3.++Five+Day+Unit+Plan

 = = __**Let's Dip into Mexico Thematic Unit Plan** __ =Monday: =

**WORD PROCESSED BY: Jennifer Smith**
|| · The student will learn important geographical facts about the geography of Mexico. · The student will handle the appropriate materials to create a taco. · The student will learn the geographical location of Mexico and what lies around it by viewing it on a map. · The student will create a topography map depicting Mexico. || || **__ NCSS Themes: __** III. People, Places, and Environment V. Individuals, Groups, and Institutions SS.3.G.1.1 Use thematic maps, tables, charts, graphs, and photos to analyze geographic information. SS.3.G.2.4 Describe the physical features of the United States, Canada, Mexico, and the Caribbean. SS.3.G.3.2 Describe the natural resources in the United States, Canada, Mexico, and the Caribbean. SS.3.G.3.1 Describe the climate and vegetation in the United States, Canada, Mexico, and the Caribbean. LA.3.1.6.1 The student will use new vocabulary that is introduced and taught directly; LA.3.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate. LA.3.1.6.6 The student will identify shades of meaning in related words (e.g., blaring, loud). VA.A 1.2.2: Uses control in handling tools and materials in a safe and responsible manner. || //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || =Making the Taco= 1. Pass out construction paper to students. Each student will need 1 of each color: Brown – meat, Green – lettuce, Red – tomato, Orange –cheese, and Yellow - taco shell. 2. Students will need 2 of each meat, lettuce, tomato, and cheese. Cut the brown construction paper in an squiggly oval to where it looks like ground meat. Fold the green construction paper to fourths, and then cut out one square. 3. Fold the square hamburger style two times. Cut the corners of the green construction paper so it looks like lettuce. Cut a half circle from the red construction paper to look like a tomato. 4. Fold the orange construction paper exactly like the green one – but make it smaller. 5. Staple the yellow construction paper in half hamburger style on the left a right sides. Before stapling, add on the left and right sides of the yellow construction paper (taco shell), stapling the meat, lettuce, tomato, and cheese. 1. Pull out a large geographical map of Mexico. Use the one provided in your classroom or pull up one from the internet using the Activboard. 2. Ask students questions regarding Mexico. i. Where is the Yucatan peninsula? Where is the Baja peninsula? ii. Where is the Gulf of Mexico? Gulf of California? iii. Where is Mexico City?
 * = Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? **
 * ** NCSS Themes/Sunshine State Standards ** List the overall theme and then each standard. Cutting and pasting from the website is allowed.
 * __ Sunshine State Standards: __**
 * Social Studies: **
 * Language Arts: **
 * Arts: **
 * Student Activities & Procedures
 * Review geography of Mexico for students who missed the previous week.**
 * 1) Questions can include:

3. Students will now make their own map topographical of Mexico, depicting mountains, rivers, lakes, plateaus and various other geographical locations. They will add Mexico City as the capital to their map as well.

Making the “Topo” Map
1. A topographical map shows land three-dimensionally with its mountains, plateaus, and riverbeds. 2. Tear paper into small pieces; soak in water for about an hour. 3. With help from the teacher, blend small amounts of the soggy paper – in plenty of extra water – to make pulp. 4. After each batch, squeeze the moisture out and place pulp in a bowl. 5. When you have about two cups of pulp, mix in enough white glue to make a stiff modeling material. 6. Draw a large outline of Mexico on the board, or you can use this one ( [|BlankMapMexico.pdf] Use the pulp to fill in the outline, building it up for the mountain chains and for high plateaus between them. 7. Place the model in a warm spot and let dry (this may take several days). 8. After each student gets a chance to become part of the board, group them into pairs. In their pairs, students will work at the computer. Just a suggestion, this would be great activity for stations. Students go to this site: [|Interactive Map of Mexico]. They can move the mouse over the different geographies in Mexico such as mountains and peninsulas. If they click on them, they can read about what the geographical locations. 9. Have students click certain places they would like to know more about. Have students write 5 things they have learned from the information they read. 10. Hand students the Venn diagram for “The Regions in Mexico and in your Neighborhood.” First, model the Venn diagram for students who need to know what a Venn diagram is. Also, so students know what to do for the activity. Have students list what is the same or different of their neighborhood. Students should place 3 things in the same circle and 3 things for the circle. When finished, place it in their “taco” for assessment at the end of the week. || || * Scrap paper · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || ==== Are students actively involved in the “topo” map making? Are students working cooperatively in their pairs at the computer station? Did the student write 5 things down on what they learned? Using the rubic [|MexicoVennRubric.doc], are there 3 things listed in the // same // circle and 3 things in the // different // circle on the Venn Diagram? Did they put the Venn Diagram in their “taco”? ==== || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || · Graphic organizers (Venn Diagram) · Teacher model the use of the Venn Diagram · For those students who finish their diagram early, they may assist other students who may be having difficulties. · If students need more time to finish, they will have additional time during centers. · Allow those students who have difficulty with handwriting to use Kidspiration to make their graphic organizers. || · Students will be given a pre-assessment on Friday detailing the aspects, which will be covered this week. This will include information on geography, culture, government, and culture. This will help organize the information to be taught. · Students will have the opportunity to participate in cooperative learning groups. This strategy will help students with their team building skills. Also, they will use Think-Pair-Share strategy, if needed. · The provided map provided will be used again on Friday. · __ Recommended Books __ : o Mexico! By Susan Milford – This book is a great resource! It includes 40 different activities for students to do to experience Mexico. This book includes an activity to make your own Mexico “topo map.” ||
 * == Resources/Materials ==
 * Blender
 * White glue
 * Masonite or thin, stable board
 * 2 bowls
 * Water
 * Stapler
 * Scissors
 * Activboard (optional)
 * Internet access
 * Computer
 * Construction paper – green, brown, red, orange, yellow
 * Venn Diagram of Regions for Mexico [|MexicoVenn.doc]
 * Large Geographical Map of Mexico (use map provided in classroom) or from Internet ||
 * ** Assessment **
 * == Exceptionalities ==
 * == Discussion Notes == || · Students will be given a post-assessment on Friday detailing Mexican history, which we covered the previous week.

=Tuesday: = = = =Teacher(s) Name: __Ashton Dacus, Alba Lopez, Mary Nieves, Jennifer Smith___= =Thematic Unit Theme/Title/Grade Level: __Mexico/ Let’s Dip Into Mexico/3rd __Wiki space address: __http://ucfgr3mexicosp09.wikispaces.com/__= =Daily Lesson Plan Day/Title:  __Tuesday/Mexico’s Money Makers__  = =Word Processed by: __Ashton Dacus __ = =Learning Objectives =  || · The student will be able to list at least three of Mexico’s major exports. //(Bloom’s level - 1)// ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="color: black; font-family: 'Cambria','serif';">The student will be able to, using examples from nonfiction children’s literature, discriminate Mexico’s contribution to the world (specifically the Unites States) from its exports through a word sort//. (Bloom’s level - 4)// ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="color: black; font-family: 'Cambria','serif';">The student will be able to correctly explain why a country might export goods to another country in either one to three sentences. //(Bloom’s level - 2)// ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="color: black; font-family: 'Cambria','serif';">The student will be able to solve the problem of scarcity in a real-life situation – through the act of **__bartering__** with others who have a surplus – during a class simulation of the scarcity of classroom resources. //(Bloom’s level - 3)// <span style="color: rgb(0, 176, 80); font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="color: black; font-family: 'Cambria','serif';">The student will be able to not only recognize the Mexican pesos and bills, but also be able to correctly arrange them in ascending order of value. //(Bloom’s level - 1)//
 * =<span style="color: black; font-family: 'Cambria','serif';"> =
 * <span style="font-size: 11pt; color: black; font-family: 'Cambria','serif';">What will students accomplish / be able to do at the end of this lesson? **

|| <span style="font-size: 11pt; color: black; font-family: 'Cambria','serif';"> <span style="color: black; font-family: 'Cambria','serif';">
 * **<span style="color: black; font-family: 'Cambria','serif';">NCSS Themes/Sunshine State Standards **<span style="color: black; font-family: 'Cambria','serif';">

