Overview and Background: Unit: Grandparents

Name: Joyce Foley

Cheney Elementary : Grades 3

Title:	Grandparents
Topics:
Time Frame:	1 week (send interview sheet home the week before you want to start writing)
Start Date:	-

Other Designers: Connie Moore, Laurie Thisius

Summary:
Student explore local history, comparing and contrasting the lives of their grandparents to their own.

Print Materials: Read Aloud books: What Grandpas Do Best/ What Grandmas Do Best; Hooray for Grandparents’ Day

Resources:

Now and Then Interview sheet

Now and Then Chart

Paragraph organizers

Resource Attachments:	http://www.cheney268.com/Curriculum/rubrics/Writing/3rdExpositoryWriting.htm http://www.cheney268.com/Curriculum/rubrics/Reading/3rdGradeExpositoryRetelling.htm http://www.cheney268.com/souders/home.htm http://www.cheney268.com/3rd/grandparents/
Internet Resource Links:

Notes:

Stage 1: Identify Desired Results

State:	KS
Title:	Social Studies, Writing
Standard(s):	Social Studies US Benchmark 2; Indicator 2: Compares his/her life with aspects of different eras. Social Studies US Benchmark 2; Indicator 3: Traces the history of a family through the use of primary source (interview). Social Studies US Benchmark 1; Indicator 4: Compares and contrasts ways people communicate with each other now and long ago. Social Studies Kansas Benchmark 2; Indicator 3: Uses local resources to explain the origin of his/her community. Writing Standard 2: Learners write effectively for a variety of audiences, purposes, and contexts. Benchmark 1: A proficient writer uses ideas that are well developed, clear and interesting. The students organize a writing piece around one idea. Benchmark 2: The proficient writer uses authentic voice. The students incorporate their own personalities into writing pieces. Benchmark 3: The proficient writer uses organization that enhances the reader’s understanding. The students will write a cohesive paragraph with at least three sentences. Benchmark 4: The proficient writer uses effective word choice. The students will use a variety of nouns, verbs, and adjectives in writing. Benchmark 5: The proficient writer uses clear and fluent sentences. The students will write complete, related sentences. Benchmark 6: The proficient writer uses a variety of modes of writing for different purposes and audiences. The students will write expository pieces.

Understandings:

Grandparents are individuals just like the rest of us, but they have lived longer and learned longer. We can learn from their experiences and wisdom.

Communities develop and change over time.

Essential Questions:

How was childhood for grandparents similar and different from my life?

How has the community of Cheney developed and changed over time?

Knowledge and Skills:

K

How lives were similar now & long ago

How lives were different now & long ago

How Cheney has developed and changed over time

S

Write paragraphs using word choice, sentence fluency, expository writing organization, and conventions

Stage 2: Determine Acceptable Evidence

Assessment Summary:
Students assume the role of plaque designers for a local museum of the city. They are to create a plaque that honor children’s childhoods from the past. This plaque will be hung in the School Building at the museum. Your paper needs to compare and contrast your present-day childhood experiences to childhood experiences of your grandparents.

Student Directions:

You have been hired by Souders Museum in Cheney to create a plaque that honor children’s childhoods from the past. This plaque will be hung in the School Building at the museum. Your paper needs to compare and contrast your present-day childhood experiences to childhood experiences of your grandparents.

Rubric:

http://www.cheney268.com/Curriculum/rubrics/Writing/3rdExpositoryWriting.htm

http://www.cheney268.com/Curriculum/rubrics/Reading/3rdGradeExpositoryRetelling.htm

Other assessment evidence to be collected:

After Souder’s Museum field trip, students could complete a Venn diagram comparing life in Cheney Then and Now.

After viewing the Cheney History Presentation, students could write a retelling of the development and growth of Cheney. Students would be scored using the 3^rd grade retelling rubric.

Stage 3: Plan Learning Experiences and Instruction

Learning Activities:

Read aloud: What Grandpas Do Best/ What Grandmas Do Best; Hooray for Grandparents’ Day

Field Trip to Souders Museum; View Cheney History presentation

After Souder’s Museum field trip, students could complete a Venn diagram comparing life in Cheney Then and Now.

As a class, view the Cheney History presentation. After viewing, students could write a retelling of the development and growth of Cheney.

Interview a grandparent – Use interview sheet to interview a grandparent about their childhood

Invite grandparents to lunch for School Grandparents’ Day

Literature:

Through Grandpa’s Eyes-Caravans pg. 44

Annie and the Old One – Journeys pgs. 258