I
Project G.L.A.D.
By Jocelyn Mitchelmore, Kelli Richardson,
Regina Rosenzweig and Kate Wyffels
Celebration Traditions From All Over the World
Houghton Mifflin Theme 2
(Level 3)
IDEA PAGES
I. UNIT THEME
-Making assumptions based on stereotypes creates distance. Showing an interest in differences helps reduce the feeling of distance.
-United States has a rich, cultural heritage.
-People create connections and a sense of belonging by discovering what they have in common
Houghton Mifflin
Reading strategy; evaluate, question, summarize, monitor/clarify, phonics
Comprehension; author’s viewpoint, categorize and classify, noting details, topic, main idea, supporting details
Decoding Longer Words; compound words, plurals, contractions, plurals with words ending in ch, sh,x, s, long vowels, ai, ay,ee, ea, long o sound, 3 letter clusters, and unexpected consonant patterns, long i sound spelled i, ie, igh
Vocabulary; word families, dictionary guide words, rhyming words, definitions
Spelling; (see decoding section)
Grammar; common nouns, commas in a series, proper nouns, punctuating and capitalizing people’s titles, singular and plural nouns, proofreading for noun endings
Writing; paragraphs that compare/contrast, compound sentences with “and” and “but,” character sketch, correcting run-ons, answer to a question, writing complete sentences, process writing
Listening/Speaking/Viewing; oral directions, new illustrations for a purpose, explain a process
Information and Study Skills; use the library, conduct an interview, take notes, outline
II. FOCUS/MOTIVATION
• Inquiry Chart
• Teacher made big books
• Observation Walk
• Realia
• Exploration Report
• Field Trip(s)
• Guest speaker(s)
• Poetry
• Read Alouds
• Videos, movies, & filmstrips/traditions around the world
III. CLOSURE
• On-going assessment
• Theme 2 test
• Hougton Mifflin workbook pages
• Share team tasks
• Family tree-Class made big book
• Houghton Linked Poetry
• Songs (student generated)
• Student Portfolio/Learning Logs (individual tasks included)
• Expository/Narrative piece of writing
• Process all charts and learning
• Invitation to culmination (party)-celebrations around the world
IV. CONCEPTS
History/Social Studies
Grade 3
1. Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places and environments in a spatial context by:
1. Identifying geographical features found in their local region (e.g., deserts, mountains, valleys, hills, coastal areas, oceans, lakes).
2. Tracing the ways in which people have used the resources of the local region and
modified the physical environment (e.g., a dam constructed upstream changed a
river or coastline).
V. VOCABULARY-HM key vocabulary
border rodeo
gathering charro
needles petroglyphs
scraps pitch in
sewn pinata
threaded experts
wealth mariachis
royalty chiseled
collection dabbed
embroidered collector
symbols stunt
flourish mocha
hauling adinkra
artificial offend
babushka grubby
challah pinstripe
linen ancestors
handkerchief elders
huppa honor
poverty imitating
bouquet respect
gathering pueblo
celebrity Tewa
ceremonies San Juan
exhibition plaza
experts Comanche
performers bustle
rodeo illegal
kivas yelp
tassels powwows
VI. ORAL LANGUAGE/READING/WRITING SKILLS - ELA and ELD Reading (ELA Standards) – Grade 3
1. Word Analysis (ELA Standards)
1. Know and use complex word families when reading to decode unfamiliar words (ight).
2. Decode regular multi-syllabic words.
3. Reads aloud from narrative and expository.
4. Use knowledge of antonyms, synonyms, homophones, and homographs for meaning of word.
5. Grade- appropriate words and importance of these relations (dog/mammal/animal/living things).
6. Use sentence and word in context for meaning.
7. Use of dictionary for meaning and other features.
8. Use of knowledge of prefixes (un-, re-) and suffixes (-er, -est,) for meaning of words.
2. Reading Comprehension (ELA)
1. Use of titles, tables of contents, chapter headings, glossaries, and indexes to locate information.
2. Ask questions and support answers by using prior knowledge with information found in text.
3. Demonstrate comprehension by identifying answers in text.
4. Recall major points in text, make and modify predictions.
5. Distinguish main idea, supporting details in expository text.
6. Extract appropriate, significant information from text (problems/solutions)
7. Follow simple multiple-step written instructions (assemble product/play board game).
3. Literary Response and Analysis (ELA Standards)
1. Distinguish common forms of literature (poetry, drama, fiction, nonfiction).
2. Comprehend basic plots of legends/fables/folktales/fairy tales/myths from around world.
3. Determine what characters are like by what they say or do (view of author or illustrator).
4. Determine underlying theme or author’s message (fiction/nonfiction).
5. Recognize similarities of sounds in words and rhythmic patterns (alliteration).
6. Identify speaker or narrator
Writing (ELA Standards)
1. Writing strategies (ELA Standards)
1. Create paragraph, develop topic sentence, supporting facts, and details.
2. Write legibly in cursive/joined italic.
3. Understand structure and organization of various reference materials.
4. Revise drafts to improve coherence and logical progression of ideas.
2. Application (ELA Standards)
1. Write narrative.
2. Write descriptions.
3. Write personal and formal letters, thank-you notes, invitations
Written and Oral Conventions (ELA Standards).