|| **<span style="font-family: 'Cambria','serif';">NCSS Themes: ** ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Cambria','serif';">Culture //(implicitly addressed)// ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Cambria','serif';">People, Places, and Environments //(implicitly addressed)// ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Cambria','serif';">Production, Distribution, and Consumption //(directly addressed)// ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Cambria','serif';">Global Connections //(directly addressed)// ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> //<span style="color: black; font-family: 'Cambria','serif';">SS.3.G.4.4: //<span style="color: black; font-family: 'Cambria','serif';">Identify contributions from various ethnic groups to the U.S. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  //<span style="color: black; font-family: 'Cambria','serif';">SS.3.G.3.2: //<span style="color: black; font-family: 'Cambria','serif';">Describe the natural resources in the United States, Canada, Mexico, and the Caribbean. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> //<span style="color: black; font-family: 'Cambria','serif';">SS.3.E.1.1 //<span style="color: black; font-family: 'Cambria','serif';">: Give examples of how scarcity results in trade. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> //<span style="color: black; font-family: 'Cambria','serif';">SS.3.E.1.4 //<span style="color: black; font-family: 'Cambria','serif';">: Distinguish between currencies used in the United States, Canada, Mexico, and the Caribbean. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> //<span style="color: black; font-family: 'Cambria','serif';">LA.3.4.2.2 //<span style="color: black; font-family: 'Cambria','serif';">: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> //<span style="color: black; font-family: 'Cambria','serif';">LA.3.2.2.2: //<span style="color: black; font-family: 'Cambria','serif';"> The student will use information from the text to answer questions related to explicitly stated main ideas or relevant details. <span style="color: white; font-family: 'Cambria','serif';">
 * <span style="font-family: 'Cambria','serif';">Sunshine State Standards: **

|| and Student Activities //<span style="font-size: 9pt; color: black; font-family: 'Cambria','serif';"> ** <span style="font-size: 9pt; color: red; font-family: 'Cambria','serif';">
 * <span style="color: black; font-family: 'Cambria','serif';">**Student Activities & Procedures**
 * //<span style="color: black; font-family: 'Cambria','serif';">Teacher Activities

|| <span style="font-size: 120%; color: black; font-family: 'Cambria','serif';"> <span style="color: black; font-family: 'Cambria','serif';">__This lesson needs to take place **right after** students get back to the room.__ 1.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> __Before__<span style="color: black; font-family: 'Cambria','serif';"> the students get back, the teacher must: ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="color: black; font-family: 'Cambria','serif';">move students’ desks into groups if they are not already (4-6 is best). ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="color: black; font-family: 'Cambria','serif';">pick however many class necessities as number of groups. (For example, if the desks are in a total of 5 groups, pick 5 class necessities.) Then assign one necessity per group. (Examples of necessities: pencils, paper, chairs, the students’ burritos/tacos, and colored pencils.) ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="color: black; font-family: 'Cambria','serif';">Take every single item in the classroom on the necessities list and bring all of each item to the assigned group of desks. (I.E. – one group would have every pencil, one group would have every chair, etc.) Put all of the items in plain sight. 2.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> __When__<span style="color: black; font-family: 'Cambria','serif';"> students come into the room, act like nothing is wrong. Tell them to sit down, take out a piece of paper, their pencil, colored pencils, and their taco/burrito. (You might have this listed on the board). ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="color: black; font-family: 'Cambria','serif';">When students go to their tables and object/laugh/question you: ask them if they have any of the materials you asked them to get out. When they say that they have one, remark on how curious it is that every group has one thing that they need – and it is all a different one of the things! Ask if they at least have enough for everyone in their group to have one. When they say that they have more than enough, say “Hmm…well, every person needs one of each item, and every person has a **surplus** – that means more than they need – of one item. Everyone also has a **scarcity** of the other four items – that means that they do not have enough to meet their own needs. In this case, the need is following directions. Well, we do have things to do today, so we need to fix these problems of surplus and scarcity in each group. But, since it would be too chaotic for everyone to run around at once, I need one Commissioner of Trade for each table.” ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="color: black; font-family: 'Cambria','serif';">Either the teacher or the students pick one COT for each table. “Okay commissioners, your job is to get one of every material for each of your table members. Table members, your job is to make sure that no one gets any material from you unless they bring something in return for you! Now, if a commissioner brings one chair, and wants five pieces of paper, is that fair? You give everyone at his table that material they need, but only one of the people at your table gets the material. So, commissioners, you have to give an equal amount to what you receive. For example, if you want five pencils, you must bring five packs of colored pencils to the pencil table to do so. If you can’t carry it all at once, then you need to trade one item at a time. Any questions? Trade away!” (It would probably benefit your students and you if you wrote these rules on the board). 3.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> __After__ <span style="color: black; font-family: 'Cambria','serif';">every student has all of the materials that he or she needs: <span style="font-size: 14pt; color: black; font-family: 'Cambria','serif';"> ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="color: black; font-family: 'Cambria','serif';">Ask someone why it was necessary to trade with the other tables. <span style="font-size: 14pt; color: black; font-family: 'Cambria','serif';"> ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="color: black; font-family: 'Cambria','serif';">Explain to them directly that it called scarcity and surplus. Explain that this happens to countries, too, so they trade with one another. For example, Florida grows many oranges – they have an orange surplus. Canada cannot grow their own oranges because it is too cold, so they must get them from another country – they have scarcity. Florida might trade its oranges with Canada for some maple syrup. Florida would have a scarcity of maple syrup if it did not trade with somewhere else. <span style="font-size: 14pt; color: black; font-family: 'Cambria','serif';"> ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="color: black; font-family: 'Cambria','serif';">Explain that goods traded from one country to another are called “exports.” In the earlier example, both oranges and the maple syrup are exports since they are both goods sent to a different country. In the game, the exports were the chairs, pencils, paper, etc. if we think of each group as a country. <span style="font-size: 14pt; color: black; font-family: 'Cambria','serif';"> ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="color: black; font-family: 'Cambria','serif';">Then, explain how a country’s exports and that country’s inventions/contributions to the world are not the same thing. For example, from Mexico, a taco is a culinary (food) invention while coffee is an export. Mexico does not make and then send tacos to other countries, but they do grow and then send coffee to other countries. <span style="font-size: 14pt; color: black; font-family: 'Cambria','serif';"> 4.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> __As a class or in groups__<span style="color: black; font-family: 'Cambria','serif';">, have students complete a word sort to help them differentiate Mexico’s inventions/contributions to the world from Mexico’s exports: ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="color: black; font-family: 'Cambria','serif';">Ask the students to name any objects or food they remember from the two books read earlier ( //<span style="color: rgb(0, 176, 80); font-family: 'Cambria','serif';">[|Look What Came From Mexico] [| (by: Miles Harvey)]  //<span style="color: rgb(0, 176, 80); font-family: 'Cambria','serif';"> <span style="color: black; font-family: 'Cambria','serif';">and <span style="color: rgb(0, 176, 80); font-family: 'Cambria','serif';">[|//Mexico the Land// (by: Bobbie Kalman).] <span style="font-family: 'Cambria','serif';">). List all student suggestions on the board – try to get at least 10 examples. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Cambria','serif';">Then write “exports” and “inventions/contributions” on the board. Have the students sort the words from their class list into one of the categories that you just created. · Example of completed word sort <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> 5.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> __After the word sort:__<span style="font-size: 14pt; font-family: 'Cambria','serif';"> ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Name some other main Mexican export that has not already been named. (A list can be found in the artifact bag or at many of the websites on the internet search list. Wheat, oil, and soybeans are other important exports, as well.) ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  <span style="font-size: 10pt; font-family: 'Cambria','serif';">Pass out tangible objects that Mexico exports so that student can see and manipulate them. (A list can be found in the artifact bag .) <span style="font-size: 12pt; color: rgb(0, 0, 0); font-family: 'Cambria','serif';">Show them your example of silver and let them know that Mexico is the number 1 producer of silver in the world! ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Cambria','serif';">Tell them that the U.S. is Mexico’s #1 trading partner. Most of their exports come to the U.S. 6.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> __The first item__<span style="font-family: 'Cambria','serif';"> to go in the taco/burrito (the week’s portfolio packet) for the day is a map of Mexico showing where in Mexico exports can be found. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  <span style="font-family: 'Cambria','serif';"> While the examples of Mexican exports are circulating, pass out a<span style="color: rgb(0, 0, 0);">blank map of Mexico

