Lesson #3 Megan Fazio
Time Needed: two 30 min. Topic: A closer look at Sangoel and Unhei’s experiences
class periods and connecting our experiences to their experiences
Grade: 1st
Materials:
· Promethian board or projector
· Jump drive with slide images of a map of the world
· Sheet with miniature black and white map of the world, 1 per student
· Red markers
· Blue markers
Prep:
· Put together a set of slides on a USB that can be used on a Promethian board or a projector, depending on what is available at the school. Slide pictures should include a map of Africa, map of Asia, map of America, and map of the world for geography.
· Photocopy images of the world map onto sheets in black and white.
MMSD Standards & Connections
Political Science & Citizenship
· Students will name the city, state and country in which they live.
o When we are looking at the map on the Promethian board as a group, students will notice that their individual map is the same. We will first focus on locating where we live in Madison, Wisconsin, United States of America before looking at where some of the characters in our read alouds are from.
Geography
· Students will use map vocabulary such as model, symbol, map, key, N, W, S, E.
o After students have located where they live, we will look at where Sudan and Korea are in relation to where we live, and discuss the location using the words North, South, East, and West.
· Use maps and globes as sources of information such as larger, smaller, near, or far.
o Students will be describing distances between Korea and America, Sudan and America, and Korea and Sudan. They will think about the relationship among these countries on the map in terms of near and far.
Behavioral Science
· Examine similarities and differences between family, community, and national traditions, customs and celebrations.
o Students will take time to reflect and think about how they may have had a similar experience to Sangoel or Unhei. We focused on comparing and contrasting Unhei and Sangoel’s experiences, but today, students will think about if there is or is not any universality about the concept of a name across cultures.
NCSS Standards
· Time, continuity, & change
· People, places, & environments
· Science, technology, & society
El. Ed. Standards & Connections
· Standard #5: Explains and justifies educational choices
I have chosen to start this lesson with a review map activity to reactivate students’ prior knowledge about where they live, and continue to give them opportunities to practice using maps and map language in relation to the texts that we have read. I have chosen to let the students take today’s lesson as a more reflective lesson, to revisit thoughts and think about names in a broader context.
· Standard #7: Understands and adapts to multiple forms of communication
Students will be able to communicate through the interactive Promethian board (or through the teacher’s use of a projector). In addition, students will be able to express themselves verbally in discussion, as well as artistically in the second part of the lesson.
· Standard #11: Uses technologies
The teacher will be using technologies in this lesson through the use of the Promethian board or projector, whatever is available. A premade slide show of maps on a jump drive is another use of technology present in this lesson.
Objectives
· Students will participate in an interactive mini map workshop with the Promethian board or a projector.
· Students will recognize their location in relation to the location of Sangoel and Unhei. They will recognize that Sudan is a country in Africa and Korea is a country.
· Students will learn that an interview is when one person questions and converses with another person to learn more about them, what they do, or what they know about.
· Students will do mini interviews with each other about their names and experiences in relation to Sangoel and Unhei.
Context
During the first two lessons, we took a short look at where the main characters moved to the United States of America from, but it was not our primary focus. For the first part of this lesson, students will be participating in an interactive map activity and recording what they have learned on their own map. We will also use a globe to compare how a globe differs from a flat map. For the second part of this lesson, the students will be given a chance to reflect on the last two read alouds that we have just completed. Students will think about the change that both Sangoel and Unhei experienced in their life, and think about how that may have felt. Today is for students to think about themselves in relation to the characters that we have been reading about, and to think about possible universalities names may have among cultures.
Opening
Start this lesson by calling the students to meet you on the rug. Tell them that we are going to do a map activity to help us think about where we are in Madison, Wisconsin in relation to where Sangoel and Unhei traveled from. Turn on the Promethian board, and have the first map image ready to go. Give each student their individual map and a blue and red marker so they can follow along with the activity.
Procedure
1. The first map image will be a map of Wisconsin with cities clearly labeled. Ask a student to come up and circle with the Promethian pen where Madison is. The next image will show a map of the United States of America. Have another student come and circle our location on the United States of America. The third image will show a map of the world that is the same as the one the students have. Have another student come and circle our location in the world. Tell the students to use their red pen to circle on their individual map where we live in the world.
