GRADE LEVEL: Third
CREATORS: April Agresta, Katrina Colletti, Denye Love, Kedesa McGowen, Deanna Miller
|Day 1||We will start the unit by using a KWL chart. We will do the K and W portion.|
|Day 2||Physical map of Poland. The students will become familiar with physical features and major cities in Poland|
|Day 3||Pen pals from Poland. Students will become familiar with children in Poland. Students will compare and contrast differences and similarities in culture.|
|Day 4||Probable Passages. Students will become familiar with the five story elements.|
|Day 5||Comparing Fables. Students will compare and contrast the same story written by two different authors.|
|Day 6||Famous People of Polish Descent and their historical contributions. Students will research and identify famous polish people.|
|Day 7||Dancing Paper Dolls. Students will decorate paper dolls with traditional patterns and emulate polka dances.|
|Day 8||Planning for Pierogis. Students will use math skills to create a grocery list for a grocery store field trip.|
|Day 9||Trip to grocery store. Students will become familiar with economic perspectives within a grocery store.|
|Day 10||Cooking Pierogis. The students will use scientific process skills to cook pierogis.|
|Day 11||Polish paper cutting. Students will be introduced to cultural art.|
|Day 12||Pisanke egg decorating. Students will become familiar with Polish art using traditional tools and procedures.|
|Day 13||Polish postcards. Students will utilize knowledge gained throughout the entire unit to write postcards home.|
|Day 14||Field trip to Polish Cultural Center as a culminating event.|
|Day 15||Students will finish the unit by completing the KWL chart and reflecting upon what they have learned about Poland and the cultural differences with which they have become familiar.|
Students are expected to come into this unit already possessing the following skills:
Teacher will need a set of encyclopedias and/or a computer program that has an encyclopedia on it.
The five senses will be incorporated whenever possible. The students will be making clay maps, listening to music, cutting paper dolls, eating pierogis, and reading books.
This is a comprehensive unit for third grade students that will not only teach them about the historical and geographical perspective about Poland, but also they will be able to explore the cultural diversity that Poland has to share. The students will discuss and participate in the traditions such as food, art, and entertainment in Poland as well as receive first hand information from a youngster in Poland. There will be a transition into each lesson. The students will use knowledge gained in one lesson to help them complete the rest of the lessons within this unit.
Michigan Social Studies Framework Strands and Benchmarks
|1.2||All students will understand narratives about major eras of American and world history by identifying the people involved, describing the setting, and sequencing the events.|
|1.3||All students will reconstruct the past by comparing interpretations written by others from a variety of perspectives and creating narratives from evidence.|
|2.1||All students will describe, compare, and explain the locations and characteristics of places, cultures, and settlements.|
|2.3||All students will describe, compare, and explain the locations and characteristics of economic activities, trade, political activities, migration, information flow, and the interrelationships among them.|
|2.4||All students will describe and compare characteristics of ecosystems, states, regions, countries, major world regions, and patterns and explain the processes that created them.|
|5.1||All students will acquire information from books, maps, newspapers, data sets, and other sources, organize and present the information in maps, graphs, charts, and time lines, interpret the meaning and significance of information, and use a variety of electronic technologies to assist in accessing and managing information.|
|1.2.1||Identify who was involved, what happened, and where it happened in stories about the past.|
|1.2.2||Describe the past through the eyes and experiences of those who were there as revealed through their records.|
|1.2.3||Recount events from simple biographies of women and men representing a variety of societies from the past.|
|1.3.1||Use a variety of records to construct a narrative about their personal or family histories.|
|1.3.3||Explain why accounts of the same event differ.|
|2.1.1||Describe the human characteristics of places and explain some basic causes for those characteristics.|
|2.1.2||Describe the natural characteristics of places and explain some basic causes for those characteristics.|
|2.1.3||Locate and describe cultures and compare the similarities and differences among the roles of women, men, and families.|
|2.1.5||Locate and describe the major places, cultures, and communities of the nation, and compare their characteristics.|
|2.1.7||Describe and compare characteristics of major world cultures including language, religion, belief systems, gender roles, and traditions.|
|2.1.9||Describe how major world issues and events affect various people, societies, places, and cultures in different ways.|
|2.4.1||Identify regions in their immediate environment and describe its characteristics and boundaries.|
|2.4.4||Draw sketch maps of the community, region, and nation.|
|4.5.1||Recognize economic exchanges in which they participate.|
|5.1.1||Locate information using people, books, audio/video recordings, photos, simple maps, graphs, and tables.|
|5.1.3||Organize information to make and interpret simple maps of their local surroundings and simple graphs and tables of social data drawn from their experience.|
|5.1.8||Use traditional and electronic means to organize social science information and to make maps, graphs, and tables.|
Students will use the KWL strategy to activate any prior knowledge they may have about Poland. Students will be asked to respond to three questions.