1. Understand and use declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.
2. Identify subjects, verbs, pronouns, adjectives, compound words, articles.
3. Identify and use past, present, future verb tenses.
4. Identify and use subjects, verbs in speaking, writing simple sentences.
5. Punctuate dates, city, state, titles of books.
6. Use commas in dates, locations, addresses, and for items in a series.
7. Capitalize geographical names, holidays, historical periods, special events.
8. Spell one-syllable words that have blends, contractions, compounds, orthographic patterns (qu, y to ies), common homophones (hair, hare).
9. Arrange words in Alphabetical order
Listening and Speaking (ELD Standards) - Grade 3
Beginning:
Begins to speak 1-2 words
Answers in 1-2 word responses
Retells familiar stories
Uses common greetings
Early Intermediate:
Speaks inconsistent grammar
❑ Communicates basic needs
❑ Ask and answers with simple sentences
❑ Recites familiar rhymes, songs, simple stories
❑ Orally identifies main idea from story read aloud
Intermediate:
❑ Speaks consistent grammar forms and sounds
Participates in social conversations
Uses descriptive words and paraphrasing
❑ Listens and identifies key detail; both verbal and nonverbal
Ask and answers with some supporting elements
Early Advanced:
Is understood when speaking, fairly consistent grammar; has some errors
❑ Social conversations on unfamiliar topics consistent of questions, restating
❑ Uses simple figurative idiomatic expressions
❑ Ask and answers instructional questions with more supporting elements
❑ Identifies main points and supporting details to topics of content area
Advanced:
Identifies main ideas and supporting details to stories and subjects
❑ Negotiates and initiates conversations with questions and restating
❑ Responds to and uses idioms
❑ Negotiates and initiates social conversations
❑ Identifies main idea, point of view, fact/fiction of broadcast, print media
Reading Word Analysis (ELD Standards)
Beginning:
❑ Recognize English phonemes
❑ Recognize sound/symbol relationship
Early Intermediate:
Recognize common English morphemes in phrases, simple sentences
Recognize and produce English phonemes while reading
Intermediate:
Pronounce most English phonemes correctly while reading aloud
Use common English morphemes in oral and silent reading
Early Advanced:
Apply knowledge of common English morphemes in oral/silent reading to derive meaning
Advanced:
Apply knowledge of word relationships, roots, affixes, to derive meaning
Fluency and systematic Vocabulary Development (ELD Standards)
Beginning:
❑ Real aloud simple words in stories or games
❑ Demonstrate comprehension of simple vocabulary with appropriate action
❑ Respond with short answers in social/academic settings
❑ Produces simple vocabulary for basic communication needs social/academic
❑ Simply retells stories using drawings, words, or phrases
Early Intermediate:
❑ Reads simple words, phrases, and sentences
❑ Reads own writing of narrative or expository aloud with some fluency
❑ Uses background knowledge to predict meaning
Self-corrects some while reading aloud or speaking
❑ Uses morphemes, phonics, syntax for meaning of words in simple sentences
Intermediate:
❑ Reads grade appropriate text aloud with fluency and expression
❑ Demonstrates internalization of English by recognizing and self-correcting in speaking and reading aloud
❑ Uses content related vocabulary in discussions and reading
❑ Uses decoding, knowledge of vocabulary to interpret meaning in written text
❑ Creates a simple dictionary of frequently used words
❑ Recognizes some common roots/affixes with familiar vocabulary
Early Advanced:
❑ Increasingly reads complex texts aloud with expression
❑ Uses background knowledge for decoding social/academic vocabulary
❑ Uses knowledge of English, morphemes, phonics, syntax to decode unfamiliar words
❑ Uses standard dictionary for familiar words
❑ Uses common roots/affixes with familiar words
❑ Recognizes multiple meaning words in text
❑ Recognizes analogies/metaphors text
❑ Uses some common idioms
Advanced:
❑ Reads narrative and expository texts aloud with expression
❑ Applies knowledge of academic/social vocabulary for independent reading
❑ Uses standard dictionary for unknown words
Reading Comprehension (ELD Standards)
Beginning:
❑ Identify basic sequences of events in stories read to them, using key words or pictures
❑ Orally identify relationships between simple text read to them and their own experience using key words and or phrases
Early Intermediate:
❑ Orally identify the basic sequence of written text using simple sentences
❑ Understand and follow simple two-step directions of classroom or work on related activities
Intermediate:
❑ Use detailed sentences to orally respond to comprehension questions about written text
Advanced:
❑ Identify significant structural (organizational) patterns in text, such as compare/contrast, sequence/chronological order, and cause and effect
❑ Use resources in the text (such as ideas, illustrations, titles, etc.) to draw inferences, conclusions, and to make generalizations
ELD standards-Reading Literary Response and Analysis
Beginning
❑ Listen to a story and respond orally by answering factual comprehension questions by using one or two word responses.
❑ Orally identify different characters and settings in simple literary texts using words or phrases.
Intermediate
❑ Read and orally identify main events of the plot, the setting, and a character using simple sentences.
Early Advanced/Advanced
❑ Read and identify genres such as a legend.
ELD standards-Writing
Beginning
❑ Use models to write short narratives.
❑ During group writing activities, write brief narratives and stories using a few standard grammatical forms.