for every student. Tell them to be creative! ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Cambria','serif';">Have some way to display<span style="color: rgb(0, 0, 0);"> this example so that they know where the exports can be found. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Cambria','serif';">Ask them if they notice anything about the concentration of most of the exports? When they say that most look like they are grown farther south or on coast, ask why. Talk about having a warmer climate, being away from mountains and close to water, etc. This will help them to relate today to yesterday’s geography lesson. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Cambria','serif';">Let them draw/color their maps. Tell them to be creative! 7.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> __After they finish the map__<span style="font-family: 'Cambria','serif';">, have them flip the paper over. On this side, they will: ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Cambria','serif';">explain why a country might export goods to another country. Encourage the use of new vocabulary (ex: surplus, scarcity, export). They can either: o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Cambria','serif';">write a poem explaining this, or  o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  <span style="font-family: 'Cambria','serif';">write 2 to 3 sentences explaining this. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Cambria','serif';">List three of Mexico’s exports that they use the most. (If they have time, they can illustrate next to their list.) Remind them that more of Mexico’s exports<span style="color: rgb(255, 192, 0);"> come to the U.S. than to any other one country. 8.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> __Give them 15 minutes to work on the map and other activities.__ Tell them that if they do not finish, they can work on it for homework or in free time. After they have put away their maps: ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Pass out examples of real Mexican pesos (if you can). Explain that the U.S. uses the currency called dollars while Mexico uses the currency called pesos. Pass around a couple U.S. dollar bills for comparison. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Now pass out construction-backed peso print-outs. (The print-outs are found on the artifacts page. You must back them yourself.) Each student gets one of each bill and one of each coin. Tell them to cut out every bill and peso. Make them put their name on the back and put the cut-outs in ascending order in a paper clip. Have them put this in a plastic bag to go in their taco/burrito. Tell them that they will use these on Friday to buy things with. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> **<span style="font-family: 'Cambria','serif';">__While students are cutting out__ **<span style="font-family: 'Cambria','serif';"> their pesos, have them (in groups) go up the computer and go to [|this website]. Have them look up (to the nearest whole number) how many times more the U.S. dollar is worth than the Mexican peso. To do this, they must go down to “USD Unites States Dollar” in the first box and “MXP Mexican peso” in the second box. Have them leave the “amount” box at 1. Then hit the red box that says “Perform Currency Conversion.”(Be sure to put specific directions on the board or by the computers.) <span style="font-size: 12pt; font-family: 'Cambria','serif';">After every student has been to the computer, ask the class what number they found. Write it on the board. While they are still cutting, explain that this means that the dollar is worth that many more times than the peso. Tell them that they will talk more about this during math.

||

<span style="font-family: 'Cambria','serif';">Resources and Materials <span style="font-size: 9pt; font-family: 'Cambria','serif';">
<span style="font-size: 9pt; color: rgb(0, 176, 80); font-family: 'Cambria','serif';"> || ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  **__<span style="font-family: 'Cambria','serif';">Books __** <span style="font-family: 'Cambria','serif';"> (also on<span style="color: rgb(0, 176, 80);"> book list )://<span style="color: rgb(0, 176, 80);">[|Look What Came From Mexico] [| (by: Miles Harvey)]  // <span style="color: rgb(0, 176, 80);"> [|//Mexico the Land// (by: Bobbie Kalman).] ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> **__<span style="font-family: 'Cambria','serif';">Websites: __** <span style="font-size: 10pt; color: red; font-family: 'Cambria','serif';"> [|currency converter] <span style="font-size: 10pt; color: rgb(0, 176, 80); font-family: 'Cambria','serif';">[|peso change maker] <span style="font-family: 'Cambria','serif';"> (for math) <span style="color: rgb(0, 176, 80);"> ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> **__<span style="font-family: 'Cambria','serif';">Worksheets: __**<span style="color: rgb(0, 0, 0);">Export Map Worksheet ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> **__<span style="font-family: 'Cambria','serif';">Examples: __** EXAMPLE of export map   <span style="color: rgb(0, 176, 80); font-family: 'Cambria','serif';"> EXAMPLE of completed word sort ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> **__<span style="font-family: 'Cambria','serif';">Artifacts __**<span style="font-family: 'Cambria','serif';">(pictures on<span style="color: rgb(0, 176, 80);"> artifacts page ): Mexican pesos and Mexican exports (ex: tomato, coffee, cotton, rice, wheat, silver, corn) <span style="color: rgb(0, 176, 80);"> ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> **__<span style="font-family: 'Cambria','serif';">STUDENT MATERIALS __**<span style="font-family: 'Cambria','serif';">: pencils, crayons, scissors, one paper clip and one plastic bag per student, <span style="font-size: 12pt; font-family: 'Cambria','serif';">a print-out with one of each peso (coin and bill) backed with construction paper for each student, and at least one computer ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> **__<span style="font-family: 'Cambria','serif';">Teacher Resources __** <span style="font-family: 'Cambria','serif';"> (also on<span style="color: rgb(0, 176, 80);"> internet search list ): <span style="color: rgb(0, 176, 80);">[|2008 Mexico Facts], <span style="color: rgb(0, 176, 80);"> [|Yahoo! Kids World Factbook]  ,<span style="color: rgb(0, 176, 80);"> and <span style="color: rgb(0, 176, 80);"> [|Perry-Castaneda Library Map Collection]

|| <span style="font-size: 9pt; font-family: 'Cambria','serif';"> <span style="color: rgb(0, 176, 80); font-family: 'Cambria','serif';"> || ·    The all-encompassing pre-assessment
 * **<span style="font-family: 'Cambria','serif';">Assessment **

for the entire week is the one that was given last Friday. Doing this allows the teacher to alter this lesson plan as needed. Every question asked on the pretest relating to economics is addressed and assessed (formally or informally) today. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> The __formal assessment__ pieces will be: the labeled map, the list of most-used Mexican exports, the explanation (poem or sentences) of why a country might export goods to another country, and the paper-clipped pesos in ascending order. The __informal assessment__ pieces are: any relevant observations made during the game or the word sort. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Cambria','serif';">An assessment of the entire week’s learning will be done on Friday.

|| <span style="font-size: 9pt; color: red; font-family: 'Cambria','serif';"> || ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  **<span style="font-family: 'Cambria','serif';">Gifted: **<span style="font-family: 'Cambria','serif';">These students can choose to write the poem instead of the 2-3 sentences about why countries export goods. If done early, the student can choose to illustrate himself/herself using his/her three most used exports. These students can use problem-solving skills and develop social skills during the trading simulation. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> **<span style="font-family: 'Cambria','serif';">ESOL: **<span style="font-family: 'Cambria','serif';">These students can choose to explain why countries export goods through illustrations with few to no words rather than sentences or a poem. These students can participate fully in the trading simulation even if they cannot speak English. There is also a lot of drawing and hands-on activities built into this lesson. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> **<span style="font-family: 'Cambria','serif';">Learning Disabilities: ** <span style="font-family: 'Cambria','serif';"> These students might also use illustrations as opposed to sentences or a poem when completing this lesson’s activities depending on the severity of their disability. This lesson incorporates activities for many different learning types (kinesthetic, visual, audio) and both art and movement. The variation of activities allows for student success for all.
 * == Exceptionalities ==

|| ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> __<span style="font-size: 12pt; font-family: 'Cambria','serif';">Math __<span style="font-size: 12pt; font-family: 'Cambria','serif';">- o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Cambria','serif';">Remind them of the conversion number that they found earlier on the website. Model a few problems where they can convert dollars into pesos. Have them do 2 or 3 as a group. (Use small, whole numbers!) <span style="font-size: 12pt; color: rgb(0, 176, 80); font-family: 'Courier New';">o  After doing the conversion problems, students can go to<span style="color: rgb(0, 176, 80);"> [|this website] to practice paying and making change in pesos. The game automatically differentiates by level (easy, medium, hard, and “super brain”) so that the students struggling in math to the ones who excel can be equally engaged. To make the game more exciting, allow students who “save up” money in their piggy banks in the game to show you after the round is over so that you can give them the equivalent amount of fake pesos. These pesos can be spent along with the ones that they make in the social studies lesson on Fiesta Friday. (Just make sure that all students play on their “challenge” level in the game so as to be fair.) (These extra pesos that can be earned must be cut out by the teacher.) ||
 * == Extensions: == || ·  __ Reading Block __ <span style="font-size: 12pt; font-family: 'Cambria','serif';">– During today’s reading block, before this activity takes place, the students will all get a chance to rotate through a center that allows them to explore both of the books:<span style="color: rgb(0, 176, 80);"> //[|Look What Came From Mexico] [| (by: Miles Harvey)] // and<span style="color: rgb(0, 176, 80);"> [|//Mexico the Land// (by: Bobbie Kalman).] (If preferred, these books can be explored whole class). The students should have some type of activity or instruction that advises them to look at and read about some of Mexico’s contributions/inventions (food, animal breeds, clothing, Music, holidays, toys, etc.) in the first book and read about Mexico’s exports in the second book. This information will be used the social studies word sort activity in this lessonplan.

