Wilson EDUC 353 Name: Charlene Frankini & Clare McInerney Date: November 7, 2013 Target Grade Level:

Third Grade Curriculum Topic: Social Studies integrated with Literacy

UbD Lesson Plan Format Stage 1: Desired Results

Established Goals:
Social Studies standard 2: World History 1. 1. The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives. RL.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Understandings: Students will understand that

Italys economy is similar to the economy of the United States. There are various aspects of Italys market economy, including producer, consumer, and tourists. Jobs in Italy are a representation of their resources, such as fishing.

Essential Question(s):
How is Italys economy similar to the economy of the United States? How do Italians contribute to Italys economy?

Students will know.

Producer- someone who makes and sells a product Market Economy- Individuals have the freedom to decide what type of job they will have

Students will be able to.

Read a text and answer questions by referring back to the text. Match academic language with examples.

Consumer- someone who buys a product Tourism- a foreigner who comes to a new country for vacation and travel experiences Examples of the academic language Popular jobs in Italy, like fisherman, and work in the car industry.

Predict what kind of job they would like to have if they lived in Italy.

Stage 2: Assessment Evidence

Performance Tasks:
In a group students will complete a worksheet reinforcing the reading. The worksheet will ask student to define academic vocabulary and apply it in a matching column. Students will then list popular jobs among Italians and in a short response answer what job they would like to have if they lived in Italy.

Other Evidence:

Students will participate in a discussion as the class goes over the answers. Students will share their answer as well as why they chose that answer.

Stage 3: Learning Plan

Learning Activities: Set induction The students have already been introduced to the study of Italy The teacher will reintroduce the topic by asking the students what they know about our countries economy. Discuss how there are differences in Italian and American economies Procedure As a class the students will take turns reading pg. 150-155 in their textbooks aloud. The teacher will select a new child to read after each paragraph.

Any words the students are having trouble with address the definition to the entire class. The teacher should read aloud a paragraph every two to three students Put emphasis on the bolded vocabulary words in the text The students will break up work within their tables to fill out the graphic organizers The teacher should circulate the tables to observe how each group is doing. The teacher will go over all of the questions as a class First the teacher will read the directions and question out loud. Then the student will take turns responding what they wrote down. Concluding Activity: The teacher will ask several of the students for their response to the question If you lived in Italy what job you would want to have? Why? After 4-5 answers from the students ask the class the students how the jobs differ from Italy to America?

Resources
Itemized Attachments: worksheet:
Italy Land and Economy Case Study Worksheet rd Houghton Mifflin Social Studies 3 grade textbook pgs. 150-155

Name: Italy: Land and Economy Case Study Vocabulary: Define all the words based off the textbook 1) Producer _____________________________________________________ _____________________________________________________ _________________________________________

2) Market Economy _____________________________________________________ _____________________________________________________ _________________________________________

3) Consumer _____________________________________________________ _____________________________________________________ _________________________________________

4) Tourism _____________________________________________________ _____________________________________________________ _________________________________________

Matching Activity: Match the words with the correct descriptions

Word
Producer

Description
Giuseppe is an olive farmer in Southern Italy. He uses his olives to make olive oil and sells them at the market.

Market Economy

Maria buys pizza everyday for lunch.

Consumer

Individuals have the freedom to decide what type of job they will have.

Tourism

Sally from America has come to Italy to see the Coliseum.

.
Jobs in Italy: Make a List of popular jobs in Italy (look at page 155). 1) ________________________________ 2) ________________________________ 3) ________________________________ 4) ________________________________ If you lived in Italy what job would you want to have? Why? _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________________