2 + 3 Method for Integrating Common Core Standards

Holiday Traditions Project

Content Connection:
Social Studies VSC Indicator:
2A1a Use fiction and non-fiction to compare the elements of several cultures and how they meet the human needs for clothing, shelter, recreation,
education, stories, art, music, and language

Social Studies VSC Indicator:
2B1a Use non-fiction to identify and discuss examples of how communities borrow and share from other cultures

Major RI.3.2 Determine the main idea of a text, print or
visual; recount the key details and explain how they support the
main idea.

Assessments
Organizer for notes (includes topic sentence and details)
Scoring rubric: Topics and Paragraphs

Major R.3.4 Determine the meaning of general academic
and domain-specific words and phrases in a text relevant to a
grade 3 topic or subject area.

Assessment
Accurate use of vocabulary in both text and illustrations on project
Scoring rubric: Vocabulary

Major RI.3.4 Use text features and search tools (e.g., key
words, sidebars, hyperlinks) to locate information relevant to a
given topic efficiently.

Assessment
Scoring Rubric: Topics, Paragraphs, and Vocabulary
Minor W.3.2a Introduce a topic and group related
information together; include illustrations when useful to aiding
comprehension

Assessment
Scoring Rubric: Topic, Paragraphs, and Illustrations
Minor W.3.2.b Develop the topic with facts, definitions, and
details
Assessment
Scoring Rubric: Topics, Paragraphs, Vocabulary, and Illustrations

Learning Activity/Assessment Schedule
Day 1

I can use text features and
search tools on a computer
to locate information on a
topic (Holiday Traditions).

HOQ: How does learning
about holiday traditions of
other cultures enrich our
understanding of people in
our world?
Reading:

1) Introduce the Holiday
Traditions Project, Scoring
Rubric, and Group Norms
Score.
2) Give a brief description of
each holiday so they can
decide as a small group of a
holiday for the group to
research.
3) Give groups time to
decide on a holiday and a
project (mobile, poster, or
booklet).
4) Have students decide on a
category to research and
record on the Group Norm
paper.
5) Explain the note taking
tools provided (based on
box and bullets). Model
how to use the tool.
6) Review paraphrasing.
7) Show students how to
access Jog the Web.
Day 2

I can use text features and
search tools on a computer to
locate information on a topic
(Holiday Traditions).

HOQ: How does learning about
holiday traditions of other
cultures enrich our
understanding of people in our
world?

Reading:
1) Review the Holiday Traditions
Project and Scoring Rubric.
2) Have students read over the
Group Norms so that they can
make sure they are following
them.
3) Review paraphrasing.
4) Review how to use the box
and bullets organizer for taking
notes.
5) Model how to turn the notes
into a paragraph (in case any
groups are ready for this today).
6) Model how to create a title for
each category and how to
correctly capitalize it.
Writing:
1) Students (as a group) will use
the organizer to outline their
introduction. They will list the
who, what, where, when, and why
information about this holiday.
2) Then they will turn this into
an introductory paragraph.
Day 3

I can determine the main
idea of a text and find key
details to support this main
idea.

HOQ: How does learning
about holiday traditions of
other cultures enrich our
understanding of people in
our world?

Reading:
1) Review the Holiday
Traditions Project and Scoring
Rubric.
2) Have students read over
the Group Norms so that they
can make sure they make sure
they are following them.
3) Tell students that today
they should be focusing on
creating their final project.
Their notes should be taken by
now.
Writing:
1) Students will turn their
notes into paragraphs and
combine their paragraphs into
a project. Remind them that
they need to include a title for
the project and titles for each
category.

Social Studies:
1) Students will read
nonfiction texts and websites
Day 4

I can determine the main idea of a
text and find key details to
support this main idea.

HOQ: How does learning about
holiday traditions of other
cultures enrich our
understanding of people in our
world?

Reading:
1) Review the Holiday Traditions
Project and Scoring Rubric.
Social Studies:
1) Today, students will focus on
creating an object that represents
their holiday (example: Create a 2-
D or 3-D dreidel to represent
Hannukah).
2) Students will work together to
create the object and then practice
presenting to the class what the
object is, what it represents, and
why it is important to the holiday.
Writing:
3) Students should be able to use
their group project and lift part of
their text to explain what the object
is, what it represents, and why it is
important to the holiday.
7) Students can begin taking
notes using the websites on
Jog the Web and the non-
fiction booklets provided
(from Reading a z).
Writing:
1) Students begin taking
notes using the box and
bullet organization tool.
Social Studies:
1) Students will read
nonfiction texts and websites
about holiday traditions.
3) Only after the introductory
paragraph is written will
students research their individual
topics. Students can then
continue taking notes on their
topic.
4) If ready, students can turn
notes into a paragraph.
Social Studies:
1) Students will read nonfiction
texts and websites about holiday
traditions.
about holiday traditions.
Day 5

I come to a discussion
prepared to share what
was discovered about my
topic.

HOQ: How does learning
about holiday traditions of
other cultures enrich our
understanding of people in
our world?

Reading:
1. Before presenting their
projects, give groups an
opportunity to self-score
their projects.
Social Studies:
1. Students will present their
projects to the class.