Thematic+Unit+TEP546+Course+Tutorial

Thematic Unit **STAGE 1- DESIRED RESULTS** Grade Kindergarten: Math Common Core Standards K.CC.3 - Write numbers from zero to twenty. Represent a number of objects with a written numeral zero to twenty. K.CC.5 - Count to answer “how many?” questions about as many as twenty things arranged in a line, a rectangular, array, or a circle, or as many as ten things in a scattered configuration; given a number from one to twenty, count out that many objects. K.CC.6 - Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another. History-Social Sciences Content Standards-common core standards have not yet been adapted for the Social Sciences K.6.1 - Identify the purposes of, and the people and events honored in, commemorative holidays, including the human struggles that were the basis for the events (e.g. Thanksgiving, Independence Day, Washington’s and Lincoln’s birthdays, Martin Luther King Jr. Day, Memorial Day, Labor Day, Columbus Day, and Veterans Day) English Language Arts K.CC.1 - With prompting and support, ask and answer questions about key details in a text. K.CC.1 - Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups. K.CC.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. K.CC.3 - Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Science K.CC.1.a- Properties of materials can be observed, measured, and predicted. As a basis for understanding this concept: Students know objects can be described in terms of the materials they are made of (e.g., clay, cloth, paper) and their physical properties (e.g., color, size, shape, weight, texture, flexibility, attraction to magnets, floating, and sinking). Visual and Performing Arts K.CC.2.2-Demonstrate beginning skill in the use of tools and processes, such as the use of scissors, glue and paper in creating a three-dimensional construction.
 * Name:** Megan McGinnis and Mary McInnes Date: 1/25/14
 * Unit Title:** Commemorative Holidays
 * Grade Level:** Kindergarten
 * Subject/Strand/Topic Area(s):** Social Studies/Commemorative Holidays/Standard K.6: Students understand that history relates to events, people, and places of other times.
 * Time Frame**: 10 days
 * Brief Summary of Unit (Including curricular context and unit goals):** Students will be able to know and understand that commemorative holidays are associated with famous people, events and human struggles from the past. Students will be introduced too: Columbus Day, Thanksgiving Day, Martin Luther King Day and Caesar Chavez Day. Through different art forms, math lessons, writing assignment and many stories, students will be able to distinguish the importance of the above referenced holidays.
 * Common Core State Standards:**
 * Know number names and the count sequence
 * Count to tell the number of objects
 * Compare numbers
 * Students understand that history relates to events, people, and places of other times
 * Reading Standards for Literature: Key Ideas and Details
 * Speaking and Listening Standards: Comprehension and Collaboration
 * Physical Science
 * Visual Arts

1) Understand four major commemorative holidays in history 2) Be able to retell important facts from each holiday 3) Be able to locate each holiday on the calendar 1) We celebrate certain holidays for a reason (not just for a day off in school), and we need to thank the important people who struggled for our freedom 2) Students will struggle with the understanding of different holidays and understanding why they are so important to our history 3) Holidays are important for a specific reason 1) Why do we have holidays? 2) Who contributed to the importance of these holidays? 3) When do we celebrate each holiday? 4) What does America do to celebrate each holiday? 5) Why should we celebrate people who struggled long ago? **STAGE 2- ASSESSMENT EVIDENCE**
 * Big Ideas -**
 * Understandings** - Students will understand that...
 * Essential Questions** -
 * Vocabulary** - Students will know: Martin Luther King Jr., Caesar Chavez, Unique, Independence, Cornucopia, Pilgrim, Indian, Freedom, Non-violence, Peaceful, March, Farm Worker, Strike, Equality, Fairness.
 * Processes & Skills** - Students will be able to:
 * Recognize that we honor Martin Luther King, Jr., on the holiday, Martin Luther King, Jr., Day.
 * Recognize that Martin Luther King, Jr. and Caesar Chavez worked to make rules and laws more fair for all Americans.
 * Locate Martin Luther King, Jr., Day, Caesar Chavez Day, Thanksgiving Day and Christopher Columbus Day on a calendar.
 * Recognize Martin Luther King, Jr.’s, Big Words.
 * Recognize who Christopher Columbus and the journey he took to America.
 * Know why we celebrate Thanksgiving.
 * Know and understand why we give thanks on Thanksgiving.
 * Performance Task - COLUMBUS DAY Lesson Day 2**


