4.+Five+Day+Unit+Plan

**Title** **Grade Level** ||< Mexico Destination: Mexico! Third Grade || **Title** ||< Day 1 A Trip to Mexico (LA) / Mexico: Government (SS) || **Next Generation Sunshine State Standards** ||< __NCSS Themes__: __Next Generation Sunshine State Standards__: The unit pre-assessment will be given to students 1-2 weeks prior to beginning the lesson. The pre-assessment consists of ten multiple-choice questions that will be administered using the promethean board, ActivInspire software, and ActivExpression clickers. Students will be assigned a clicker number and the results will be tracked in order to compare pre- and post-assessment results. The information attained during the pre-assessment will be used to drive instruction during the unit plan. __Unit Post-Assessment__: The post-assessment will be administered in the form of a Jeopardy PowerPoint game on day five of the unit. Students will answer the questions using the clickers in order to allow for comparison of results between pre- and post-assessments. __On-Going Assessment__: <span style="font-family: Arial,Helvetica,sans-serif;">On-going assessment will occur throughout the week-long unit. These assessments will occur through observations, anecdotal records, participation rubric, and individual student suitcase portfolios. Students will be provided a pre-made suitcase on Monday. Each day, students will complete various activities, including a flap book, worksheets, graphic organizers, and art project, to be compiled in the suitcase. In addition, students will rotate through learning centers throughout the week where they will complete extension activities to decorate the outside of their suitcases. Some assignments will be graded using the [|Participation Rubric.docx] while others will be graded for accuracy. || <span style="font-family: Arial,Helvetica,sans-serif;">Comprised of ten multiple choice questions, the unit pre-assessment will be administered using the interactive white board, ActivInspire software, and ActivExpression clickers. The assessment will be given two weeks prior to the beginning of the unit in order to plan for instruction.
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Teacher's Name** ||< <span style="font-family: Arial,Helvetica,sans-serif;">Sharon Woods ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Thematic Unit**
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Wiki Space Address** ||< <span style="font-family: Arial,Helvetica,sans-serif;">http://ucf3mexicosp11th.wikispaces.com ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Daily Lesson Plan Day**
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Learning Objectives** ||< # <span style="font-family: Arial,Helvetica,sans-serif;">The student will explain the purpose of a physical map.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">The student will correctly identify and label Mexico on a physical map.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">The student will use both a compass rose and legend to identify and label the United States and Mexico on a map.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">The student will compare and contrast the flags of Mexico and the United States using a graphic organizer with at least five statements.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">The student will define and use at least three social science terms related to the Mexico unit appropriately in sentences.
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">The student will explain the need for government and identify that various countries throughout the world share similarities and differences in their governments by creating flap books while in cooperative learning groups.
 * 6) <span style="font-family: Arial,Helvetica,sans-serif;">The student will respond to literature in the reading response journals connecting text to self, text to text, and text to world.
 * Please note: Some of the objectives listed here will be met during the language arts block. ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**NCSS Theme &**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Power, Authority, & Governance
 * <span style="font-family: Arial,Helvetica,sans-serif;">Civic Ideals & Practices
 * <span style="font-family: Arial,Helvetica,sans-serif;">People, Places, & Environments
 * <span style="font-family: Arial,Helvetica,sans-serif;">SS.3.A.1.3: Define terms related to the social sciences.
 * <span style="font-family: Arial,Helvetica,sans-serif;">SS.3.C.1.1: Explain the purpose and need for government.
 * <span style="font-family: Arial,Helvetica,sans-serif;">SS.3.C.1.2: Describe how government gains its power from the people.
 * <span style="font-family: Arial,Helvetica,sans-serif;">SS.3.C.1.3: Explain how government was established through a written Constitution.
 * <span style="font-family: Arial,Helvetica,sans-serif;">SS.3.G.1.2: Review basic map elements (coordinate grid, cardinal directions, title, compass rose, scale, key/legend with symbols).
 * <span style="font-family: Arial,Helvetica,sans-serif;">SS.3.G.1.4: Name and identify the purpose of maps (physical).
 * <span style="font-family: Arial,Helvetica,sans-serif;">SS.3.G.2.1: Label the countries and commonwealths in North America (Canada, United States, Mexico) and the Caribbean.
 * <span style="font-family: Arial,Helvetica,sans-serif;">LA.3.1.6.1: The student will use new vocabulary that is introduced and taught directly.
 * <span style="font-family: Arial,Helvetica,sans-serif;">LA.3.2.1.5: The student will respond to, discuss, and reflect on various literary selections, connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts.
 * <span style="font-family: Arial,Helvetica,sans-serif;">LA.3.4.2.2: The student will record information (observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate. ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Assessment** ||< <span style="font-family: Arial,Helvetica,sans-serif;">__Unit Pre-Assessment__:
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Design for Instruction** ||< <span style="font-family: Arial,Helvetica,sans-serif;">__Pre-Assessment__:

<span style="font-family: Arial,Helvetica,sans-serif;">__Language Arts/Reading (90 minute block)__: <span style="font-family: Arial,Helvetica,sans-serif;">The teacher will distribute one pre-made construction paper suitcase portfolio to each student and announce that the class is going to take a virtual trip this week to our neighboring country - Mexico! Each student should write their name on their suitcase luggage tag. The teacher will explain to the students that we will be exploring the geography, culture, history, and economics of Mexico throughout the week. As we complete assignments related to our Mexico "trip," the assignments will be placed into the suitcase. Students will also be provided a copy of the [|Participation Rubric.docx] to review and place inside their suitcase.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">The teacher will review physical maps and the location of Mexico in an interactive discussion.
 * <span style="font-family: Arial,Helvetica,sans-serif;">As the teacher approaches the world map, she/he will ask, "Who can tell us what type of map this is?" [Students should say it is a physical map.] Then, the teacher will ask "What is the purpose of a physical map?" [The students should respond that the purpose of a physical map is to show an area's physical features, such as mountains and water.]
 * <span style="font-family: Arial,Helvetica,sans-serif;">The teacher will ask "Can someone tell me where Mexico is located and can you show us on the world map?"
 * <span style="font-family: Arial,Helvetica,sans-serif;">Once Mexico is found on the map, the teacher will place a map marker to label Mexico on the map. The map marker will remain on the map for the duration of the week and throughout future geography lessons.
 * <span style="font-family: Arial,Helvetica,sans-serif;">After the map marker is placed on the map, the teacher will ask "Where is Mexico in relation to the United States?" and "How do we know by looking at the map?" [The students should say south and mention the compass rose.]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Next, the teacher will ask, "What is the capital of Mexico?" and "Can someone use the map legend to show us the symbol used to identify the capital?" [Students should answer that Mexico City is the capital of Mexico.] Once Mexico City has been found on the map using the legend, the teacher should place a thumbtack there.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">__Whole Group Instruction__: During whole group instruction, the teacher will read aloud //Off We Go To Mexico// by Laura Krebs. This story will introduce the students to Mexico. The students will learn a comprehension strategy, connecting (text to self, text to text, text to world), in a mini-lesson using this picture book.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">__Learning Centers__: Students will rotate through many Mexico-themed learning centers throughout the week. Each learning center will include a decoration that will be completed and added to the outside of the students' suitcases for participation credit. Some learning centers will also have assignments that will go inside the students' suitcases. By the end of the week, all students should have rotated through all centers.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Folklore Explorations:
 * <span style="font-family: Arial,Helvetica,sans-serif;">The students will discover that there are often many different versions of a folktale. At this center, the students will partner read (ESOL) A//delita: A Mexican Cinderella Story// by Tomie dePaola for fluency practice. The [|Fluency Rubric.pdf] should be completed in the student's fluency folders. After reading the story, the student will write a paragraph comparing and contrasting the Disney version of Cinderella and dePaola's version. This assignment will be placed in the students' suitcases.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Flags of the World: Mexico:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will learn about the significance of Mexico's flag. A [|Flags of the World Venn Diagram.pub] will be completed comparing and contrasting the flags of the United States and Mexico. This graphic organizer will be placed in the students' suitcases.
 * <span style="font-family: Arial,Helvetica,sans-serif;">In addition, at this center, students will color the flag of Mexico ([|flag_mexico.pdf]) and label the sections of the flag with the appropriate meaning. Once completed, the flag will be cut out and glued to the outside of the students' suitcases.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Where in the World Are We?:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will color and label a map ([|map_north_america_unlabeled.pdf]) of North America, identifying Mexico, the United States, and Canada as well as the major bodies of water around North America. The map will be placed inside the students' suitcases.
 * <span style="font-family: Arial,Helvetica,sans-serif;">While at this center, students will create a [|Mexico Postcard.pub] to send home. The postcard will identify one thing they have learned about Mexico, the use of one vocabulary word from the unit, and a drawing. The postcard will also be placed inside the students' suitcases.postcards will be mailed to the student's home after they have been graded.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Additional extension activity: For students who finish early, there is a worksheet ([|Mexico States Worksheet.docx], [|Mexico States Worksheet Answers.docx]) available at this learning center to complete. Students will use reference materials, such as books and the class computers to answer the questions about the states of Mexico. If completed, the worksheet will be added to the students' suitcases. (GIFTED)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Culture Studies:
 * <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;">Students will explore Mexican culture, including music, dress, sports, and foods, at this learning center. Students will choose one topic they have learned about Mexican culture and write 1-2 paragraphs connecting that topic with their own life, a book they have read, or something they have seen. For example, students may choose to write about futbol, which is soccer in Mexico. Students may write about the difference between Mexican futbol and American football or they may write about a futbol player they have read about in other books.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will continue to decorate their suitcases by coloring a picture of a boy and girl in folk dress, a soccer ball, maracas, and fruits/veggies ([|Mexico Culture.docx]). Then, the students will cut the pictures out and paste them to their suitcases.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Vocabulary:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will create picture word cards for the vocabulary for this unit and use the words in sentences. Students will place the picture word cards in their suitcases.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Words for day one include:
 * <span style="font-family: Arial,Helvetica,sans-serif;">compass rose: a tool that shows north, south, east, and west on a map
 * <span style="font-family: Arial,Helvetica,sans-serif;">legend: a table on a map that explains the symbols used
 * <span style="font-family: Arial,Helvetica,sans-serif;">federal republic: a form of government made up of a federal state with a constitution and self-governing sub-units
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">__Guided Reading Groups/Literature Circles__: Students will be studying about and reading folklore in guided reading and literature circles throughout the week.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">__Independent Reading__: The classroom library will be stocked with various folktales for students to explore (most of which will be from Mexico to continue the unit theme). Students will read independently and respond in their reading response journals daily.