❑ Create simple sentences or phrases with some assistance.
Intermediate
❑ Narrate a sequence of events with some details.
❑ Model use of all steps of the writing process.
Early Advanced/Advanced
❑ Produce independent writing with consistent use of correct capitalization, punctuation and spelling.
❑ Use correct parts of speech, including correct subject/verb agreement.
❑ Editing skills.
❑ Sentence building, oral and written.
VII. MATH/SCIENCE/SOCIAL STUDIES SKILLS
• Observing, comparing, communicating, organizing information
• Information and research skills
• Use of maps and globes
• Critical thinking
• Interpreting and using charts and graphs
• Realia
• Reading of primary sources
VIII. RESOURCES AND MATERIALS
Non-Fiction
Houghton Mifflin Reading Series/Grade 3
The Talking Cloth by Rhonda Mitchell
The Keeping Quilt by Patricia Polacco
Anthony Reynoso: Born to Rope by Martha Cooper
A Picnic in October by Eve Bunting
Rechenka’s Eggs by Patricia Polacco
Celebrating Chinese New Year by Diane Hoyt-Goldsmith
The Dragon New Year by David Bouchard
Dancing Rainbows by Evelyn Clarke Mott
Web Sites
UNIT PLANNING PAGES
I. FOCUS/MOTIVATION
• Inquiry Charts-Traditions
• Realia
• Observation Walk-(different ethnic groups)
• Picture file cards
• Field Trip(s)
• Poetry, Chants, and Raps
• Teacher made big book
• Guest speaker(s)
• Reinforcers with vocabulary
• Signal words
• Videos
• Read Alouds
II. INPUT
World Map-plot locations of HM stories
• Pictorial-Aunt Phoebie/cloth
• Narrative Input – The Talking Cloth by Rhonda Mitchell Houghton Mifflin (Theme 2)
• Teacher generated big book
• Read Alouds
III. GUIDED ORAL PRACTICE
• Poetry, Raps, Songs, Chants
• Picture File Cards
• Cluster Map (Aunt Phoebie)
• Group Predicting
• T-graph for social skills
• Sentence Patterning Chart/Farmer-in-the-Dell
• Cooperative Strip Paragraph
• Expert Groups:
• Process Grid
• #”d heads together
• Pocket Poetry
• Retelling Narrative
• Primary Language Groups
• Vocabulary matching on pictorial
IV. READING/WRITING
A.Total Class
• Cooperative strip paragraph with responding, revising, and editing
• Poetry frame/Here, There
• Highlighting words
• Found Poetry
• Cognitive Content Dictionary (CCD)
• Conversion Bubbles
• Story Map
• Narrative
• Flip Chants
B. Small Group Practice
• Ear-to-ear reading with partner
• Flexible group reading
• Focused reading
• Team Tasks
• Expert groups
• Labeling of charts
• Read the Walls
• Found Poetry
• Reader’s Theater
C. Individual
• Learning Logs
• Interactive Journals
• Home School Connection
• Individual Tasks/Portfolio
• Reading/Writing Workshop
-Mini Lessons,
- Conferencing
-Author’s Chair
V. Extended Activities for Integration
Cooking from around the world
Dancing/native dances
Skit/play
Art/clay family tree
Outside speakers
Field Trip to Chinatown, SF
VI. Closure/Evaluation
• On-going assessment
• Theme 2 test
• Houghton Mifflin workbook pages
• Share team tasks
• Family tree-Class made big book
• Houghton Linked Poetry
• Songs (student generated)
• Student Portfolio/Learning Logs (individual tasks included)
• Expository/Narrative piece of writing
• Process all charts and learning
• Invitation to culmination (party)-celebrations around the world
SAMPLE DAILY LESSON PLANS
Day 1
FOCUS/MOTIVATION
• Signal Word processing w/ Cognitive Content Dictionary
• Personal Standards-set expectations
• Anthropologist Awards
• Observation charts with picture file cards- pictures from African, Chinese, Mexican, Russian and Native American Cultures and Realia
• Inquiry Chart
• Big Book (shared reading) and Personal Interaction
• Read aloud
INPUT
• World Map-highlight countries from HM stories (US, Mexico, China, Ghana, Russia)
10/2 Primary language, ELD Review, Learning Log
• Pictorial-Aunt Phoebe and Adinkra Cloth –character sketch from The Talking Cloth 10/2 Primary language, ELD Review, Learning Log
GUIDED ORAL PRACTICE
• Portfolios and Team Organization
• T-graph on Cooperation
• Exploration Report with Picture File Cards
• Poetry/Chants
READING/WRITING
• Interactive Journal
• Flexible Reading Groups- heterogenous, homogenous, guided reading
CLOSURE
• Process Inquiry Chart
• Home/School Connection
SAMPLE DAILY LESSON PLANS
Day 2
FOCUS/MOTIVATION
• Signal Word processing w/ Cognitive Content Dictionary
• Personal Standards-set expectations
• Anthropologist Awards
• Process Home/School Connection
• Read aloud
INPUT
• Review pictorial with smart cards
• Narrative Input-The Talking Cloth (pg. 189)by Rhonda Mitchell-Houghton Mifflin series (pg. 202) responding to questions
10/2 Primary language, ELD Review, Learning Log
• Cluster Map (Aunt Phoebe) pg. 187C
10/2 Primary language, ELD Review, Learning Log
GUIDED ORAL PRACTICE
• ELD Group Retell/ELD Frame
• Poetry/Chants
• Review T-graph on Cooperation
READING/WRITING
• Team Tasks