 * Goal:** The goal is to have students retell the story of Christopher Columbus through a color, cutout worksheet. They will need to show that they can remember the story of Christopher Columbus by correctly putting the story in order.
 * Role**: Your job is to correctly place the correct picture cards in the correct order so that you can retell the story of the journey of Christopher Columbus.
 * Audience**: The audience for this assignment will be your classmates and your teacher.
 * Situation**: The challenge is for you to try to remember key points from the story about Christopher Columbus and place pictures in the correct order of his journey. You will need to figure out what comes first, second, third and so on.
 * Product, Performance, and Purpose**: You will need to create a story map to teach your audience the story of Christopher Columbus. The story map will depict the events of Christopher Columbus journey from the start to the end.
 * Standards and Criteria for Success**: Your story map must show the correct order of Christopher Columbus journey. This will show me if you have understood the story and can remember key points about a story. You will need to color all the pictures, cut the pictures out and glue each picture onto a big construction paper in the correct order. You will also need to be able to retell the story to your audience.

- Observations during class - Verbal responses during oral read aloud
 * Other Evidence**


 * Student Self-Assessment**: Once students have completed their worksheet, they must assess their knowledge of the worksheet by sharing with the whole class their worksheet. Students must share with the class their worksheet and tell everyone what each picture is being discussed. The students are in Kindergarten so it is hard for them to assess their own learning, especially when they are still learning themselves.


 * Performance Task -** ** Thanksgiving Day Lesson Day 5 **


 * Goal:** The goal is to have each student graph on their own and determine which character stamp design group has the most and the least amount. You will also need to be able to count, score and color the correct number of corresponding boxes for each stamp design.
 * Role:** Your job is to determine which stamp design has the most and the least number of stamps.
 * Audience:** Your audience for this activity will be your classmates and your teacher.
 * Situation**: Your challenge is to correctly count each stamp group, color the correct number of corresponding boxes and write the correct number. You will also need to determine which group has the most and which has the least by determining which number is higher and which is lower.
 * Product, Performance, and Purpose:** You will create your own graphing chart by counting four different stamp designs, scoring each stamp design, coloring the correct amount of boxes and writing the total number for each stamp design. You will also need to determine which group has the most and which has the least amount.
 * Standards and Criteria for Success**: Your graphing worksheet must show that you correctly scored all stamp designs, correctly colored the correct amount of boxes and wrote the correct number to show the total. You will need to be able to correctly identify each number and be able to share with the teacher and the class the number you wrote and the group that had the most and least amount.

-Observations during the class activity -Verbal responses during the end of their worksheet completion -Verbal responses about being able to count numbers
 * Other Evidence:**


 * Student Self-Assessmen**t: Once students have completed their worksheet, they must assess their knowledge of the worksheet by sharing with the teacher what numbers they wrote and sharing which group had the most and least amount. The students are in Kindergarten so it is hard for them to assess their own learning, especially when they are still learning themselves.


 * Performance Task – Martin Luther King, Jr., Lessons (3) **


 * Goal: ** For the Martin Luther King, Jr. lessons, the goals will be to learn about Martin Luther King’s (MLK) life and his dream, to learn the vocabulary words of Martin’s Big Words story, locate MLK, Jr. holiday on wall calendar, draw and paint a picture of MLK’s face, write about MLK, and to perform drama skits about fairness.


 * Role: ** the student’s job will be to answer questions verbally about MLK’s Big Words story, draw and paint a picture of MLK’s face, finish writing a sentence about MLK, perform a drama skit about fairness at school.
 * Audience: ** the audience is the classmates and teacher.


 * Situation: ** the challenges are to answer questions about MLK’s Big Words story read to them, drawing and painting MLK’s face, completing a sentence about MLK, and performing a drama skit on fairness in front of class.


 * Product, Performance, and Purpose: ** the products for the MLK lessons will include the MLK face portrait, the writing sentence for the portrait, and the drama skits performed. The purpose is to understand more about MLK, why there was a holiday named after him, his dream, his life, and how the kids can apply his dream to their own life.


 * Standards: ** to make drawing and painting of MLK’s face as realistic as possible including making his skin brown, to write legibly in lower case letters, proper letter sizing, proper letter spacing, and proper words, to demonstrate fairness through a skit about how to respond in a real life situation they would experience at school.
 * Other Evidence: ** student’s responses orally after MLK’s Big Words story is read to them. Students should be able to tell me key details MLK’s Big Words story after I have read it to them.
 * Student Self-Assessment: ** student’s will be asked to assess themselves through whole class discussion.
 * Performance Task – Cesar Chavez, Lessons (2) **

