * 5) Tell the students that they will be creating their own mats today using the Kwanzaa colors, red, black, and green.
 * 6) Show the students an example of a finished place mat so that they know what it will look like when they are finished. **(ESE/ESOL STRATEGY: USE OF MODELS)**
 * 7) Hand out all the materials needed to each student to complete the activity.
 * 8) Each student should get a pre-made place mat with cut-out colored strips of construction paper to insert into the placemat.
 * 9) Provide an example of the procedure the students need to follow to complete their mats. **(ESE/ESOL STRATEGY: DEMONSTRATION).**
 * 10) As the students are working, walk around to make sure they are inserting the paper strips correctly. Allow 30-35 minutes for the activity.
 * 11) When the students are done putting their place mat together, let them decorate their mat with symbols they remember from the story and/or in the video about Kwanzaa.
 * 12) In groups, the students will share why they chose to decorate their place mats with the symbols they drew and their favorite part of Kwanzaa. **(ESE/ESOL STRATEGY: SMALL GROUPS)**
 * 13) To engage the students, introduce them to simple song about Kwanzaa that will help them remember what they have learned.
 * 14) Sing the song in a demonstration so the students can get a feel of the rhythm of how the song goes.
 * 15) Have the students repeat after you after grasping the melody and then allow them to sing together as a class. **(ESE/ESOL STRATEGY: CHORAL RESPONSE)**
 * 16) As the final activity, tell the students that they will be putting together their own fruit salad in honor of the meaning of the word Kwanzaa.
 * 17) Set up the already cut up pieces of fruit on a free table and give each student a bowl and spoon.
 * 18) By table, have each group go and wash their hands before eating.
 * 19) I will have the students by group go up to the table and place different pieces of fruit in their bowl. (Observe that the students are using the serving spoons and not their hands to pick up the fruit.)
 * 20) After the students have finished eating, give each student a sheet of white paper and have then draw and color their favorite fruit.
 * 21) Help the students cut out the fruit they just drew and colored on the paper.
 * 22) Retrieve the traditional plates the students worked with yesterday and have them glue their fruit on the plate as their symbol for Kwanzaa!
 * 23) I will collect the traditional plates from the students and tell them that tomorrow they will be learning how the Jewish culture celebrates Christmas and their tradition is called Hanukkah.


 * Accommodations for Gifted/Talented students**
 * **I will ask the students questions that will probe their thinking skills.**
 * **Have the students work in groups where they are able to help each other.**
 * Accommodations for students with Learning/Reading disabilities**
 * **Reading aloud to students**
 * **Allow time for the students to ask questions about any misunderstandings within the story and class assignments.**


 * Resources/Materials**

Sunshine State Standards: [|//http://flstandards.org//]//<span style="font-family: 'Times','serif'; font-size: 12px;">. //

Children’s Literature: My First Kwanzaa By: Karen Katz

YouTube Video: [] Sesame Street: Kwanzaa

Kwanzaa Kinara Coloring Worksheet: []

Kwanzaa Song: []

Materials:
 * Pencils
 * Markers
 * Crayons
 * Colored Pencils
 * Construction Paper
 * Scissors
 * Glue
 * Traditional plate
 * Bowls
 * Spoons

<span style="font-family: 'Times','serif';">Discussion Notes: //Make comments here related to ideas for assessment measures, homework, parent involvement, field trips, or extension to the unit plan ideas.//
 * <span style="font-family: 'Times','serif';">The meaning behind the word Kwanzaa is “first fruits”. For the fruit salad activity, I will ask parents to contribute pre-cut fruits so that it will be easier for the students to handle the food. Another way to collect an ample amount of fruit for the activity is to contact the local grocery store for donations for the class. **

Teacher(s) Name: ___Rachel Sheppard___ __ Thematic Unit Theme/Title/Grade Level: __Winter Holidays/ Christmas Around the World/K_ __ Wiki space address: ___http://ucfgrkholidayssp12th.wikispaces.com/ __**<span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">Daily Lesson Plan Day/Title: **__**__Wednesday/ Hanukkah in Israel__**


