3.+5+Day+Unit+Plan

Teacher(s) Name: __Jenny White__ Thematic Unit Theme/Title/Grade Level: __Exploring the Caribbean: The Bahamas, 3rd Grade__ Wiki space address: [|http://www.UCFGR3CaribbeanF09.wikispaces.com] =**Daily Lesson Plan Day/Title: __Day 1: The Geography of the Bahamas__**= || · The student will learn and discuss important geographical facts about the Bahamas · The student will learn the geographical location of the Bahamas and the body of water that surrounds it by viewing it on a map · Students will learn the shapes of each island and be able to cooperatively put each island together on a map || SS.3.G.1.1: Use thematic maps, tables, charts, graphs, and photos to analyze geographic information.
 * **Teacher:** |||||| Jenny White ||  ||
 * **Unit: The Bahamas** ||||  || **Grade Level: 3rd** ||   ||
 * **Lesson Plan Title:** |||||| Exploring the Caribbean: The Bahamas ||
 * **Lesson Plan Title:** |||||| Exploring the Caribbean: The Bahamas ||
 * **Lesson Plan Title:** |||||| Exploring the Caribbean: The Bahamas ||
 * **Content Area(s)** || //Geography// ||
 * **__Learning Objectives__**
 * **__Sunshine State Standards__** || **__Social Studies:__**

SS.3.G.1.2: Review basic map elements (coordinate grid, cardinal and intermediate directions, title, compass rose, scale, key/legend with symbols). SS.3.G.3.1: Describe the climate and vegetation in the United States, Canada, Mexico, and the Caribbean.

LA.3.3.1.3: The student will prewrite by using organizational strategies (e.g., graphic organizer, KWL chart, log) to make a plan for writing that includes a main idea. LA.3.5.2.2 - Plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion
 * __Language Arts:__ **

LA.3.3.5.3: The student will share the writing with the intended audience.

VA.A.1.2.1: The student uses and organizes two-dimensional and three-dimensional media, techniques, tools, and processes to produce works of art that are derived from personal experience, observation, or imagination.
 * __Arts:__ **

III. People, Places, and Environment VIII. Science, Technology, Society || · I will begin my lesson by explaining to the students that they will be learning about the Bahamas this week. Then, I will explain they will be learning about the geography of the Bahamas today. · I will then introduce the KWL Passport to the students. In their passport for Monday, the students will write at least three things they know and three things they want to know about the geography of the Bahamas on the KWL chart. · I will then introduce the Bahamas on the overhead map of North American and ask the students if they know where the Bahamas is located. I will also explain the bodies of water that lie around it. · Next, I will open up my PowerPoint presentation and discuss with the students about some important geography facts of the Bahamas. The PowerPoint will have pictures related to the topics. · · After the PowerPoint, I will pass out a worksheet which includes pictures from the PowerPoint and a bubble map for them to fill out. · The students will work with a partner to fill in their bubble map. They will use the pictures to help them remember the climate, location, natural hazards, and current environmental issues. · · Key questions to discuss after the students complete the worksheet will be: · “The Bahamas is a chain of islands located in what ocean?” · “What is the climate like in the Bahamas?” · “Which U.S. state is the Bahamas closest to?” · “What natural hazard does the Bahamas sometimes experience that can cause major wind and flood damage?” · “What is one of the Bahamas current environmental issues? What are some things that can cause this to happen?"
 * __NCSS Themes:__ **
 * **__Student Activities & Procedures__** || **__Introduction__**
 * **__Student Activities & Procedures__** || **__Introduction__**

__Islands of the Bahamas Activity__ · Next, I arrange the students in groups of three people and pass out the activity sheet, //Islands of the Bahamas.// I will go over the directions with the whole class before they start.


 * [[file:Islands of the Bahamas Fact Sheet.docx]]

· I will assign each group two different islands. · Each group will receive two paper plates, two pieces of writing paper, pencils, and modeling clay. · The students will write the name of each island they were assigned to on the top of each paper. · They will then work together to create a model of each island using the clay showing the water around it as well as the shape of the islands. · Next, each group will conduct research on the computer to find geography facts about each island they were assigned to using the following two websites: · Once the students have found various geographical facts, they will take turns writing on their papers a total of six geographical facts about each island they learned about on the computer. · After the students have listed six facts about each island and created two clay models on their paper plates, they will share their project with the class. · Once everyone has shared facts about the islands the whole class will gather around a large blue poster board. · The students will work cooperatively to place their clay models of the islands in the correct locations to create one whole map of the Bahamas. · After the students create their map, they can label descriptions on the map such as: the names of each island, the ocean name, and they can illustrate a picture of Florida in the Northwest corner of the islands.
 * http://www.bahamas.com/**
 * http://www.bahamas4kids.com/cool-things.html**
 * Example of Clay Models:**


 * Grand Bahama Island:**


 * Inagua Islands:**


 * __Map Activity__**

· The students will then complete a map activity worksheet. · I will begin the activity by drawing a compass on the board and explaining its directions. (North, South, East, West, Northwest, Northeast, Southwest, and Southeast) · I will arrange the students in groups of two and give each student the worksheet titles, //Which Way?

