Taryn Williams

Unit Topic: Culture

Spring 2015
Grade level: 2nd

Stage 1 Desired Results

Content Standard/Established Goals(s):
CCSS:
Writing standards 2.2 and 2.5.
Reading standards 2.2, 2.5, 2.6, 2.8, and 2.9.
Math: CCSS.MATH.CONTENT.2.MD.A.1 - CCSS.MATH.CONTENT.2.MD.A.4
Social Studies Standards:
Thematic Standard 1 (cultural diversity)
Next Generation Science Standards:
Analyzing and interpreting data
Understanding(s)
Essential Question(s):
Students will understand that:
Who am I? What makes
They bring their culture
me, me?
& personal identity with them
How can I bridge my
Our identities come
personal culture with my
together to create our
classroom/school culture?
classroom community
Student objectives (outcomes):
Students will be able to
Students will know
pinpoint at least three
how their personal
important aspects of
identities influence their daily
themselves IOT write a minilives
autobiography
how they can contribute
develop a stance on
to the diversity of our
their personal identity IOT
classroom, school, and
articulate and explain what is
community
important to them
that their cultural is an
engage with complex
integral part of their identity
theories and concepts
that many aspects
throughout lessons IOT
contribute to their identity
develop and articulate their
how their race or culture
own beliefs and feelings
can affect how people treat
them, but that they are not
defined by this
Stage 2 Assessment Evidence
Performance Task(s):
Other Evidence:
Biography
Formative assessment
Various
during writing process
drafts
Teacher observations of
Character maps
discussion
Student articulation of
Student-teacher

their personal identity, as well

as ideologies that are
important to them

B
e
g
i
n
n
i
n
g

interviews
Student articulation of
ideas and beliefs
Participation in
discussions, appropriate
responses to teacher prompts

Stage 3 Learning Plan

Learning Activity
Objectives/Goals
Formative
Assessment
Teaching each other
SWBAT repeat back
Informal observations
hello from L1s
hello in at least four
languages at the end of
the activity
Reading and responding SWBAT see how people
Exit Tickets
to excerpts and texts
of different cultures are
about culture and race
alike and different

Prewriting: Talking with

a partner about their
C lives and identities
u
l
m Writing drafts
i
n
a
t Discussion of who we
i are and what is
n important to us
g

SWBAT work with a

partner to decide what
they think is most
important about their
lives
SWBAT describe at least
three details of what is
important to their
personal identity
SWBAT articulate their
beliefs and ideologies
related to their personal
identity

Student-Teacher
Interviews

Engaging in discussions
about race and culture

SWBAT state their

beliefs and
understandings while
being appreciative of the
beliefs and
understandings of
others

Teacher observations

Peer- and self-edits

Teacher observations