 * Learning Objectives**
 * <span style="font-family: 'Times','serif'; font-size: 13.3333px;">The student will be able to locate the place discussed on the map or globe.
 * <span style="font-family: 'Times','serif'; font-size: 13.3333px;">The student will be able to describe a favorite food of the holiday.
 * <span style="font-family: 'Times','serif'; font-size: 13.3333px;">The student will be able to describe the customs of the holiday.
 * <span style="font-family: 'Times','serif'; font-size: 13.3333px;">The student will be able to teach others about the holiday.
 * <span style="font-family: 'Times','serif'; font-size: 13.3333px;">The student will be able to properly use specific vocabulary.
 * <span style="font-family: 'Times','serif'; font-size: 13.3333px;">The student will be able to identify related music/songs.
 * <span style="font-family: 'Times','serif'; font-size: 13.3333px;">The student will be able to read, listen to, and discuss appropriate text.


 * <span style="font-family: 'Times','serif';">NCSS Theme/ **
 * <span style="font-family: 'Times','serif';">NGSSS- Next Generation **
 * <span style="font-family: 'Times','serif';">Sunshine State Standards **

__<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">NCSS Themes: __<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Culture, Global connection __<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Cross curriculum: __<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> Math, technology, language arts, the arts, Social Studies, geography <span style="font-family: 'Times','serif';">Unit Pre-Assessment: The students will answer a survey about the holidays to assess prior knowledge. This will be done well before the beginning of the unit.
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">SS.K.A.2.2: Recognize the importance of celebrations and national holidays as a way of remembering and honoring people, events, and our nation’s ethnic heritage. //
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">SS.K.A.2.3: Compare our nation’s holidays with holidays of other cultures. //
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">VA.K.C.1.1: Create and share personal works of art with others. //
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">MU.K.S.3.2: Perform simple songs and accompaniments. //
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">LA.K.1.7.1 The student will make predictions about text content using, pictures, background knowledge, and text features. //
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">LA.K.1.7.4 The student will identify the author’s purpose as stated in the text. //
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">LA.K.1.6.1 The student will used new vocabulary that is introduced and taught directly. //
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">LA.K.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text. //
 * Assessment**

<span style="font-family: 'Times','serif';">Unit Post-Assessment: The students will complete the pre-assessment as a post-assessment.

//<span style="font-family: 'Times','serif';">On-going //<span style="font-family: 'Times','serif';"> Assessment: The students will make artifacts to include in the portfolio each day. The students will write in their Social Studies Journal about what they learned. The students will answer questions out loud as the lesson progresses.