• Flexible Reading Groups- heterogenous, homogenous, guided reading: Expert Group #1- The Keeping Quilt by Patricia Polacco
• Oral Team Evaluation and Team Share
• Flexible Reading Groups- heterogenous, homogenous, guided reading: Expert Group #2 Anthony Reynoso: Born to Rope by Martha Cooper & Ginger Gordon
READING/WRITING
• DRTA
• Writer’s Workshop -Mini-lesson, Write, Author’s Chair
CLOSURE
• Process charts/poems
• Home/School Connection
SAMPLE DAILY LESSON PLANS
Day 3
FOCUS/MOTIVATION
• Signal Word processing w/ Cognitive Content Dictionary
• Personal Standards-set expectations
• Anthropologist Awards
• Process Home/School connection
• Read aloud
READING/WRITING
• Review Narrative with dialog/thought bubbles and word cards
• Story Map from Narrative
GUIDED ORAL PRACTICE
• Sentence Patterning Chart (Farmer-in-the-Dell)
Reading Game, Trading Game, Flip Chant
• Mind Map
• Process Grid- Numbered Heads for accountability
READING/WRITING
• Cooperative Strip Paragraph (prompts come from theme test; ie; topic sentence, main idea, supporting details, passage)
-respond, revise, edit
• Flexible Reading Groups- heterogenous, homogenous, guided reading
CLOSURE
• Process Charts
• Home/School Connection
SAMPLE DAILY LESSON PLANS
Day 4
FOCUS/MOTIVATION
• Signal Word processing w/Cognitive Content Dictionary
• Process Home/School Connection
• Read aloud
READING/WRITING
• Writer’s Workshop: mini-lesson, write, author’s chair
• Found Poetry
• Review T-graph and oral team evaluation
• Team Tasks/Leveled Reading Groups
• Cooperative Strip Paragraph with struggling readers
GUIDED ORAL PRACTICE
• Chants
READING/WRITING
• Read the Walls with personal CCD
• Flexible Reading Groups- heterogenous, homogenous, guided reading: Cooperative Strip Reading group with Struggling Readers
SAMPLE DAILY LESSON PLANS
Day 5
FOCUS/MOTIVATION
• Signal Word processing w/ Cognitive Content Dictionary
• Personal Standards-set expectations
• Anthropologist Awards
• Process Home/School Connection
• Read aloud
READING/WRITING
• Review T-graph and oral team evaluation
• Flexible Reading Groups- heterogenous, homogenous, guided reading
--Clunkers and Links with groups at or above grade level
• Team Presentations & Written Evaluation
GUIDED ORAL PRACTICE
• Chants
READING/WRITING
• Ear to Ear reading with poetry book
• Listen & Sketch
• Letter Home
EVALUATION & CLOSURE
• Review/Process charts
• Assessment/HM theme test
• Anthropologist Awards
SAMPLE SUPER SCIENTIST AWARD
[pic]
Amber is the main character in
Rhonda Mitchell’s The Talking Cloth.
Amber is inquisitive, wanting to know
more about her family’s history and
of her Aunt Phoebe’s travels.
[pic]
Amber is the main character in
Rhonda Mitchell’s The Talking Cloth.
Amber is inquisitive, wanting to know
more about her family’s history and
of her Aunt Phoebe’s travels.
Celebrating Traditions
From Around the World
Ghana China America
Mexico Russia
A Big Book
Adapted by Kelli Richardson
Celebrating my past and my family tree,
Traditions and ancestors embracing me-
In America, so beautiful and free,
Where I am proud to be me!
Celebrating my past and my family tree,
Traditions and ancestors embracing me-
In America, so beautiful and free,
Where I am proud to be me!
Repetitive text written in High Tower Text Font 26 point/ bold
This repetitive text goes at the top and bottom of each big book page.
The text of this Big Book is based on
Houghton-Mifflin Grade 3-Celebrating Traditions-Theme 2
Hampton Brown-High Point- Level B- Belonging-Unit 2
Table of Contents
Page 1 What Are Traditions?
Page 2 Traditions From Russia
Page 3 Traditions From Mexico
Page 4 Traditions From Ghana
Page 5 Traditions From America
Page 6 Traditions From China
Page 7 Our Common Threads
What Are Traditions?
Traditions are activities or events that families, friends, and groups of people have done for many years. These traditions are passed down from generation to generation. Traditions are celebrated in order to remember ancestors and continue to pass on family values. Traditions are meaningful and special to people all around the world.
Traditions From Russia
Russia is a country which is located in the continent of Asia. Moscow is the capital city of Russia. Russia has a population of approximately 146 million people. Russian is the main language which is spoken there. Russian Orthodox and Muslim make up the main religions of the Russian people. Russia is an extraordinary country which is an invaluable part of this world.
One Russian tradition is celebrating Christmas on January 7th, in accordance with the old Julian calendar. It is a day of solemn ritual and joyous celebration. Many Russians have a “Holy Supper” which consists of 12 symbolic foods. Each food represents something different such as unity, hope, immortality, happiness and success. Other Russian traditions may include bear fighting and taking Russian baths.
