Time to Celebrate Lesson Plan
Dublin Core
Title
Time to Celebrate Lesson Plan
Subject
National Holidays
History/Social Studies
Community
Rio Grande Valley
Holidays
1st grade
Description
The purpose of this lesson is to help students understand the different holidays, traditions, and celebrations that take place in their community. It is important for students to learn about holidays, because they learn the history behind the holidays. When studying holidays, students learn about historical events that have changed our society. In addition, students learn about important historical figures. This teaches students that people can make important changes in the world, and teaches the importance of honoring and remembering our historical figures. Learning about holidays and holiday traditions teaches students about national unity, as it is one thing that is celebrated across the nation. It allows students to feel a part of a larger community. Lastly, it is vital that students learn about celebrations in their community because it teaches cultural unity, as it teaches them about their own culture and community. This also allows students to feel a part of their own community, and gives them examples of historical figures that they can relate to and look up to. Some of the different holidays that they will learn about are Independence Day, Easter, Labor Day, Thanksgiving, Christmas, Veterans day, Memorial Day, Mother’s Day, and Father’s Day. Students will also learn about celebrations that take place in their community, such as Charro Days and Border Fest.
Creator
Glenda Molina
Source
UTRGV College of Education
EDCI 3335-35, Fall 2018
Publisher
University of Texas Rio Grande Valley Special Collections and University Archives
Contributor
University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Rights
Molina, Glenda. (2018). Time to Celebrate Lesson Plan. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/38
Format
PDF
Language
English
Identifier
LessonPlan-CelebrationsHolidays-MolinaGlenda
Lesson Plan Item Type Metadata
Standards
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night.
Objectives
Student will be introduced to, and will be able to identify, the concept of holidays. Student will be able to identify the origin of holidays.
Materials
Book: “Hispanic Holidays” by Faith Winchester
Construction paper
Markers
Duration
6 Days
Lesson Plan Text
DAY 1
Grade Level: 1st grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Objectives:
Student will be introduced to, and will be able to identify, the concept of holidays. Student will be able to identify the origin of holidays.
Strategies for English Language Learners and Learners with Special Needs: Students will be given time before the read aloud to look through the book. Teacher will recap the story for ELLs in their native language, and answer any questions they may have. During read aloud and lesson, ELL students will be allowed to respond in their native language. Both ELLs and Special Needs students will be given their questions in advance and, enough time to prepare their response to questions.
Materials and Resources:
Book: “Hispanic Holidays” by Faith Winchester
Construction paper
Colors/markers
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students (1.30 minutes)
Students will be introduced to the concept of holidays, and their origins. What is the first holiday that comes to mind, and what does it celebrate?
• Accessing prior knowledge (1.30 minutes)
Teacher will ask students what their favorite holiday is. Do you know the origins of the holiday? What other holidays can you think of?
• Teacher modeling (20 minutes)
Teacher will teach concept of national holidays and their origins. For example, teacher will talk about Thanksgiving, and its origins form 1621 at Plymouth Plantation. Students will learn about who the Pilgrims were, why they came to the “New World”, and who they met when they arrived (BrainPOPEducator, 1999-2018). Teacher will check for understanding by asking for a quick recap from students.
• Guided Practice (10 minutes)
Teacher will guide class read aloud, using the book “Hispanic Holidays” by Faith Winchester. Teacher will start read aloud by doing a picture walk through the book, and asking students to make predictions about what they think the story will be about. Teacher will then read the book, and stop throughout to allow students to comment and make connections to their personal lives. Class will discuss the holidays shown in the book, and talk about their own family traditions on those holidays. Teacher will ask for, and answer, any questions from students before moving.
• Practice (independent, partner, group) (15 minutes)
Students will work independently to create a short story book in which they will write and illustrate things representing their favorite holiday. The holiday must be current holidays that take place in the united states for example: Christmas, Easter, Thanksgiving, etc. Students are to explain why this is their favorite holiday, and describe their family traditions for celebrating this holiday. Teacher will walk around classroom to encourage students on their work and be of any assistance needed.
• Closure (7 minutes)
Students will present their short stories to the class. Teacher will check for understanding by listening to analyzing the short stories, checking that the content of them aligns with the days lesson.