**STAGE 3 – LEARNING PLAN**
 * Goal: ** For the Cesar Chavez’s lessons I will explain to kids who he was, why there was a holiday named after him, and the major events in his life, and his work. I will locate Cesar Chavez holiday on a calendar for the students. The students will color a picture of Cesar Chavez’s face. I will use a KWL chart at the beginning of the first Cesar Chavez lesson to discover student’s background knowledge of Cesar Chavez. I will also use this chart to record student’s responses as I ask them what they want to know about Cesar Chavez. At the end of the second day of studying Cesar Chavez, I will ask the students what they learned about Cesar Chavez.
 * Role: ** the student’s job will be to answer questions verbally about the Cesar Chavez story, color a picture of Cesar Chavez’s face, and locate the Cesar Chavez holiday on a wall calendar. Students will answer questions which I ask them about the KWL chart.
 * Audience: ** the audience is the classmates and teacher.
 * Situation: ** the challenges are to answer questions about Cesar Chavez’s biography read to them, color Cesar Chavez’s face, and answer questions verbally for KWL chart questions.
 * Product, Performance, and Purpose: ** the products for the Cesar Chavez lessons will include the Cesar Chavez face coloring. The purpose is to understand more about Cesar Chavez, why there was a holiday named after him, his dream, and his life.
 * Standards: ** The students will be expected to answer questions about key details in Cesar Chavez biography that I will read to them. Also, to color Cesar Chavez’s face with realistic colors, making his skin brown, and hair brown, similar to images shown to them online.
 * Other Evidence: ** I will informally assessments responses orally after Cesar Chavez’s biography is read to them for comprehension of the biography. Students should be able to tell me key details in Cesar Chavez’s biography after I have read it to them.
 * Student Self-Assessment: ** The student’s will be asked to assess themselves through whole class discussion, and through the KWL chart.
 * Daily Lesson: Preparation for Learning, Input and Modeling, Guided Practice, Monitoring, Independent Practice, Closure, Review/Assessment/Follow-up.**


 * Christopher Columbus: Day 1**
 * What, Why, Where**: Students will first be introduced to the term holiday and start to understand why we celebrate holidays and which holidays we celebrate. Students will first understand the importance of Christopher Columbus journey and be able to retell his journey through a story map. Students will also be able to show someone where the holiday falls on the calendar.
 * Hook:** The teacher will ask students if they know what holiday they are celebrating next week?. The teacher will then introduce the story based on Christopher Columbus, showing lots of pictures and getting students excited about his journey to America. After reading the story and learning about his journey, the teacher will challenge students to remember as much as they can from the story and retell the story through a story map.
 * Explore, Experience, Equip:** As a class, the students and the teacher will create the same journey Christopher Columbus took using a map on the SmartBoard. This is important to have students visualize how far the journey was and to get students familiar with the hard work that Christopher Columbus endured when discovering America. Before students work independently, the teacher will ask students to share important points from the story so that they can remember what was important and maybe even remember the correct order of the journey (this will help when students need to create their own story map).
 * Rethink, Rehearse, Revise, Refine**: Once students have completed the map, the teacher will pass out a worksheet that provides seven pictures taken from the story. The pictures are out of order and they depict a picture and a sentence from the story. First, the teacher will show students the very first picture that goes on the story map. The teacher will ask the students to determine for themselves which comes first so it helps the students start to think for themselves about the rest of the journey. Students must color each picture, cut out each picture and decide the order of the pictures. Students need to use their prior background knowledge that they have gained from the reading of Christopher Columbus and place the picture cards onto a big piece of construction paper in the correct order of the story. The teacher will walk around ad help students who are struggling and provide guidance to those that just need a little push into the right direction. The teacher will also be keeping notes as to which students are able to complete the activity on their own and which students need help. After the class has completed their worksheet, I will have students share their story map with the whole class and talk about what they think is the correct order of Christopher Columbus journey.
 * Evaluate**: Students will come up to the front of the class and share with everyone their story map. Students must be able to tell everyone what each picture is talking about and they must correctly have placed the pictures in the correct spot of their story map. The assignment will be turned in after each student has shared.
 * Tailor**: Gate students will need to be able to add another element to their story map (alternative ending). English Learners will be able to work with other classmates to get the help they need when it comes to putting the correct picture in the correct spot of the whole story. Special needs students will only need to place one picture for the beginning, middle and end, the rest of the pictures will already be placed on the worksheet for them.
 * Organize/Warm-up:** When all students are completed with their story map, the teacher can do a fun closure activity by allowing students to go explore different parts of the school that they have not seen before. The students can go on a journey of their own with their teacher and explore new things just like Christopher Columbus.