<span style="font-family: Arial,Helvetica,sans-serif;">__Social Studies__: <span style="font-family: Arial,Helvetica,sans-serif;">The teacher will ask the students: "What country did we read about this morning in language arts?" The students will respond "Mexico!" Then, the teacher will ask the students to sit on the floor in front of the interactive white board to watch the BrainPop Jr. video, [] (ESOL). After watching the video, students will pick an elbow partner for think-pair-share (ESOL) and will answer the following question: "What was the most interesting thing you learned from the video?" The teacher will allow the students to share in their pairs for a minute or two and then bring the class back together. The teacher will ask, "Who would like to share what they discussed with their partner?" Following this discussion, students will return to their seats. <span style="font-family: Arial,Helvetica,sans-serif;">6. Next, students will work in their groups (ESOL) to find pictures in magazines or on the internet to accompany their answers inside the flap books. Students will cut the pictures out and <span style="font-family: Arial,Helvetica,sans-serif;">glue them into the flap books or draw a picture to accompany the flap book answer for each flap. If the students do not finish finding pictures to accompany their flap answers, they should <span style="font-family: Arial,Helvetica,sans-serif;">complete this assignment at home for homework. <span style="font-family: Arial,Helvetica,sans-serif;">7. Once the flap books are completed, they will be placed in the students' suitcases. Flap books will be graded using the participation rubric.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Tell the students that we will begin our travel to Mexico by learning about the government. The teacher will distribute 18" x 24" construction paper to the students. During whole-group instruction, the students will create their own flap books following the teacher's instructions.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Fold the construction paper in half to make a crease down the center.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Open the construction paper.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Fold the left side in to the center crease you just made.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Fold the right side in to the center crease.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Cut six equal flaps for each side (the number of flaps may vary).
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">The students will write their names on the back. Label the sides of the flap book with Mexico on the left and USA on the right. Then, label the flaps:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Official name and number of states
 * <span style="font-family: Arial,Helvetica,sans-serif;">Nation's capital
 * <span style="font-family: Arial,Helvetica,sans-serif;">Type of Government
 * <span style="font-family: Arial,Helvetica,sans-serif;">Leader's title and name
 * <span style="font-family: Arial,Helvetica,sans-serif;">How the leader gains position
 * <span style="font-family: Arial,Helvetica,sans-serif;">Official currency
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Using the attached ActivInspire document ([|Mexico PowerPoint Woods sp11TH.flipchart]), complete the review on slide two as a whole-group discussion. Students should complete the flaps related to each topic for the United States of America as the discussion takes place. Specifically ask and discuss:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Can somebody tell us what U.S.A. stands for?
 * <span style="font-family: Arial,Helvetica,sans-serif;">How many states are there in the U.S.A.?
 * <span style="font-family: Arial,Helvetica,sans-serif;">What is the name of our nation's capital? Where is it located on the map?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Remember when we talked about our federal government in the United States last week. Who can remember what type of government we have?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Last week, we talked about who leads our country. Who can tell us what the title of our leader is? What is our current leader's name?
 * <span style="font-family: Arial,Helvetica,sans-serif;">How does our leader become president?
 * <span style="font-family: Arial,Helvetica,sans-serif;">What currency do we use in the United States?
 * 1) Ask the students to think-pair-share (ESOL) the questions on slide three (shown below). After a few minutes, bring the class back together to discuss these quesions.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Why do we need government?
 * <span style="font-family: Arial,Helvetica,sans-serif;">How does government gain its power?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Do other countries have government?
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Divide the class into six groups or use pre-existing cooperative learning groups (ESOL). Assign each group a flap on the Mexico side of the flap books to research the answer for. Provide the students with books or allow the students to use the internet to research the answers. Allow the groups to works together for 10-15 minutes to research. Then, bring the class back together. The groups will take turns presenting the answers for their assigned question. Students will present their answers using the interactive white board. Sudents should be prepared to give a little bit of background inforamtion about their answer as well.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Who knows the official name of Mexico?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Does anyone know what type of government Mexico has?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Does anyone know if Mexico has a leader? Do they have a king/queen or a president? What is his name?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Is Mexico's leader born into or elected to the position?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Who can tell us from this morning, what the name of Mexico's capital is?
 * <span style="font-family: Arial,Helvetica,sans-serif;">What currency do they use in Mexico?

<span style="font-family: Arial,Helvetica,sans-serif;">__Post-Assessment__: <span style="font-family: Arial,Helvetica,sans-serif;">The post-assessment will be administered in the form of a Jeopardy PowerPoint game on day five of the unit. Students will answer the questions using the clickers in order to allow for comparison of results between pre- and post-assessments. || <span style="font-family: Arial,Helvetica,sans-serif;">ESOL/SLD students will be given the opportunity for alternate assessment. The pre- and post-assessments may be done orally one-on-one with the teacher using anecdotal notes or observation sheets to chart responses. Visual aids will be used in the form of movies, tangible artifacts, and photos throughout the lesson. Vocabulary for this lesson will be taught directly and explicitly. The teacher will use activities to activate background knowledge, such as graphic organizers. In addition, students will be "buddied" for think-pair-share and other activities throughout the unit. <span style="font-family: Arial,Helvetica,sans-serif;">__Gifted/Talented__: <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;">Gifted/talented students will be provided the opportunity to work independently for some of the assignments. In addition, they will have the option to read additional books related to the unit topic during independent work time. Extension activities will be provided in the case that students finish assignments early. ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Exceptionalites** ||< <span style="font-family: Arial,Helvetica,sans-serif;">__ESOL/SLD__:
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Resources/Materials** ||< <span style="font-family: Arial,Helvetica,sans-serif;">__Resources__:
 * <span style="font-family: Arial,Helvetica,sans-serif;">ABCTeach. (2011). //Mexico coloring sheets.// Retrieved from []
 * <span style="font-family: Arial,Helvetica,sans-serif;">BrainPop Jr. (2010). //Mexico//. Retrieved from: []
 * <span style="font-family: Arial,Helvetica,sans-serif;">dePaola, Tomie. (2003). //Adelita: a mexican cinderella story.// GP Putnam's Sons: New York, NY.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Krebs, Laura. (2006). //Off we go to mexico.// Barefoot Book: Cambridge, MA.
 * <span style="font-family: Arial,Helvetica,sans-serif;">//Facts about mexico//. (2010). Retrieved from []
 * <span style="font-family: Arial,Helvetica,sans-serif;">McClintock. (2007). //Lapbook lessons: flap book.// Retrieved from []
 * <span style="font-family: Arial,Helvetica,sans-serif;">Routte, J. & Barnell, A. (2001). //Mexico.// Teacher Created Resources, Inc: Westminster, CA.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Woodfield, Marilee. (2006). //Children around the world: the ultimate class field trip//. Key Education Publishing Company, LLC: Minneapolis, MN.