DAY 2
Grade Level: 1st Grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Objectives 1-2 must be sequential
Student will be introduced to, and will be able to identify the concept of the different national holidays along with the four season of the year.
Strategies for English Language Learners and Learners with Special Needs
Teacher will recap the seasons and national holidays with a brief description of it in the native language of the ELL students and answer any questions they may have. The teacher will also provide a visual representation of the season on the board for the students. During the lesson the EL students will be allowed to respond in their native language. Both ELLs and Special Needs students will be given extra time to complete their assignment.
Materials and Resources
Poster
Colors/ Markers
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students ( 5 minutes)
Students will be introduced to the 4 seasons and identify what different national holidays correspond to what holidays. Students will identify both the seasons and the holidays and will make connections between to two to figure out which holidays are related to which season.
• Accessing prior knowledge (5 minutes)
Teacher will access prior knowledge by starting a discussion. Teacher will ask students what their favorite season is. Teacher will then ask students to think about what holidays take place during that holiday.
• Teacher modeling (15 minutes)
Teacher will teach different national holidays, and when they take place. For example, Mother’s day is celebrated on the second Sunday May during Spring, Father’s Day is celebrated on the third Sunday of June during Spring, and Veteran’s Day on November 11 during the Fall. Teacher will allow students to ask questions before moving on.
• Guided Practice (5 minutes)
Teacher will make 4 sections on the board for the 4 seasons. Teacher will start off the guided practice by adding a holiday for every section. Students will then contribute other holidays for the teacher to record under the corresponding holiday section.
• Practice (independent, partner, group) (15 minutes)
In groups, students will receive a poster board divided into 4 sections. Each section will have a different figure representing the four seasons; snowflake for winter, flowers for spring, sun for summer, and leaves for autumn. For each figure, they will write down or illustrate the different celebrations that take place during that season, and activities that can be done.
• Closure (10 minutes)
Students will present their posters and explain their representation of the holidays for each season. To check for understanding, teacher will analyze poster to ensure that they align with the day’s lesson.
DAY 3
Grade Level: 1st Grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Objectives 1-2 must be sequential
Student will be introduced to, and will be able to identify the concept of the different traditions that take place on corresponding national holidays along with the appropriate attires used throughout the seasons.
Strategies for English Language Learners and Learners with Special Needs
Teacher will recap the seasons and national holidays with a brief description of it in the native language of the ELL students and answer any questions they may have. The teacher will also discuss the different traditions that go along with these holidays and the attire that corresponds to specific seasons. During the lesson the EL students will be allowed to respond in their native language. Both EL and Special Needs students will be given extra time to complete their assignment if needed.
Materials and Resources
projector
Illustrations
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students ( 2.30 minutes)
Students will be able to identify what traditions correspond to specific holidays, and what clothing is appropriate.
• Accessing prior knowledge (2.30 minutes)
Teacher will access prior knowledge through an in class discussion. Teacher will ask students what holiday is coming up. Teacher will then ask what their family does to celebrate that holiday, as well as ask what clothing they wear during that time of year.
• Teacher modeling (15 minutes)
Teacher will introduce the concept of traditions. Teacher will focus on main holidays, such as Christmas or Thanksgiving. For example, traditionally, for Christmas families put up Christmas trees and put gifts under the tree. For Thanksgiving dinner, turkey is traditionally served.
• Guided Practice (5 minutes)
Using the overhead projector, teacher will demonstrate on an animation of a person. Based on the attire of the person and surroundings on the picture, students will help teacher determine what holiday the picture belongs to. For example, if the person is carving a turkey, students will identify that it corresponds to Thanksgiving. If the picture shows children with baskets hunting for eggs, students will identify that it corresponds to Easter.
• Practice (independent, partner, group) (15 minutes)
Working independently, students will write a short paragraph in which they describe in detail a specific holiday of their choosing and the traditions that their family follows with it. Students can also add an illustration.
• Closure (15 minutes)
Students will read aloud their short essay to the class. This will be followed by a discussion of what they learned from their classmates about their family traditions. What do other families do similarly to their family? What do they do different? Teacher will check for understanding by listening to discussion, checking for students understanding of what traditions are.
DAY 4
Grade Level: 1st grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Objectives 1-2 must be sequential
Student will be introduced to, and will be able to identify, holidays and celebrations that take place in their community.