Some traditional treasures which may be passed down from generation to generation may include nesting dolls, beautiful shawls and Russian eggs.
Traditions From Mexico
Mexico is a country which is located in the
continent of North America. Mexico consists of
32 separate states. The capital is Mexico City. The
population of Mexico is approximately 100 million
people. The languages spoken in Mexico are Spanish,
Mayan, and other regional indigenous languages.
The main religion in Mexico is Roman Catholic.
Mexico is an incredible country which is an invaluable
part of this world.
Some Mexican traditions may include Las Posadas which is the reenactment of the journey of Joseph and Mary as they search for lodging before the birth of Jesus. La danza de los viejitos is a traditional dance which includes masks that appear to be old men, white shirts and colorful accessories. Piñatas, bullfighting and mariachi music are also wonderful Mexican traditions.
In honor of their ancestors, many Mexican people celebrate El dia de los muertos. On El dia de los muertos, families visit cemeteries, create altars, and celebrate memories of those who have died.
Traditions From Ghana
Ghana is a country which is located in the continent of Africa. The capital city of Ghana is Accra. The population of Ghana is approximately 19 million people. The languages spoken in Ghana are English and African languages such as Akan and Moshi-Dagomba. The main religions consist of indigenous beliefs, Muslim, and Christianity. Ghana is an amazing country which is an invaluable part of this world.
Some African traditions may include sacred rituals, dances and drumming. Many symbols are used not only on the adinkra cloth, but on architecture, pottery, and wood carvings. The circle represents unity for all people. People in Ghana believe that Mother Earth is very sacred. As in many countries, the people of Ghana also believe that it is important to honor their ancestors.
Traditions From America
The United States of America is a country which is located in the continent of North America. Washington D.C. is the capital city of the United States. The population of the United States is approximately 281 million people. There are many languages spoken in the United States, although English and Spanish are the main languages. In the United States, the main religions are Protestant and Roman Catholic. The United States is a phenomenal country which is an invaluable part of this world.
The Native Americans were the first people to inhabit the United States. Some Native American traditions may include sacred rituals and dances which honor Mother Earth and the Great Spirit. Many Native Americans believe in oneness with other living things such as trees, animals and nature. Native Americans in the Southwest such as the Hopi and Tewa tribes, made kachina dolls for their loved ones. The kachina dolls are small wooden images carved to represent the men who dance in costumes, masks and paint as kachina spirits. The kachinas are believed to be powerful supernaturals.
Traditions From China
China is a country which is located in the continent of Asia. China’s capital city is Beijing.
The population in china is approximately 1 billion, 262 million people. The primary languages in China are Mandarin, Cantonese, along with many other Chinese dialects. The main religions in China are Daoist, Buddhist, and Muslim. China is an intriguing country which is an invaluable part of this world.
Chinese New Year is a popular Chinese tradition. The traditional dinner is full of symbolic meaning, such as Chinese dumplings implying wealth since they have the shape of ancient Chinese gold or silver ingots ( a mass of gold or silver cast in a mold ). Family members drink Jiu, a form of hard liquor, which symbolizes longevity. Giving “lucky money” in red envelopes is a tradition which is shared not only on Chinese New Year, but also for weddings, birthdays and graduations.
The Chinese Tea Ceremony and the game of Mahjong are traditions which are practiced throughout the year.
Our Common Threads
Families immigrate to America from countries around the world. No matter where our ancestors first began, we have many common threads:
*Hope- we hope that our families will
be safe, healthy, and happy
*Perseverance- we keep trying our best, even when
life can be difficult
*Belief- we believe in making this world a better
place
*Pride- we are proud of where we came from,
who we are, and who we hope to be in the future
*Belong- we all belong to the Human Family
from Human Family
by Maya Angelou
(copyrighted text)
Summaries of Stories From Houghton-Mifflin
The Keeping Quilt, written by Patricia Polacco, is a personal narrative story about the author’s own family traditions. The Keeping Quilt is a story about a homemade quilt which has been part of the author’s Russian-Jewish family for over four generations. From the quilt’s beginnings as Great Gramma Anna’s babushka, to its use at weddings, parties, and funerals, Polacco shows how the quilt has become a beloved family tradition.
Anthony Reynoso, Born to Rope, is a nonfiction book written by Martha Cooper and Ginger Gordon. Nonfiction is factual writing about real people, places, things, and events. In Anthony Reynoso, Born to Rope, nine-year-old Anthony mixes his love of traditional Mexican rodeo-style roping and riding, which he learns from his father, with his modern life in Arizona…school, basketball, friends, swimming, and exploring.
The Talking Cloth is a realistic fiction story written by Rhonda Mitchell. Realistic fiction stories have realistic characters and events come to life in a fictional plot. In The Talking Cloth, Amber loves to visit her Aunt Phoebe. On this visit, Aunt Phoebe tells Amber and her father about an adinkra cloth that she bought in Africa. As Phoebe explains what the symbols and colors on the cloth mean, Amber learns about her own heritage.