<span style="font-family: Arial,Helvetica,sans-serif;">__Materials__: <span style="font-family: Arial,Helvetica,sans-serif;">__Additional Extension Activities__: These activities may be used as extension activities available for students who finish early.
 * <span style="font-family: Arial,Helvetica,sans-serif;">construction paper
 * <span style="font-family: Arial,Helvetica,sans-serif;">scissors
 * <span style="font-family: Arial,Helvetica,sans-serif;">glue sticks
 * <span style="font-family: Arial,Helvetica,sans-serif;">stapler/staples
 * <span style="font-family: Arial,Helvetica,sans-serif;">paper and pencil
 * <span style="font-family: Arial,Helvetica,sans-serif;">colored pencils, markers, crayons
 * <span style="font-family: Arial,Helvetica,sans-serif;">computer with powerpoint
 * <span style="font-family: Arial,Helvetica,sans-serif;">children's literature (noted under resources)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Promethean board (interactive white board), ActivInspire software, ActivExpression clickers ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Discussion Notes** || <span style="font-family: Arial,Helvetica,sans-serif;">__Parent Involvement__: Prior to beginning the unit plan, I will send home the attached [|Parent Letter.docx]. The letter has multiple purposes, including:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Introduce parents to the unit and daily lesson topics
 * <span style="font-family: Arial,Helvetica,sans-serif;">Ask for volunteers/guest speakers to share experiences, trip photographs, and artifacts
 * <span style="font-family: Arial,Helvetica,sans-serif;">Ask for donations for the fiesta on day five of the unit
 * <span style="font-family: Arial,Helvetica,sans-serif;">Create a Bar Graph: Students can create a bar graph comparing the populations of the states of Mexico.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Currency Exchange: Students can convert currency between dollars and pesos.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Language Studies: Students may explore the Spanish language by translating their names, colors, numbers, and other words. This may be done with the use of a Spanish/English translation dictionary or as a computer learning station. ||

<span style="font-family: Arial,Helvetica,sans-serif;">**Title** <span style="font-family: Arial,Helvetica,sans-serif;">**Grade Level** ||< <span style="font-family: Arial,Helvetica,sans-serif;">Mexico <span style="font-family: Arial,Helvetica,sans-serif;">Destination: Mexico! <span style="font-family: Arial,Helvetica,sans-serif;">Third Grade || <span style="font-family: Arial,Helvetica,sans-serif;">**Title** ||< <span style="font-family: Arial,Helvetica,sans-serif;">Day 2 <span style="font-family: Arial,Helvetica,sans-serif;">Let's Go On A Tour! || 2. The student will create their own passport and write one fact about each they place "visit". 3. The student will use both literature and websites as resources to research important information about the Geography of the assigned landmarks. 4. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The student will define and use at least three social science terms related to the Mexico unit appropriately in sentences. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">5. The student will label a map using the Promethean Board. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">6. The student will write a one page paper about the physical features and the climate in Mexico. || <span style="font-family: Arial,Helvetica,sans-serif;">**Next Generation Sunshine State Standards** ||< <span style="font-family: Arial,Helvetica,sans-serif;">NCSS Themes: <span style="font-family: Arial,Helvetica,sans-serif;">Next Generation Sunshine State Standards: <span style="font-family: Arial,Helvetica,sans-serif;">The unit pre-assessment will be given to students 1-2 weeks prior to beginning the lesson. The pre-assessment consists of ten multiple-choice questions that will be administered using the promethean board, ActivInspire software, and ActivExpression clickers. Students will be assigned a clicker number and the results will be tracked in order to compare pre- and post-assessment results. The information attained during the pre-assessment will be used to drive instruction during the unit plan.
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Teacher's Name** ||< <span style="font-family: Arial,Helvetica,sans-serif;">Samantha ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Thematic Unit**
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Wiki Space Address** ||< <span style="font-family: Arial,Helvetica,sans-serif;">http://ucf3mexicosp11th.wikispaces.com ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Daily Lesson Plan Day**
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Learning Objectives** ||< 1. The student will be able to label the landmarks of Mexico on a map.
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**NCSS Theme &**
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">People, Places, and Environments
 * SS.3.G.2.4 Describe the physical features of Mexico.
 * SS.3.G.2.5 Identify natural and man-made landmarks in Mexico.
 * SS.3.G.3.1 Describe the climate and vegetation in Mexico.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">SS.3.G.1.1. Use thematic maps, tables, charts, graphs, and photos to analyze geographic information.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">LA.3.1.6.1: The student will use new vocabulary that is introduced and taught directly. ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Assessment** ||< <span style="font-family: Arial,Helvetica,sans-serif;">__Unit Pre-Assessment__:

<span style="font-family: Arial,Helvetica,sans-serif;">__Unit Post-Assessment__: <span style="font-family: Arial,Helvetica,sans-serif;">The post-assessment will be administered in the form of a Jeopardy PowerPoint game on day five of the unit. Students will answer the questions using the clickers in order to allow for comparison of results between pre- and post-assessments.

<span style="font-family: Arial,Helvetica,sans-serif;">__On-Going Assessment__: <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;">On-going assessment will occur throughout the week-long unit. These assessments will occur through observations, anecdotal records, participation rubric, and individual student suitcase portfolios. Students will be provided a pre-made suitcase on Monday. Each day, students will complete various activities, including a flap book, worksheets, graphic organizers, and art project, to be compiled in the suitcase. In addition, students will rotate through learning centers throughout the week where they will complete extension activities to decorate the outside of their suitcases. Some assignments will be graded using the [|Participation Rubric.docx] while others will be graded for accuracy. ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Design for Instruction** ||< <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">1. The teacher will begin by asking, “What is our destination this week?” After the class replies, “Mexico!” we will begin by reviewing what was learned on the previous days of this unit.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">The teacher will ask open-ended questions and critical thinking questions. For some questions the teacher should ask the students to discuss in elbow partners or groups, and then select groups to share with the class.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">The students will then unpack their bags to review what was completed the day before in the unit. The students will look at and discuss the item(s) they have produced while learning about the government.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Teacher will then ask students where Mexico is located on a map? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">2. After the review, the teacher will ask the students to come sit on the floor. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">3. When the students return to their seats, the teacher will split up the class to their assigned centers. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">4. As a class, we will review what the students have learned about the landmarks of Mexico. (Is Oaxaca located north or South of Mexico City?) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">5. Students will place their passport in their suitcase. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">Teacher will go over the activity the students will be creating today. The teacher will already have started a passport as a tangible artifact to show the students.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">Teacher will discuss with students the centers and what the students should be completing at each center.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">Teacher will tell students that if they need help at any of the centers, to raise their hands and do not leave their centers until they have permission.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">Three students will use the computer at a time. They will Google the assigned landmarks (Alamos, Mexico City, Oaxaca, El Tajin, Teotihuacan, and Chichenitza) and find one interesting fact about that place. The students must bring a sheet of paper and pencil to the computers with them so they can write down their interesting fact. The students will also go to the websites that I have posted above the computers for them to locate information about the climate of Mexico and the physical features.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">Five students will be using a globe to locate the assigned landmarks. The students will then go over to the Promethean Board and drag the landmarks to their appropriate home on the map of Mexico. Each group will save their map. This will help the students with their map skills.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">The rest of the class will be working independently on their passports. They will be given a passport booklet and they will need to cut out and glue the Passport cover on their booklet. Each page they are going to glue one landmark picture at the top leaving room to write a fact under it. The students will also use the children's books that the teacher has provided for them to look up information about physical features and the climate of Mexico and any other interesting facts that they would want to use in their paper.
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Exceptionalites** ||< <span style="font-family: Arial,Helvetica,sans-serif;">__ESOL/SLD__: ESOL/SLD students will be given the opportunity for alternate assessment. The pre- and post-assessments may be done orally one-on-one with the teacher using anecdotal notes or observation sheets to chart responses. Visual aids will be used in the form of movies, tangible artifacts, and photos throughout the lesson. Vocabulary for this lesson will be taught directly and explicitly. The teacher will use activities to activate background knowledge, such as graphic organizers. In addition, students will be "buddied" for think-pair-share and other activities throughout the unit.

