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Stage 1 ‐ Desired Results

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					Creating a Family Event Calendar – by Heather Swanson Stage 1 – Beginning with the End in Mind
Established Goals: Standard(s) which lesson is based upon: SS 1.13 Uses, photographs, objects, or pictures to orally describe events in the family. SS 1.6 Presents findings through dictation, drawing, and discussion. Standards which will be referenced: SS 1.7 Recognizes and understands purpose of national symbols, holidays, and monuments (flag salute, traditional patriotic songs, flag facts). MA 1.9 Names months in order. Reads a calendar to distinguish between yesterday, today, and tomorrow. Understandings/Big Ideas – Why Do I have to know/do this??? Families celebrate events What are my favorite events celebrated by my family? Why? Essential Questions: What events does my family celebrate?

Students will know…. The meaning of celebrate, holiday, and event The events their family celebrates

Students will be able to … Share a photograph, object, or picture that represents their favorite family events. Create a calendar with family events/holidays. Give feedback about other students' calendars.

Stage 2 – Assessment Evidence
Type of Assessment Side of the Room Walk Formative Assessment Prior to Lesson If you know what a celebration is walk over here. Ask a random sampling of students to share what they know. If there are a few that don't yet know what a celebration is, ask them to stay with the original group. Thumbs Up/Thumbs Down What is an event? If you know thumbs up, if not thumbs down. What is a holiday? If you know thumbs up, if not, thumbs down. Formative Assessment During Lesson Explain that a celebration is when people get together to show happiness for a special event. People do special things such as eating special food, wearing special clothes or playing special music. Have students share a special event that their families celebrate with a partner. Have students draw a picture of their favorite family event. When students finish have them share their special events with their families. Optional: As a group compare and contrast two different holidays (time of year, food, decorations, participants, songs, church and not church, etc.). Comprehension Performance Task: Application Creating a family event calendar and Evaluation scoring it on a scoring guide. Students pick a calendar page to share. Have calendars lying out on desks. Have kids go around with stickes and put Knowledge Comprehension Application Analysis Level of Understanding Assessed Knowledge Comprehension

Formative Assessment at end of Lesson and Summative

Assessment

smileys, stars, or comments on their favorite pages produced by their peers. BSSD Performance Task Template

Standard Areas: Please indicate the performance levels.
Mathematics Level Technology Level Social Science Level Writing Level Reading Level Cultural Aware. & Expression L. Personal/Social/Health Level 1 Career Development Level Service Learning Level Science Level

Balanced Instructional Model: Please check which strand(s).

Please indicate the product: Family Event Calendar Please describe the audience: Classmates Student'sFamilies

Practical Application Simulation Real-Life Connection

Content knowledge and/or process skills Standard(s):

Standards which are referenced:

SS 1.13 Uses, photographs, objects, or pictures to orally describe events in the family. SS 1.6 Presents findings through dictation, drawing, and discussion.

SS 1.1 Collects information through listening, questioning, and from visual images. SS 1.7 Recognizes and understands purpose of national symbols, holidays, and monuments (flag salute, traditional patriotic songs, flag facts). MA 1.9 Names months in order. Reads a calendar to distinguish between yesterday, today, and tomorrow.
Essential Vocabulary:

Essential Questions:

What events does my family celebrate? What are my favorite events celebrated by my family? Why? OVERVIEW OF PERFORMANCE TASK:

celebrate, holiday, and event

Materials and Resources: - calendar pages bound into - List of holidays and their corresponding dates

1. Explain to students that they will create a 12 -month family event calendar by a book completing one calendar page at the beginning of each month. 2. Show students an exemplar calendar that they will complete. 3. Model how to use symbols to represent important family events/holidays. 4. Distribute calendar books to each student. Have students complete the page for the month you are currently in (preferably August so students can continue the calendars throughout the year). Students fill in the days of the week and the dates for that month on their calendars. Students then add symbols for important holidays or family events for that month (ie. birthdays). 5. Come back to the calendar at the end of the month. Have students reflect on the month and think about family events or holidays that were celebrated. Have students choose their favorite celebration and illustrate it. 6. Have students decorate a cover page for the calendar with their name, standard and year the calendar is for. 7. At the end of each month have students share their favorite family event/holiday from that month. 8. Have students give feedback about their peers' work. This can be done orally

or by having students place calendars on their desks and circulate around the room with sticky notes. Students use the sticky notes to write comments or draw pictures such as smiley faces or stars to denote favorite parts of their drawings. Make sure to model how to give feedback before having kids just go out and do it. 9. At the end of the year calendars can be given as gifts to families as a record of the child's favorite memories from the past year.

Traits/Targets  SS 1.13 Uses, photographs, objects, or pictures to orally describe events in the family.

SS 1.6 Presents findings through dictation, drawing, and discussion.

-- Emerging - Student has consistent difficulty identifying events that his family celebrates - Student creates a family event calendar. - Many symbols are missing. Many months do not have any symbols at all. - Many months are missing illustrations or comments to correspond with family events for that month (there are only 1-4 illustrations or comments for the whole calendar. - Student refuses to orally share a family event with the class.