Dancing Rainbows- A Pueblo Boy’s Story is a nonfiction story written by Evelyn Clarke Mott. In Dancing Rainbows, Curt, a young Tewa Native American and his grandfather prepare for Feast Day. They enjoy good food, beautiful dances, and colorful costumes. Curt and his grandfather also enjoy the time they spend together celebrating the traditions of their ancestors.
[pic]
Selection and Author Traditions/Country of Origin
-The Talking Cloth Adinkra cloth/ West Africa,
-by Rhonda Mitchell. Ghana
HM Function/Focus Characters & Traits
-Noting details Amber: curious, caring
-Summarize Aunt Phoebe: worldy-wise, nurturing
Genre Setting
-Realistic Fiction Aunt Phoebe’s house
Key Vocabulary
Collector Symbols Flourish Wealth
Royalty Mocha
Embroidered Flourish
[pic]
Summary of Events
Amber visits Aunt Phoebe, learns of Adinkra cloth
Aunt bought it in Africa. Aunt Phoebe explains
Symbols, colors.
Amber learns of heritage.
Grammar Yes, Ma’am
By Regina Rosenzweig
Is this a compound word? Yes, Ma’am
How do you know? It’s formed by two words
Can you give me an example? Birthday, bedroom, afternoon and everyone
Is this a plural ending? Yes, Ma’am
How do you know? It means more than one
How are they formed? If it ends in y, drop the y and add ies
If it ends in e, just add an s
If it ends in a consonant, just add an s
Give me some examples Party becomes parties and family becomes families
Give me some examples Speech becomes speeches and towel becomes towels
Is this a contraction? Yes Ma’am
How do you know? Two words become one with an apostrophe
How are they formed? Drop a letter and add an apostrophe
Give me some examples They will is they’ll and is not is isn’t
Are we learning grammar? Yes, Ma’am
Are we learning grammar? Yes, Ma’am
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Traditions Here There
By Regina Rosenzweig and Kate Wyffels
Traditions here, traditions there
Traditions, traditions everywhere!
Dynamic traditions celebrating creatively
Meaningful traditions influencing quietly
Symbolic traditions inspiring hopefully
And spectacular traditions gathering excitedly
Traditions in Soviet Union and China
Traditions from the Pueblo Nation
Traditions around Ghana, Africa
Traditions throughout Mexico
And traditions from all over the world!
Traditions! Traditions! Traditions!
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The Talking Cloth Yes, Ma’am
By Regina Rosenzweig
Is this selection about traditions? Yes, Ma’am
Is this selection about traditions? Yes, Ma’am
How do you know? It’s about the adinkra cloth
Who is the author? Rhonda Mitchell
What is the genre? It’s realistic fiction
Who are the main characters? Aunt Phoebe and Amber
Tell me about their traits. Aunt Phoebe’s interests are about the world
What about Amber? Amber is very curious about the world
Where is the setting? Aunt Phoebe’s house
Tell me about the events First Amber visits Aunt Phoebe
And then… She teaches her about the cloth
What does she learn? The symbols and colors and her heritage.
What’s the cloth’s origin? Ghana, Africa
Is this selection about traditions? Yes, Ma’am
Is this selection about traditions? Yes, Ma’am
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Anthropology Bugaloo
By Kelli Richardson
I’m an anthropologist and I’m here to say,
I study about human beings every day!
Day-to-day life and how people survived,
How cultures developed and why they thrived.
Sometimes I investigate,
Sometimes I write a book,
But mostly I observe and take a closer look!
Food, shelter, weapons too
Doing the anthropology bugaloo!
I’m an anthropologist and I’m here to say,
I study human beings every day!
Development of language and communication,
Traditions passed down, generation to generataion.
Sometimes I do experiments,
Sometimes I travel around the Earth,
Studying each culture’s wonderful worth!
Customs, traditions, heritage too
Doing the anthropology bugaloo!
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Diversity Cadence-Sound Off
By Kelli Richardson
Yes we know for we can see,
We’re celebrating diversity!
We come from places near and far,
With traditions that show who we are.
America is our great country,
The land of opportunity.
Ancestors on our family trees,
Reaching out to you and me.
Religion and language from the past,
Values and culture meant to last.
We’re the same, yet different too,
I’ll be me, and you’ll be you.
Respecting our elders and families,
We’re celebrating diversity!
Sound Off—Traditions!
Sound Off— Values!
Sound Off—1,2,3,4—Diversity!
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Name:____________________
Date: ____________________
Project GLAD
Celebrating Traditions Unit
Home/School Connection #1
Talk with your family about a tradition you celebrate. Draw or write about it below.
Parent signature: __________________
Student signature: ________________
Nombre:____________
Fecha:_____________
Proyecto GLAD
Celebrando Tradiciones
Conexión entre Hogar y Escuela #1
Hablar con su familia sobre una tradición que se celebran. Dibujarlo o escribirlo abajo.
Firma del padre: ____________________
Firma del estudiante: ___________________
Name:____________________
Date: ____________________
Project GLAD
Celebrating Traditions Unit
Home/School Connection #2
Tell your family how the adinkra cloth from Ghana “talks.”
If you had your own adinkra cloth, what would it look like or say about you? Draw it below.