<span style="font-family: Arial,Helvetica,sans-serif;">__Gifted/Talented__: <span style="font-family: Arial,Helvetica,sans-serif;">Gifted/talented students will be provided the opportunity to work independently for some of the assignments. In addition, they will have the option to read additional books related to the unit topic during independent work time. Extension activities will be provided in the case that students finish assignments early. ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Resources/Materials** ||< <span style="font-family: Arial,Helvetica,sans-serif;">__Resources__:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">Krupp, Robin Rector(1996). Let's go Traveling in Mexico. Morrow junior books, New York.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">Kalman, Bobbie(1999). Mexico from A to Z.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">Kids National Geographic. Retrieved from: []
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">Mexico landmarks. Retrieved from: []
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">About Mexico. Retrieved from: __<span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 10pt;">http://embamex.sre.gob.mx/usa/index.php/about-mexico __
 * Internet (Google)

<span style="font-family: Arial,Helvetica,sans-serif;">__Materials__:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">Pre-cut out paper for passport booklet
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">Passport cover
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">pictures of assigned landmarks
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">glue
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">scissors
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">pencil
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">computer
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">Promethean Board
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">Printer
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">Children's literature books
 * Sheet of paper ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Discussion Notes** || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Students will be assigned to do a one page paper for homework. The students will write about Mexico's physical features and climate. The students will also include any other facts they thought was interesting. The students will be allowed to bring home the papers they printed out on the internet for resources. The paper will be due the following day and placed in their suitcase. The students will also be responsible for choosing three new vocabulary words learned today and use them in a complete sentence. The sentences will also be placed in their suitcase. ||

<span style="font-family: Arial,Helvetica,sans-serif;">**Title** <span style="font-family: Arial,Helvetica,sans-serif;">**Grade Level** ||< <span style="font-family: Arial,Helvetica,sans-serif;">Mexico <span style="font-family: Arial,Helvetica,sans-serif;">Destination: Mexico! <span style="font-family: Arial,Helvetica,sans-serif;">Third Grade || <span style="font-family: Arial,Helvetica,sans-serif;">**Title** ||< <span style="font-family: Arial,Helvetica,sans-serif;">Day 3 <span style="font-family: Arial,Helvetica,sans-serif;">Exploring the Past || <span style="font-family: Arial,Helvetica,sans-serif;">**Next Generation Sunshine State Standards** ||< <span style="font-family: Arial,Helvetica,sans-serif;">__NCSS Themes__:
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Teacher's Name** ||< <span style="font-family: Arial,Helvetica,sans-serif;">Stephanie ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Thematic Unit**
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Wiki Space Address** ||< <span style="font-family: Arial,Helvetica,sans-serif;">http://ucf3mexicosp11th.wikispaces.com ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Daily Lesson Plan Day**
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Learning Objectives** ||< # The student will use the internet to understand cultures and make connections to the interactive timeline and create his/her own timeline.
 * 1) The student will color in a map to show the location of different civilizations.
 * 2) The student will compare the Aztec and Mayan cultures using a Venn Diagram.
 * 3) The student will connect landmarks with different civilizations that built them.
 * 4) The student will create a haiku poem based on shared reading, individual reading, and video clips. ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**NCSS Theme &**
 * Culture
 * Time
 * People, places, and environment

<span style="font-family: Arial,Helvetica,sans-serif;">__Next Generation Sunshine State Standards__: <span style="font-family: Arial,Helvetica,sans-serif;">The unit pre-assessment will be given to students 1-2 weeks prior to beginning the lesson. The pre-assessment consists of ten multiple-choice questions that will be administered using the promethean board, ActivInspire software, and ActivExpression clickers. Students will be assigned a clicker number and the results will be tracked in order to compare pre- and post-assessment results. The information attained during the pre-assessment will be used to drive instruction during the unit plan.
 * <span style="font-family: Arial,Helvetica,sans-serif;">SS.3.A.1.2. Utilize technology resources to gather information from primary and secondary sources.
 * <span style="font-family: Arial,Helvetica,sans-serif;">SS.3.G.1.1. Use thematic maps, tables, charts, graphs, and photos to analyze geographic information.
 * <span style="font-family: Arial,Helvetica,sans-serif;">SS.3.G.4.2. Identify cultures that have settled Mexico.
 * <span style="font-family: Arial,Helvetica,sans-serif;">LA.3.1.7.3. The student will determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, strongly implied message and inference, and chronological order of events
 * <span style="font-family: Arial,Helvetica,sans-serif;">LA.3.2.2.2. The student will use information from the text to answer questions related to explicitly stated main ideas or relevant details
 * <span style="font-family: Arial,Helvetica,sans-serif;">LA.3.4.2.2. The student will record information (observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Assessment** ||< __<span style="font-family: Arial,Helvetica,sans-serif;">Unit Pre-Assessment: __

<span style="font-family: Arial,Helvetica,sans-serif;">__Unit Post-Assessment__: <span style="font-family: Arial,Helvetica,sans-serif;">The post-assessment will be administered in the form of a Jeopardy PowerPoint game on day five of the unit. Students will answer the questions using the clickers in order to allow for comparison of results between pre- and post-assessments.

<span style="font-family: Arial,Helvetica,sans-serif;">__On-Going Assessment__: <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;">On-going assessment will occur throughout the week-long unit. These assessments will occur through observations, anecdotal records, participation rubric, and individual student suitcase portfolios. Students will be provided a pre-made suitcase on Monday. Each day, students will complete various activities, including a flap book, worksheets, graphic organizers, and art project, to be compiled in the suitcase. In addition, students will rotate through learning centers throughout the week where they will complete extension activities to decorate the outside of their suitcases. Some assignments will be graded using the [|Participation Rubric.docx] while others will be graded for accuracy. || <span style="font-family: Arial,Helvetica,sans-serif;">This session will focus on the comparison between the Aztecs and the Mayans.
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Design for Instruction** ||< <span style="font-family: Arial,Helvetica,sans-serif;">Language Arts (90 minutes):


 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Whole Group Instruction
 * <span style="font-family: Arial,Helvetica,sans-serif;">There will be a review on the different landmarks and more information about the cultures that built the landmarks. The teacher will ask
 * <span style="font-family: Arial,Helvetica,sans-serif;">What landmarks do you remember from yesterday?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Why do you think these landmarks were built?
 * <span style="font-family: Arial,Helvetica,sans-serif;">What can you infer about the people who built them?
 * <span style="font-family: Arial,Helvetica,sans-serif;">A portion of the BrainPop video (ESOL) [|http://www.brainpopjr.com/socialstudies/cultures/mexico] will be shown again to give a little more information about the Aztec empire.
 * <span style="font-family: Arial,Helvetica,sans-serif;">The teacher will do a shared reading ( <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Rouette, J. & Barnell A. (2001). //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Mexico. p. 25-26). //
 * <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">A s the students are reading the passage, the teacher will point out key words that the students will be making vocabulary cards for. The teacher will model this by reading a portion of the passage, highlighting the word, and giving an example of the information that is supposed to be on the vocabulary cards.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">The students will use the shared reading and the video clip to fill in a Venn Diagram (ESOL). The students will come up to the board and fill it out using the Promethean Board. [[file:SSE 3312 Aztec and Mayan Venn Diagram.pptx]]. The teacher will then share some of his/her answers. [[file:SSE 3312 Aztec and Mayan Venn Diagram answers.pptx]]. The students will copy the Venn Diagram to use as a reference for other assignments.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Small Group Instruction
 * <span style="font-family: Arial,Helvetica,sans-serif;">In their groups (ESOL), the students will create a haiku poem about something in Mexico's culture or history. The teacher will model this by providing a form that the students will follow. [[file:SSE 3312 Mexican Culture Haiku Poem Format.docx]]. The teacher will then model a haiku by providing an example of what the students are supposed to do. [[file:SSE 3312 Spanish invasion of Aztecs.docx]].
 * <span style="font-family: Arial,Helvetica,sans-serif;">The students will share their poems to the rest of the class.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Individual Instruction
 * <span style="font-family: Arial,Helvetica,sans-serif;">The students will create vocabulary cards of the words we highighted (ESOL) within the reading passage.
 * <span style="font-family: Arial,Helvetica,sans-serif;">The teacher will model what should be on the cards. [[file:SSE 3312 Reading Vocabulary cards.pptx]]
 * <span style="font-family: Arial,Helvetica,sans-serif;">The cards should include
 * <span style="font-family: Arial,Helvetica,sans-serif;">definitions
 * <span style="font-family: Arial,Helvetica,sans-serif;">other supporting details/ interesting facts about the terms