 * Christopher Columbus: Day 2**
 * What, Why, Where:** Students will continue with their discussion of Christopher Columbus and expand on their prior background knowledge. Students will take their knowledge of Christopher Columbus journey on a ship and use Science as a tool to help predict whether several objects will sink or float (like a ship).
 * Hook**: The teacher will start by asking the students, “Remember the story of Christopher Columbus that we read yesterday?” Allow students to discuss with other classmates the events from the story that they remember from yesterday. Ask students if they remember in the story when Christopher Columbus thought that his boat would sink and explain to students that some objects sink and some float. Go over some examples with students that they already know sink and float (pool floaty, dive rings, beach balls, shampoo bottles, etc.). The teacher will pass around a bag filled with regular objects that students see on a daily basis (pencils, paper, cups, marker, etc.) and allow students to pick one object from the bag and explore the object, talk about it and than predict whether they think their object will sink or float in water.
 * Explore, Experience, Equip**: Once students have chosen one object from the bag, have students make predictions about whether their object will sink or float. Students can make predictions orally, as well as drawing a picture of whether their object will sink or float (as an independent activity). As a class we will discuss how an objects weight depends on whether the object will sink or float in water. We will discuss different objects and then talk about the different objects that students have chosen. The class will create a chart showing all the objects, the students predictions and the outcomes. The class will hold up each item they have chosen and make their predictions. Next, the teacher and the students will place each object into a water bucket and see whether it floats or sinks. The teacher will redirect the students back to the chart every time an object is placed in the water, so that the students can see if their predictions outcome was right.
 * Rethink, Rehearse, Revise, Refine**: One at a time, students will make predictions and write on the big chart whether their object will sink or float in the water bucket. Allow students one at a time to come up and place their object in the water bucket. Discuss with the class how predictions will differ from the actual outcome. As a whole class, students will all make predictions on the one object that each student has and everyone will decide if the object will sink or float. It is important to allow students to all make predictions and think critically for themselves on what they think happens to each individual object in the water bucket. The teacher listen as the students make their predictions and discuss why they think one object will sink vs. float.
 * Evaluate:** Once each student has gone up to make their predictions and watched their object sink or float, students will go back to their desk and draw their object, their prediction and on the same paper, the outcome of their object in the water. The students will also need to write a sentence at the bottom stating whether their prediction was correct or not.
 * Tailor:** Gate students can research and explore different reasons items sink or float. English Learners can bring in an item from home that they are familiar with so the exploration will be a little easier for them because instead of predicting on an object they are not familiar with they can make predictions on an object they are familiar with. Special Needs students can make predictions with a partner, instead of having to work on their own.
 * Organize/Wrap-Up**: When all the students are done with their writing and predictions, the teacher will make a boat and the class will help decorate it. As a class, the students and teacher will take the boat to the water tub and determine if their boat can sink or float.


 * Thanksgiving** ** Day 3: **
 * What, Why, Where:** Students will hear the story of the first Thanksgiving, and understand why celebrating Thanksgiving each year is an important tradition in our society. Students will know terms: Pilgrim, Indian, Turkey and Cornucopia, to help in their understanding of Thanksgiving. Once students know what a Cornucopia is and what it represents (bountiful harvest), students will create their own Cornucopia using fruit and vegetable cutouts. Students will also be able to show an adult where the holiday falls on the calendar.
 * Hook:** The teacher will first introduce the holiday Thanksgiving Day to the students through a big book read. The teacher will discuss the importance of the first Thanksgiving and introduce who the Pilgrims and Indians are and how they came together to share and teach each other new things. The class will discuss the similarities between the very first Thanksgiving and Thanksgiving today. The class will create a chart showing the similarities and differences.
 * Explore, Experience, Equip:** Once the class has come up with the similarities and differences between the first Thanksgiving and Thanksgiving today, students will discuss the term Cornucopia and the importance of the object. The class will discuss how the basket is filled up with different fruits and vegetables to depict their bountiful harvest from the year. The Cornucopia is all to represent a time to bring everyone together and share what they have from the year. As a class, the students will come up with different fruits and vegetables that they eat on a daily basis that could be added to their own Cornucopia. Once the whole class has come up with different fruits and vegetables, students will be able to make their own Cornucopia basket, picking seven fruits and vegetables to be placed in their basket to show their bountiful harvest.
 * Rethink, Rehearse, Revise, Refine**: The teacher will give each student a piece of brown construction paper that has the basket shape on the front. Students must cut out the basket and then pick seven fruits and vegetables from the back table, cut, glue and color them on to their basket so it looks like the Cornucopia from the story. Students can choose from the following fruits and vegetables: apple, orange, grapes, banana, yam, pumpkin, squash, corn, tomato, or eggplant. The teacher will watch as students come up and count out only seven different fruits and vegetables and as an added bonus, the teacher can ask students to name the different fruit or vegetable that they pick up so that they can become familiar with the different types of fruits and vegetables.
 * Evaluate**: Once all the students have completed their Cornucopia, each student will come up in front of the class, discuss which fruits and vegetables they added to their Cornucopia, why they chose them and why a Cornucopia represents Thanksgiving Day. The teacher will take notes when each student shares to mark down whether or not each student has understood the importance of Cornucopias and Thanksgiving.
 * Tailor**: Gate students can write on the side of their Cornucopia basket, what they are thankful for. English learners may work closely with their table mates when discussing the different fruits and vegetables. Special Needs students can get one-on-one help from the teacher when it comes to cutting and gluing their different fruit and vegetable cutouts.
 * Organize/Wrap-Up**: Once all students have finished making their Cornucopia, the teacher can introduce students to the real fruits and vegetables for each cutout that they used. The teacher can allow students to taste each fruit and vegetable and decide as a class which fruit and which vegetable tastes the best to them.