//

· Before they start, I will erase the compass from the board. · Each student will work with their partner and read the directions carefully. · They will fill in the missing parts of the compass and answer the questions.

__Conclusion__ ** The students will refer back to their Passport KWL Chart and fill out three things they have learned about the geography of the Bahamas.** || · Passport KWL Chart · PowerPoint of geographical facts · Worksheet: Bubble map of geographical facts · Map of Bahamas/North America · Worksheet: //Islands of the Bahamas// · Computer · Writing Paper · Modeling Clay · Paper Plates · Pencils · Worksheet: //Which Way?//
 * **__Resources/Materials__** || **Materials:**

· Notes in Passport will be informally assessed at the end of the unit for participation and completion · I will also informally assess the students by walking around checking their work as they complete their activities
 * Resources:**
 * []
 * []
 * []
 * [] ||
 * **__Assessment__** || **Informal Assessments:**

· The worksheet, //Which Way,// will be a formal assessment for the students. They will work on it with a partner and turn the worksheet into me. I will grade the worksheet and return it to the students. || · I will provide numerous pictures for the topics in geography · The activities will be done in small cooperative learning groups · Students will engage in a hands-on learning experience as they build a model of an island with clay · The directions of each activity will be written on the each worksheet and I will also verbally repeat all directions · I will refrain from grouping a gifted student with lower-level students for remediation · Students will be encouraged to research an additional island and compare the two · On the formal assessment they will be allowed to work by themselves if they choose to · The formal assessment includes two critical thinking extra credit questions that the students will be encouraged to answer · I will place students in a group with higher level students for additional help · I will allow students additional time to complete the activities if needed || · During the students’ reading time throughout the day it would be great for them to read the book, Rosemary and the Island Treasure: Hourglass Adventures #4. This book is a mystery about a ten-year old girl going back in time to help her grandmother and her Bahamian friend search for buried treasure in the islands using clues on an ancient pirate’s map. · The Jeopardy game would have worked great with this lesson.
 * Formal Assessment:**
 * **__Exceptionalities__** || **ESOL:**
 * Gifted/Talented:**
 * Learning/Reading Disabilities:**
 * **__Reflection & Discussion Notes__** || **Extending the Lesson:**

· I would like to have included a short video about the geography of the Bahamas. ||
 * Changes I Would Make:**