//Design for Instruction// Student Activities & Procedures


 * 1) Review: On Monday, we learned about Christmas in America. We learned that Santa Clause is the person that brings us presents. We learned that it is a tradition to decorate trees with lights, ribbons, and a star. The holiday is celebrated on December 25th of every year. Turkey is a traditional food. We sang some Christmas songs too. We located America on the map. On Tuesday we talked about Kwanzaa. Kwanzaa is from Africa. We located Africa on the map. We used the colors of the holiday to make a placemat. We learned that a kinara has seven candles. We made a yummy fruit salad to remember that Kwanzaa means “first fruits”.
 * 2) Anticipatory Set: What comes to mind when I say the word Hanukkah? I am holding a blue cloth and silver cloth. What colors do you think represent Hanukkah? I am holding a candle. Do you think that there are candles associated with the holiday? If so, how many? Teacher passes around items for students to touch during lesson. **ESOL/ESE Use of Manipulative**
 * 3) Today, I am going to read a book called //Light the Lights// written and illustrated by Margaret Moorman.
 * 4) By looking at the cover, what do you think that the book is about? **ESOL/ESE Predicting/making connections**
 * 5) This book is about a country called Israel. Locate Israel on the map.
 * 6) Each student comes up and points to the country on the map. **ESOL/ESE: Use of Visuals/Manipulative**
 * 7) Teacher performs read - a-loud.
 * 8) Hanukkah is a holiday that is celebrated for eight days. People groups called Jews are the ones that celebrate the holiday. How it happened is that a really long time ago Israel was ruled by the Greek kings. The kings did not like that they celebrated Judaism (being Jewish). The king then made it a law that no one can participate in the Jewish customs. The people of Israel did not like this. The king ordered that they fight back against the people. After the Israelites won, they celebrated. The Jewish officials discovered that they only had one day worth of olive oil that was not contaminated. The miracle happened that the same oil lasted for eight days until they could get more.
 * 9) Identify/explain vocabulary: tradition, menorah, official, dreidel, gelt, etc. ESOL/ESE: **Identify difficult vocabulary**
 * 10) Place vocabulary on word wall.
 * 11) Play video: []
 * 12) Assessment questions: How many days is Hanukkah celebrated for? Who ruled Israel before they got their land back? How many candles are used? What is the candle holder called? They thought they only had one day worth of olive oil for the Menorah. How many days did it actually last? **Use of oral assessment ESOL/ESE**
 * 13) Next, we are going to learn about a traditional game that is played. It is played using a dreidel. The dreidel is a four sided top that has a message on each side. First, each player starts with the same amount of money. Each player takes turns spinning the top. The player must do what it lands on. There is a side that says you win nothing, there is a side that says you win everything, and so forth. It keeps going around until one player has all the money. **Use of video. ESE/ESOL**
 * 14) Show game on IWB: http://www.chabad.org/holidays/chanukah/games/dreidel/dreidel_cdo/tzav/show/kiur/116/name/memo
 * 15) Now, we are going to look at a recipe for a traditional food that is eaten during the holiday. It is called Latkes. Latkes are potato pancakes. A recipe is an example of expository writing. We are going to read the recipe so that we know what to do. I will put it up on the IWB. **Handout available in student own language for ESOL. Having printed handout for ESE**.
 * 16) Recipe link: []
 * 17) I have measured out all of the ingredients for our recipe. I divided each of the ingredients into paper cups so that everyone can have a turn putting something into the mix. Everyone will also have a turn for ten seconds to stir after all of the ingredients are added. **Hands on Participation ESOL/ESE**
 * 18) Because hot oil is used to cook this, our parent volunteer is going to go to the kitchen to cook this for us. We can have it after we finish our activity.
 * 19) While our snack is cooking, we are going to sing some songs. http://www.chabad.org/multimedia/media_cdo/aid/797120/jewish/Chanukah-Oh-Chanukah.htm
 * 20) Review: Today we learned that Hanukkah is a holiday celebrated in December that last for eight days. Candles on a candle holder called a menorah are lit for every day for eight days. The Greek king did not like them celebrating their holiday so he ordered for all of them to stop. The people did not like it so they fought back and won. After the battle they found out that they only had enough oil to light the candle for one day. To their surprise, the candle lasted for eight days until they were able to get more oil.
 * 21) Finally, we are going to make a book to help us remember what we learned today. Each student will be able to decorate their own book to add to the portfolio.
 * 22) The students will color and glue a picture of latkes to place on their holiday plate.
 * 23) The students will complete a portfolio at the end of the unit that displays all of the learning from the week.


 * Resources/Materials**

[] Menorah candle Blue and silver cloth Light the Lights by Margaret Moorman Potatoes Eggs Flour Salt Oil for frying Cheese grater Hot oil fryer Large mixing Bowl Small paper cups Gloves Apron timer Mixing spoon Paper plates Plate of holiday food from previous lessons Scissors handouts IWB Song handouts Student books Map/globe When Mindy saved Hanukkah by Eric Kimmel and Barbara McClintock

<span style="font-family: 'Times','serif';">Each student will bring in one potato for the latkes. If in a title 1 school, I will ask the local grocer for a donation of the needed potatoes, eggs, flour, and oil. I will ask for volunteers to help on this day with making the recipe. The parent will cook the snack while I continue with the lesson. The students will color a story book to share with their family about what they leaned. Each day’s activity is going to be assessed as well as the final portfolio. Students will make and play the dreidel game in small groups in centers.
 * Discussion Notes:**

**Teacher(s) Name:** Matthew Young **Thematic Unit Theme/Title/Grade Level:** Winter Holidays/Celebrating in Sweden/Kindergarten **Wiki space address:** http://ucfgrkholidayssp12th.wikispaces.com/3.+5Day+Unit+Plan = Daily Lesson Plan Day/Title: Thursday/ St. Lucia Day =

Learning Objectives:
 * Students will understand that St. Lucia Day is celebrated in Sweden.
 * Students will understand that St. Lucia Day is celebrated on December 13 to commemorate Saint Lucia.
 * Students will understand that on St. Lucia Day families eat sweet rolls and drink hot chocolate.
 * Students will color in pictures of sweet rolls and hot chocolate and glue them to their food plate.
 * Students will understand that on St. Lucia Day boys wear pointy hats decorated with stars and girls wear wreaths on their heads made of candles and leaves.
 * Students will make wreaths out of paper candles and leaves or pointy hats decorated with stars.
 * Students will sing along with the lyrics of the song Santa Lucia.
 * Students will understand that one of the traditions of St. Lucia day is the procession through the city.
 * Students will understand what procession means.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will write their thoughts and emotions about St. Lucia Day.