 * Thanksgiving Day 4:**
 * What, Why, Where:** Students will understand the importance of Pilgrims, Indians and of course the Thanksgiving Day Turkey. The students will explore the differences and similarities between Pilgrims and Indians (the way they dress, looked, prepared food, etc.). Understand why graphing is important and how to graph different objects.
 * Hook**: The teacher will show the students several pictures of Indians and Pilgrims to the students discussing their appearance and how they each dressed. The teacher will tell the class how both the Pilgrims and Indians came together to help teach each other harvest, play games, pray and hunt. The teacher will explain to the students how the first Thanksgiving Day started because of how the Pilgrims and Indians came together to share their bountiful harvest that they created together. The teacher will then read the big book on the first Thanksgiving again and this time ask students to pay close attention to the similarities and differences between Pilgrims and Indians.
 * Explore, Experience, Equip**: Once the big book is finished up, the class will make a chart and discuss the similarities and differences between Pilgrims and Indians. The students will come up with different ideas and share them with the class. Once the chart is complete, the teacher will read the list out to the students so that they can hear the differences and similarities. To help the English Learners process the information, the teacher will have pictures of both the Pilgrims and Indians. The students will come up one at a time and place a picture card next to the word on the chart. This is a strategy that is often used to help English Learners distinguish written word with a visual image.
 * Rethink, Rehearse, Revise, Refine**: The teacher will then show students a big graph chart showing character cutout pictures of an Indian girl, Indian boy, Pilgrim boy and Pilgrim girl. The teacher will instruct the students that they must pick one character that they liked the most. Using their background information that they have learned from the readings and class discussions, students will choose one character cutout, color the picture, cut the picture out and place the character on the big graph chart. The teacher will go around, while the students are coloring and ask the students to share why they chose that particular character. The teacher will also be observing each student when they place their character on the big graph chart, checking to see whether they have placed their character on the correct spot of the graph.
 * Evaluate**: Once all the students have placed their character cutouts on the graph, the teacher will bring the whole class together to discuss the graph and observe the chart. The students are just starting to learn about graphing and the importance of graphing. The teacher will tell students that in order too learn about graphing, the first thing they need to do is count each object. As a class, the students will count how many each character has in their group and determine which group has the most and the least. The next lesson will continue with teaching about graphing.
 * Tailor:** Since this activity is only having students color and cut, their should not be any tailoring needed. If a student does however need help with cutting, students can get help from another classmate or the teacher.
 * Organize/Wrap-Up**: When finished with the big graphing chart, the teacher will show all the students more real life images of Pilgrims and Indians. This will just be a fun activity for the students to see real life images of the characters they were just coloring.