Teacher(s) Name: __Kelli Malone__ Thematic Unit Theme/Title/Grade Level: __Exploring the Caribbean: The Bahamas, 3rd Grade__ Wiki space address: [|http://www.UCFGR3CaribbeanF09.wikispaces.com] =Daily Lesson Plan Day/Title: __Day 2: Take a Closer Look at the Bahamian Government__=  || # The students will be able identify and explain the branches of the Bahamian Government.  ||  || **__NCSS Themes-__ **  SS.3.G.4.2: Identify the cultures that have settled the United States, Canada, Mexico, and the Caribbean. SS.3.C.1.3: Explain how government was established through a written Constitution. SS.3.C.2.1: Identify group and individual actions of citizens that demonstrate civility, cooperation, volunteerism, and other civic virtues. LA.3.2.2.3: The student will organize information to show an understanding of main ideas within a text through charting, mapping, or summarizing;  || //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? || 1. First students will take out their Bahamian passports and we will review the geography and map skills that they learned from Day 1. (Go over the L) 2. ** Anticipatory Set: ** I will ask the class if they know anything about the Bahamian Government. (Important people, the structure) 3. ** Pre Assessment: ** Next I will ask students to turn to Day 2 in their Bahamian passports and I will give students 5 minutes to fill out the K and W sections of their passport. (What they know and what they want to learn.) We will then briefly discuss this as a class. 4. Tell students that today we will have the opportunity to take a closer look at the Bahamian Government. 5. Explain to students that we will learn information about the structure of the government along with important figures. 6. ** Demonstration/Modeling: ** Show students Bahamian Government PowerPoint. Students can jot down any interesting information that they learn down in their passports. 7. After the Government PowerPoint, we will have a class discussion about what information was shown in the PowerPoint. (Clarify any confusions) 8. ** Practice: ** Pass out Venn diagram worksheets, along with displaying a giant Venn diagram on the board. I will explain to the students that we will be comparing the Bahamian Government’s structures to the United States Government. Students will be allowed to use notes that they wrote down during the PowerPoint. 9. Students will be given 10 minutes to individually work on his or her personal Venn diagram. 10. ** Sharing: ** After the 10 minutes we as a class will complete the giant Venn diagram that is displayed on the board. Students can take turns coming up to the board and writing his or her answers. 10. // Transition to reviewing important figures and political parties within the Bahamian government. // 11. **Practice:** Pass out important figures and political parties matching activity to students. (See Handout) 12. Explain to students that they will be working in pairs to complete this assignment. If students complete the matching early they can complete an internet search that will help them learn more information about the government of the Bahamas. 13. **Reflect:** Once students complete their matching activity they will reflect on what they learned about the government in their passports. 14. **Assessment:** Students will be given a worksheet to complete that will review the material that they learned today on the Bahamian Government (See Handout) ||  || Materials · Bahamian Passports (from Day 1) · Venn Diagram worksheet · Bulletin Board Paper (Giant Venn diagram) · Markers · Computers · Projector · Bahamian Government PowerPoint (See Print out) · Internet Access (Internet Search)
 * =__Learning Objectives__ =
 * __What will students accomplish / be able to do at the end of this lesson?__ **
 * 1) The students will be able to compare and contrast the U.S. Government with the Bahamian Government using a Venn diagram.
 * 2) The students will be able to identify important individuals in Bahamian government.
 * 3) The students will be able define what a bicameral legislature is.
 * 4) <span style="font-family: Times,serif; font-size: 11pt;">The students will be able to explain the Bahamian political parties and how they were formed.
 * __**<span style="font-family: 'Times','serif';">NCSS Theme/Sunshine State Standards **<span style="font-family: 'Times','serif'; font-size: 10pt;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: 'Times','serif'; font-size: 9pt;">These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. //__
 * <span style="font-family: Times,serif; font-size: 11pt;">Power, Authority and Governance
 * <span style="font-family: Times,serif; font-size: 11pt;">Individuals, Groups and Institutions
 * <span style="font-family: Times,serif; font-size: 11pt;">__Sunshine State Standards-__ **
 * Student Activities & Procedures
 * ==__Resources/Materials __==

__Resources · //Bahamas// McCulla, Patricia E. //Bahamas//. Philadelphia: Chelsea House Publishers, 1999. · [|www.bahamas.gov.bs] · NCSS Standards:__ [] __ · Sunshine State Standards:__ [] || __ · <span style="font-family: 'Times','serif'; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments? · <span style="font-family: 'Times','serif'; font-size: 9pt;">Are you using a rubric? · <span style="font-family: 'Times','serif'; font-size: 9pt;">Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes <span style="font-family: 'Times','serif';"> __ || //<span style="font-family: Times,serif;">__Be sure to include Pre/Post assessment in your lesson plans!__ // <span style="font-family: Times,serif;">__Pre-Assessment:__ __I__ will have students to turn to Day 2 in their Bahamian passports and I will give students 5 minutes to fill out the K and W sections of their passport. (What they know and what they want to learn.) We will then briefly discuss this as a class. <span style="font-family: 'Times','serif';">
 * **<span style="font-family: Times,serif;">__Assessment__ **

__Post-Assessment: Bahamian Passport__ __·__ <span style="font-family: 'Times','serif';">Students will be reflecting what they learned in for the L section of their passport. Will be assessed for participation and completion. <span style="font-family: Times,serif;">__Venn diagram__ __·__ <span style="font-family: 'Times','serif';">Students will be informally assessed by how actively they participate with the giant classroom Venn diagram. · <span style="font-family: 'Times','serif';">Students will be assessed by a rubric for their individual Venn diagram. <span style="font-family: Times,serif;">(See Handout) __Matching Activity__ · <span style="font-family: 'Times','serif';">Students will be graded for accuracy. No Rubric will be needed __Review Worksheet__ __·__ <span style="font-family: 'Times','serif';">Student will be assessed for accuracy and completion <span style="font-family: Times,serif;">__.__