2. The fourth will be of a map of Africa with each country labeled. Ask the students if anyone remembers the country where Sangoel is from in our read aloud, My Name Is Sangoel. Anticipate that a students will say “Africa” (and if not, still make this point), and point out that while Sangoel is from Africa, Africa is the continent he is from. After clarifying, have a student come and circle Sudan with the Promethian pen. Go back to the map of the world, where we have circled Madison, Wisconsin in the United States of America. Ask a student to come and circle Sudan on the world map. Students should circle Sudan in blue on their individual map. Looking at the compass rose, as the students:
o Is Madison, Wisconsin north or south of Sudan?
o Is Sudan east or west of Madison, Wisconsin?
3. The next map will be of the map of Asia with each country labeled. Ask the students if anyone remembers the country where Unhei immigrates from. If students say Asia, again redirect them to think about the country, though they do have the right continent. Ask a student to come and circle Korea. Go back to the map of the world, and have a student come and circle Korea on the map of the world. Students should circle it individually on their maps in blue. Ask the students:
o Is Madison, Wisconsin north or south of Korea?
o Is Madison, Wisconsin east or west of Korea?
o Is Korea north or south of Sudan?
4. Give students a couple of minutes to talk with a partner about other ways to use cardinal directions to describe where we live or where Sangoel or Unhei lived before they moved to the United States.
5. (This part would probably take place the next class period) After this, tell the students that we will be switching from doing maps to thinking more about Sangoel’s, Unhei’s, and our own experiences. We are going to do a short partner share and record with our social studies partners.
6. Tell the students that when they are working with their social studies partners, they will be doing a mini interview. Take this time to pause and ask students:
o What is an interview? (piece together student responses so that students get the understanding that an interview is when one person questions and converses with another person to learn more about them, what they do, or what they know about)
o You are going to ask your partner a couple of questions about their experiences compared to Unhei and Sangoel’s experiences.
o Because this is our first time doing interviews, I have a sheet with three questions for you. You can write down your partner’s response so we can share with the class at the end what we learned. You do not need to write every single word that your partner says, but write down what words are important to you that will help you remember what your partner said.
**Note: the students will be doing interviews with adults at the end of the unit, but since this is their first time doing interviews, that is why I have the preset questions. They will generate the questions for the final interviews.
· Dismiss the students by partners, and they can pick a spot to work in the classroom. The interview sheets will be on a pile on a table, and they can take one as they leave the carpet. Give the students at least 15 minutes to work on this. Check in with partners around the classroom in case students are having difficulty.
Closing
After giving the students a five minute warning and another two minute warning before finishing, tell them to come back to the rug. Have a few students share out about what they learned about their partner during the mini interviews and how it connects to what we have been reading about. Ask the students if they found anything in common across the cultures we have read about and their own cultures. Is there anything universal we have found about names according to our research? After the share out, tell the students that tomorrow, we will be reading another story about how we use our names.
Assessment
· Students will be informally assessed based on their participation in the map activity.
· Students will be formally assessed based on their completion of their own maps.
· Students will be informally assessed based on the teacher’s observation of their working with their social studies partner.
· Students will be formally assessed based on their recording of what their partner says in the mini interview.
Differentiation
· For students who are shy, before the lesson, ask if they would be comfortable coming to the front and writing on the Promethian board or projector. In addition, before students share out at the end, they need to check with their partner that it is okay to share what they recorded about their partner.
· Make sure to tell the students that when they are interviewing their partner, it is okay if they do not write down every word their partner says, stick to key words and phrases that will help them to remember what their partner said for the share out.
Cultural Relevance
The second part of this lesson allows students the opportunity to really think about their own experiences and background knowledge. Students have the time to think about and reflect on what they have learned through our first two read alouds, and also reflect on experiences they may or may not have had that are similar or different to those of Sangoel and Unhei. Students also interact with each other and learn about each other through the mini interviews, and in this way, they are learning about another’s perspective while being able to express their perspective as well.
Troubleshooting
· If Promethian board or projector do not work, use the original maps from the first two lessons to help the students fill out their individual maps. They can still come up and use a dry erase marker to circle on the maps because they are laminated.
· If students finish their interviews early, they can use that time, they can come to the carpet and look at the other books on names that we have in our classroom.
·
Name: ________________________
My mini interview with ______________________
1. Sangoel’s name is very important and special to him. Why is your name important to you?
2. Unhei wanted to pick a new name when she moved to America, but then she decided she liked her own name the best. Have you ever felt like Unhei?
3. Sangoel and Unhei felt sad when people said their names wrong. They both did something different to help their friends say their names. What would you do if someone said your name wrong?