=<span style="font-size: 110%; color: rgb(255, 0, 0); font-family: 'Comic Sans MS',cursive;">Wednesday: = =<span style="font-size: 110%; color: rgb(255, 0, 0); font-family: 'Comic Sans MS',cursive;"> = = Teacher(s) Name: __ Maribeliz Nieves, Jennifer Smith, Alba Lopez, Ashton Dacus __  = = Thematic Unit Theme/Title/Grade Level __ : Mexico/ Let’s Dip Into Mexico/ Third Grade __  = = Wiki space address:  http://ucfgr3mexicosp09.wikispaces.com/    = = Daily Lesson Plan Day/Title: __ Wednesday/ Investigating Mexican Government __  = = Word Processed by: __ Maribeliz Nieves __ _   = __<span style="font-size: 11pt; font-family: 'Times','serif';"><span style="color: rgb(0, 0, 0);">What will students accomplish / be able to do at the end of this lesson? <span style="font-family: 'Times','serif';"><span style="color: rgb(0, 0, 0);"> __ || <span style="color: rgb(0, 0, 0);"> * The student will identify the levels of government in Mexico * The student will explain how the government of Mexico was established through a written constitution. * The student will describe how the Mexican government gains its power from the people. <span style="font-family: 'Times','serif';"><span style="color: rgb(0, 0, 0);"> || <span style="font-size: 11pt; font-family: 'Times','serif';"><span style="color: rgb(0, 0, 0);"> <span style="font-family: 'Times','serif';"><span style="color: rgb(0, 0, 0);"> __ || <span style="color: rgb(0, 0, 0);">__ NCSS Themes: __ <span style="color: rgb(0, 0, 0);">// §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> // // Power, Authority and Governance: //// Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. // // §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  // // Global Connections: //// Social studies programs should include experiences that provide for the study of global connections and interdependence. // // §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  // // Civic Ideals and Practices: //// Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic // <span style="color: rgb(0, 0, 0);"> Florida Sunshine State Standards: <span style="color: rgb(0, 0, 0);"> §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> SS.3.C.1.1: Explain the purpose and need for government. §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> SS.3.C.1.2: Describe how government gains its power from the people. §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> SS.3.C.1.3: Explain how government was established through a written Constitution. §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> SS.3.C.2.1: Identify group and individual actions of citizens that demonstrate civility, cooperation, volunteerism, and other civic virtues. §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> SS.3.C.3.1: Identify the levels of government (local, state, federal). §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> SS.3.C.3.2: Describe how government is organized at the local level. §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> SS.3.G.4.4: Identify contributions from various ethnic groups to the United States. §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> LA.3.2.1.5: The student will respond to, discuss, and reflect on various literary selections (e.g., poetry, prose, fiction, nonfiction), connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts) §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> LA.3.2.2.1: The student will identify and explain the purpose of text features (e.g., table of contents, glossary, headings, charts, graphs, diagrams, illustrations) §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> LA.3.2.2.2: The student will use information from the text to answer questions related to explicitly stated main ideas or relevant details §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> LA.3.5.2.1: The student will recall, interpret, and summarize information presented orally §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> LA.3.5.2.2: The student will plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion. §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> LA.3.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> HE.3.B.2.3: Demonstrate nonviolent strategies to manage or resolve conflict. §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> HE.3.B.3.1 : Recognize circumstances that can help or hinder healthy decision making. || //Teacher Activities/Student Activities// · <span style="font-size: 9pt; font-family: 'Times','serif';">What best practice strategies will be implemented? · <span style="font-size: 9pt; font-family: 'Times','serif';">How will you communicate student expectation? · <span style="font-size: 9pt; font-family: 'Times','serif';">What products will be developed and created by students? <span style="font-size: 9pt; font-family: 'Times','serif';"><span style="color: rgb(0, 0, 0);"> __ || <span style="color: rgb(0, 0, 0);"> ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> After reviewing the results of the student’s pre-assessment determine which areas need more emphasis than others. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Introduce the topic of Mexican government by asking the following questions in a classroom discussion environment. Be sure to use appropriate wait time to allow students to formulate in depth responses: o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> What kind of government do we have in the US? o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> What is the name of the document that the nation is governed by? o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Do other countries have documents like this? o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Do other countries have governments? o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Which country have we been studying from the beginning of this week? o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> What kind of government do you think they have? ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> After the students have answered or have been stumped by these questions tell them that today we are going to take a closer look at Mexican government ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Let each student know that they are going to be investigators. Their job is to find evidence (research) about a specific aspect of Mexican government. Let them know that they will be working with a partner and that their end result will be published in the class book about Mexican government. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> For specific requirements for the page they are creating in the class book see attached rubric. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> The teacher will have 15 different topics selected (see attached page for topics and guided questions) and written on individual sheets of paper. The students will select a particular topic of interest (choose the pairs of students for selection according to behavior) and will then research the topic in the following stations: o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Computer station: The different websites will be open in different windows. The students will have to navigate through the different web pages to find the information needed. <span style="color: rgb(0, 0, 0);">§<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> [] <span style="color: rgb(0, 0, 0);">§<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  [] <span style="color: rgb(0, 0, 0);">§<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  [] <span style="color: rgb(0, 0, 0);">§<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  [] <span style="color: rgb(0, 0, 0);">§<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> [] <span style="color: rgb(0, 0, 0);"> o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Literacy Station: The students will have a large number of book resources to select from. They will have to use the glossary, index, table of content etc. to find the information needed to create their book page. Examples of books to include: §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Kalman, Bobbie, and Jane Lewis. Mexico from A to Z. §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> My Mexico / México Mío (by: Tony Johnston) §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Mexico the Land (by: Bobbie Kalman) §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Look What Came from Mexico (by: Miles Harvey) §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Nations of the World: Mexico by Jen Green §<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> A Ticket to Mexico by Tom Streissguth <span style="color: rgb(0, 0, 0);"> <span style="color: rgb(0, 0, 0);">·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Once the students have gathered all of the information they need to make their page they will then go to the following stations: o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Planning/Rough Draft Station: Here the students will plan the layout of their page and will write the first copy of their 3-4 sentence paragraph. They will need to also include a drawing/ painting of an image that describes their topic. Also they will need to cite where the information was taken from on the bottom of the page. o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Publishing station: Here the students will present their rough draft to the teacher and upon approval of the content and mechanics will begin their final copy and layout for their page. Also here they will add any final touches needed. o<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Interrogation Station: Here the students will practice the oral presentation of their page for they will be presenting it to the class on Friday. <span style="color: rgb(0, 0, 0);"> <span style="color: rgb(0, 0, 0);"> __·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> __ __ This will conclude the lesson for the day. The students will put their research, rough draft, and final copy in their tacos and will give a 2-3 minute presentation to the class on Friday over what they learned. __ || <span style="font-size: 9pt; font-family: 'Times','serif';"><span style="color: rgb(0, 0, 0);">
 * =<span style="font-family: 'Times','serif';"><span style="color: rgb(0, 0, 0);">__Learning Objectives__ =
 * The students will discuss the importance, purpose and need for a government.
 * __<span style="color: rgb(0, 0, 0);">NCSS Themes/Sunshine State Standards List the overall theme and then each standard. Cutting and pasting from the website is allowed.<span style="font-family: 'Times','serif';">
 * __<span style="color: rgb(0, 0, 0);"> Student Activities & Procedures
 * ==<span style="color: rgb(0, 0, 0);"> __Resources/Materials __ ==