<span style="font-family: 'Times','serif'; font-size: 10pt;"> || __What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc__ || <span style="font-family: 'Times','serif';"> __ESOL/SLD:__ · <span style="font-family: 'Times','serif'; font-size: 11pt;">Visuals · <span style="font-family: 'Times','serif'; font-size: 11pt;">Graphic Organizers · <span style="font-family: 'Times','serif'; font-size: 11pt;">Teacher Modeling · <span style="font-family: 'Times','serif'; font-size: 11pt;">Partners · <span style="font-family: 'Times','serif'; font-size: 11pt;">Extra time if needed to complete matching activity <span style="font-family: 'Times','serif';"> __Gifted/Talented:__ · <span style="font-family: 'Times','serif'; font-size: 11pt;">Can access the internet to explore the Bahamian Government more. · <span style="font-family: 'Times','serif'; font-size: 11pt;">Can assist students that are having trouble with the Venn diagram if they are finished early. · <span style="font-family: 'Times','serif'; font-size: 11pt;">Can read some classroom literature about the culture of the Bahamas. · <span style="font-family: 'Times','serif'; font-size: 11pt;">Use Kidspiration to create their own graphic organizer that will help struggling students retain the information learned · <span style="font-family: 'Times','serif'; font-size: 11pt;">Match up the gifted students with students who may need more help. This helps both kids at the same time; the gifted student is able to assist and use their knowledge for an authentic reason and the lower level student benefits <span style="font-family: 'Times','serif';">. <span style="font-family: 'Times','serif'; font-size: 11pt;"> <span style="font-family: 'Times','serif';"> || · <span style="font-family: 'Times','serif'; font-size: 11pt;">Modify activities depending on how well students complete them. · <span style="font-family: 'Times','serif'; font-size: 11pt;">Find new and improved resources to use in the classroom · <span style="font-family: 'Times','serif'; font-size: 11pt;">Change assessment measures. (add more rubrics)
 * ==__Exceptionalities__==
 * ==__Discussion Notes__== || <span style="font-family: Times,serif; font-size: 11pt;">__What changes can I make to this lesson plan:__

__Parent Involvement:__ · <span style="font-family: 'Times','serif'; font-size: 11pt;">Make sure that the students find the activities fun and helpful so that they will share with their parents. (Internet Searches) · <span style="font-family: 'Times','serif'; font-size: 11pt;">If any students are from the Bahamas see if their parents can come in and talk to the class. · <span style="font-family: 'Times','serif'; font-size: 11pt;">See if I can find an interview of a government official so that students can create their own mock interview. <span style="font-family: 'Times','serif';"> ||