__National Curriculum Standards for Social Studies__
 * NCSS Theme/**
 * NGSSS- Next Generation**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Sunshine State Standards **


 * 1) Culture
 * 2) Global Connections

__Next Generation Sunshine State Standards__


 * 1) The student will recognize the importance of celebrations and national holidays as a way of remembering and honoring people, events, and our nation's ethnic heritage. (SS.K.A.2.2)
 * 2) The student will compare our nation's holidays with holidays of other cultures. (SS.K.A.2.3)
 * 3) The student will participate in creating a variety of technical/informational forms (e.g., labels, lists, graphs, observations, summaries) through drawing or writing; (LA.K.4.2.1)

Assessment: __Unit Pre-Assessment__: //Interactive White Board Survey//

__Unit Post-Assessment__: //Interactive White Board Survey//

//On-going// Assessment:


 * I will use questioning strategies to assess student interest and understanding.
 * I will assess the time spent and creativity shown on their wreaths and hats when I look over their holiday portfolios at the end of the week.
 * I will read what students write about the holiday at the end of the lesson to assess what they comprehended and what parts of the lesson they most enjoyed.

//Design for Instruction// Student Activities & Procedures

__Review__


 * 1) I will tell the class that yesterday we learned about Hanukkah and how December is celebrated in Israel.
 * 2) I will ask the students what they remember about Hanukkah and how it is celebrated.
 * 3) I will remind students that Hanukkah is celebrated for eight days and that during this time Jews eat latkes, light candles and play with drediels.
 * 4) I will ask the students if they remember why Hanukkah is celebrated.
 * 5) I will remind them that it commemorates the Israelites struggle against an oppressive king and the candle that stayed lit for eight days.

__Anticipatory Set__

__Procedure__
 * 1) I will ask the class if they have ever heard of Sweden.
 * 2) I will tell them that today I will show them Sweden and tell them how December is celebrated there.
 * 3) I will ask them what they think may happen in Sweden based on what they have learned about other holidays.
 * 4) I will ask if they think they may eat something different or if they may have different traditions.