|| __// <span style="color: rgb(0, 0, 0);"> Resources:  //__ <span style="color: rgb(0, 0, 0);">·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  []<span style="color: rgb(0, 0, 0);"> <span style="color: rgb(0, 0, 0);">·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  []<span style="color: rgb(0, 0, 0);"> <span style="color: rgb(0, 0, 0);">·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  []<span style="color: rgb(0, 0, 0);"> <span style="color: rgb(0, 0, 0);">·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  []<span style="color: rgb(0, 0, 0);"> <span style="color: rgb(0, 0, 0);">·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  [] <span style="color: rgb(0, 0, 0);"> ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  Kalman, Bobbie, and Jane Lewis. Mexico from A to Z. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">   My Mexico / México Mío (by: Tony Johnston) ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  Mexico the Land (by: Bobbie Kalman) ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  Look What Came from Mexico (by: Miles Harvey) ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  Nations of the World: Mexico by Jen Green ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  A Ticket to Mexico by Tom Streissguth // <span style="color: rgb(0, 0, 0);"> Materials:  // <span style="color: rgb(0, 0, 0);"> ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  Paper/Journals (detective journals to write notes) ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  Pencils ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  Construction paper where final copy will be made ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  Crayons/Markers/Stickers/Paint (to decorate final copy) ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  Computers/Books <span style="color: rgb(0, 0, 0);">

|| <span style="color: rgb(0, 0, 0);"> · <span style="font-size: 9pt; font-family: 'Times','serif';">How will student learning be assessed? Authentic/Alternative assessments? · <span style="font-size: 9pt; font-family: 'Times','serif';">Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes __ || <span style="font-size: 10pt; font-family: 'Times','serif';"><span style="color: rgb(0, 0, 0);"> __<span style="color: rgb(0, 0, 0);"> ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 10pt; font-family: 'Times','serif';">Pre-assessment will be given the week before ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 10pt; font-family: 'Times','serif';">Class book page will be assessed through rubric. See attached rubric for the class book page. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 10pt; font-family: 'Times','serif';">Informal assessment will be done through anecdotal notes (Teacher will monitor the students while in the station to ensure that both individual are working together on book page) ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 10pt; font-family: 'Times','serif';">Post assessment will be given on Fiesta Friday. __ || __ <span style="color: rgb(0, 0, 0);"> What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc __ || <span style="color: rgb(0, 0, 0);"> The teacher will allow ESOL students to draw pictures that will describe what they have learned and will require them to either explain the picture to their class buddy or to write a short paragraph describing the image.
 * __<span style="font-family: 'Times','serif';"><span style="color: rgb(0, 0, 0);">Assessment
 * ==<span style="color: rgb(0, 0, 0);"> __Exceptionalities__ ==

·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 10pt; font-family: 'Times','serif';">ESOL strategies: <span style="font-size: 10pt; font-family: 'Times','serif';"><span style="color: rgb(0, 0, 0);">4. Link lesson topic to students’ prior knowledge 5. Teach technical vocabulary supporting key concepts 10. Teach think, pair and share strategies in cooperative groups 13. Use preview/review activities 17. Provide contextual support through audio visuals, models, demonstrations, body language and facial expressions <span style="color: rgb(0, 0, 0);"> ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 10pt; font-family: 'Times','serif';">Higher Achieving Students: <span style="font-size: 10pt; font-family: 'Times','serif';"><span style="color: rgb(0, 0, 0);">Allow them to research more facts on the internet (under supervision and trusted websites). Give them a more controversial or opinionated topic where the writing would require more detail to explain. <span style="color: rgb(0, 0, 0);"> ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 10pt; font-family: 'Times','serif';">Lower Achieving Students: <span style="font-size: 10pt; font-family: 'Times','serif';"><span style="color: rgb(0, 0, 0);">Give them more questions to guide their research and findings. || <span style="font-size: 10pt; font-family: 'Times','serif';"><span style="color: rgb(0, 0, 0);">The students will complete the pages for their book and it will be put in their taco folders until Friday. One student can put the rough draft page in their taco and the other can put the final copy. The lesson and learning objectives will kind of spill into Friday for this is when the students will hear about all of the different aspects of Mexican government. On Friday they will be required to answer a writing prompt that will deal directly with the class book page presentations given. <span style="font-family: 'Times','serif';"><span style="color: rgb(0, 0, 0);">
 * ==<span style="color: rgb(0, 0, 0);"> __Discussion Notes__ == || <span style="font-family: 'Times','serif';">__<span style="color: rgb(0, 0, 0);">Make comments here related to ideas for homework, parent involvement, extension to the unit plan or lesson ideas, etc. __

|| <span style="font-family: 'Times','serif';"><span style="color: rgb(0, 0, 0);">

<span style="font-size: 110%; color: rgb(255, 0, 0); font-family: 'Comic Sans MS',cursive;"> =<span style="font-size: 110%; color: rgb(255, 0, 0); font-family: 'Comic Sans MS',cursive;">__Thursday:__ = __ Teacher(s) Name: Alba Lopez, Jennifer Smith, Mary Nieves, Ashton Dacus Thematic Unit Theme/Title/Grade Level: Mexico/Lets dip into Mexico/3rd grade __ __Wiki space address:__ http://ucfgr3mexicosp09.wikispaces.com/

= __Daily Lesson Plan Day/Title: Thursday/culture__ = __ Word processed by: Alba Lopez __ __**<span style="font-size: 11pt; font-family: 'Times','serif';">What will students accomplish / be able to do at the end of this lesson? ** <span style="font-family: 'Times','serif';"> __ || __<span style="font-family: 'Arial','sans-serif';">Students will do the following <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">1.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Research one of two Mexican holidays, Day of the Dead and Cinco de Mayo <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">2.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Present important facts about the holiday to the class. <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">3.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Host an in class celebration that reflects the dress, music, food, and traditions of that holiday <span style="font-family: 'Times','serif';"> __ || <span style="font-size: 11pt; font-family: 'Times','serif';"> <span style="font-family: 'Times','serif';"> __ || __**<span style="font-family: 'Arial','sans-serif';">SS.A.1.2.1 **__ __<span style="font-family: 'Arial','sans-serif';">The student understands how individuals, ideas, decisions, and events can influence history. __<span style="font-family: 'Arial','sans-serif';">Knows ways in which people view and relate to places and regions differently. __<span style="font-family: 'Arial','sans-serif';">Understands the daily life, history, and beliefs of a country as reflected in dance, music, or other art forms (such as paintings, sculptures, and masks) __<span style="font-family: 'Arial','sans-serif';">Understands the cultural traditions and contributions of various societies since the Renaissance (e.g., the role of folktales and literature in transmitting cultural beliefs and the holidays and ceremonies of different cultures) __<span style="font-family: 'Arial','sans-serif';">Reads and organizes information for a variety of purposes, including making a report, conducting interviews, taking a test, and performing and authentic task. __<span style="font-family: 'Arial','sans-serif';">Uses electronic technology, including wordprocessing software and electronic encyclopedias, to create, revise, retrieve, and verify information. __<span style="font-family: 'Arial','sans-serif';">Understands how artists have used visual languages and symbols systems through time and across cultures.
 * =<span style="font-family: 'Times','serif';">__Learning Objectives__ =
 * __**<span style="font-family: 'Times','serif';">NCSS Themes/Sunshine State Standards **<span style="font-size: 10pt; font-family: 'Times','serif';">List the overall theme and then each standard. Cutting and pasting from the website is allowed. <span style="font-family: 'Times','serif';">
 * <span style="font-family: 'Arial','sans-serif';">SS.B.1.2.5 **__
 * <span style="font-family: 'Arial','sans-serif';">SS.A.3.1.2 **__
 * <span style="font-family: 'Arial','sans-serif';">SS.A.3.1 **__
 * <span style="font-family: 'Arial','sans-serif';">LA.A.2.2.5 **__
 * <span style="font-family: 'Arial','sans-serif';">LA.A.2.2.4 **__
 * <span style="font-family: 'Arial','sans-serif';">VA.C.1.2.2 **__