 * Thanksgiving Day 5:**
 * What, Why, Where**: Students will be able to count the numbers one to ten, while marketing each item they count. They will then color a corresponding box on a graph to arrive at a total for each stamp design. While graphing, students will also know and understand the terms more than and less than.
 * Hook:** The teacher will remind students about the graph chart they created yesterday in class with their Thanksgiving character cutouts. As a class we will need to make our own graph charts, do you think you can do this? Students should be excited because they love being able to do things on their own and show that they can use their knowledge that they have learned from the previous day and create their own bar graph. Before starting on their own graphing worksheet, students will first get another introduction into graphing by looking at the big graph chart from the previous day.
 * Explore, Experience, Equip:** The class will first count each different character on the big graph chart. Four students will be chosen to write down the number under each character group to show that the verbal number is reprsented by a written number as well. Then as a class we will look at each group and determine which group has the most and which group has the least. Before sending students off to work on their own graph chart, the teacher will ask students to re explain why graphs are important, be able to tell which group has the most and least and be able to re explain how we determine each groups total amount.
 * Rethink, Rehearse, Revise, Refine**: Once the teacher finishes explaining to the students about graphing, students will work on an individual worksheet at their desk. The teacher will first go over an example and show the students what is that they need to do. The teacher can call up several students to show examples of what it is they need to be doing. Students will need to count, score, color and write in their own graph chart about four different stamp designs that are on their worksheet. Students will be working alone at their desks but if a student has a question they may ask either the teacher or another classmate at their table.
 * Evaluate**: The students will be given a blank worksheet with a bunch of stamp designs that are Thanksgiving related (PIlgrim boy and girl, Indian, Turkey) at the top. At the bottom will be the four stamp designs, different rows and the names of each stamp design under each stamp design to help students distinguish pictures with written word. The students job is to complete the worksheet, write the total number at the end of each row and write at the bottom the group name that had the most and the least amount. Once students are complete they will turn the worksheet in to be graded.
 * Tailor:** There will be three different academic levels of the worksheet. For low academic performing students their worksheet will only allow them to count up to five. For at grade level students, they will be required to count up to ten. For the above grade level students, they will be required to count to at least fifteen. This way the worksheet will target each students academic levels and help challenge them a little if they need it.
 * Organize/Wrap-Up**: As a fun wrap up of Thanksgiving, the teacher will bring in Pumpkin Pie and allow students to try the tradtional Thanksgiving Day dessert. Students can hold class discussion after everyone has tasted the Pumpkin Pie to determine who liked it and who didnt.