<span style="font-family: 'Times','serif';">

Teacher(s) Name: Jason Sanchez Thematic Unit Theme/Title/Grade Level: Exploring the Caribbean: The Bahamas, 3rd Grade Wiki space address: http://ucfgr3caribbeanf09.wikispaces.com/ = Daily Lesson Plan Day/Title: Day 3: Wednesday, Economy in the Bahamas = <span style="font-family: 'Times','serif'; font-size: 11pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">What will students accomplish / be able to do at the end of this lesson? <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';"> || <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">- The student <span style="color: #2d2e2e; font-family: Times New Roman; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;">will learn the idea of buyers and sellers exchanging goods through the use of trade /money. <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';"> <span style="color: #2d2e2e; font-family: Times New Roman; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;">- The student will be able to tell the characteristics of Bahamian money <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';"> -The students will learn to distinguish between currencies used in the Bahamas and the United States. -The student will be able understand the difference in the value of money in a representation of a bar graph. -The student will be able to express their new knowledge in a Passport/KWL. || <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';"> || NCSS Theme- Production, Distribution, and Consumption; Global Connections LA.3.2.2.3: The student will organize information to show an understanding of main ideas within a text through charting, mapping, or summarizing. MA.3.A.4.1: Create, analyze, and represent patterns and relationships using words, variables, tables, and graphs. <span style="color: #2d2e2e; font-family: Times New Roman; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;">SS.3.E.1.2: List the characteristics of money. SS.3.E.1.3: Recognize that buyers and sellers interact to exchange goods and services through the use of trade or money. SS.3.E.1.4: Distinguish between currencies used in the United States, Canada, Mexico, and the Caribbean. <span style="font-family: 'Times','serif'; font-size: 11pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;"> || //Teacher Activities/Student Activities// <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">What best practice strategies will be implemented? <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">How will you communicate student expectation? <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">What products will be developed and created by students? || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-style: italic; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontstyle: italic; msofareastfontfamily: Symbol; msolist: Ignore;">·  Teacher: Introduce to the students that we will be talking about economy in the Bahamas. Ask the students if anyone has ever visited to the Bahamas or known someone who has. Hold up a Bahamian penny and ask if they know what it is and where it comes from. Ask the students if they know what economy is made up of. (Students may respond with money, imports and exports, industry, and etc). Then introduce the KWL Passport to the students. In their passport for Monday, the students will write at least three things they know and three things they want to know about the geography of the Bahamas on the KWL chart. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-style: italic; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontstyle: italic; msofareastfontfamily: Symbol; msolist: Ignore;">·  Teacher: Pass around some old and recent dollar bills that have been used throughout the history of the Bahamas. Identify the relations and differences between the Bahamian and U.S. dollars <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Teacher: Next, present the PowerPoint that includes some valuable facts about the economy in the Bahamas. The PowerPoint will have some important facts as well as pictures to go along with the topic on each slide. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Teacher: After the PowerPoint, have the students get into groups of three. Then pass out a chart with the Bahamian coins and dollars so that they can look over and study for about five minutes. After, have the student’s compare and contrast by writing them down on the chart so that they get a better idea of what the money looks like and what they are worth. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Students: Each group will discuss with the rest of the class one of their coins/dollars that they did a compare and contrast on. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Teacher: Praise the students for doing a great job cooperating with their group partners and the class. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Teacher: After the compare and contrast activity, discuss with the class orally how the money is used for buying and trading goods. Remind the students how tourism accounts for sixty percent of income in the Bahamas. U.S. dollars can be used in the Bahamas but Bahamian money cannot be used back in the U.S. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Teacher: When the discussion is over, pass out another worksheet that involves filling in a bar graph to represent the moneys value in both the Bahamas and U.S. Allow each student to have about ten minutes so that the bar graph can be effective. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Have the students refer back to the KWL chart so that they can fill in the learned part with three things they learned about the economy of the Bahamas. || <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;"> || Resources <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· [] <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· [] <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· __ The Bahamas __ by Colleen Madonna Flood Williams Materials <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Money from the Bahamas <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Passport KWL Chart <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Computer <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· PowerPoint of Economy facts <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Pencils <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Crayons/Markers <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Worksheet: Compare and Contrast <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Worksheet: Bar Graph || <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">How will student learning be assessed? Authentic/Alternative assessments? <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">Are you using a rubric? <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">Pre-Assessment: <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif';">The students will be pre-assessed informally in the beginning of the lesson. The students will write in their KWL charts about what they already __K__now and what they __W__ant to know about Bahamian Economy. <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';"> <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif';">I will make sure they are all participating and completing this activity and the others. Also, being involved in the class discussion is also being graded on too. <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';"> Post-Assessment: <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">The students will then be assessed on the work they have provided on the learned part of the KWL chart, completion of both compare and contrast chart, and bar graph. <span style="font-family: 'Times','serif'; font-size: 10pt; mso-bidi-font-family: 'Times New Roman';"> <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">Every student will be checked for completion, participation, and comprehension. <span style="font-family: 'Times','serif'; font-size: 10pt; mso-bidi-font-family: 'Times New Roman';"> || <span style="font-family: Times New Roman; font-size: 9pt; mso-bidi-font-size: 10.0pt; msobidifontsize: 10.0pt;">What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">One of the activities will be done in small cooperating learning groups. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">Actual artifacts and pictures will be provided for students visually. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">The directions will be on the worksheets and repeated from the teacher. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">The activities are all hands-on. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">Praise and motivation will be given for boosting student’s confidence. Gifted/Talended <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">Encouragement will be given to students to research more on the subject if they would like. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">Allow students’ to write a paragraph or two on everything they learned from the lesson for extra credit. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">Student’s may work by themselves if they choose to if they are paired up with another gifted student. Learning/Reading disabilities <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· I will allow students additional time to complete the activities if needed. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· I will place students in a group with higher level students for additional help. <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';"> || <span style="font-family: Symbol; font-size: 12pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; font-size: 12pt; mso-bidi-font-family: 'Times New Roman';">Playing Bingo would be good for the students to be able to tell what each coin from the Bahamas looks like by calling out the value of something and the students covering the coin that relates to it. || <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">
 * =<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">Learning Objectives =
 * NCSS Theme/Sunshine State Standards List each standard. Cutting and pasting from the website is allowed. <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">
 * Student Activities & Procedures
 * == Resources/Materials ==
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman';">Assessment
 * == Exceptionalities ==
 * == Discussion Notes == || <span style="font-family: Symbol; font-size: 12pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; font-size: 12pt; mso-bidi-font-family: 'Times New Roman';">During the discussion about how money is used for trading, buying, and selling, I could have the students act out a scene creating their own market and buying situations. This could help them understand how money and goods are used.