<span style="font-family: Arial,Helvetica,sans-serif;">Social Studies: <span style="font-family: Arial,Helvetica,sans-serif;">The social studies session will be an extension of the language arts lesson.


 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Whole Group Instruction
 * <span style="font-family: Arial,Helvetica,sans-serif;">The teacher will go to [] . This will be used to show the different cultures that were prominent during different time periods in Mexican history. This will be the background information that the students will use when they complete a Kidspiration timeline at a learning center.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Learning Centers
 * <span style="font-family: Arial,Helvetica,sans-serif;">The teacher will give instructions about what the students will be doing at each of the learning centers. The students will rotate around the centers throughout the week.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Kidspiration Timeline: The students will take the information they got from the whole group instruction interactive timeline to match events with their correct time. [[file:Timeline of Mexican History.kid]] [[file:Timeline of Mexican History answers.kid]]The students will work in pairs (ESOL) to move the pictures to the appropriate date. Each person will print out a copy and will place the timeline in their suitcase.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Map of Aztec and Mayan cultures
 * <span style="font-family: Arial,Helvetica,sans-serif; line-height: normal; margin: 0in 0in 10pt;"><span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(Rouette, J. & Barnell A. (2001). //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Mexico. //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> p. 27) The students will have a copy of a map of the Aztec and Mayan empires. They will have to color it based on the key and the directions.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Quetzalcoatl Color by number worksheet [[image:IMG[2].jpg width="286" height="319"]]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Moctemuza mistook Cortes as the god Quetzalcoatl. The students will use a Spanish to Englsih dictionary to translate the colors on the worksheet so that they can color in Quetzalcoatl. For ESOL/ESE students, the Spanish names of the colors can be highlighted with the correct color.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Aztec timeline (GIFTED)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Using __Lost Temple of the Aztecs__ by Shelley Tanaka, the students will create a timeline of events based on the events that led to the Spanish conquest of the Aztecs. ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Exceptionalites** ||< <span style="font-family: Arial,Helvetica,sans-serif;">ESOL/SLD: ESOL/SLD students will be given the opportunity for alternate assessment. The pre- and post-assessments may be done orally one-on-one with the teacher using anecdotal notes or observation sheets to chart responses. Visual aids will be used in the form of movies, tangible artifacts, and photos throughout the lesson. Vocabulary for this lesson will be taught directly and explicitly. The teacher will use activities to activate background knowledge, such as graphic organizers. In addition, students will be "buddied" for think-pair-share and other activities throughout the unit.

<span style="font-family: Arial,Helvetica,sans-serif;">Gifted/Talented: <span style="font-family: Arial,Helvetica,sans-serif;">Gifted/talented students will be provided the opportunity to work independently for some of the assignments. In addition, they will have the option to read additional books related to the unit topic during independent work time. Extension activities will be provided in the case that students finish assignments early. || <span style="font-family: Arial,Helvetica,sans-serif;">Materials:
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Resources/Materials** ||< <span style="font-family: Arial,Helvetica,sans-serif;">Resources:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">BrainPop Jr. (2010). //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Mexico. //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Retrieved from: []
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Kramme, Michael. (1996). //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Mayan, Incan, & Aztec Civilizations. //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Mark Twain Media, Inc.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">Mesoamerican Ball game. Retrieved from: []
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Rouette, J. & Barnell A. (2001). //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Mexico. //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Teacher Created Resources, Inc: Westminster, CA.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Tanaka, Shelley. (1998). //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Lost Temple of the Aztecs //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">. New York, NY: Hyperion Books for Children.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">Colored pencils, crayons, or markers
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">highlighters
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">note cards
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">Spanish to English dictionary
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">computer
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">printer
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">children's literature (noted under resources)
 * Promethean board (interactive white board), ActivInspire software, ActivExpression clickers, Kidspiration ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Discussion Notes** || Additional Extension Activities:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Mayan Math: The Mayans used symbols for their numbers. Students can be introduced to the symbols in a learning center or through an extension activity where they use the symbols to complete math problems.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">Personal Timeline: The students have created a timeline of important events in Mexican history. Students will create a timeline of important events in their own lives in order to form connections to the timeline they are completing in class.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">Culture/ Significant Events Research: The students received a little information about the different cultures and significant people and events in Mexican history. The students will research a topic that was discussed during this unit and do a presentation of their research.
 * Reading Comprehension: The students will read a short passage about the arrivals of the Spaniards and answer 10 comprehensive questions. (//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Mayan, Incan, & Aztec Civilizations p. 112-113) // ||

<span style="font-family: Arial,Helvetica,sans-serif;">**Title** <span style="font-family: Arial,Helvetica,sans-serif;">**Grade Level** ||< <span style="font-family: Arial,Helvetica,sans-serif;">Mexico <span style="font-family: Arial,Helvetica,sans-serif;">Destination: Mexico! <span style="font-family: Arial,Helvetica,sans-serif;">Third Grade || <span style="font-family: Arial,Helvetica,sans-serif;">**Title** ||< <span style="font-family: Arial,Helvetica,sans-serif;">Day 4 <span style="font-family: Arial,Helvetica,sans-serif;">Thursday <span style="font-family: Arial,Helvetica,sans-serif;">Dia De Los Muertos: A Mexican Celebration || 2. The student will investigate in cooperative groups the similarities and differences between the cultural characteristics of Mexico and the United States. 3. The student will use a graphic organizer to list and compare/contrast between Dia de los Muertos and the traditions of American halloween. 4. The student will be able to communicate and identify specific key facts about Dia de los Muertos. 5. The student will create a paper marigold flower craft and know the importance of the flower on Dia de los Muertos. || <span style="font-family: Arial,Helvetica,sans-serif;">**Next Generation Sunshine State Standards** ||< <span style="font-family: Arial,Helvetica,sans-serif;">NCSS Themes:
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Teacher's Name** ||< <span style="font-family: Arial,Helvetica,sans-serif;">Emily Smythe ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Thematic Unit**
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Wiki Space Address** ||< <span style="font-family: Arial,Helvetica,sans-serif;">http://ucf3mexicosp11th.wikispaces.com ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Daily Lesson Plan Day**
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Learning Objectives** ||< 1. The student will use literature, poetry, and the Internet as resources to research important information about Dia de los Muertos.
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**NCSS Theme &**
 * Culture
 * Individual Development and Identity
 * Individuals, Groups, and Institutions
 * Global Connections

<span style="font-family: Arial,Helvetica,sans-serif;">Next Generation Sunshine State Standards: <span style="font-family: Arial,Helvetica,sans-serif;">The unit pre-assessment will be given to students 1-2 weeks prior to beginning the lesson. The pre-assessment consists of ten multiple-choice questions that will be administered using the promethean board, ActivInspire software, and ActivExpression clickers. Students will be assigned a clicker number and the results will be tracked in order to compare pre- and post-assessment results. The information attained during the pre-assessment will be used to drive instruction during the unit plan.
 * SS.3.G.2.6: Investigate how people perceive places and regions differently by conducting interviews, mental mapping, and studying news, poems, legends, and songs about a region or area.
 * SS.3.G.4.3: Compare the cultural characteristics of diverse populations in one of the five regions of the United States with Canada, Mexico, or the Caribbean.
 * SS.3.G.4.4: Identify contributions from various ethnic groups to the United States.
 * VA.3.F.1.3:Identify and be respectful of ideas important to individuals, groups, or cultures that are reflected in their artworks.
 * VA.3.S.3.1: Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks. ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Assessment** ||< <span style="font-family: Arial,Helvetica,sans-serif;">__Unit Pre-Assessment__:

<span style="font-family: Arial,Helvetica,sans-serif;">__Unit Post-Assessment__: <span style="font-family: Arial,Helvetica,sans-serif;">The post-assessment will be administered in the form of a Jeopardy PowerPoint game on day five of the unit. Students will answer the questions using the clickers in order to allow for comparison of results between pre- and post-assessments.