KWL is an excellent strategy to activate prior knowledge of a topic. It is very interactive and allows students to learn from one another in a natural discussion.
Step L, the final step in this strategy, will evaluate what new knowledge the students have gained about Poland. Also, the onset of this strategy will help the teacher to decide the procedures needed to present future lessons during the unit.
Students could write a summary about the unit using the chart as a guide.
Students will be able to identify some of the physical charactertics of Poland along with the country's major cities.
By creating a physical map of Poland, the students will retain information about the country. Actually creating and observing some of Poland's characteristics will enhance their learning by making it their own project. The children can take pride, learn something new, and have fun in the process.
Opener: Geography lesson is taught first. Familiarize the student with the major cities and physical characteristics along with their locations.
Major cities: Warsaw, Krakow, and Gdansk
Major physical characteristics: Vistual River, Oder River, and Tatra Mountains.
Show children unlabelled map and have them list or point out locations learned in lesson.
Students will have a better understanding of Polish children so that after being read an informational book about Polish children and their culture they will be able to compare and contrast our culture differences using a Venn Diagram and begin to establish a pen pal relationship with a Polish child.
The primary reason for elementary students to study multiple cultures is to learn how to develop multiple perspectives. Reading books that depict Polish people and situations will help clarify how students perceive ourselves and others and eventually leads to a broader outlook on how we each approach life. Writing to pen pals provides the opportunity for students to gain knowledge and insight about how Polish children live, learn, and play in Poland.
List age, sex, and country with which you wish to establish correspondence.
Enclose a self-addressed, stamped envelope and registration fee of $3.00
Enclose a self-addressed, stamped envelope and $1.75 group fee. List number of students, ages, and number of each sex.
Students will successfully complete a Venn diagram after listening to a book about Polish children. They will be able to compare and contrast our two cultures. Students will begin to establish a pen pal relationship with a child from Poland by responding to a letter sent from a child in Poland.
Students will understand the five story elements: character, setting, problem, solution, and ending. They will be able to list passages from a given story into one of the five elements. They will also be able to express reasoning for the selection.
Understanding the story elements and their significance will enhance the students' comprehension of a story. This exercise will help the students' writing skills by showing them different parts of a story. This lesson also promotes critical thinking by letting the students verbalize their opinions.
Opener: Let students know that the lesson will be in a game show format.
Leave the passages posted. Students will be evaluated by their ability and participation in determining the story elements.
Students can write a summary of the story.
Students will be able to contrast and compare similar Polish folk tales. The same short story is found in two different story books by two different authors.
Being able to compare and contrast different text will improve a student's comprehension and reading skills. Using the story elements used in the previous lesson helps the students organize and remember the similarities and differences.
Opener: Ask the students if they know what fables are and have them give examples.
Listen to students' answers. Students' work will be checked and graded based on the accuracy of their answers.
Students will research and identify individuals of Polish descent and create fact sheets stating important contributions made by these persons. Students will share their information with the entire class.
Students will learn that people of all ethnic backgrounds have overcome many obstacles and barriers to make an important impact on world history.
Students will be evaluated on how well they gather information. Information should be presented in a concise, organized matter. Students will also be evaluated on their oral presentation.
Teacher can laminate fact sheets and make a reference book which will be placed among other books in the class for student use.
Students will show examples of Polish costumes by coloring in their paper dolls with crayon or marker. The students will also listen and be introduced to a Polka, recite the lyrics, and dance with their puppets.
When learning about a new country, it is important to include music, dance and traditional costumes. It is good to know some of the ways the people entertain themselves and hold on to tradition
Opener: Color and model doll prior to lesson.
Observation of the students' dolls in relation to singing and dancing.
Students will make a shopping list for tomorrow's field trip. Students will use math skills to determine what and how much to buy. Students will double recipes and complete the list. Students will also estimate the cost of food items and total bill.