Teacher(s) Name: Mich Bilyeu Thematic Unit Theme/Title/Grade Level: __Exploring the Caribbean:__ Bahamas, 3rd Grade Wiki space address: http://ucfgr3caribbeanf09.wikispaces.com/ = Daily Lesson Plan Day/Title: Thursday, __To Catch a Fish__ Choral Poem Reading =

-The student will know when to adjust reading rate based on style of poem. -The student will be able to reflect on the text and draw a picture based on the details of the poem. -The student will be able to draw a picture that reflects the culture of the Bahamas. -The student will be exposed to a Bahamian poem and understand the meaning behind it and express it in the KWL/Passport. || LA.3.1.5.2 - The student will adjust reading rate based on purpose, text difficulty, form, and style. LA.3.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text. LA.3.1.7.6: The student will identify themes or topics across a variety of fiction and nonfiction selections. SS.3.G.3.2: Describe the natural resources in the United States, Canada, Mexico, and the Caribbean. //(Fishing in the Bahamas (Caribbean))// || //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? || 1) Teacher: Introduce to the students that we will be talking about literature in the Bahamas. Ask the students if anyone has ever travelled to the Bahamas. Ask the students what they would find in the Bahamas that they might not find in your city. Choose students to answer. (Students may respond with beach, islands, palm trees, shells, dolphins, etc). Then, ask the students what they think might be found in Bahamian stories, poems, and literature. 2) Teacher: Explain that we will be hearing and speaking a unique Bahamian poem today. The poem will be by Eloise Greenfield, a Bahamian poet. We will be looking at a poem in her book titled __Under the Sunday Tree__. Tell the students that this book was the 1988 Coretta Scott King Award Honor Book. Explain that the Coretta Scott King Award is given to African-American authors and illustrators for outstanding contributions to literature. 3) Teacher: *Prior to Lesson* The teacher should create a transparency sheet for the projector with the poem __To Catch a Fish__ on it. [] (Page number 2 of Browse Inside document). 4) Teacher: The teacher should explain that the students will hear a poem that discusses a major hobby and occupation in the Bahamas: fishing. Gather everyone’s attention and slowly read the poem. 5) Teacher: Now, explain that the whole class is going to read the story together. Make sure every student can see the poem on the screen. Count down from three and start the poem and allow the students to follow you. Speak slowly and enunciate clearly. 6) Students: Follow the teacher’s words while reading the poem. Try to follow the same speed. 7) Teacher: Praise the students for doing so well. Tell the students that we are going to read the poem again. Count down from three and start the poem. 8) Students: Read aloud with the teacher. 9) Teacher: Praise the students for doing so well again. Tell the students that you are going to read the poem together one last time. This time, increase the speed and encourage the students to follow along. 10) Students: Read aloud with the teacher and try to keep up with the increased speed. 11) Teacher: Praise the students for doing so well. Now, ask the students what their favorite part of the poem is. Call on a few students. Then, tell the students that they will be drawing a picture based on this poem. Ask the students to take out a sheet of paper and their crayons. Remind the students that we just heard a poem on fishing, bait, hooks, concentrating, and appetites. The students should draw and color a picture that reflects the theme of the poem. Pass out the worksheets. (You should keep the poem displayed.) 12) Students: Get the worksheet from your teacher and take out your crayons. Think about your favorite part or most meaningful part of the poem. Draw a picture based off of the poem. Be creative!Teacher: Give the students about ten minutes to draw and color their pictures. Once the students are done, ask students to raise their hand and share their picture. Allow time for all students to share. After the students are done, tell the students that the book also has illustrations by Amos Ferguson. Show the picture from the poem with the fishing men. (Page 3 of “Browse Inside” book) ([]) Ask the students how the picture relates to the poem. Ask the students if the illustration is similar to their own picture. 13) Close the lesson by allowing the students to write in their KWL Passports. || __Under the Sunday Tree__ by Eloise Greenfield, Respective illustration by Amos Ferguson,, , Crayons, Passports/KWL, Information about Bahamian literature || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || Pre-Assessment: The students will be pre-assessed informally in the beginning of the lesson. The students will write in their KWL charts about what they already Know and what they Want to know about Bahamian literature. Then, the teacher will initiate a discussion with the students about what would be found in the Bahamas. Then, the teacher will ask the students what they would find in Bahamian literature. This will allow for discussion and would allow the teacher to see which students understand Bahamian literature prior to the lesson.
 * =Learning Objectives=
 * What will students accomplish / be able to do at the end of this lesson?** || -The student will be able to chorally read a poem out loud with her classmates.
 * **NCSS Theme/Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. || NCSS Theme: People, Places, and Environment
 * Student Activities & Procedures
 * ==Resources/Materials == ||
 * **Assessment**

