SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Jessica Dolberg, Kasey Dow-Barbato, Tory Glenn, Shayla Martinez-Irizarry
Thematic Unit Theme/Title/Grade Level: Canada VS Mexico/Canada Ay Mexico Ole/Third Grade
Weebly Address: http://ucfgr3canadaaymexicooles17t.weebly.com/
Daily Lesson Plan Day/Title: Cultures of Mexico and Canada (Food/Language) Day 4
Learning Goals/Objectives Learning Goal:
What will students The students will be able to compare and contrast the culture,
accomplish be able to do at geography, and currency of Canada and Mexico.
the end of this lesson? Be
sure to set significant Learning Objectives:
(related to SSS/CCSS), 1. The student will use knowledge of language when writing to translate
challenging and appropriate classroom objects into national languages of Mexico and Canada.
learning goals! 2. The student will read a book one food from Mexico make a playdoh
replicas.
3. The student will use QR code and technology to translate word of
choice.
4. The student will go to websites and pick a food from Canada and draw a
picture of the food.
5. The student will discuss in group dynamic foods that grown in Canada
or Mexico.
NCSS Themes NCSS theme(s):
Florida Standards (FS) Culture
Next Generation Production, Distribution, and Consumption
Sunshine State Standards People, Place, and Environments
(NGSSS) List each
standard. Cutting and Florida Standard(s):
pasting from the website is
LAFS.3.L.2.3 Use knowledge of language and its conventions when
allowed.
writing, speaking, reading, or listening.
http://www.cpalms.org/Publ
o Choose words and phrases for effect.
ic/
o Recognize and observe differences between the conventions of
spoken and written Standard English.
LAFS.3.RL.1.1- Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis for
the answers.

Next Generation Sunshine State Standards:

SS.3.A.1.2 Utilize technology resources to gather information from
primary and secondary sources.
SS.3.G.3.1- Describe the climate and vegetation in the United States,
Canada, Mexico, and the Caribbean.

Assessment Unit Pre-Assessment:

How will student learning
be assessed?
Authentic/Alternative
assessments?
Does your assessment align
with your objectives,
standards and procedures?
Informal assessment
(multiple modes):
Kahoot! https://play.kahoot.it/#/k/f3de9e48-ad03-43ec-8ba6-cb4dac93c0f0
Kahoot will be done 2 weeks before unit.
Unit Post-Assessment:
Kahoot! https://play.kahoot.it/#/k/f3de9e48-ad03-43ec-8ba6-cb4dac93c0f0
On-going Formative (progress-monitoring/daily) Assessment:
Week long flip book
o Adding details under Food and Language on Day 4 in the last 5
minutes of class.
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
participation rubrics, Take pictures of students Playdoh Art.
journal entries, Students will also be utilizing learning scales when questioned about
collaborative comprehension of subject matter.
planning/presentation Learning Scale:
notes, etc. 4- I can teach Language and Foods of Mexico and Canada to a friend.
3- I recognize the language and foods and I can tell you which is Canadian and
Mexican.
2- I recognize the language and foods but I cannot tell you from which country
it is from.
1- With help and partial understanding I still dont understand the difference.