Strategies for English Language Learners and Learners with Special Needs
Teacher will recap holidays and celebrations ahead of time with ELL students in student’s native language. Teacher will also provide student with a list of community celebrations with their descriptions in student’s native language. Learners with special needs will be provided with a list of the same community celebrations with illustrations and specific descriptions. During the lesson the EL students will be allowed to respond in their native language. Both EL and Special Needs students will be given extra time to complete their assignment if needed.
Materials and Resources
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students (1.30 minutes)
Student will be able to identify what holidays or celebrations take place in their community.
• Accessing prior knowledge (1.30 minutes)
Teacher will explain that every community has their own traditions. Teacher will engage students by asking them to reflect on what holiday traditions take place in their community. What do you remember seeing around town during Thanksgiving time? What do you remember seeing around town during Christmas time?
• Teacher modeling (10 minutes)
Teacher will talk about the different celebrations that take place in our community. For example, Charro Days are celebrated between February and March, in Brownsville. Border Fest is held annually on the first weekend in March in Hidalgo. Hidalgo Festival of Lights is held each year in December. This festival is the largest light display in Texas, featuring more than 3 million lights and over 500 large lighted displays along a 3 mile trail through Hidalgo, and the festival starts at sunset every night throughout the month of December (Ortiz, 2018).
• Guided Practice (18 minutes)
Students will listen to guest speaker, Sandra Rodriguez, Vice President of the Charro Day committee. Sandra Rodriguez will lead a class discussion, in which she explains the origins of Charro Day, why it is celebrated, and the importance of Charro Day to our community. Sandra Rodriguez will explain that Charro Days began as a way to uplift the community during the Great Depression. In its beginning stages, the festival consisted of “elegant costume balls”, whereas nowadays that no longer takes place. From the beginning, however, there has always been a grand parade. (Ortiz, 2018)
• Practice (independent, partner, group) (15 minutes)
Students will create a short writing sample comparing and contrasting the traditions of Charro Days from when it first originated to the traditions of present day. How has the celebration changed? What has remained the same? What would you like to see incorporated?
• Closure (9 minutes)
Students will recap the main points of their writing sample to the class. Teacher will check for understanding by listening to student’s recaps and checking that their writing sample aligns with the day’s lesson.
DAY 5
Grade Level: 1st grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Objectives 1-2 must be sequential
The students will use their prior knowledge from the lessons that took place throughout the week to complete their project. Students will be able to use the lesson on holidays to create their own holiday.
Strategies for English Language Learners and Learners with Special Needs
Teacher will explain the assignment ahead of time to ELL student and special needs student. Teacher will recap; seasons, national holidays, traditions, and attire in the native language of the ELL students, and answer any questions they may have. Teacher will ensure that students have a clear understanding of the material and the project at hand. During the activity the EL students will be allowed to respond and communicate with their group in their native language. Both EL and Special Needs students will be given extra time to complete their assignment if needed. Teacher will be available to assist students when needed.
Materials and Resources
Poster
Colors/ markers
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students ( 1.30 minutes)
Students will use their prior knowledge to engage in and in-class activity, in which they will bring together the material that they discussed throughout the entire week.
• Accessing prior knowledge (10 minutes)
Teacher will ask for a recap of the week’s lesson. What holidays did we talk about? During what seasons do these take place? What are some of the traditions that go with these holidays? When did they originate, and why are they celebrated? How have some traditions changed over time? What celebrations take place in your community?
• Teacher modeling (3.30 minutes)
Teacher will give instructions for end of lesson project. Students are to make up their own holiday for their community. What are some important events that have occurred in your community that deserve to be celebrated? Who is an important figure in your community who deserves recognition? What is something fun that can be celebrated in your community? What traditions would go with it? When would this celebration take place?
• Guided Practice (5 minutes)
The teacher will give an example of a the holiday they made up. For example, teacher made up a holiday name Merry Pupmas, which takes place every year on April 14. During this holiday, everybody gets the day off of work and school. It is tradition during this holiday to go to all the different animal shelters around your community and play with all the animals that are there. There is a huge celebration at the Edinburg Municipal Park, in which everyone takes an abundance of dog treats and toys for all the puppies from all the shelters to come and enjoy and take home.