ASSESSMENT  Developing - Sometimes the student can identify events that his family celebrates - Student creates a family event calendar: - Some symbols are used to show dates with family events are missing - Some months are missing illustrations or comments to correspond with family events for the month (calendar has between 5 and 11 illustrations)

+ Proficient - Student can consistently identify events that his family celebrates - Student creates a 12-month family event calendar with the following: - symbols to show dates with family events - illustrations or comments to correspond with a family event for each month (calendar has 12 illustrations or comments to correspond with family events for each month) - Student orally shares a family event with the class.

* Advanced - Student can consistently identify events that his family and other families celebrate - Student creates a 12-month family event calendar with the following: - symbols to show dates with family events - both illustrations and comments to correspond with a family event for each month

- Student attempts to share, but then stops.

- Student orally shares a family event with the class and uses good eye contact, a strong voice, holds paper below face, and doesn't fidget.

Calendar

- Calendar has the following: - 12 illustrations or comments to correspond with family events (1 for each month) - handwriting is mostly illegible many words or numbers are not uniform in size or shape - symbols are not used to represent the dates of family events - every page is smudged or has stray marks

- Calendar has the following: - 12 illustrations or comments to correspond with family events (1 for each month) - handwriting is difficult to read some words or numbers are not uniform in size or shape - some symbols are used to represent the dates of family events - many pages have smudges and stray marks

- Calendar has the following: - cover page for the calendar - 12 illustrations or comments to correspond with family events (1 for each month) - handwriting that is uniform in size and shape: words and numbers are clear and easy to read - symbols are used to represent the dates of family events - pages are mostly clean with only a few smudges or stray marks

- Calendar has the following: - cover page for the calendar - 12 illustrations or comments to correspond with family events (1 for each month) - handwriting that is uniform in size and shape - symbols are used to represent the dates of family events - pages are mostly clean with no smudges or stray marks

Stage 3 - Learning Plan
Activity Sequence Day One: Introduction to Celebrating Family Events Present Big Idea: Families celebrate events Essential Question: What events does your family celebrate? Pre-Assessment: If you know what a celebration is, stand on this side of the classroom. If you aren't sure what a celebration is, stand on this side of the classroom. Thumbs Up/Thumbs Down If you know what a holiday is put your thumb up. If you don't know what a holiday is, put your thumb down. Unpack standard with the class: SS 1.13 Uses, photographs, objects, or pictures to orally describe events in the family. Hook: Show students a picture of a family celebrating an event (such as a birthday). What is happening in this picture? What event is this family is celebrating? What family members do you see? What are some of the decorations? What kinds of food do you see? What type of music might you hear? Explain to students that a celebration is when people get together for a happy reason, such as someone's birthday. Today we are going to think about activities that our families celebrate. Take 10 minutes to list or draw events that you celebrate with your family. You may work by yourself or with a group. Have groups share their lists or pictures with the class. Instructional Strategies Collecting information from a picture Self-Assessment (whether students know or don't know what a celebration or holiday is) List Drawing Pictures Differentiaton Kinesthetic Activity Linguistic Activity Choice of Interpersonal or Intrapersonal Activity. Choice of Logical or Spatial activity.

Day Two: Identifying Celebrations Explain to students that they will be creating a collage of celebrations from magazine cutouts. Show students a sample collage. Have a variety of celebrations shown: Christmas Birthday Fourth of July Point to the Christmas picture (or other family event) and ask, "What event is this family celebrating? How do you know? Explain to students that they will be creating a collage of celebrations. Explain what a collage is: A piece of art made of different pictures, or materials. Demonstrate how to look through magazines to find pictures, how to cut out pictures, and how to glue pictures onto construction paper. Have students begin looking through magazines and cutting out pictures. Day Three: Performance Task: Creating Family Event Calendars Prior to the beginning of the unit, send a letter to families explaining that their children will be creating calendars for their families with important family events such as birthdays. Ask families to send the names and birthdates of people in their family for students to include those dates on the calendar. Show students a sample calendar and what is expected of them. Ask students why there is a symbol of a Christmas tree on one of the days in December. What do you think the symbol of this Christmas tree represents? Why do you think I have a cake with candles on this day? Etc. Distribute blank calendar pages. Do the first page with the class. Model how to write the month, the days of the week, and the dates.

Questioning Identifying celebrations Creating a collage

Choice of working independently or with a group Choice of where in the classroom students are comfortable working (floor, desks, tables, etc.)

Modeling Creating a product

Choice of working independently or with a group Choice of where in the classroom students are comfortable working (floor, desks, tables, etc.) Choice of illustrating or writing. Option of using Spatial Intelligence or Linguistic Intelligence Option of using interpersonal or

After students have finished writing the month, days of the week, and dates in their calendar page for the current month have them begin writing symbols for special dates for the month. Have students do one calendar page at the beginning of each month. Then at the end of the month have a child reflect on favorite family events/holidays from the past month and illustrate one of those months. Day Four: Students continue working on their calendars. Day Five: Sharing Calendars and Giving Feedback Have students share their favorite event from the past month. Do this one day at the end of each month. Model how to give feedback. Have students rotate around the room giving feedback for each student's calendar page by putting, stars or smiley faces on parts that they like. Closing activity: Discuss what they learned and what they liked best about this activity. Student Presentations Giving Feedback

intrapersonal intelligence

Choice of how to make comments: linguistically or spatially


				
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