Design for Instruction 1) Review as a group what we learned yesterday about Mexico and
Student Activities & Canada. Allow students to share what they wrote in their flip book.
Procedures ESOL: 13. Use preview/review activities
What best practice 2) State that we will be learning about languages and foods of Mexico and
strategies will be Canada.
implemented? 3) Ask students if they know any other language other than their Native
How will you Language. How many languages does the class know? If you know
communicate student Spanish, put your hand up. Now, if you know French put your hand up.
expectations? If you know English put your hand up. UDL 3.1: Activate or supply
What products will be background knowledge. These are the three languages we will be
developed and created by talking about today. ESOL: 22. Give enough wait time for second
students? language learners to respond to questions
4) Let students know that in Mexico, there is only one Native Language
Consider Contextual
which is Spanish. Teach students how to say hello and goodbye in
Factors (learning
Spanish. Hola! Adios! ESOL: 24. Incorporate the culture and the
differences/learning
language of second language learners in your curriculum.
environment/learning
5) Now let the students know that there are two Native Languages of
styles) that may be in place
Canada. Ask students what do they think the languages are?
in your future classroom.
6) Let students know that they languages are English and French. Tell the
Exceptionalities
students we will be focusing on the French aspect of the languages for
What accommodations or
the day. Teach the students how to say hello and goodbye in French.
modifications do you make
Bonjour! Au Revoir! ESOL Strategies: Hold up signs of the words in
for ESOL
French and Spanish as we go over how to say hello and goodbye in
http://teachsocialstudies.wik
both.
ispaces.com/file/view/ESOL
7) Ask students if they remember the other topic we were going to talk
StrategiesComprehensibleIn
about in class today. Remind them it is food. Ask students about their
struction.pdf/42902857/ESO
favorite food of their culture.
LStrategiesComprehensibleI
8) Let students know that Mexico and Canada both have foods that are
nstruction.pdf
well known in their countries and it will be their job to let the teacher
and ESE (Gifted/Talented
know what some of the foods are at the end of class. Tell students that
students, Learning/Reading
we are going to be breaking up into centers and we will be doing some
disabilities, SLD etc.)
fun activities. ESOL strategy: allow each ESOL student to have a
http://www.udlcenter.org/ab
partner.
outudl/udlguidelines/udlguid
9) Explain the centers to the students and expectations. Our class will have
elines_graphicorganizer
16 students in it. There will be four centers where the student will spend
8 minutes at each individual center and rotating clockwise to the next
center. Teacher will be walking around classroom monitoring the class
as they complete centers. ESE Accommodation: Madisyn will start
at center 1. She also will be given a sheet of direct instructions of
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
what each center will be required of her. UDL 4.2: Optimize access
to tools and assistive technologies. UDL 6.3 Facilitate managing
information and resources. In all centers UDL 7.1 Optimize
individual choice and autonomy will be used.
Center 1: The student will have the What Am I in Your Language
Worksheet and find all the RED FONT words in the class that is on
the North side of the classroom. Which will all be in French.
Students will then pick something in the class and use the QR code
provided to translate it to French.
o https://www.freetranslation.com/en/translate-english-french

French Translator

o ESOL strategy: Put English word under picture on

worksheet
o ESE Accommodation: Student will have free choice of
object to translate. UDL 2.4 Promote understanding
across languages.
Center 2: The student will have the What Am I in Your Language
Worksheet and find all the GREEN FONT words in the class that is
on the South side of the classroom. Which will all be in Spanish.
Students will then pick something in the class and use the QR code
provided to translate it to Spanish. Wear sombreros at this center
o http://www.spanishdict.com/translation

Spanish translator
o ESOL strategy: Put English word under picture on
worksheet
o ESE Accommodation: Student will have free choice of
object to translate. UDL 2.4 Promote understanding
across languages.

Center 3: The student will use the QR code to go to a website,

where they will read about common foods in Canada. They will
pick a food, fill in the chart, and then draw the food of their choice.
Students will wear winter head wear here.
o ESOL: 16. Integrate speaking, listening, reading and
writing activities
o https://www.thrillist.com/eat/nation/great-canadian-foods-
poutine-montreal-bagels-ketchup-chips-and-more-thrillist-
nation
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Canadian Food 1

o http://www.huffingtonpost.ca/2013/06/28/canadian-
food_n_2869764.html

Canadian Food 2

Center 4: Wear sombreros at this center. The student will use the
book Cooking the Mexican way or Food and Recipes of Mexico,
where they will read about common foods in Mexico. In pairs they
will pick a food, fill in the chart on their own paper, and then use the
playdoh to recreate the food of their choice. Teacher will take photo
last minute of every rotation.
o UDL 8.3: Foster collaboration and community.
10) Students will have 5 minutes at the end of class to fill in their flip books
under language and food at their tables. All coloring activities must be
done by the end of week. Students will be allowed to finish coloring as
homework if they do not finish on time. Students will color in their
scale and leave on desk.
11) Students will say goodbye to each other in language of choice at end of
day.
12) As students leave the class they will name one food from Mexico or
Canada to teacher.

Resources/Materials Writing Utensils

Flip Book
iPads
Playdoh
What Am I in Your Language Worksheet
Crayons
Dry Erase Markers
Artifakes
o Sombreros
o Canadian Winter headwear
Books
o Cooking the Mexican Way By Rosa Coronado
o Food and Recipes of Mexico By Theresa M. Beatty
Websites
o Free Translations
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
https://www.freetranslation.com/en/translate-english-

french
o Spanishdict
http://www.spanishdict.com/translation
o Thrillist
https://www.thrillist.com/eat/nation/great-canadian-
foods-poutine-montreal-bagels-ketchup-chips-and-more-
thrillist-nation
o Huffington Post
http://www.huffingtonpost.ca/2013/06/28/canadian-
food_n_2869764.html