<span style="font-family: Arial,Helvetica,sans-serif;">__On-Going Assessment__: <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;">On-going assessment will occur throughout the week-long unit. These assessments will occur through observations, anecdotal records, participation rubric, and individual student suitcase portfolios. Students will be provided a pre-made suitcase on Monday. Each day, students will complete various activities, including a flap book, worksheets, graphic organizers, and art project, to be compiled in the suitcase. In addition, students will rotate through learning centers throughout the week where they will complete extension activities to decorate the outside of their suitcases. Some assignments will be graded using the [|Participation Rubric.docx] while others will be graded for accuracy. || <span style="font-family: Arial,Helvetica,sans-serif;">Comprised of ten multiple choice questions, the unit pre-assessment will be administered using the interactive white board, ActivInspire software, and ActivExpression clickers. The assessment will be given two weeks prior to the beginning of the unit in order to plan for instruction.
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Design for Instruction** ||< <span style="font-family: Arial,Helvetica,sans-serif;">__Pre-Assessment__:

<span style="font-family: Arial,Helvetica,sans-serif;">Social Studies Day 4:

1. The teacher will begin by asking, “What is our destination this week?” After the class replies, “Mexico!” we will begin by reviewing what has been learned in the previous 3 days of this unit.
 * The teacher will ask open-ended questions and critical thinking questions. For some questions the teacher should ask the students to discuss in elbow partners or groups, and then select groups to share with the class.
 * The students will then unpack their bags to review what has been completed in the past 3 days of the unit. The students will look at and discuss the items they have produced while learning about the government, geography, and landmarks of Mexico.

2. After the review the teacher will invite the students to come sit on the story-telling rug.
 * Before beginning the story the teacher should introduce the book by asking the students “What is your favorite holiday?” After selecting a few students to answer she should go on to explain that "in Mexico, they celebrate very important and unique holidays. Some of their holidays are similar and some are different than the ones you have named. Today we will learn about how a boy named Beto celebrates the Mexican festival of Dia de los Muertos, or in English - the Day of the Dead." (ESOL)
 * The teacher may also want to add (with a smile) this a little warning: “This is a happy celebration. No need to be scared!”
 * The teacher should read //Beto and the Bone Dance// with lots of expression and enthusiasm. This book gives lots of background and information about Dia de los Muertos. Be sure to speak clearly and give explaination for the words that children may not understand. (ESOL) The book is great for ESOL students who know Spanish. The Spanish words throughout will help these students to connect prior knowledge.
 * ***If the teacher does not have as much time, she can read the poem from //My Mexico = Mexico Mio// about Dia de los Muertos.

3. When the students return to their seats the teacher should ask students if Dia de los Muertos reminds them of any American holidays. Students will quickly answer “Halloween.”
 * The teacher will explain to students that they will be working in cooperative groups (ESOL) to research information about Dia de los Muertos.
 * The students will be using literature, poems, and Internet sites that give facts about Dia de los Muertos and accurately represent the cultural characteristics of the Mexican people, their artwork and their traditions. Tell students to investigate why this holiday is important to the individuals and groups in Mexico.
 * Each student will have their own Venn diagram to compare and contrast the facts they find about Dia de los Muertos to the information they already know about Halloween. They will use the books and the website provided under the "resources" section of this plan to do their research. Students should be encouraged to put personal experience/prior knowledge on the “Halloween” side of the chart. //Halloween Is…// can be used for students who need more information about the holiday (ESOL students). Students should put as many facts as they can on the chart, in the time provided.
 * The teacher should inform students that they will be assessed on this activity using theand that their diagrams will be placed in their suitcase.[[file:Participation Rubric.doc]]
 * Once all directions are given, the students will move to different areas in the classrooms with their assigned group and assigned literature/station. (Working and talking with other students is helpful for ESOL students.)
 * After they have found as much information as possible students will share with the rest of the class. They will compile all their information on the Promethean board using a PowerPoint slide. Students should continue to make notes on their own diagrams, and if they run out of room they can go onto the back of the sheet.
 * The teacher should ask these questions and similar ones to promote high level thinking though the discussion:
 * What is the Mexican people's view of death?
 * Is this an important holiday in Mexico? Is it the most important?
 * Do you think the Mexican traditions and culture has influenced American Halloween?
 * What has the Mexican culture contributed to the United States in regards to Dia de los Muertos and Halloween? (Music, dance, art, traditions, food? etc)
 * What are some important symbols of Dia de los Muertos?
 * When all information is shared and the discussion is over, students should place all books and resources back in the correct places.
 * The teacher should use this complete slide to make sure students are on track. They may use the first blank slide version to compile their information.[[file:SSE3312DiaDeLosMuertos.ppt]]

4. The teacher should now play traditional Mexican music (Putumayo Presents Mexico) for the class to hear while they begin making the paper marigold flower craft.
 * 1) The teacher and helper(s) will pass out the pre-cut orange tissue paper (5 or 6 sheets per student) and 1 green pipe cleaner per stud
 * 2) The paper sheets should stay together and be folded back and forth in an accordion or fan style (a long rectangle shape when it is all folded).
 * 3) The short ends can then be cut so they are curved and will look more like petals.
 * 4) Wrap the green pipe cleaner around the center.
 * 5) Now take one sheet at a time and separate the sheets from each other, pulling them toward the middle and the pipe cleaner.
 * 6) When all sheets are separated, the tissue paper will look like a bright orange marigold.

5. The teacher should remind student of the significance of the marigold in The Day of the Dead.
 * Mexicans bring these flowers to cemeteries on November 2nd, to brighten the graves of their relatives. "The flowers’ orange color is believed to guide the souls to their homes."
 * They leave the petals along their path as they walk in procession to the cemeteries.
 * Storefronts and windowsills are filled with the flower during the festival.

6. The teacher should also ask open-ended review and discussion questions while the students complete the craft.
 * “What are some other important symbols, items, or foods used on Dia de los Muertos?” Paper mache skeletons (calacas), Pan de Muertos, candles, sugar skulls, music, etc.
 * From what you have learned, what is your favorite part of this holiday? (Personal favorite: Sugar skulls)

7. After the discussion the students will place the Venn diagrams and the paper marigolds in their suitcase.

Post-Assessment: The post-assessment will be administered in the form of a Jeopardy PowerPoint game on day five of the unit. Students will answer the questions using the clickers in order to allow for comparison of results between pre- and post-assessments. ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Exceptionalites** ||< <span style="font-family: Arial,Helvetica,sans-serif;">ESOL/SLD: ESOL/SLD students will be given the opportunity for alternate assessment. The pre- and post-assessments may be done orally one-on-one with the teacher using anecdotal notes or observation sheets to chart responses. Visual aids will be used in the form of movies, tangible artifacts, and photos throughout the lesson. Vocabulary for this lesson will be taught directly and explicitly. The teacher will use activities to activate background knowledge, such as graphic organizers. In addition, students will be "buddied" for think-pair-share and other activities throughout the unit.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Most of the books used for this plan will be very helpful for ELL who speak Spanish as their first language. The books contain key words in Spanish that will help students to recall prior knowledge.