**I would have dotted lines below each question for the kids to write on if I did this lesson**
Time Needed: two 30 min. Topic: A closer look at Sangoel and Unhei’s experiences
class periods and connecting our experiences to their experiences
Grade: 1st
Materials:
· Promethian board or projector
· Jump drive with slide images of a map of the world
· Sheet with miniature black and white map of the world, 1 per student
· Red markers
· Blue markers
Prep:
· Put together a set of slides on a USB that can be used on a Promethian board or a projector, depending on what is available at the school. Slide pictures should include a map of Africa, map of Asia, map of America, and map of the world for geography.
· Photocopy images of the world map onto sheets in black and white.
MMSD Standards & Connections
Political Science & Citizenship
· Students will name the city, state and country in which they live.
o When we are looking at the map on the Promethian board as a group, students will notice that their individual map is the same. We will first focus on locating where we live in Madison, Wisconsin, United States of America before looking at where some of the characters in our read alouds are from.
Geography
· Students will use map vocabulary such as model, symbol, map, key, N, W, S, E.
o After students have located where they live, we will look at where Sudan and Korea are in relation to where we live, and discuss the location using the words North, South, East, and West.
· Use maps and globes as sources of information such as larger, smaller, near, or far.
o Students will be describing distances between Korea and America, Sudan and America, and Korea and Sudan. They will think about the relationship among these countries on the map in terms of near and far.
Behavioral Science
· Examine similarities and differences between family, community, and national traditions, customs and celebrations.
o Students will take time to reflect and think about how they may have had a similar experience to Sangoel or Unhei. We focused on comparing and contrasting Unhei and Sangoel’s experiences, but today, students will think about if there is or is not any universality about the concept of a name across cultures.
NCSS Standards
· Time, continuity, & change
· People, places, & environments
· Science, technology, & society
El. Ed. Standards & Connections
· Standard #5: Explains and justifies educational choices
I have chosen to start this lesson with a review map activity to reactivate students’ prior knowledge about where they live, and continue to give them opportunities to practice using maps and map language in relation to the texts that we have read. I have chosen to let the students take today’s lesson as a more reflective lesson, to revisit thoughts and think about names in a broader context.
· Standard #7: Understands and adapts to multiple forms of communication
Students will be able to communicate through the interactive Promethian board (or through the teacher’s use of a projector). In addition, students will be able to express themselves verbally in discussion, as well as artistically in the second part of the lesson.
· Standard #11: Uses technologies
The teacher will be using technologies in this lesson through the use of the Promethian board or projector, whatever is available. A premade slide show of maps on a jump drive is another use of technology present in this lesson.
Objectives
· Students will participate in an interactive mini map workshop with the Promethian board or a projector.
· Students will recognize their location in relation to the location of Sangoel and Unhei. They will recognize that Sudan is a country in Africa and Korea is a country.
· Students will learn that an interview is when one person questions and converses with another person to learn more about them, what they do, or what they know about.
· Students will do mini interviews with each other about their names and experiences in relation to Sangoel and Unhei.
Context
During the first two lessons, we took a short look at where the main characters moved to the United States of America from, but it was not our primary focus. For the first part of this lesson, students will be participating in an interactive map activity and recording what they have learned on their own map. We will also use a globe to compare how a globe differs from a flat map. For the second part of this lesson, the students will be given a chance to reflect on the last two read alouds that we have just completed. Students will think about the change that both Sangoel and Unhei experienced in their life, and think about how that may have felt. Today is for students to think about themselves in relation to the characters that we have been reading about, and to think about possible universalities names may have among cultures.
Opening
Start this lesson by calling the students to meet you on the rug. Tell them that we are going to do a map activity to help us think about where we are in Madison, Wisconsin in relation to where Sangoel and Unhei traveled from. Turn on the Promethian board, and have the first map image ready to go. Give each student their individual map and a blue and red marker so they can follow along with the activity.
Procedure
1. The first map image will be a map of Wisconsin with cities clearly labeled. Ask a student to come up and circle with the Promethian pen where Madison is. The next image will show a map of the United States of America. Have another student come and circle our location on the United States of America. The third image will show a map of the world that is the same as the one the students have. Have another student come and circle our location in the world. Tell the students to use their red pen to circle on their individual map where we live in the world.
