1. Teaching holiday traditionsto 4th
graders. There are 20 students—11 girls, 9
boys. There are2 Muslims, 3 Jewish, and 2 African Americans.
A—AnalyzeLearners
General Characteristics
o Age—They are 4th
graders, so they are probably anywherefrom9 to
11 years old.
o Gender—There isn’tthat much difference between boys and girls,
only 2 more girls than boys.
o Grade Level—4th
grade
o Culture—There is a great variety of culture in this classroom—2
Muslims, 3 Jews, 2 African Americans.
Learning Styles
o There are none specifically mentioned.
S—State Objectives
At the end of two weeks, my students will identify and describethree
holidays that they do not personally celebrate by making PowerPoint
presentations; creating informational posters; and showcasing traditional
food, music, or activities by making videos and podcasts. They will do this
with a 90% accuracy.
o Audience—My students
o Behavior—will identify and describethree holidays that they do not
personally celebrate
o Conditions—presentations; making informational posters;
showcasing traditionalfood, music, or activities using videos and
podcasts at the end of two weeks
o Degree—with a 90% accuracy.
S—Select the 3 M’s
2. Method—show example of expected work, engaging discussion to see who
in the class celebrates which holidays, allow students to work together to
gain help.
Media—computers (PowerPointfor presentations and posters), audio
(cameras for videos, microphones for podcasts), stillimages, printers (to
print off informational posters.
Materials—ask other teachers what they havedone, improvisewith what is
already available
U—Utilize Media and Materials
Preview Materials—providespecific websites for students to research on.
If they haveany audio or video to presentto the class, havethem submitit
to me firstto ensure it is age and schoolappropriate.
PrepareMaterial—get list of websites ready, make sureposter/art supplies
are plentiful, in casecomputers aren’t working and they can’t create
posters using PowerPoint
PrepareEnvironment—makesureheadphones/volumeare working,
cameras/recorders arecharged, microphones working; supplies neatly
available, projector is working, allow students to pick their workspace.
PrepareLearners—explain unfamiliar vocabulary, tell why it’s important to
learn about other cultures’ holidays; familiarize them with all the media
and technology they will be using—posters, PowerPoint, cameras,
microphones, etc.
ProvideLearning Experience—show differenttraditions/videos at the front
of roomso everyone can see. Makechart of whateveryone knows about
the differentholidays, maybe bring in Twitter poll or Poll Everywhere.
R—Require Learner Participation
Those students who do celebrate classmates’ chosen holidays should give
feedback on accuracy of information—peer-teaching. Group discussion
about interesting facts found at the end of every work period.
3. E—Evaluate and Revise
Providechecklist/rubric for students to know whatis expected of them in
presentation and picture book. Make surestudents know how to use
technology, media, and materials. Checklist for self-evaluation at different
points in the unit. Assessmentwillbe the grading of presentations, posters,
how well-informed their podcasts and videos are, and compilation of their
information using rubric given to them. If they have trouble doing two to
three holidays, maybe lighten the load next time.