<span style="font-family: Arial,Helvetica,sans-serif;">Gifted/Talented: <span style="font-family: Arial,Helvetica,sans-serif;">Gifted/talented students will be provided the opportunity to work independently for some of the assignments. In addition, they will have the option to read additional books related to the unit topic during independent work time. Extension activities will be provided in the case that students finish assignments early.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students can explore the website [] to learn more about Dia de los Muertos. Here they can watch videos, look at pictures, and read about the history, events, and food specific to the day. There are also extra activites, crafts, and color pages students can use with their extra time. ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Resources/Materials** ||< <span style="font-family: Arial,Helvetica,sans-serif;">Resources:
 * <span style="font-family: Arial,Helvetica,sans-serif;">DePaola, T. (2003). Adelita: a mexican cinderella story. New York, NY: GP Putman's Sons.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Dia de los Muertos. (2009). Retrieved from http://www.azcentral.com/ent/dead/
 * <span style="font-family: Arial,Helvetica,sans-serif;">Freschet, G. (2001). //Beto and the bone dance//. New York, NY: Farrar Straus Giroux.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Gibbons, G. (2002). //Halloween is...// New York, NY: Holiday House.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Hall, D., & Viesti, J. (1997). //Celebrate! in central america.// New York, NY: Lothrop, Lee, & Shepard Books.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Heinrichs, A. (1997). //Mexico a true book//. New York, NY: Children's Press.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Johnston, T. (1996). //My mexico = mexico mio//. New York, NY: GP Putman's Sons.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Johnston, T., & Winter, J. (1997). //Day of the dead//. New York, NY: Harcourt Brace & Company.
 * Johnston, T., & Morales, Y. (2009). //My abuelita//. Boston, MA: Harcourt Children's Books.
 * Johnston, T., & Parra, J. (2008). //P in for pinata a mexico alphabet.// Chelsea, MI: Sleeping Bear Press.
 * Keep, R. (2004). //Clatter bash! a day of the dead celebration//. Atlanta, GA: Peachtree Publishers.
 * Putumayo World Music //(2001). Putumayo presents mexico// [CD]. New York, NY.
 * Stein, R. C. (2007). //Mexico revised edition//. New York, NY: Children's Press.
 * Temko, F. (1996). //Traditional crafts from mexico and central america//. Minneapolis, MN: Lerner Publications Company.
 * Winter, J. (2004). //Calavera abecedario a day of the dead alphabet book//. San Diego, CA: Harcourt, Inc.

<span style="font-family: Arial,Helvetica,sans-serif;">Materials:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Microsoft PowerPoint[[file:SSE3312DiaDeLosMuertos.ppt]]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Venn Diagram worksheets[[file:diadelosmuertosvenn.doc]]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Computers with Internet
 * <span style="font-family: Arial,Helvetica,sans-serif;">Lots of children's literature related to Mexican culture/Dia de los Muertos (Titles listed under Resources)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Promethean Board
 * <span style="font-family: Arial,Helvetica,sans-serif;">Orange tissue paper pre-cut 8" x 8"
 * <span style="font-family: Arial,Helvetica,sans-serif;">Green pipe cleaners
 * <span style="font-family: Arial,Helvetica,sans-serif;">Scissors
 * <span style="font-family: Arial,Helvetica,sans-serif;">Colored yarn
 * <span style="font-family: Arial,Helvetica,sans-serif;">Popsicle sticks ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Discussion Notes** || <span style="border-collapse: collapse; font-family: Arial,Helvetica,sans-serif;">__Additional Extension Activity__: This activity may be used as extension activities available for students who finish early.


 * <span style="font-family: Arial,Helvetica,sans-serif;">Ojo De Dios (arts integration craft)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Ojo de Dios is Spanish for "eye of God." Ojo de Dios crafts were first made by the Huichol Indians in the Sierra Madre Mountains of Mexico. The Huichol Indians created Ojos de Dios by wrapping brightly colored yarn around crossed sticks. They placed their Ojos de Dios on alters, hoping for protection and safety for their families, especially their children. The Ojo de Dios is often seen as a symbol of seeing and understanding unseen things. Some say the prayer, "May the eye of God be upon you" after creating the Ojo de Dios.
 * <span style="font-family: Arial,Helvetica,sans-serif;">The meaning, traditions, and culture sorrounding the Ojo de Dios should be shared with students before they create their craft.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students can create their own Ojo de Dios using colored yarn (perhaps green, red, and white representing the Mexican flag), and two popsicle sticks.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Directions can be printed and placed at a center with the supplies for students to work on the craft.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Directions can be found here here ||

<span style="font-family: Arial,Helvetica,sans-serif;">**Title** <span style="font-family: Arial,Helvetica,sans-serif;">**Grade Level** ||< <span style="font-family: Arial,Helvetica,sans-serif;">Mexico <span style="font-family: Arial,Helvetica,sans-serif;">Destination: Mexico! <span style="font-family: Arial,Helvetica,sans-serif;">Third Grade || <span style="font-family: Arial,Helvetica,sans-serif;">**Title** ||< <span style="font-family: Arial,Helvetica,sans-serif;">Day 5 - Friday <span style="font-family: Arial,Helvetica,sans-serif;">Merchant Fiesta || <span style="font-family: Arial,Helvetica,sans-serif;">**Next Generation Sunshine State Standards** ||< <span style="font-family: Times,serif; font-size: 11pt; font-style: normal; margin-bottom: 0in;">__NCSS Themes:__ <span style="font-family: Times,serif; font-size: 11pt; font-style: normal; margin-bottom: 0in;">__NGSSS:__ <span style="font-family: Arial,Helvetica,sans-serif;">The unit pre-assessment will be given to students 1-2 weeks prior to beginning the lesson. The pre-assessment consists of ten multiple-choice questions that will be administered using the promethean board, ActivInspire software, and ActivExpression clickers. Students will be assigned a clicker number and the results will be tracked in order to compare pre- and post-assessment results. The information attained during the pre-assessment will be used to drive instruction during the unit plan.
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Teacher's Name** ||< <span style="font-family: Arial,Helvetica,sans-serif;">Karlie Lynch ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Thematic Unit**
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Wiki Space Address** ||< <span style="font-family: Arial,Helvetica,sans-serif;">http://ucf3mexicosp11th.wikispaces.com ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Daily Lesson Plan Day**
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Learning Objectives** || * <span style="font-family: Times,serif; font-size: 110%; margin-bottom: 0in;">The student will interact effectively with “sellers” to purchase goods utilizing currency in a mock market setting.
 * <span style="font-family: Times,serif; font-size: 110%; margin-bottom: 0in;">The student will demonstrate cooperation with others, regardless of the circumstances or role held in the market.
 * <span style="font-family: Times,serif; font-size: 110%; margin-bottom: 0in;">The student will utilize the materials in their suitcase to orally inform their peers about a particular aspect of Mexico (Government, Geography, etc.).
 * <span style="font-family: Times,serif; font-size: 110%; margin-bottom: 0in;">The student will be able to recognize differences between the currency of Mexico and the United States.
 * <span style="font-family: Times,serif; font-size: 110%; margin-bottom: 0in;">The student will identify the currency of Mexico.
 * <span style="font-family: Times,serif; font-size: 110%; margin-bottom: 0in;">The student will complete a cumulative formal assessment for the unit. ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**NCSS Theme &**
 * <span style="font-family: Times,serif; font-size: 11pt; font-style: normal; margin-bottom: 0in;">Theme 7: Production, Distribution, and Consumption
 * <span style="font-family: Times,serif; font-size: 11pt; font-style: normal; margin-bottom: 0in;">Theme 10: Civic Ideals and Practices
 * <span style="font-family: Times,serif; font-size: 11pt; font-style: normal; margin-bottom: 0in;">SS.3.C.2.1: Identify group and individual actions of citizens that demonstrate civility, cooperation, volunteerism, and other civic virtues.
 * <span style="font-family: Times,serif; font-size: 11pt; font-style: normal; margin-bottom: 0in;">SS.3.E.1.3: Recognize that buyers and sellers interact to exchange goods and services through the use of trade or money.
 * <span style="font-family: Times,serif; font-size: 11pt; font-style: normal; margin-bottom: 0in;">SS.3.E.1.4: Distinguish between currencies used in the United States, Canada, Mexico, and the Caribbean.
 * <span style="font-family: Times,serif; font-size: 11pt;">LA.3.6.2.3: The student will communicate information in an informational report that includes main ideas and relevant details with visual support.
 * <span style="font-family: Times,serif; font-size: 11pt; font-style: normal; margin-bottom: 0in;">MU.3.H.1.1: Compare indigenous instruments of specified cultures. ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Assessment** ||< <span style="font-family: Arial,Helvetica,sans-serif;">__Unit Pre-Assessment__:

<span style="font-family: Arial,Helvetica,sans-serif;">__Unit Post-Assessment__: <span style="font-family: Arial,Helvetica,sans-serif;">The post-assessment will be administered in the form of a Jeopardy PowerPoint game on day five of the unit. Students will answer the questions using the clickers in order to allow for comparison of results between pre- and post-assessments.