 * Day 6: Martin Luther King, Jr., Lesson 1**
 * What, Why, Where:**
 * Students will hear a brief overview of the story MLK’s Big Words with picture walk through the book. Vocabulary words will be explained to the students from this story. Students will hear the story read to them. The students will be asked to retell key details in this story for comprehension. Students will be shown on a wall calendar the day that the MLK holiday falls on.
 * Students will understand the purpose behind the MLK holiday. They will understand MLK’s life, dream, and what he fought for.
 * Students will be sitting on the carpet at the start of this lesson.
 * Hook:** reading the story about an important American that changed the lives people in society for the better.
 * Explore, Experience, Equip:**
 * Students will discuss key details of MLK’s life, dream, and what he fought for.
 * Students will hear an example of a question I will ask them such as, “What would you think if one of our students could not go to school today because of their color?” In this way the students experience what it was like in MLK’s day.
 * Students will be equipped through examples of injustice and how to right the wrong by the teacher.
 * Rethink, Rehearse, Revise, Refine:**
 * Students will be given the opportunity to orally rehearse what fairness, equality, and non-violence means. Students will be given the correct definition of these words by the teacher.
 * I will be listening for correct oral responses to the questions I pose to them in the discussion, and guiding them with correct responses when needed.
 * Evaluate:**
 * Students will evaluate their understanding of MLK’s Big Words and why the holiday is celebrated through class discussion.
 * Tailor:**
 * The discussion will be tailored to the student’s lives. Ex. “What would you do if a student could not come to school because of the color of their skin?”
 * As I discuss MLK with the class, I will speak slowly and clearly for my ELL and Special Needs learners.
 * Organize****/Wrap-up:**
 * For the closure to this lesson, I will show the students on the wall calendar near them the day that the MLK holiday falls on. I will have a student volunteer come up to the calendar and put a push pin with a holiday card on that day, to show that this is the day of the MLK holiday.
 * Day 7: Martin Luther King, Jr., Lesson 2**
 * What, Why, Where:**
 * After the objective is stated to the class by the teacher, the class will write three words in a phrase on a small piece of lined writing paper that will be attached to their MLK picture. Also, students will draw a portrait picture of MLK, and paint his face and neck.
 * Students will do this to practice their writing skills, gain understanding of MLK’s Big Words, practice fine motor skills, and add details to a sentence to strengthen writing and complete a sentence. They will also practice drawing and painting using fine motor skills, and making shapes which is a geometric skill.
 * Students will write, draw, and paint at their desks for this assignment.
 * Hook: **
 * Students will be motivated by the art project, and having a chance to display their work in the classroom.
 * Explore, Experience, Equip:**
 * Student’s will explore how to write MLK’s Big Words in a sentence, and recreate MLK’s portrait using crayons, and paints.
 * The student’s will experience creativity as they draw, and paint MLK’s portrait after it is modeled by the teacher.
 * The students will be equipped to understand MLK’s Big Words as they write them.
 * Rethink, Rehearse, Revise, Refine:**
 * Teacher will informally assess students as she walks around and monitors students as they write the sentence, draw and paint MLK’s portrait.
 * I will give oral feedback to my students and let them know if they need to revise their work when needed, how to do that, and give them an opportunity to make revisions.
 * Evaluate:**
 * Students will evaluate their understanding of their writing, drawing and painting the portrait by doing the activity during class time. I will be monitoring them, but they will see the example of MLK’s face I have drawn on the whiteboard as an example as they are working on their portrait, and to compare my drawing to their own work. I will also have the words they will need to write up on the white board for them to see as they are writing them so they have something to compare to.
 * Tailor:**
 * The example that I put on the whiteboard of MLK’s words and portrait will help my visual learners such as my ELL and Special Needs students.
 * Organize****/Wrap-up:**
 * I will have the students put their paintings in a designated place on the floor to dry. I will them put all supplies away, and get their backpacks ready, and to line up at the door to go home.
 * Day 8: Martin Luther King, Jr., Lesson 3**
 * What, Why, Where:**
 * I will review MLK’s life and dream in a class discussion and define fairness. I will split the students into groups to prepare to perform drama skits about fairness.
 * The purpose of this activity is to check my students understanding of the application of what is fair in their lives at school. This links the dream MLK had of being fair to all people to their own lives.
 * This will take place in my classroom.
 * After the skits are over I will have a short class discussion of what the students learned about fairness.
 * Hook: **
 * The students get to perform skits with each other, which is very engaging and helps them be active participants in demonstrating fairness.
 * Explore, Experience, Equip:**
 * Students will explore what fairness is as they plan their skits about fairness.
 * Students will experience what fairness is as they perform their skits in the class.
 * Students will be equipped by the class discussion reviewing details of MLK’s life and dream.
 * Rethink, Rehearse, Revise, Refine:**
 * I will be reviewing MLK’s life and dream in a classroom discussion at the beginning of this lesson. I asking comprehension questions about what I have reviewed, and correcting students misunderstandings about his dream and what he fought for.
 * Students will be rehearsing situations that involve fairness in their lives at school.
 * I will be checking for understanding for their interpretation of fairness as the students perform their skits to see if it is correct. I will correct the students when necessary as I observe their skits.
 * Evaluate:**
 * Students are going to self check their understanding of fairness as they perform a situation that they would experience at school. A group of students will demonstrate fairness in the skit, while the other students in the class watch. The class will have the opportunity to give feedback to each performance.
 * Tailor:**
 * As I select the groups to perform skits about fairness, I will pair up higher achieving students with lower achieving and special needs students, so they can help them do their part when needed.
 * For my ELL students, I will place English speaking only students with my ELL students together to form a group that will perform a skit. This is so that my English only students will give verbal guidance and directions to my ELL students when necessary.
 * Organize****/Wrap-up:**
 * I will have another classroom discussion about what it means to be fair among students in the school, and how this relates to what MLK’s dream was.
 * Day 9: Cesar Chavez, Lesson 1**
 * What, Why, Where:**
 * I will do a KWL chart with the students covering what their background knowledge is about Cesar Chavez. The KWL chart will also be used to record what the students want to know about Cesar Chavez. I will show digital images of Cesar Chavez’s face on a white board for the students to see. Vocabulary words will be explained to the students from the Cesar Chavez biography. Students will hear the biography read to them. The students will be asked to retell key details in the biography for comprehension. Students will be shown on a wall calendar the day that the Cesar Chavez holiday falls on.
 * Students will understand the purpose behind the Cesar Chavez holiday. They will understand Cesar Chavez life, dream, and what he fought for.
 * Students will be sitting on the carpet at the start of this lesson.
 * Hook:** asking background knowledge questions, seeing digital images of Cesar Chavez, reading the biography about an important American that changed the lives people in society for the better.
 * Explore, Experience, Equip:**
 * Students will discuss key details of Cesar Chavez’s life, dream, and what he fought for.
 * Students will hear an example of a question I will ask them such as, “What would you think if a member of your family got a job, but did not get paid enough to live on?” In this way the students are engaged in considering what it was like in Cesar Chavez’s day. This links student’s thoughts about what it would be like in Cesar Chavez’s day with the actual experiences that Cesar Chavez faced.
 * Students will be equipped through examples of injustices faced by farm workers and how to right the wrong by the teacher.
 * Rethink, Rehearse, Revise, Refine:**
 * Students will be given the opportunity to orally rehearse what migrant, farm worker, strike, peaceful march. Students will be given the correct definition of these words by the teacher.
 * I will be listening for correct oral responses to the questions I pose to them in the discussion, and guiding them with correct responses when needed.
 * Evaluate:**
 * Students will evaluate their understanding of Cesar Chavez’s biography and why the holiday is celebrated through class discussion.