NCSS Themes I.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Culture <span style="font-size: 11pt; font-family: 'Times','serif';"> __ || · <span style="font-size: 9pt; font-family: 'Times','serif';">What best practice strategies will be implemented? · <span style="font-size: 9pt; font-family: 'Times','serif';">How will you communicate student expectation? · ____<span style="font-size: 9pt; font-family: 'Times','serif';">What products will be developed and created by students? __ || <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">__1.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> __ __<span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Ask the students to name about five holidays celebrated in the United States. Write their answers on the board. Now ask students to discuss the importance of each holiday. What values or beliefs do the holidays reflect?
 * __** Student Activities & Procedures **
 * //Teacher Activities/Student Activities// **

<span style="font-size: 12pt; font-family: 'Arial','sans-serif';">2.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ____<span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Tell students that they are going to study to important holidays in Mexico: Day of the Dead (dia de los muertos) and Cinco de Mayo.

<span style="font-size: 12pt; font-family: 'Arial','sans-serif';">3.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Divide the class into two groups and assign each celebration. Suggest that students within each group work in pairs, first to learn basic facts about the holiday and then to study a unique aspect of that holiday, such as rituals, food, costumes, dance, music or images. Provide the groups with the following web sites: <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">a.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Day of the dead <span style="font-size: 12pt; font-family: 'Arial','sans-serif';"><span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> i.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Día de los muertos – [|www.azcentral.com/rep/dead/] <span style="font-size: 12pt; font-family: 'Arial','sans-serif';"><span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ii.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Mexico online – day of the dead – <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">[|www.mexonline.com/daydead.htm] <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';"> <span style="font-size: 12pt; font-family: 'Arial','sans-serif';"><span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> iii.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Day of the Dead - [] <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">b.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Cinco de Mayo <span style="font-size: 12pt; font-family: 'Arial','sans-serif';"><span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> i.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Mexican Holidays : Cinco de Mayo - [] <span style="font-size: 12pt; font-family: 'Arial','sans-serif';"><span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ii.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">The Holiday Zone: Cinco de mayo - [] <span style="font-size: 12pt; font-family: 'Arial','sans-serif';"><span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> iii.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> __<span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">__Cinco de Mayo celebration -__ []

__<span style="font-size: 12pt; font-family: 'Arial','sans-serif';">4.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">To guide students’ research, ask them to answer the following questions: <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">a.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">What is the name of the holiday? (give the Spanish and the English translation.) <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">b.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">When is the holiday celebrated? <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">c.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Who celebrates the holiday? <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">d.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Why does this group celebrate this day? <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">e.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">How is it celebrated? (each pair within the group should focus on one activity or custom associated with this holiday, such as rituals, food, costumes, dance, music, or images) <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">f.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ____<span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Where is this holiday celebrated (in specific regions or across the country)?

<span style="font-size: 12pt; font-family: 'Arial','sans-serif';">5.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ____<span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Explain that in addition to answering the questions, each group will present what they learned by hosting a celebration of the holiday in the classroom. Encourage them to use their imaginations in how they re-create the celebration for the class. They can create posters, bring in food, and play appropriate music, dance, or dress in costumes.

<span style="font-size: 12pt; font-family: 'Arial','sans-serif';">6.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ____<span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Have students present what they learned. The groups should provide basic facts about the holiday they studied and then share a flavor of the holiday with the class through food, music, images, or dress. This information can be presented on an overhead projector, poster, or with a power point presentation. <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">7.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">After the in-class celebrations, ask students to discuss the holidays. What beliefs or values does each holiday reflect? __ || <span style="font-size: 9pt; font-family: 'Times','serif';"> || __ - <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Internet access - <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Resources about Mexico and its holidays and traditions - <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Materials for students to create posters (such as poster board, markers, and paint) __ || · <span style="font-size: 9pt; font-family: 'Times','serif';">How will student learning be assessed? Authentic/Alternative assessments? · <span style="font-size: 9pt; font-family: 'Times','serif';">Are you using a rubric? · <span style="font-size: 9pt; font-family: 'Times','serif';">Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes <span style="font-family: 'Times','serif';"> __ || __<span style="font-family: 'Arial','sans-serif';">Pre assessment is done the week before. Post assessment is the presentation and a class discussion with student participation.
 * == __Resources/Materials __ ==
 * __**<span style="font-family: 'Times','serif';">Assessment **

Done in a class discussion: <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">1.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ____<span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Discuss some common elements of Mexican holidays. What did you learn about Mexican culture by studying the holidays?

<span style="font-size: 12pt; font-family: 'Arial','sans-serif';">2.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ____<span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">If you could be in Mexico to celebrate one of the holidays, which one would you choose? Why? <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">3.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Choose one of the holidays and compare it with a holiday celebrated in the United States. How are the two alike? How are they different? <span style="font-family: 'Arial','sans-serif';"> __ || __ What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc __ || __ - <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">Groups will be organized in heterogeneous groups. These way ESOL students can have help with other students in their group while doing the assignment. __ ||
 * == __Exceptionalities__ ==
 * == __Discussion Notes__ == || __<span style="font-size: 12pt; font-family: 'Arial','sans-serif';">If there is not enough time for projects to be presented then those that were left over can do it on fiesta day.

Assessment will be given on fiesta day with a craft. __ <span style="font-family: 'Times','serif';"> || <span style="font-family: 'Times','serif';">

=<span style="font-size: 110%; color: rgb(255, 0, 0); font-family: 'Comic Sans MS',cursive;">__Friday:__ =

**__Word Processed by: Jennifer Smith__**
__** What will students accomplish / be able to do at the end of this lesson? ** __ || * __The student will practice geography skills while playing a fun game.__ __I. Culture III. People, Places, and Environment V. Individuals, Groups, and Institutions VII. Production, Distribution, and Consumption IX. Global Connections
 * =__Learning Objectives__=
 * __The student will learn some important geographical facts about the geography of Mexico through an interactive map. __
 * __<span style="font-size: 10pt; font-family: Arial,Helvetica,sans-serif;">The student will recall, interpret, and summarize information presented orally when the class book presentations were given. __
 * <span style="font-size: 10pt; font-family: Arial,Helvetica,sans-serif;">The student will be able to follow the writing prompt about Mexican government accordingly.
 * __The student will write cohesively and legibly in cursive.__
 * __The student will be able to identify the day of the dead symbols.__
 * __They students will make their own day of the dead symbol faces.__
 * __The student will be able to estimate the price of an item in pesos, given the U.S. price in dollars, by multiplying the dollar price by the nearest whole number to the “dollar-to-peso conversion factor”.__
 * __The student will be able to compare and contrast the Mexican currency to the U.S. currency using a Venn diagram. They must be able to list at least 2 comparisons and 2 contrasts each.__
 * __The student will be able to solve the problem of scarcity in a real-life situation – through the act of__ trading with others who have a surplus **using money**– during a class simulation of the scarcity. ||
 * __**NCSS Themes/Sunshine State Standards** List the overall theme and then each standard. Cutting and pasting from the website is allowed. __ || **__NCSS Themes__**