• Practice (independent, partner, group) (20 minutes)
In groups, students will create their “Time to Celebrate!” poster in which they will depict their holiday. They will include their own illustrations and descriptions of what the holiday is, the season during which it takes place, the traditions that will go with it, and why it is celebrated or what it celebrates.
• Closure (15 minutes)
Students will have an in-class presentation, during which they will present their holiday. Students will describe and explain their holiday. Teacher will check for understanding by analyzing presentation, using rubric to check for alignment with the lessons.
DAY 6
Grade Level: 1st Grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students (5 minutes)
Student will demonstrate understanding of; what a holiday is, what holidays occur during what seasons, what traditions are, and what celebrations occur in their community.
• Accessing prior knowledge (10 minutes)
Teacher will ask students to recap what they have learned about national holidays. What have we learned about holidays? What are some holidays we talked about and when do they take place? What are the traditions of these holidays? What celebrations and traditions do we have in our community?
• Closure (40 minutes)
Students will take an assessment.
Grade Level: 1st grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Objectives:
Student will be introduced to, and will be able to identify, the concept of holidays. Student will be able to identify the origin of holidays.
Strategies for English Language Learners and Learners with Special Needs: Students will be given time before the read aloud to look through the book. Teacher will recap the story for ELLs in their native language, and answer any questions they may have. During read aloud and lesson, ELL students will be allowed to respond in their native language. Both ELLs and Special Needs students will be given their questions in advance and, enough time to prepare their response to questions.
Materials and Resources:
Book: “Hispanic Holidays” by Faith Winchester
Construction paper
Colors/markers
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students (1.30 minutes)
Students will be introduced to the concept of holidays, and their origins. What is the first holiday that comes to mind, and what does it celebrate?
• Accessing prior knowledge (1.30 minutes)
Teacher will ask students what their favorite holiday is. Do you know the origins of the holiday? What other holidays can you think of?
• Teacher modeling (20 minutes)
Teacher will teach concept of national holidays and their origins. For example, teacher will talk about Thanksgiving, and its origins form 1621 at Plymouth Plantation. Students will learn about who the Pilgrims were, why they came to the “New World”, and who they met when they arrived (BrainPOPEducator, 1999-2018). Teacher will check for understanding by asking for a quick recap from students.
• Guided Practice (10 minutes)
Teacher will guide class read aloud, using the book “Hispanic Holidays” by Faith Winchester. Teacher will start read aloud by doing a picture walk through the book, and asking students to make predictions about what they think the story will be about. Teacher will then read the book, and stop throughout to allow students to comment and make connections to their personal lives. Class will discuss the holidays shown in the book, and talk about their own family traditions on those holidays. Teacher will ask for, and answer, any questions from students before moving.
• Practice (independent, partner, group) (15 minutes)
Students will work independently to create a short story book in which they will write and illustrate things representing their favorite holiday. The holiday must be current holidays that take place in the united states for example: Christmas, Easter, Thanksgiving, etc. Students are to explain why this is their favorite holiday, and describe their family traditions for celebrating this holiday. Teacher will walk around classroom to encourage students on their work and be of any assistance needed.
• Closure (7 minutes)
Students will present their short stories to the class. Teacher will check for understanding by listening to analyzing the short stories, checking that the content of them aligns with the days lesson.
DAY 2
Grade Level: 1st Grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Objectives 1-2 must be sequential
Student will be introduced to, and will be able to identify the concept of the different national holidays along with the four season of the year.
Strategies for English Language Learners and Learners with Special Needs
Teacher will recap the seasons and national holidays with a brief description of it in the native language of the ELL students and answer any questions they may have. The teacher will also provide a visual representation of the season on the board for the students. During the lesson the EL students will be allowed to respond in their native language. Both ELLs and Special Needs students will be given extra time to complete their assignment.
Materials and Resources
Poster
Colors/ Markers
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students ( 5 minutes)
Students will be introduced to the 4 seasons and identify what different national holidays correspond to what holidays. Students will identify both the seasons and the holidays and will make connections between to two to figure out which holidays are related to which season.
• Accessing prior knowledge (5 minutes)
Teacher will access prior knowledge by starting a discussion. Teacher will ask students what their favorite season is. Teacher will then ask students to think about what holidays take place during that holiday.