<span style="font-family: Arial,Helvetica,sans-serif;">__On-Going Assessment__: <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;">On-going assessment will occur throughout the week-long unit. These assessments will occur through observations, anecdotal records, participation rubric, and individual student suitcase portfolios. Students will be provided a pre-made suitcase on Monday. Each day, students will complete various activities, including a flap book, worksheets, graphic organizers, and art project, to be compiled in the suitcase. In addition, students will rotate through learning centers throughout the week where they will complete extension activities to decorate the outside of their suitcases. Some assignments will be graded using the [|Participation Rubric.docx] while others will be graded for accuracy.

__<span style="font-family: Times New Roman,serif; font-style: normal; margin-bottom: 0in;">Alternative Assessments for Day Five Lesson: __ <span style="font-family: Times New Roman,serif; font-style: normal; margin-bottom: 0in;">The teacher will observe students during the sharing of the suitcases to monitor what students cover in their presentation of their materials. If the teacher is uncertain of the material being covered, the teacher can ask the partner of a student to share what they learned from the other student. <span style="font-family: Times New Roman,serif; font-style: normal; margin-bottom: 0in;">For currency, the teacher listens to each group's oral explanation of their type of currency. Make sure that each group shares on a different piece of currency. <span style="font-family: Times New Roman,serif; font-style: normal; margin-bottom: 0in;">During the merchant fiesta, the teacher will interact with and observe the students. Students should be demonstrating cooperation and positive interaction with buyers/sellers. The teacher also needs to assess how well students understand the use of their currency when they attempt to buy goods. ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Design for Instruction** ||< <span style="font-family: Arial,Helvetica,sans-serif;">Social Studies:

1. The class will begin with the teacher expressing that review of everything they have learned about Mexico is about to take place. Students will partner up and take a seat on the floor with their suitcases (one group of three is fine, if necessary). Based on the teacher's prior knowledge, monitoring of pairing might be necessary to place those with learning difficulties or ELL learners in the proper place. If there is a buddy system in place, utilize it at this time.
 * The students are to individually unpack their suitcases and share the artifacts/information within.
 * The teacher should go over proper behavior for sharing (e.g.- one person talking at a time, other person listening attentively). Ask students, “Show me what Susy should do while John is presenting?”.
 * The students will need to address at least one aspect of Mexico. Aspects include material covered on previous days: Geography, Government, Culture, History. The material shared needs to be different than what their partner shared.
 * After instructions, students will share their suitcases. The teacher should be walking around during the sharing time, to monitor the student's discussions.

2. After sharing is complete, ask the students to put away their suitcases for now and return to their seats. The teacher should now begin to directly teach the entire class regarding the currency of Mexico.
 * The teacher will use the currency powerpoint to show the students Mexican bills and coins. Ask, “What does MXN stand for?” Also, “How much is a dollar worth in Mexico?”. “Has anyone seen these bills/coins before?”. [|currency.odp]
 * Pass out currency (bills+coins) to cooperative small groups (3-5 students). Have the students explore the currency and compare to the pictures on the powerpoint. The teacher will ask each table, “Please pick one type of currency you have and tell us about it”. One student per group will orally explain the amount of the coin. If desired, the students can come up and show where the currency belongs on the powerpoint.
 * The teacher will then pull up the currency converter website and allow the students to explore how USD compares to MXN. Allow students to select numbers. If desired, students can come up and use the converter themselves. This can be done on the IWB so that all students can view the results.

3. After currency has been discussed, collection of the materials is done by the teacher. The teacher will then announce that they are going to play a jeopardy game about Mexico. Students need to clear off their desks. The teacher will pull up the jeopardy powerpoint and distribute clickers to each student. The teacher will express to the students that this is not group work, and that there does need to be silence in the classroom. For clarification, ask, “Do you need to tell me what you think the answer is?” or “Should you tell your neighbor when you have answered a question?” (the answer should be NO).
 * For the assessment, the teacher will read each question twice and allow the students approximately two minutes maximum to complete each question. This assessment should take no longer than 20 minutes.
 * The assessment: [|mexicanJEOPARDY.pptx]

4. After the assessment is complete, the merchant fiesta will begin. This will be like a mock market. > -The students should be shown how to behave as a buyer/seller. Students should practice cooperation and demonstrate positive social skills.
 * Students will be given Mexican currency to use at the market. The same amount should be given to every student. Ask the students, “How many pesos do you have?”.
 * Students will be assigned roles as either buyers or sellers. Halfway through the time (approximately 15 minutes), the students will switch roles. Note: This would not be necessary if there were enough parent volunteers in the classroom, the students could all be buyers if this is the case.
 * The Mexican radio should be playing in the background to create the desired environment. The students should act is if they are in Mexico. The market should be set up with goods displayed. Since the assessment will be done prior to this, it is recommended that the marketplace be concealed elsewhere. This means either in another room or outside.
 * Students will be able to buy whatever they desire with their specified amount of currency. They cannot exceed this limit. Goods available include food and items (a general list is provided in the Materials section). ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Exceptionalites** ||< <span style="font-family: Arial,Helvetica,sans-serif;">ESOL/SLD: ESOL/SLD students will be given the opportunity for alternate assessment. The pre- and post-assessments may be done orally one-on-one with the teacher using anecdotal notes or observation sheets to chart responses. Visual aids will be used in the form of movies, tangible artifacts, and photos throughout the lesson. Vocabulary for this lesson will be taught directly and explicitly. The teacher will use activities to activate background knowledge, such as graphic organizers. In addition, students will be "buddied" for think-pair-share and other activities throughout the unit.

<span style="font-family: Arial,Helvetica,sans-serif;">The group/pair work allows for students to collaborate to reach a particular goal. Students should be grouped according to their levels, allowing for maximum productivity. A buddy system should be in place to allow ESOl students to be comfortable and efficient.

<span style="font-family: Arial,Helvetica,sans-serif;">Gifted/Talented: Gifted/talented students will be provided the opportunity to work independently for some of the assignments. In addition, they will have the option to read additional books related to the unit topic during independent work time. Extension activities will be provided in they case that students finish assignments early.

ESE/Disabilities: During the merchant fiesta, rather than the students individually deciding what they want to buy, those with disabilities will receive help from other students or the teacher. || ProTeacher Collection- @http://www.proteacher.org/a/56202_mexico.html Currency Converter- @http://www.gocurrency.com/add-converter.htm Mexican Radio- @http://www.batanga.com/en/radio/mexicana Sombrero- @http://www.activitytv.com/599-cinco-de-mayo-sombrero Currency Descriptions- @http://www.sanmiguelguide.com/currency.htm
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Resources/Materials** ||< Resources:

Materials: -Assessment: Jeopardy Powerpoint, IWB, clickers. -Completed Suitcases -Goods: sombreros, ponchos, Mexican dolls, sugar skulls, marigolds, flags -instruments: ukuleles, maracas -Food: limes, guacamole, queso, salsa, corn, pink lemonade -Currency -Tables <-- Marketplace -Music (radio) -Currency Powerpoint - ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Discussion Notes** || <span style="font-family: Times,serif; font-style: normal; margin-bottom: 0in;">Prior to Day 5, collaboration with the parents needs to be made regarding allergies and comfortability with certain foods. Parents should be invited to come to the final part of the unit plan once the assessment is complete. This would allow for the parents to see what the students have done during the entire unit. Also, the parents could be in the position of the merchants, selling the goods. Asking anyone and everyone to provide goods that they were willing to part with would be imperative to provide for a thriving market.

<span style="font-family: Times,serif; font-style: normal; margin-bottom: 0in;">Marketplace design: ||