 * 1) I will provide each table with a globe and they can watch me find Sweden on a map and then find Sweden on their globe **(ESE/ESOL Strategy: Use of Visuals & Manipulatives)**.
 * 2) I will show the students the page of __Light the Candle! Bang the Drum!__ that deals with St. Lucia Day.
 * 3) I will ask the class what they see in the picture and what they think may happen on St. Lucia Day based on what they see.
 * 4) I will read the caption on the page to the class.
 * 5) I will ask them what they think may happen on St. Lucia Day based on what I read.
 * 6) I will explain to the class that it is customary on St. Lucia Day for families to share sweet rolls and hot chocolate.
 * 7) I will bring in sweet rolls and hot chocolate that students can serve to one another during the next part of the lesson.
 * 8) The students will color in their pictures of sweet rolls and hot chocolate and glue them to their food plate.
 * 9) I will tell the students that St. Lucia Day is celebrated on December 13th in Sweden and that it is celebrated in honor of Santa Lucia who is a symbol of hope and whose name means “light.”
 * 10) I will play the video of Swedish girls singing //Santa Lucia// and tell the students that this is a song about St. Lucia, who the holiday is based on.
 * 11) I will tell the class that now we are going to sing that same song in English and I will provide each student with lyrics.
 * 12) I will sing the song myself and sound out and explain the meanings of brooding, whispering, darkness and wonderful. **(ESE/ESOL Strategy: Identifying Difficult Vocabulary)**
 * 13) I will ask the class if there are any other words in the song that they don’t understand or can’t sound out.
 * 14) After I feel the class has a good grasp of the song and it’s lyrics we will sing it together as a class. **(ESE/ESOL Strategy: Choral Response)**
 * 15) I will ask the class what they think of the song and what it may tell them about St. Lucia.
 * 16) I will tell the class that during St. Lucia Day girls wear wreaths on their heads made of candles and leaves, just like in the video.
 * 17) I will tell the class that this is done to represent the light of St. Lucia
 * 18) I will tell the class that during this celebration “star boys” wear pointy hats with stars on their heads.
 * 19) The girls in the class will make paper candles and glue them to leaves to make their wreaths, while the boys in the class make pointy hats out of paper and decorate them with stars.
 * 20) I will make a model of each type of hat to show to the class so they know what they are supposed to make. **(ESE/ESOL Strategy: Use of Models)**
 * 21) I will remind all the girls in the class to make the wreath large enough to fit on their heads.
 * 22) I will provide all boys in the class with circular pieces of white paper that will have to be cut beforehand.
 * 23) I will instruct them to make a cut going towards the middle of their paper and then fold and glue it into a cone shape.
 * 24) I will then tell the boys that they should draw a large star in the center of their cone-shaped hats.
 * 25) Once all students have finished making their appropriate head wear, I will explain that another tradition of St. Lucia is the procession through the city.
 * 26) I will write procession on the board and explain to the class that it is when large groups of people walk somewhere and it is very similar to a parade.
 * 27) I will explain that the procession is often led by one person and since Saint Lucia means “light” I will carry a candle as I lead them around the school.
 * 28) Wearing their wreaths or caps the whole class will walk around the school while I lead at the front with a candle.
 * 29) When we get back to class I will ask the class to write a few sentences about how they feel about St. Lucia Day and if it is a holiday that they would enjoy celebrating.
 * 30) I will ask them to write what part of the holiday is their favorite and how it compares to the way we celebrate Christmas.
 * 31) I will collect the writing for myself and remind them that they should keep their wreath or hat for Friday when we make our portfolios.

//Santa Lucia in Sweden// Video []
 * Resources/Materials:**


 * __Light the Candle! Bang the Drum!__ by Ann Morris & Peter Linenthal
 * //Santa Lucia// lyrics
 * Map
 * Globes
 * Sweet Rolls
 * Hot Chocolate
 * Leaves
 * Candle
 * Paper
 * Glue
 * Markers & Crayons


 * Discussion Notes:**

Students could research Sweden or Saint Lucia at home and tell the class what they have found for an extension or homework activity. Parents could be included in the implementing of the lesson to make serving the food easier or parents could bring in the food. Also, parents could come in to help students complete their hats properly and in time. An entire unit could be done on the culture and traditions of Sweden to extend knowledge and teach students about the world.

Teacher(s) Name: __Matthew Young, Wayquita Ricks, Rachel Sheppard, Sasha Hart__ Thematic Unit Theme/Title/Grade Level: __Winter Holidays/ Christmas around the world/Kindergarten__ Wiki space address: __http://ucfgrkholidayssp12th.wikispaces.com/3.+5Day+Unit+Plan__ = Daily Lesson Plan Day/Title: __Friday/Holiday Celebration__ =

__<span style="font-family: 'Times','serif'; font-size: 14.6667px;">National Curriculum Standards for Social Studies __
 * Learning Objectives: **
 * <span style="font-family: 'Times','serif';">Students will complete a portfolio that looks like the world.
 * <span style="font-family: 'Times','serif';">Students will label the region that all four holidays are celebrated on the outside of their portfolio.
 * <span style="font-family: 'Times','serif';">Students will place all holiday artifacts into their portfolio before they turn them in.
 * <span style="font-family: 'Times','serif';">Students will understand that there are many different celebrations that go on all over the world.
 * <span style="font-family: 'Times','serif';">Students will be completing a post-assessment with the same questions given to them two weeks prior to the unit lesson.
 * <span style="font-family: 'Times','serif';">NCSS Theme/ **
 * <span style="font-family: 'Times','serif';">NGSSS- Next Generation **
 * <span style="font-family: 'Times','serif'; font-size: 16px;">Sunshine State Standards **


 * <span style="font-family: 'Times','serif'; font-size: 14.6667px;">Culture
 * <span style="font-family: 'Times','serif'; font-size: 14.6667px;">Global Connections