Post-Assessment: The students will be informally assessed on their comprehension of the poem through the student’s artwork. The student’s drawing should reflect comprehension of the poem and should include images of fisherman, fish, bait, hooks, water, etc. Also, the students will be informally assessed on the Notes in the Passport at the end of the unit. The notes will be checked for completion, participation, and comprehension. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: For ESOL/SLD students, it is very helpful to display images and visuals for the students to see. It is also very helpful for the students to see words while listening to a poem and reading along. So, the poem on the transparency is a great ESOL accommodation. Also, assessing the child based on a comprehensive drawing is very helpful because it allows ESOL/SLD students to express their knowledge in another way than writing.
 * ==Exceptionalities==

Gifted/Talented: For Gifted/Talented students, the teacher could allow those students to work in a small group and give them three poems to recite together. The poems could be longer and could contain more challenging words. The Gifted/Talented students could chorally read the poems together and draw a picture on their favorite poem. In addition to drawing a picture, the students could write a short paragraph describing the details of the picture and how they relate to the poem. ||
 * ==Discussion Notes== || This lesson is part of a larger Unit Plan, so there will be connections between the lessons throughout the week. The students will take their passport with them throughout the week to the different lessons. The students will write what they knew about the lesson, what they want to know about the lesson, and what they learned from the lesson in their passport each day. This will reveal to the students what they learned about the Bahamas throughout the week. The students are encouraged to share their passport with their family and friends and take their new knowledge with them outside of the classroom. ||

Teacher(s) Name: __Jeanine Nesselt__ Thematic Unit Theme/Title/Grade Level: Exploring __the Caribbean: The Bahamas, 3rd Grade__ Wiki space address: http://ucfgr3caribbeanf09.wikispaces.com/ = Daily Lesson Plan Day/Title: __Day Five: Junkanoo!!__ = The student will…
 * =Learning Objectives=
 * What will students accomplish / be able to do at the end of this lesson?** || //Depending on the topic, 4-5 objectives are ample. All should begin with://

The student will understand the history behind the Junkanoo festival.

The student will be able to identify where Junkanoo originated on a map.

The student will be able to compare and contrast Junkanoo to the popular American parades such as the Macy’s Thanksgiving Day Parade.

The student will be able to record what they’ve learned about Junkanoo in their passport.

The student will create a mask modeled after Junkanoo traditions.

The student will be able present what they have learned about Junkanoo to the class.

The student will show what they’ve learned about the Bahamas in their Passport by taking notes throughout the week. || NCSS Themes: SS.3.G.2.6 Investigate how people perceive places and regions differently by conducting interviews, mental mapping, and studying news, poems, legends, and songs about a region or area.
 * **NCSS Theme/Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org].// || //Also consider—Do you cross the curriculum? What other content fields do you address in this lesson? ie. language arts, science, technology, the arts, or math?//
 * Culture
 * Time, Continuity and Change
 * People, Places and Environments
 * Global Connections

SS.3.G.4.3 Compare the cultural characteristics of diverse populations in one of the five regions of the United States with Canada, Mexico, or the Caribbean. SS.3.A.1..a ** Identify and use primary sources, such as artifacts and photographs, and secondary sources, such as texts and videos related to important historical figures or events. **

S.A.1.2.1 Understands how individuals, ideas, decisions, and events can influence history

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.3.6.4.1: The studend will use appropriate available technologies to enhance communication and achieve a purpose (e.g. video, websites)

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 top, audience and occasion.