SS.3.G.1.1 Use thematic maps, tables, charts, graphs, and photos to analyze geographic information. SS.3.C.1.1: Explain the purpose and need for government. SS.3.C.1.2: Describe how government gains its power from the people. SS.3.C.1.3: Explain how government was established through a written Constitution. SS.A.3.1.2 Understands the daily life, history, and beliefs of a country as reflected in dance, music, or other art forms (such as paintings, sculptures, and masks) SS.3.E.1.4: Distinguish between currencies used in the United States, Canada, Mexico, and the Caribbean. SS.3.E.1.3: Recognize that buyers and sellers interact to exchange goods and services through the use of trade or money. LA.3.1.6.1 The student will use new vocabulary that is introduced and taught directly. LA.3.5.2.1: The student will recall, interpret, and summarize information presented orally MA.3.A.1.1: Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning. VA.C.1.2.2: Understands how artists have used visual languages and symbols systems through time and across cultures.__ || //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? __ || __**<span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;">During Reading time: ** 1. Students will read a book of their choice. They have to pick from three choices. The book could be read in books or independently. The students can choose how they want to read it. 2. After the class is done with reading the book, the teacher will begin a discussion about the book. Questions will be asked so that the teacher can see that the students paid attention to the book. 3. After the class discussion, the class will then be given a face. They will be able to make their own day of the dead face with construction paper and markers. They can make the face their own and very unique. 4. After the students are done, they can share what their face means to them. What made them make the face that way? 1. The teacher will review the facts about Mexican government by having the students read their **class book** about Mexican government to the class. 2. After the students have all shared their page from the book they will begin the government section of the brochure 3. The students will have to follow the writing prompt from their page. Also it will have to be written in cursive and in complete sentences. · Examples of writing prompt: o If you were a Mexican citizen what social rights would you have? What human rights would you have? What are some individual guarantees that you would have? (Give one of each) o If you lived in Mexico, what kind of government would you see? What are the branches of government in this country? How are they similar or different to the United States? 4. After the students have completed writing their paragraphs have them share it with their elbow partner.<span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;"> __1. Start the lesson by asking students if they have noticed anything interesting about Mexican pesos throughout the day. · Discuss some students’ answers as a class. Then, put students into groups of 2 or 3. · Pass out one print-out of American bills and coins and one of Mexican bills and coins to each group (found on the__ artifacts page __- http://ucfgr3mexicosp09. wikispaces.com/1.++Artifact+Bag). Also pass out one copy of the currency Venn diagram ([|Venn.docx]) to every student. Have students fill this out in their group, but make sure that every student has their own copy. Have them come up with at least 2 ideas for each circle, but preferably 3. · When all of the groups are done, come back and discuss what the groups put on their Venn Diagrams (there are many different possible responses) and what it might mean. For example, if a student says, “There is no peso worth $0.01,” say, “Why do you think that is?” Try to lead them to the fact that the peso is worth much less than the dollar. It would take fourteen $0.01 pesos to equal //one// U.S. penny – and one U.S. penny can’t even buy a stick of gum here! · Have them put this aside for now.
 * Sunshine State Standards:**
 * Social Studies: **
 * Language Arts: **
 * Math:**
 * Visual Arts:**
 * __Student Activities & Procedures
 * <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;">During Language Arts: Writing time: **
 * <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;">During Social Studies and Math time: **<span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;"> __

2. Remind them of the simulation that they played on Tuesday. (They had to barter to get different classroom necessities because they had a surplus of one item and a scarcity of 4). · Ask them if it was difficult carrying everything from one “country” (table) to the next – especially if they were the country with a surplus of chairs. Ask them: if it took a long time, if it got confusing, etc. · Tell them that what they did on Tuesday is called barter – trading goods for goods. Tell them that you are going to show them a video on barter. Play__ [|this video] __(http://www.youtube.com/watch?v=7RpmvPzKeRU) for them. (It is School House Rock, so it is a bit older.) · Play the video again, but stop it at certain points to make comments that are relevant. Some places to stop the video are: at 0.34 minutes to remind them that this is what they did on Tuesday; at 0.48 to ask if that is what the “country” with the chair surplus felt like; at 1.20 minutes to ask who invented the first coins; at 1:51 to ask who invented the first paper money. · Ask students what people did before money was invented. Ask them if they thought that the character in the video had an easier time once money was invented. Ask them if they would have had an easier time trading on Tuesday if they had money to trade with.

3. Tell students that today, like the video said, most countries trade with money. Tell the students that they are now going to be countries again. Again, each country will have one surplus and a few scarcities. Because most countries today use money, so will they this time around. Have them take out their leftover pesos (that they made on Tuesday and have been using today) to purchase from different countries. If they don’t want to spend any, they don’t have to. · Go around to each “country” (group of desks) and place a different desirable goody on each group of desks. (These goodies can be anything – preferably cheap. For example, stickers, candies, crayons, cheap toys, etc – basically, anything that you can find. To avoid anyone being upset, have enough of each item for every student. ) · Again, pick a commissioner of trade from every country to go around and trade with the other countries. Tell the other students that they must stay in their country to sell their goods to other countries and collect the money from that. Tell the students that pesos collected from the other countries will be split equally among the members of the country and be available for them to use. (If they need to be told, let them know that some countries might make more than others. This happens in real life, too. It all depends on what people want the most – what is “in demand.”) · Tell students that they can have one item from their table for free since it is from their country – meaning that they supposedly “made it.” They can do this now if they want. · Before the COT’s get up and go to other countries, they must make a list of the items that each person in their group wants (only one per person for now). They must also collect that money to purchase those items. Once the list is made, the trading can begin! · Once every student has their one item not from their “country”, and the countries’ newly collected pesos have been split evenly among its citizens, ask students if having money made this easier. (True, every member only got one item each this time instead of four or five each, but students should still be able to understand the difference). · (Let them know that if they have any free time later in the day, they can go and purchase anything else from any “country” as long as they have enough pesos. When their group gets a peso, they must leave it in the middle until there are enough to split evenly among the group.) 4. Have students do a think, pair, share on whether they believe using money or bartering is easier. 5. Tell students to take out their brochure and label an inside portion “currency.” Have them also take out the Venn diagram form earlier. · Have students cut out their diagram and folded it hamburger. Have them staple it to the inside of the brochure in the fold.__ __Now have students label a section “exports.” Tell them that in this section, they will: define exports (1 sentence), say why countries export goods (1 sentence), list or draw Mexico's major exports that they mapped out on Tuesday, and list one interesting fact that they learned about Mexico's exports (1 sentence). (See__ [|attachment]__) <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;"> Before starting the game, students will finish their topo map they started on Monday. It should be dry by now. They can add color! Have students paint the map, perhaps with the mountains brown, plateaus green, oceans blue, and any other details. At the bottom, have students add a color key.__ =__Making the Geography Game__= __1. Teacher will locate a blank outline map of Mexico, or provided map here. 2. Teacher will photocopy the map onto a transparency. 3. Teacher will place the transparency on an overhead projector and trace the map onto the shower curtain liner. 4. When you have traced the entire map, you are ready to play a game of Geography Twister! 5. The game is played much like the game Twister! Teacher will model the game to help students know what to do. 6. One exception that instead of placing a right foot on a blue circle and a left hand on a green circle, students are instructed to place a right foot on Sierra Madre Occidental or a left foot on Yucatan peninsula. All that remains is creating a spinner. You could use one from the actual Twister game and adjust it. Also, you can add sets of clues or commands to help the student. 7. You can omit the spinner by creating a set of game card combining commands and clues appropriate for your grade level. For example, clues for a third grade might include:__ __8. After the game, they will color, cut and paste and map of Mexico onto their brochure. Adding Mexico City on to the map.__ || · Books o Fiesta USA, by: George Ancona o Cinco de Mayo, by: Diane Goldsmith o Days of the Dead, by: katheryn Lasky · Construction paper · Scissors · Markers · Crayons · Glue Language Arts: · Handwriting paper · Pencils__ __**Social Studies + Math:** · __Website/Video: [|School House Rock video] __( http://www.youtube.com/watch?v=7RpmvPzKeRU ) (on barter/trade) <span style="color: rgb(0, 176, 80);">[|Yahoo! Kids World Factbook] ( http://kids.yahoo.com/reference/world-factbook/country/mx--Mexico#economy )(an enrichment activity for gifted)__ <span style="color: rgb(0, 176, 80);"> __ · **Worksheets:** Venn Diagram<span style="color: rgb(0, 176, 80);"> · **Examples:** <span style="color: rgb(0, 176, 80);">[|example of the export section of the brochure] (see attachment)__<span style="color: rgb(0, 176, 80);">
 * <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;">During Social Studies time: **
 * __Put your right hand on the capital of Mexico. (Mexico City).__
 * __Put your left hand on the peninsula with a rainforest (Yucatan). Put your right foot on the peninsula that borders California (Baja).__
 * == __Resources/Materials__ == || __Reading:
 * __Class book pages created on Wednesday__