• Teacher modeling (15 minutes)
Teacher will teach different national holidays, and when they take place. For example, Mother’s day is celebrated on the second Sunday May during Spring, Father’s Day is celebrated on the third Sunday of June during Spring, and Veteran’s Day on November 11 during the Fall. Teacher will allow students to ask questions before moving on.
• Guided Practice (5 minutes)
Teacher will make 4 sections on the board for the 4 seasons. Teacher will start off the guided practice by adding a holiday for every section. Students will then contribute other holidays for the teacher to record under the corresponding holiday section.
• Practice (independent, partner, group) (15 minutes)
In groups, students will receive a poster board divided into 4 sections. Each section will have a different figure representing the four seasons; snowflake for winter, flowers for spring, sun for summer, and leaves for autumn. For each figure, they will write down or illustrate the different celebrations that take place during that season, and activities that can be done.
• Closure (10 minutes)
Students will present their posters and explain their representation of the holidays for each season. To check for understanding, teacher will analyze poster to ensure that they align with the day’s lesson.
DAY 3
Grade Level: 1st Grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Objectives 1-2 must be sequential
Student will be introduced to, and will be able to identify the concept of the different traditions that take place on corresponding national holidays along with the appropriate attires used throughout the seasons.
Strategies for English Language Learners and Learners with Special Needs
Teacher will recap the seasons and national holidays with a brief description of it in the native language of the ELL students and answer any questions they may have. The teacher will also discuss the different traditions that go along with these holidays and the attire that corresponds to specific seasons. During the lesson the EL students will be allowed to respond in their native language. Both EL and Special Needs students will be given extra time to complete their assignment if needed.
Materials and Resources
projector
Illustrations
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students ( 2.30 minutes)
Students will be able to identify what traditions correspond to specific holidays, and what clothing is appropriate.
• Accessing prior knowledge (2.30 minutes)
Teacher will access prior knowledge through an in class discussion. Teacher will ask students what holiday is coming up. Teacher will then ask what their family does to celebrate that holiday, as well as ask what clothing they wear during that time of year.
• Teacher modeling (15 minutes)
Teacher will introduce the concept of traditions. Teacher will focus on main holidays, such as Christmas or Thanksgiving. For example, traditionally, for Christmas families put up Christmas trees and put gifts under the tree. For Thanksgiving dinner, turkey is traditionally served.
• Guided Practice (5 minutes)
Using the overhead projector, teacher will demonstrate on an animation of a person. Based on the attire of the person and surroundings on the picture, students will help teacher determine what holiday the picture belongs to. For example, if the person is carving a turkey, students will identify that it corresponds to Thanksgiving. If the picture shows children with baskets hunting for eggs, students will identify that it corresponds to Easter.
• Practice (independent, partner, group) (15 minutes)
Working independently, students will write a short paragraph in which they describe in detail a specific holiday of their choosing and the traditions that their family follows with it. Students can also add an illustration.
• Closure (15 minutes)
Students will read aloud their short essay to the class. This will be followed by a discussion of what they learned from their classmates about their family traditions. What do other families do similarly to their family? What do they do different? Teacher will check for understanding by listening to discussion, checking for students understanding of what traditions are.
DAY 4
Grade Level: 1st grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Objectives 1-2 must be sequential
Student will be introduced to, and will be able to identify, holidays and celebrations that take place in their community.
Strategies for English Language Learners and Learners with Special Needs
Teacher will recap holidays and celebrations ahead of time with ELL students in student’s native language. Teacher will also provide student with a list of community celebrations with their descriptions in student’s native language. Learners with special needs will be provided with a list of the same community celebrations with illustrations and specific descriptions. During the lesson the EL students will be allowed to respond in their native language. Both EL and Special Needs students will be given extra time to complete their assignment if needed.
Materials and Resources
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students (1.30 minutes)
Student will be able to identify what holidays or celebrations take place in their community.
• Accessing prior knowledge (1.30 minutes)
Teacher will explain that every community has their own traditions. Teacher will engage students by asking them to reflect on what holiday traditions take place in their community. What do you remember seeing around town during Thanksgiving time? What do you remember seeing around town during Christmas time?
• Teacher modeling (10 minutes)
Teacher will talk about the different celebrations that take place in our community. For example, Charro Days are celebrated between February and March, in Brownsville. Border Fest is held annually on the first weekend in March in Hidalgo. Hidalgo Festival of Lights is held each year in December. This festival is the largest light display in Texas, featuring more than 3 million lights and over 500 large lighted displays along a 3 mile trail through Hidalgo, and the festival starts at sunset every night throughout the month of December (Ortiz, 2018).