Simple math is needed to complete daily routines such as shopping and cooking. It is important that students know how to use problem solving skills to complete daily tasks.
Opening: Tell class that we need to prepare for our trip tomorrow. Ask students what should be brought to the store, lead students into suggesting a shopping list.
Check out the worksheets and shopping lists copied by students. Also, use students' participation in creating a list and estimations as an assessment tool.
Students will incorporate science into their cooking activity by asking questions and investigating to find the answers through books and procedures.
Students will stimulate their own curiosity and use their own thought processes to define and answer questions about how and why things happen. It is very important that children learn to formulate questions in learning about science.
Opener: Ask students who has helped their parents cook. Explain that they will have the opportunity to cook today.
Have students write a paper on what they have learned using their question and answer sheet.
Students will be introduced and perform an art from called wycinanki, Polish paper cutting.
Creating art forms from other countries will enhance the students' knowledge and appreciation of other lands. Paper cutting also improves a student's hand-eye coordination.
Opener: Display model and ask if anyone knows what the cutting is called. Have a discussion about how the paper cuttings were originated.
Students will discuss the art form in comparison to other cultures' art forms, for example the American Indians use beading to display art and culture.
Students will be introduced to a popular form of Polish art. They will understand the legends of Pisanke along with some symbols and their meanings. The students will decorate eggs of their own using the traditional tools, dyes, and procedures.
By learning different art mediums along with this country's customs, the children will learn an appreciation for the beauty of Poland's creations.
Opener: Show students samples of finished eggs and explain what the symbols on the eggs mean.
By observing and listening to the students we can evaluate that the students have understood the Polish legends and traditions that apply to the egg decorating.
Students will become familiar with the country of Poland so that when given a postcard they will be able to write a postcard as if they were visiting Poland.
It is important for students to be able to describe the major features and characteristics of Poland.
Opener: Ask students how many have been to summer camp or on a vacation and written a postcard home. Listen to student responses.
Allow students to create a picture for the front of their postcard.
The postcards will be read to determine if the students have grasped the major concepts about Poland.
Return to Lesson Plan Day 4
John III Sobieski
Return to Lesson Plan Day 6
DATE OF BIRTH:
PLACE OF BIRTH:
SIGNIFICANT CONTRIBUTIONS TO HISTORY
Return to Lesson Plan Day 6
The polka, the polka I love to dance the polka Fast, slow-slow, fast What fun to dance the polka! Mary loved to polka so She asked John to dance They twirled around and he fell down And tore his brand new pants. The polka, the polka I love to dance the polka Fast, slow-slow, fast What fun to dance the polka! The polka was Joe's favorite dance He'd dance the whole night through The next day teacher yelled at him He fell asleep in school. The polka, the polka I love to dance the polka Fast, slow-slow, fast What fun to dance the polka!Return to Lesson Plan Day 7
Wojciechowska, Mia (1973 ) How a Tailor Became a King Winter Tales from Poland pp. 32-40 Garden City, NY : Doubleday & Co.
Haviland, Virginia (1975 ) The Jolly Tailor Who Became King Favorite Fairy Tales Told in Poland pp. 13-27 Boston, MA: Little Brown Publishing
Luciow, Johanna. Eggs Beautiful- How to Make Ukrainian Easter Eggs Minneapolis, MN: Ukrainian Gift Shop.
Sattler, Helen Roney (1987) Recipes for Art and Craft Meterials(Revised Edition) New York, NY: Lothrup, Lee & Shepard Books
Polacco, Patricia (1988 ) Rechenka's Eggs New York: Philomel Books
Opalki, Koszalki (1976) Treasured Polish Folk Rhymes, Songs & Games (Translated by the Polanie Editorial Staff) Minneapolis, MN: Poanie Publishing Co.
Nakajima, Caroline (1990) Connecting Culture and Literaturepp. 10-11
Teacher Created Materials (1992 )Huntington Beach, CA p. 18
Mohr, B. Going Home
The Creche of Krakow
Harvey and Audrey Hirsh
Fifty years after fleeing war-torn Poland, Grandma Anne receives a gift from the past.
A children's story about the fairy tale birds of the old world.
Polish Folk Tales
translated by Lucia Borski
A collection of sixteen folk tales
Poland, Land of Freedom Fighters
Tracing Our Polish Roots
Songs, Dance and Customs of Poland
Video by Rand McNally
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