__ · **Artifacts:** cheap, desirable goodies that students can purchase (and keep) with their pesos during the trading simulation (Have a different kind of goody for every “country” – also have several of each kind. (These can be anything – preferably cheap. For example, stickers, candies, crayons, cheap toys, etc – basically, anything that you can find. To avoid anyone being upset, have enough of each item for every student. )

· **STUDENT MATERIALS**: a print-out with one picture of each piece of U.S. currency for each student (coin and bill – found in the <span style="color: rgb(0, 176, 80);">artifacts page - http://ucfgr3mexicosp09.wikispaces.com/1.++Artifact+Bag), pencils, their leftover pesos that they cut out on Tuesday, paper, their brochure for the day, scissors, glue

· **Teacher Resources** (also on<span style="color: rgb(0, 176, 80);"> internet search list ): <span style="color: rgb(0, 176, 80);">[|2008 Mexico Facts] ( http://www.indexmundi.com/mexico/index.html#Economy ),__<span style="color: rgb(0, 176, 80);">

[|Yahoo! Kids World Factbook] __( http://kids.yahoo.com/reference/world-factbook/country/mx--Mexico#economy ),__<span style="color: rgb(0, 176, 80);">

[|Perry-Castaneda Library Map Collection] __( http://www.lib.utexas.edu/maps/thematic.html#industry.html )<span style="color: rgb(0, 176, 80);"> and__ <span style="color: rgb(0, 176, 80);"> [|conversion factor] __website ([]) · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes __ || __**Reading Assessment:** · Work is done with thought and is well organized will be given a complete grade. · Only way to fail this part is if the student has no interest in the picture and if it is not organized.
 * Social Studies:**<span style="color: rgb(0, 176, 80);"> __
 * __Outline map of the Mexico __
 * __Transparency film -- one sheet__
 * __Shower curtain liner (clear or colored)__
 * __Permanent marker__
 * __Spinner (optional)__
 * __Game cards (optional)__
 * __Temerpera paint – various colors__
 * __Paint Brush__ ||
 * __**Assessment**

· The paragraph will be a part of the brochure and the students will be graded on the brochure as a whole. See rubric attached for specific criteria that applies to the paragraph.__
 * Language Arts Assessment:**
 * __Based on the information recalled in the paragraph the teacher will know what the student has learned in particular about Mexican government.__

__**Social Studies and Math Assessments:** · The all-encompassing__ pre-assessment (see attachment). __for the entire week is the one that was given last Friday. Doing this allows the teacher to alter this lesson plan as needed. Every question asked on the pretest relating to economics is addressed and assessed both Tuesday and today.

· The formal assessment pieces will be the parts of the brochure.

The informal assessment pieces are: any relevant observations made during the games or discussions.

Later today, there is also a Jeopardy class game (found on the <span style="color: rgb(0, 176, 80);">artifacts page ) dealing with everything learned about Mexico this week. It should have either the same, or very similar, questions that were on the pre-assessment; however, the game should have additional questions relating to the material learned throughout the week, as well. This is another informal assessment. Social Studies Assessment:__ __ What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc __ || __**Reading:** · Examples will be given to ESOL students so that they could see what they should be doing.
 * __Are students placing their hands and feet on the correct geographic locations as they play?__
 * __Is the student topography map accurate?__
 * __Is Mexico City on their map on the brochure?__ ||
 * == __Exceptionalities__ ==

· The teacher will allow ESOL students to draw pictures that will describe what they have learned and will require them to either explain the picture to their class buddy or to write a short paragraph describing the image.
 * Language Arts:**

· ESOL strategies: o 4. Link lesson topic to students’ prior knowledge o 5. Teach technical vocabulary supporting key concepts o 10. Teach think, pair and share strategies in cooperative groups o 13. Use preview/review activities o 17. Provide contextual support through audio visuals, models, demonstrations, body language and facial expressions · Higher Achieving Students: o Allow them to research more facts on the internet (under supervision and trusted websites). Give them a more controversial or opinionated prompt where the writing would be more influential as opposed to fact based. · Lower Achieving Students: o Allow them to have supplemental text to aid them in retrieving specific facts that will aid them in their writing prompt. · **Gifted:** The gifted students who are strong in math can help other students who struggle in math throughout the day concerning the dollar to peso conversion (see extension). Within this lesson, these students can elaborate (if they so choose) their brochure information either in more detailed explanations or illustrations if they have extra time. Or, a student might choose to go to a computer to see how the value of the peso has change in relation to the U.S. dollar since 2002 using a site like__ [|this] __site from the Yahoo!kids factbook (__ http://kids.yahoo.com/reference/world-factbook/country/mx--Mexico#economy ) (scroll to the bottom).
 * Social Studies and Math:**

· **ESOL:** When it comes to the brochure, they can draw examples of exports instead of listing them. For the other parts of the brochure, they can just write one new vocabulary word to explain their answers. (For example, for the question of why countries export goods, the student could write simply “surplus.”) These students can participate fully in the trading simulation even if they cannot speak English. Also, the video is able to get its main point across through visuals.

· **Learning Disabilities:** These students will also be working with a partner who can help them if they need the help. On the brochure, when they do work alone, they can draw examples of exports instead of listing them. This lesson also incorporates activities for many different learning types (kinesthetic, visual, audio) and both movement and some art. The variation of activities allows for student success for all.

__The way that this unit is set up, this entire day is devoted to Mexico. It is called fiesta day. Throughout the day, students do different things related to what they have learned about Mexico. Some of them are as follows:__ __ · As the summative formal assessment piece for this unit, students will be creating a brochure for Mexico. It will have one section for each day (Monday through Thursday. They will start their brochure in the morning, and work on it throughout the day. · An informal summative assessment will be played at the end of the day. It is a Jeopardy game that includes questions about the material learned from Monday through Thursday. Every question asked on the pre-test the Friday before should be included, along with several other questions. An example can be found on the <span style="font-size: 12pt; color: rgb(0, 176, 80);">artifacts page .  · At the end of Tuesday’s lesson, students made cutouts of Mexican pesos. They each got $918.85 in pesos (which is an equivalent of $65.63 in U.S. dollars). During the math lesson on Tuesday, students also had an opportunity to earn more pesos. These pesos are to be spent at any time today on many different things that the teacher may choose to “sell” until the student runs out of pesos. Some things might include: food, knick-knacks, cheap toys, pencils, stickers, homework passes, computer passes, a certain game during free time, etc). (These pesos are also used during the trading simulation in this lesson.) · ____ The catch is that the prices of the items are in U.S. dollars. This means that the students must convert the dollar price tag to pesos to purchase something. Also on Tuesday, they looked up the [|conversion factor] . They were also shown (during math) how to convert by using multiplication. They practiced some of these problems then, as well.  · ____ Students will have a review of geography prior to the Geography Twister. This will help them remember after a week of different activities.  · Students will be reviewing history and geography through the geography game.  · The Geography Twister would be great as a station or learning center. After covering the unit, set up a learning center so students can quiz each other on geography. · The Jeopardy Game would be great for a station or learning center. After covering the unit, set up a learning center so students can quiz each other. · ____ Jeopardy game is done after to check facts.
 * Social Studies:**
 * __Use pictures during Geography Twister (Visual)__
 * __Clues or commands during Geography Twister to help those who need it.__
 * __On both the Twister and Jeopardy game, students who need more time to answer a question will be given additional time.__
 * __For those students who finish their topography map early, they may assist other students who may be having difficulties.__
 * __Using a geographical map to identify geography for their topography map.__
 * __Using their book or Internet access during the Jeopardy game.__ ||
 * == __Discussion Notes__ == ||

· __ Recommended Books __ : o // Mexico! // By Susan Milford – This book is a great resource! It includes 40 different activities for students to do to experience Mexico. This book includes an activity to make your own Mexico “topo map.” o // Mystery in Mexico // by Connie Lee Barry – This is a chapter book about two brothers on a trip to Mexico. o // Off We Go to Mexico // by Laurie Krebs – This book features poems about taking a trip to Mexico and all the places one could visit and see. ||

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