• Guided Practice (18 minutes)
Students will listen to guest speaker, Sandra Rodriguez, Vice President of the Charro Day committee. Sandra Rodriguez will lead a class discussion, in which she explains the origins of Charro Day, why it is celebrated, and the importance of Charro Day to our community. Sandra Rodriguez will explain that Charro Days began as a way to uplift the community during the Great Depression. In its beginning stages, the festival consisted of “elegant costume balls”, whereas nowadays that no longer takes place. From the beginning, however, there has always been a grand parade. (Ortiz, 2018)
• Practice (independent, partner, group) (15 minutes)
Students will create a short writing sample comparing and contrasting the traditions of Charro Days from when it first originated to the traditions of present day. How has the celebration changed? What has remained the same? What would you like to see incorporated?
• Closure (9 minutes)
Students will recap the main points of their writing sample to the class. Teacher will check for understanding by listening to student’s recaps and checking that their writing sample aligns with the day’s lesson.
DAY 5
Grade Level: 1st grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Objectives 1-2 must be sequential
The students will use their prior knowledge from the lessons that took place throughout the week to complete their project. Students will be able to use the lesson on holidays to create their own holiday.
Strategies for English Language Learners and Learners with Special Needs
Teacher will explain the assignment ahead of time to ELL student and special needs student. Teacher will recap; seasons, national holidays, traditions, and attire in the native language of the ELL students, and answer any questions they may have. Teacher will ensure that students have a clear understanding of the material and the project at hand. During the activity the EL students will be allowed to respond and communicate with their group in their native language. Both EL and Special Needs students will be given extra time to complete their assignment if needed. Teacher will be available to assist students when needed.
Materials and Resources
Poster
Colors/ markers
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students ( 1.30 minutes)
Students will use their prior knowledge to engage in and in-class activity, in which they will bring together the material that they discussed throughout the entire week.
• Accessing prior knowledge (10 minutes)
Teacher will ask for a recap of the week’s lesson. What holidays did we talk about? During what seasons do these take place? What are some of the traditions that go with these holidays? When did they originate, and why are they celebrated? How have some traditions changed over time? What celebrations take place in your community?
• Teacher modeling (3.30 minutes)
Teacher will give instructions for end of lesson project. Students are to make up their own holiday for their community. What are some important events that have occurred in your community that deserve to be celebrated? Who is an important figure in your community who deserves recognition? What is something fun that can be celebrated in your community? What traditions would go with it? When would this celebration take place?
• Guided Practice (5 minutes)
The teacher will give an example of a the holiday they made up. For example, teacher made up a holiday name Merry Pupmas, which takes place every year on April 14. During this holiday, everybody gets the day off of work and school. It is tradition during this holiday to go to all the different animal shelters around your community and play with all the animals that are there. There is a huge celebration at the Edinburg Municipal Park, in which everyone takes an abundance of dog treats and toys for all the puppies from all the shelters to come and enjoy and take home.
• Practice (independent, partner, group) (20 minutes)
In groups, students will create their “Time to Celebrate!” poster in which they will depict their holiday. They will include their own illustrations and descriptions of what the holiday is, the season during which it takes place, the traditions that will go with it, and why it is celebrated or what it celebrates.
• Closure (15 minutes)
Students will have an in-class presentation, during which they will present their holiday. Students will describe and explain their holiday. Teacher will check for understanding by analyzing presentation, using rubric to check for alignment with the lessons.
DAY 6
Grade Level: 1st Grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students (5 minutes)
Student will demonstrate understanding of; what a holiday is, what holidays occur during what seasons, what traditions are, and what celebrations occur in their community.
• Accessing prior knowledge (10 minutes)
Teacher will ask students to recap what they have learned about national holidays. What have we learned about holidays? What are some holidays we talked about and when do they take place? What are the traditions of these holidays? What celebrations and traditions do we have in our community?
• Closure (40 minutes)
Students will take an assessment.
Citation
Glenda Molina , “Time to Celebrate Lesson Plan,” UTRGV Digital Exhibits, accessed November 23, 2024, https://omeka.utrgv.edu/items/show/73.