2. The fourth will be of a map of Africa with each country labeled. Ask the students if anyone remembers the country where Sangoel is from in our read aloud, My Name Is Sangoel. Anticipate that a students will say “Africa” (and if not, still make this point), and point out that while Sangoel is from Africa, Africa is the continent he is from. After clarifying, have a student come and circle Sudan with the Promethian pen. Go back to the map of the world, where we have circled Madison, Wisconsin in the United States of America. Ask a student to come and circle Sudan on the world map. Students should circle Sudan in blue on their individual map. Looking at the compass rose, as the students:
o Is Madison, Wisconsin north or south of Sudan?
o Is Sudan east or west of Madison, Wisconsin?
3. The next map will be of the map of Asia with each country labeled. Ask the students if anyone remembers the country where Unhei immigrates from. If students say Asia, again redirect them to think about the country, though they do have the right continent. Ask a student to come and circle Korea. Go back to the map of the world, and have a student come and circle Korea on the map of the world. Students should circle it individually on their maps in blue. Ask the students:
o Is Madison, Wisconsin north or south of Korea?
o Is Madison, Wisconsin east or west of Korea?
o Is Korea north or south of Sudan?
4. Give students a couple of minutes to talk with a partner about other ways to use cardinal directions to describe where we live or where Sangoel or Unhei lived before they moved to the United States.
5. (This part would probably take place the next class period) After this, tell the students that we will be switching from doing maps to thinking more about Sangoel’s, Unhei’s, and our own experiences. We are going to do a short partner share and record with our social studies partners.
6. Tell the students that when they are working with their social studies partners, they will be doing a mini interview. Take this time to pause and ask students:
o What is an interview? (piece together student responses so that students get the understanding that an interview is when one person questions and converses with another person to learn more about them, what they do, or what they know about)
o You are going to ask your partner a couple of questions about their experiences compared to Unhei and Sangoel’s experiences.
o Because this is our first time doing interviews, I have a sheet with three questions for you. You can write down your partner’s response so we can share with the class at the end what we learned. You do not need to write every single word that your partner says, but write down what words are important to you that will help you remember what your partner said.
**Note: the students will be doing interviews with adults at the end of the unit, but since this is their first time doing interviews, that is why I have the preset questions. They will generate the questions for the final interviews.
· Dismiss the students by partners, and they can pick a spot to work in the classroom. The interview sheets will be on a pile on a table, and they can take one as they leave the carpet. Give the students at least 15 minutes to work on this. Check in with partners around the classroom in case students are having difficulty.
Closing
After giving the students a five minute warning and another two minute warning before finishing, tell them to come back to the rug. Have a few students share out about what they learned about their partner during the mini interviews and how it connects to what we have been reading about. Ask the students if they found anything in common across the cultures we have read about and their own cultures. Is there anything universal we have found about names according to our research? After the share out, tell the students that tomorrow, we will be reading another story about how we use our names.
Assessment
· Students will be informally assessed based on their participation in the map activity.
· Students will be formally assessed based on their completion of their own maps.
· Students will be informally assessed based on the teacher’s observation of their working with their social studies partner.
· Students will be formally assessed based on their recording of what their partner says in the mini interview.
Differentiation
· For students who are shy, before the lesson, ask if they would be comfortable coming to the front and writing on the Promethian board or projector. In addition, before students share out at the end, they need to check with their partner that it is okay to share what they recorded about their partner.
· Make sure to tell the students that when they are interviewing their partner, it is okay if they do not write down every word their partner says, stick to key words and phrases that will help them to remember what their partner said for the share out.
Cultural Relevance
The second part of this lesson allows students the opportunity to really think about their own experiences and background knowledge. Students have the time to think about and reflect on what they have learned through our first two read alouds, and also reflect on experiences they may or may not have had that are similar or different to those of Sangoel and Unhei. Students also interact with each other and learn about each other through the mini interviews, and in this way, they are learning about another’s perspective while being able to express their perspective as well.
Troubleshooting
· If Promethian board or projector do not work, use the original maps from the first two lessons to help the students fill out their individual maps. They can still come up and use a dry erase marker to circle on the maps because they are laminated.
· If students finish their interviews early, they can use that time, they can come to the carpet and look at the other books on names that we have in our classroom.
·
Name: ________________________
My mini interview with ______________________
1. Sangoel’s name is very important and special to him. Why is your name important to you?
2. Unhei wanted to pick a new name when she moved to America, but then she decided she liked her own name the best. Have you ever felt like Unhei?
3. Sangoel and Unhei felt sad when people said their names wrong. They both did something different to help their friends say their names. What would you do if someone said your name wrong?
**I would have dotted lines below each question for the kids to write on if I did this lesson**