Parent signature: __________________
Student signature: ________________
Nombre:____________
Fecha:_____________
Proyecto GLAD
Celebrando Tradiciones
Conexión entre Hogar y Escuela #2
Hablar con su familia sobre la tela adinkra y como
¿Si tuvieras tu propia tela, como pareciera y qué diría sobre tu personalidad? Dibujarlo abajo.
Firma del padre: ____________________
Firma del estudiante: ___________________
Name:____________________
Date: ____________________
Project GLAD
Celebrating Traditions Unit
Home/School Connection #3
Amber has a close relationship with her Aunt Phoebe.
Talk to your family about an important relationship you have. Describe it below.
Parent signature: __________________
Student signature: ________________
Nombre:____________
Fecha:_____________
Proyecto GLAD
Celebrando Tradiciones
Conexión entre Hogar y Escuela #3
Amber esta muy unida a su tia Aunt Phoebe.
Hablar con su familia sobre una relación especial que tienes. Describir lo abajo.
Firma del padre: ____________________
Firma del estudiante: ___________________
Name:____________________
Date: ____________________
Project GLAD
Celebrating Traditions Unit
Home/School Connection #4
Draw the continent and country where the adinkra cloth originally comes from.
Talk to your family about it.
Parent signature: __________________
Student signature: ________________
Nombre:____________
Fecha:_____________
Proyecto GLAD
Celebrando Tradiciones
Conexión entre Hogar y Escuela #4
Dibujar el continente y el país de donde viene la tela adinkra.
Hablar con su familia sobre tu dibujo.
Firma del padre: ____________________
Firma del estudiante: ___________________
Project GLAD
Houghton Mifflin: Celebrating Traditions Grade 3, Theme 2
Expert Group 1—The Keeping Quilt
Selection and Author The selection from Houghton Mifflin is called The Keeping Quilt. The author is Patricia Polacco.
HM Function/*Focus In this story the function is to understand the author’s viewpoint. Polacco loves her family, feels connected to her ancestors and hopes to continue her family’s traditions. The focus for this story is to evaluate.
Genre The genre is fiction: personal narrative.
Key Vocabulary
border gathering needles scraps
sewn threaded hauling artificial
babushka challah linen handkerchief
huppa poverty bouquet
Traditions The traditions are that the keeping quilt is passed down from generation to generation; it is used over the years for a tablecloth, wedding huppa, baby blanket, blanket, and cape. Most importantly is is used to tell the story of the quilt which links all the generations together. Other traditions include use of gold, flower, salt and bread at weddings.
Characters & Traits
Anna’s Mother
Anna
Carle
Mary Ellen
Patricia Polacco is proud of her heritage. The Keeping Quilt is told from her point of view.
Setting This story is set in New York City.
Summary of Events A quilt used as Great Grandma Anna’s babushka is used at weddings, birthday parties and funerals as it becomes a beloved family tradition.
Country/Culture of Origin The traditions come from Russia and specifically from Russian Jews.
Project GLAD
Houghton Mifflin: Celebrating Traditions Grade 3, Theme 2
Expert Group 2—Anthony Reynoso: Born to Rope
Selection and Author The selection from Houghton Mifflin is Anthony Reynoso: Born to Rope by Martha Cooper & Ginger Gordon.
HM Function/*Focus In this story the function is to be able to categorize and classify. The focus for this story is to *question.
Genre
The genre is nonfiction.
Key Vocabulary
Granite federal wreath celebrity ceremonies
Exhibition experts performers rodeo charro
Petroglyphs pitch in piñata mariachis
Traditions The traditions are riding and roping mexican rodeo style, helping in the grandparents’ restaurant, taking a yearly family photo in traditional Mexican outfits,
celebrating birthdays together, and Anthony performing with his father in public.
Characters & Traits Anthony Reynoso is proud of his traditions and heritage. He wants to teach the new baby in his family the traditions.
Setting The story is set at the grandfather’s ranch outside Phoenix, Arizona.
Summary of Events Anthony Reynoso is nine years old. He loves traditional Mexican rodeo-style roping and riding. He learned from his father and grandfather. He also loves modern life and things like school and basketball.
Country/Culture of Origin The traditions come from Mexico.
Project GLAD
Houghton Mifflin: Celebrating Traditions Grade 3, Theme 2
Expert Group 3— Dancing Rainbows: A Pueblo Boy’s Story
Selection and Author The selection from Houghton Mifflin is Dancing Rainbows: A Pueblo Boy’s Story by Evelyn Clarke Mott.
HM Function/*Focus In this story the function is to understand topic, main idea & supporting details. The focus for this story is to *monitor and clarify.
Genre The genre is nonfiction.
Key Vocabulary
ancestors elders honor imitating
respect tewa pueblo bustle (noun)
Traditions The traditions are the dances. They bring the community together and are passed on to next generation. They teach respect for the earth and about rain and rainbows.
Characters & Traits
Curt
Andy is part of a close-knit family, involved with his community, proud of his traditions and is happy.
Setting San Juan Pueblo, New Mexico
Summary of Events Curt, a Tewa Indian, and his grandfather Andy prepare for Feast Day; they spend time together celebrating the traditions of their ancestors.
Country/Culture of Origin The traditions come from Native Americans.
Project GLAD
Houghton Mifflin: Celebrating Traditions Grade 3, Theme 2
Expert Group 4— Celebrating Chinese New Year
Selection and Author The selection is Celebrating Chinese New Year by Diane Hoyt-Goldsmith.