VA.A.1.2.1: The student uses and organizes two-dimensional and three-dimensional media, techniques, tools, and processes to produce works of art that are derived from personal experience, observation, or imagination. || //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? || //This is the heart of the lesson plan. Be as specific as possible. Describe lesson in a step-by-step, **numbered** sequence, including teacher and student activities. Be sure to include key questions for discussion, collaborative structures, etc. (This section includes EVERYTHING1)// 1. **Tie in information from previous day**: Discussion on the information students wrote down in their passports from the day before. (The Learned Column) Teacher heads discussion, calling on students to answer. 2. **Anticipatory Set**: Watch [|Junkanoo] YouTube clip. Ask students the following questions after they’ve watched the video: What do you think is going on here? Any idea how this festival started? Why are they doing this? Have you even witnessed this? Etc. Then say this is a Bahamian Festival called Junkanoo and we are going to learn about celebration this today! 3. **Pre- Assessment**: Have the students fill out passport for today: what they know about Junkanoo and what they want to learn about Junkanoo (have them write at least three for each category). While students are doing this, the teacher should be setting up the PowerPoint Presentation. 4. **Demonstration/Modeling:** Learn about the history behind Junkanoo and important facts from PowerPoint Presentation. Students can take notes on what they’ve learned. 5. **Student Practice:** Teacher shows the students an example of the mask they are going to c.reate. Tell the students they will make a mask modeled after the Junkanoo costumes from the video, books and pictures. Give the students a theme (i.e..- nature, animals, personal interests) to model their masks after. Stress the use of lots of bright colors. To add content to this fun activity and show what the students have learned, have them include 3 facts about the festival written on the mask somewhere. To show global connections to American culture, have the students also include how one similarity and one difference to an American Festival/Parade or holiday that they have learned about previously in class. Also let the students know this is a competition, they will vote on 1st, 2nd and 3rd place designs based on the following criteria: bright colors, lots of colors, creativity, sticking to the theme, and originality. 6. **Presentation:** Present mask with information learned to the class. This is a good review and will help students with their communication skills. Then have the students vote by raising their hands! 7. **Reflection:** Have students complete the “What I Learned” portion for Day Five Junkanoo as well as the Self-Evaluation Part of the Rubric to be turned in for a Completion and Evaluation Grade by the teacher. || · Passport · Power Point Presentation · Computer · Paper plates · Construction paper · Scissors · Glue · Paint · Crepe paper · Plastic jewels · Popsicle sticks/pencils
 * Student Activities & Procedures
 * ==Resources/Materials == || //ALL resources including but not limited too; internet sites, professional resources- books, journals (titles and authors), children’s literature, etc. should be noted here.//

Resources: [|**http://www.bahamasgateway.com/culture.htm**] -information on Junkanoo [] -history of Junkanoo The Bahamas by Martin and Stephen Hintz -book pgs 116-118 Cultures of the World: Bahamas by Marshall Cavendish -Book: pgs. 94, 96, 108-109 [|Sunshine State Standards] || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || //Be sure to include Pre/Post assessment in your lesson plans!//
 * **Assessment**
 * Pre-Assessment:** The student will fill out their passport for today, “What I Know” and “What I Want to Know” to set up background knowledge and set a purpose for learning.

//Mask:// to the criteria of the rubric provided. //Oral Presentation of Mask:// Show the class the mask made, present the three facts written. Passport: Fill out what is learned about Junkanoo.
 * Post-Assessment:**

After completing the entire Passport, the students will give themselves a grade on the rubric for their efforts, criteria for points is on the rubric. Then hand it in and the teacher will access their work. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: · The teacher modeling expected behavior helps the ESOL student know what is expected of them Gifted/Talented: · Depending on the maturity of students, you could split the students up into teams and have them compete for the best costumes and music just like the real Junkanoo Festival. · Watch clips from appropriate movies to see Hollywood’s interpretation of the festival. · Create a paper mache mask or headdress and have a Junkanoo Festival in class. · Find someone who has been to a Junkanoo Festival or a native Bahamian to come into class and do a presentation on their culture! · Parents could be involved very easily! The students could bring home their masks and teach their parents about Junkanoo! Also, the teacher could provide websites for further research at home with their parents. ||
 * Post Assessment for Unit – Passport****__****:**
 * ==Exceptionalities==
 * Watching a video will help out a lot! They will be able to see and listen to what Junkanoo is without having to listen to a lecture or read a book! They will get to “experience” it!
 * A plethora of photos will help them get an image in their heads of everything being presented. Linking concepts to real life.
 * Colorful books with amazing pictures with the text can help the ESOL student on their own.
 * Art projects can show comprehension for those who cannot articulate themselves in English yet.
 * Extended time if needed.
 * Match up the gifted students up with the students who need help.
 * Create a PowerPoint Presentation on what they have learned
 * Use KidSpiration to organize their information.
 * Use the internet to explore websites on Junkanoo and find cool videos or songs. ||
 * ==Discussion Notes== || Make comments here related to ideas for homework, parent involvement, extension to the unit plan or lesson ideas, etc.