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Families Past, Present, and Around the World

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Families Past, Present, and Around the World Unit Sub-Topics Different Types of Families Family Roles and Responsibilities Our Classroom Family Family Celebrations ... – PowerPoint PPT presentation

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Title: Families Past, Present, and Around the World


1
Families Past, Present, and Around the World
2
Unit Sub-Topics
  • Different Types of Families
  • Family Roles and Responsibilities
  • Our Classroom Family
  • Family Celebrations and Traditions

3
Key Perspectives
  • Students will learn that each family is
    different.
  • This will be addressed primarily through group
    discussions and exploration through literature.
  • Students will learn about how families work
    together as a unit.
  • Students will learn this concept by examining the
    roles in their own family and in classmates
    families.

4
Key Perspectives
  • Students will learn that their classroom
    functions as a family.
  • This will be addressed through teacher led
    discussion and will be related to the children's
    out of school families.
  • Students will learn that families have different
    celebrations and traditions.
  • The children will learn this through literature,
    guest speakers and student presentations of their
    own cultures.

5
Background Information
  • Interviews with children
  • Children often think that every family is just
    like their own
  • Interviews with members of various cultures.
  • Families in other cultures often have different
    values and standards than what we consider
    normal.

6
Rationale(Why is teaching family important?)
  • Students need to learn about diversity.
  • Family is a common parallel to use to help
    children cross borders at such a young age.
  • Gives students commonalities with their peers
    (alike and unalike).
  • It could be their first experience encountering
    multiculturalism.

7
State Standards Addressed
  • 18.B.1a Compare the roles of individuals in
    group situations (e.g., student, committee
    member, employee/employer).
  • 18.C.1a Describe how individuals interacted
    within groups to make choices regarding food,
    clothing and shelter.

8
National Standards Addressed
  • 5D. Understands the interrelationships between
    people and their environment
  • 5G. Understands the implications of cultural
    heritage and diversity, as well as cohesion,
    within and across groups.

9
Instructional Strategies
  • Integration of Literature
  • Kindergarten is literacy intensive.
  • Interviews and Surveys
  • Helps create social experiences and personal
    connections to peers.
  • Oral History
  • Using experts on the topic helps children get
    more involved and excited about learning
  • Integrating the Arts
  • Gives children another outlet to express what
    they are learning.

10
Literacy Links
  • The unit will be literature based. We plan on
    using
  • Fiction
  • Poetry
  • Integrating Writing Activities
  • Non-Fiction
  • Developing Speaking/Listening Experiences
  • All of these literacy links are applicable to
    both the family topic as well as students
    literacy development.

11
UNIT SKETCH
12
Essential Questions
  • A. What does a family look like?
  • B. How do family members help each other?
  • C. How does our classroom family work together?
  • D. What traditions/celebrations does your family
    participate in?

13
Enduring Understandings
  • A1. With such diverse classroom populations,
    students will recognize that families are
    composed of two or more members who care for each
    other.
  • A2. Classrooms no longer represent the
    traditional nuclear families.

14
Enduring Understandings
  • B1. Roles and responsibilities vary as much as
    the types of families.
  • B2. Everyone has a responsibility/role within a
    family unit.
  • B3. Family members communicate in different ways.

15
Enduring Understandings
  • C1. Classrooms represent a special type of
    family with different roles and responsibilities.
  • D1. Traditions and celebrations reflect the
    religion, culture, and history of the family
    units.
  • D2. All families have unique celebrations,
    holidays, and traditions.

16
Lesson Descriptions
  • Tuning In Students will bring in pictures of
    their families to start talking about different
    families
  • Instructional Strategy Literature (The
    Relatives Came)
  • Preparing to Find Out Students will prepare 2-3
    interviewing questions for a peer about their
    family
  • Instructional Strategy Interviews and Surveys
  • Finding Out Students interview each other using
    their prepared questions and present their
    findings to the class.
  • Instructional Strategy Interviews and Surveys

17
  • Sorting Out Students will each make a square
    depicting what makes their family unique which
    will be compiled to make a classroom family
    quilt.
  • Instructional Strategy Integrating the Arts
  • Going Further Guest Speakers from community of
    families will present information on different
    cultures, celebrations and traditions.
  • Instructional Strategy Oral History

18
  • Making Connections Students will compare their
    roles in their home family to their roles in
    their classroom family.
  • Instructional Strategy Literature (I Need a
    Rest!)
  • Taking Action Hall of Families (each child will
    create a family profile to be posted in the
    hall).
  • Instructional Strategy Integrating the Arts

19
Bibliography
  • Adoff, Arnold. Black is Brown is Tan. New York
    Harper Collins, 1973.
  • Carlson, Nancy. My Family is Forever. New York
    Penguin Group, 2004.
  • Crews, Donald. Big Mamas. New York
    Greenwillow Books, 1991.
  • Eggleton, Judy. I Need a Rest!. Rigby Books,
    2000. 
  • Flournoy, Valerie. The Patchwork Quilt. Honk
    Kong Dial Books, 1985.
  • Fox, Mem. Whoever You Are. Orlando, Fl
    Harcourt, Inc., 1997.
  • Gliori, Debi. No Matter What. New York
    Scholastic, 1999.
  • Hoffman, Mary. Amazing Grace. New York Dial
    Books for Young Readers, 1991.
  • Morris, Ann. Light the Candle! Bang the Drum!.
    New York Dutton Childrens Books, 1997.
  • Polacco, Patricia. Babuskas Doll. New York,
    NY. Simon Schuester Books, 1990.
  • Rylant, Cynthia. The Relatives Came. New York
    Aladdin Paperbacks, 1993.

.
20
Unit Assessment
  • Throughout the unit, students should be
    informally assessed. The teacher should be
    watchful of students level of participation and
    engagement. It might prove useful to keep a
    checklist to keep track of the students.
  • After the unit, students should write a journal
    and a drawing to be formally assessed for the
    unit.

21
Lesson Plan
  • My Family (tuning in)
  • Essential Driving Question What does a family
    look like?
  • Enduring Understandings 1. Students will
    recognize that families are composed of two or
    more members that care for each other. 2.
    Classrooms no longer represent the traditional
    nuclear families.
  • Standards Addressed
  • State Standard 18.B.1a Compare the roles of
    individuals in group situations (e.g., student,
    committee member, employee/employer).
  • National Standard 5D. Understands the
    interrelationships between people and their
    environment

22
  • Materials The Relatives Came, by Cynthia Rylant
    and a picture of each students family
  • Procedure
  • Teacher will read The Relatives Came to the
    students
  • Teacher will lead a discussion with the children
    about the family in the book. Who is in the
    family? How is the family like or not like your
    own family?
  • Teacher will have students will show the picture
    of their family to the entire class and describe
    who makes up their family.
  • When all of the children are finished, the
    teacher will facilitate a follow up discussion
    about the differences in families.
  • Students will do a journal write based on the
    prompt Who is in my family?

23
  • Formative Assessment
  • Teacher will assess the students throughout the
    discussions and picture presentations informally
    based on participation.
  • Summative Assessment
  • Students will be formally assessed on their
    journal writes (Is it clearly written and on the
    topic of the prompt?).

24
  • Adaptations
  • If students do not have or choose not to bring in
    a picture of their family, they may draw or cut
    out a picture of a family from a magazine.
  • If students do not feel comfortable sharing their
    pictures they are not required to do so and may
    present in a different setting.
  • Students may draw pictures or use an oral
    explanation if they are not developmentally ready
    to write.
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