HM Function/*Focus N/A
Genre The genre is nonfiction.
Key Vocabulary
honor ancestors offerings altar
represent symbols prosperity
Traditions The traditions involve preparing for and celebrating Chinese new year. The family sweeps away the old in readiness for the new year; they put away knives so that they won’t cut the family’s luck; Ryan gets a haircut before the new year so that his prosperity is not cut. (The word for haircut sounds like the word for prosperity.)
Also gold and prosperity sound alike in Chinese—hence oranges, which represent gold, are placed on family altars; The family says to each other “Gung hay fat choy! “ or May you prosper!
Characters & Traits Ryan and his father are polite and helpful; they believe their proper behavior ensures luck and prosperity in the coming new year.
Setting The story is set in Chinatown, San Francisco, California.
Summary of Events Ryan and father shop in Chinatown and clean the headstones on grandparents’ grave; whole family eats traditional jai meal, which is a symbolic, 10-course meal, with the grandmother, aunts, uncles and cousins. Ryan prepares the family altar. Then he watches a parade featuring lion dancers and dragons.
Country/Culture of Origin The traditions come from China and the Chinese people.
Project GLAD
Houghton Mifflin: Celebrating Traditions Grade 3, Theme 2
Selection and Author |HM Function/
*Focus |Genre |Key Vocabulary |Traditions |Characters & Traits |Setting |Summary of Events |Country/
Culture of Origin | |The Talking Cloth by Rhonda Mitchell
|Noting Details
*Summarize |Fiction: Realistic Fiction |Collector Collection
Flourish Royalty
Embroidered
Symbols Wealth
Stunt Mocha
Flourish Adinkra
Offend Grubby
Pinstripe
|Adinkra cloth
|Aunt Phoebe: interested in the world
Amber: curious |Aunt Phoebe’s house |Amber visits her Aunt Phoebe and learns about the Adinkra cloth that her aunt bought in Africa. Aunt Phoebe explains the symbols and colors, and Amber learns about her heritage |West Africa, Ghana | |The Keeping Quilt by Patricia Polacco
|Author’s viewpoint: loves her family, feels connected to ancestors, hopes to continue traditions
*Evaluate |Fiction: Personal Narrative |Border Gathering
Needles Scraps
Sewn Threaded hauling Artificial
Babushka Challah
Linen
Handkerchief Huppa
Poverty bouquet
|The Keeping Quilt: passed down generations, used for tablecloth, wedding huppa, baby blanket, blanket, cape, and for telling story of the quilt (links old and new lives)
Gold, Flower
Salt, bread
|Patricia Polacco: proud of her heritage
Anna’s Mother
Anna
Carle
Mary Ellen
|New York City |A quilt used as Great Grandma Annas’s babushka is used at weddings, birthday parties and funerals as it becomes a beloved family tradition. |Russia/Russian Jews | |Anthony Reynoso: Born to Rope by Martha Cooper & Ginger Gordon
|Categorize & Classify
*Question |Nonfiction |Granite
Federal
Wreath
Celebrity
Ceremonies
Exhibition
Experts
Performers
Rodeo
Charro
Petroglyphs
Pitch in
Piñata
Mariachis
|Riding Mexican Rodeo style
Roping Mexican Rodeo style
Helping in grandparents’ restaurant
Yearly family photo in traditional Mexican outfits
Celebrating birthdays together
Performing with father in public |Anthony Reynoso: proud of his traditions—wants to teach the baby |Grandfather’s ranch outside Phoenix, AZ |Anthony Reynoso is nine years old. He loves traditional Mexican rodeo-style roping and riding. He learned from his father and grandfather. He also loves modern life and things like school and basketball. |Mexico | |Dancing Rainbows: A Pueblo Boy’s Story by Evelyn Clarke Mott
|Topic, Main Idea & Supporting Details/ *Monitor& Clarify |Nonfiction |Ancestors
Elders
Honor
Imitating
Respect
Tewa
Pueblo
Bustle (noun) |Dances –brings community together and is passed on to next generation respect for the earth Rain
-rainbows
|Curt
Andy-close knit family, involved with community, proud of traditions, happy |San Juan Pueblo, New Mexico |Curt, Tewa Indian and grandfather Andy prepare for Feast Day; spend time together celebrating traditions of ancestors |Native American | |Celebrating Chinese New Year by Diane Hoyt-Goldsmith |N/A |Nonfiction |Honor
Ancestors
Offerings
Altar
Represent
Symbols
Prosperity
|Chinese new year -sweep away old in readiness for new year; put away knives so won’t cut luck; get haircut before so you don’t cut prosperity (word for haircut sounds like word for prosperity)
Gold and prosperity sound alike in Chinese—hence oranges on family altars; Gung hay fat choy! May you prosper! |Ryan and father—polite and helpful; believe behavior ensures luck and prosperity |Chinatown, San Francisco, CA |Ryan and father shop in Chinatown, clean the headstones on grandparents’ grave; whole family eata traditional jai meal—symbolic—10 course meal with grandmother, aunts, uncles, cousins. Ryan prepares the family altar; parade features lion dancers and dragons |China/Chinese | |
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