 * Tailor:**
 * The discussion will be tailored to the student’s lives. Ex. “What would you think if a member of your family got a job, but did not get paid enough to live on?”
 * As I discuss Cesar Chavez with the class, I will speak slowly and clearly for my ELL and Special Needs learners.
 * Organize****/Wrap-up:**
 * For the closure to this lesson, I will show the students on the wall calendar near them the day that the Cesar Chavez holiday falls on. I will have a student volunteer come up to the calendar and put a push pin with a holiday card on that day, to show that this is the day of the Cesar Chavez holiday.
 * Day 10: Cesar Chavez, Lesson 2**
 * What, Why, Where:**
 * After the objective is stated to the class by the teacher, the teacher review the L part of the KWL chart. As the class answers questions of what they learned I will fill in their responses on the KWL chart. I will facilitate a class discussion on Cesar Chavez and his dream, life, and work. I will ask their opinions of what he did to change the lives of the immigrant farm workers. I will review difficult vocabulary for a poem on Cesar Chavez, and I will review the definition of rhyming words, and then read the poem to the class. I will ask comprehension questions after reading the poem to check for understanding. I will have the students color a picture of Cesar Chavez’s face, which I will later post on the classroom wall. At the close of the lesson I will have students come up to the wall calendar and point to the specific day of Cesar Chavez’s holiday, to see if they remember.
 * Students will understand the purpose behind the Cesar Chavez holiday. They will understand Cesar Chavez life, dream, and what he fought for.
 * Students will be sitting on the carpet at the start of this lesson. The coloring page of Cesar Chavez’s picture will be done at the student’s desks.
 * Hook: **
 * Students will be motivated about learning what rhyming words are, and hearing about Cesar Chavez’s life through a poem. Students will be motivated by the art project, and having a chance to display their work in the classroom.
 * Explore, Experience, Equip:**
 * Students will explore how to color Cesar Chavez’s face, and learn about his life.
 * The student’s will experience art as they color Cesar Chavez’s face.
 * The students will be equipped to understand Cesar Chavez’s appearance by doing the art project. They will be equipped through reinforcement of Cesar Chavez’s life, dream, and work through the poem read to them. Students should understand be equipped with a complete understanding of who Cesar Chavez was, and why we have a holiday, and how he benefitted the lives of many immigrant farm workers in this country.
 * Rethink, Rehearse, Revise, Refine:**
 * I will give oral feedback to my students about the class discussion as they answer questions about the KWL chart, and about the poem read to them.
 * I will ask specific questions to the students after the poem is read to them, to see if they can identify rhyming words in the poem. I will be informally assessing their answers while asking these questions.
 * Teacher will informally assess students as she walks around and monitors students as color Cesar Chavez’s face.
 * I will be watching to see if the students are able to identify the Cesar Chavez holiday on a wall calendar at the end of the lesson.
 * Evaluate:**
 * At the start of the lesson I will have a KWL chart up on the whiteboard with the first two columns already filled in on the K,W sections from the previous day. The L section will be completed this day, and left up for students to see it and evaluate what they know and learned compared to what is shown on the chart.
 * Students will evaluate their understanding of the face coloring they do of Cesar Chavez by looking at digital images of Cesar Chavez displayed in the classroom for them to see while doing their coloring project.
 * Tailor:**
 * The digital images that I display on the whiteboard of Cesar Chavez’s picture will help my visual learners such as my ELL and Special Needs students. I will speak slowly as I discuss the KWL, and the poem with the children, which will also help my ELL students. The art coloring project will help my special needs students understand the content of the lesson on Cesar Chavez.
 * Organize****/Wrap-up:**
 * I will have the children go to the wall calendar to identify the day of Cesar Chavez’s holiday. I will them put all supplies away, and get their backpacks ready, and to line up at the door to go home.
 * Bibliography **

Banks, J., Beyer, B., Contreras, G., Craven, J., Ladson-Billings, G., McFarland, M., & Parker, W. (2000). //Here I Am Adventures in Time and Place//, California Teachers Edition. Farmington, New York: McGraw Hill.

Bauer, Martin Dane. Christopher Columbus. Scholastic Inc., August 1, 2010

Education.com (2012). //Cesar Chavez Coloring Page Worksheet//. Retrieved January 8, 2014 from []

Gibbons, Gail. Thanksgiving Day. Scholastic Inc.,

Rappaport, D. (2001). // Martin's Big Words: The Life of Dr. Martin Luther King, Jr. // New York, New York: Jump at the Sun Hyperion Books for Children.

Teachers Pay Teachers (2011). //Famous American of the Month Flip Chart//. Retrieved January 8, 2014 from http://warehouse.tecknoquest.com/samples/TPTr/sch9780545341219s.pdf