__<span style="font-family: 'Times','serif'; font-size: 14.6667px;">Next Generation Sunshine State Standards __


 * <span style="font-family: 'Times','serif'; font-size: 14.6667px;">The students will recognize the importance of celebrations and national holidays as a way of remembering and honoring people, events, and our nation's ethnic heritage. (SS.K.A.2.2)
 * <span style="font-family: 'Times','serif'; font-size: 14.6667px;">The students will compare our nation's holidays with holidays of other cultures. (SS.K.A.2.3)
 * <span style="font-family: 'Times','serif'; font-size: 14.6667px;">The students will explain that maps and globes help to locate different places and that globe are a model of the Earth. (SS.K.G.1.2)
 * <span style="font-family: 'Times','serif'; font-size: 14.6667px;">The students will identify basic landforms. (SS.K.G.3.1)
 * <span style="font-family: 'Times','serif'; font-size: 14.6667px;">The students will create and share personal works of art with others. (VA.K.C.1.1)
 * <span style="font-family: 'Times','serif'; font-size: 14.6667px;">The students will produce artwork influenced by personal decisions and ideas. (VA.K.S.1.2)

**<span style="font-family: 'Times','serif';">Assessment **

<span style="font-family: 'Times','serif';">Unit Pre-Assessment:
 * <span style="font-family: 'Times','serif';">Interactive White Board: Holiday Survey

<span style="font-family: 'Times','serif';">Unit Post-Assessment:
 * <span style="font-family: 'Times','serif';">Interactive White Board: Holiday Survey

//<span style="font-family: 'Times','serif';">On-going //<span style="font-family: 'Times','serif';"> Assessment:
 * <span style="font-family: 'Times','serif';">Holiday Portfolio

**//Design for Instruction//** **Student Activities & Procedures**
 * 1) I will start the day off by asking each student one by one on what they learned throughout the week and which Holiday was their favorite Holiday.
 * 2) After each student has given me an answer, I will inform them that we will be taking the same survey we took two weeks ago to see what they have learned throughout the week.
 * 3) I will tell the students that this time they will not be working in groups to answer the questions. Each student will be provided a clicker to submit their answers. I will assess the students according to the answers they submit.
 * 4) The students will spend 2 minutes per question to click in their answers.
 * 5) Once all the questions have been answered and submitted, I will state that we will being having an arts & craft day.
 * 6) I will tell the students that we are going to make a portfolio that will be filled with all the holiday artifacts that we have made throughout the week.
 * 7) I will provide the students with construction paper, glue and markers to make their portfolio.
 * 8) I will explain to students that they will be making a portfolio that looks like the world.
 * 9) Using a globe and an example as a model I will show them what I expect their portfolio to look like when it is finished. **(ESE/ESOL Strategy: Use of Visuals)**
 * 10) I will put a globe on every table so that students can reference it when they are cutting out their continents. (**ESE/ESOL Strategy: Use of Manipulative)**
 * 11) I will tell the students to cut two big circles using the blue construction paper.
 * 12) I will tell students to glue the bottom and sides of these two circles together, so that the top will open.
 * 13) I will illustrate how this will work with my portfolio example.
 * 14) Once all students have glued the two sides of their portfolio, I will tell them to cut out green construction paper in the shape of the different landmasses they see on the globe.
 * 15) Once they have completed that task, I will the students to locate and color in the four countries we have discussed throughout the week on their globe they have created.
 * 16) After they are done with that, I will tell the students it is time to input the artifacts they are created over the week’s period. They will be working on this assignment for the remainder of the class period.
 * 17) Towards the end of the day, I will tell the students that they will be provided with treats for having a successful week.
 * 18) I will have each group come up to the “festive table” one by one and grab a plate and fill it up with no more than 4 items on their plate.
 * 19) This will continue until all groups have gone up.
 * 20) I will tell them if there are more treats left they are free to come up and get more.
 * 21) Within 10 minutes remaining for the class to end, I will inform the students that it is time to clean everything up.
 * 22) I will tell the students that the holiday portfolios will be left with me so I can observe them and returned back to them next week to take home to show to their family.


 * Resources/Materials: **
 * Globes
 * Construction Paper
 * Scissors
 * Glue
 * Markers
 * IWB
 * Treats