full museum unit for discussion post

3 heavily reliant on technological resources. As well as the student, the teacher must also be able to use technology properly. Museum Planning Template Theme of Museum Exhibit/Unit: Theme: Winter Holidays Grade Level: Kindergarten Module 2 Display/Lesson Title Christmas Standards for Display/Lesson: Standard 1. K.4.18.1 Ask historical questions about a past event in an individual’s family, school or local community. Standard 2. K.4.19.1 Identify how different families and communities celebrate or commemorate events and engage in respectful conversation about traditions within an individual’s family/community and those of other families/communities. Standard 3. 0.1.4.4 Describe the connection between two pieces of information, events, people or ideas in informational text, with prompting and support. Standard 4. 0.2.2.2 Share personal perspective, identity and voice, verbally or visually. Content Concepts: Simple What is Christmas? Complex How do people celebrate Christmas? Essential Questions: Question 1 What is Christmas? Question 2 How is Christmas similar or different then holidays you celebrate in the winter? If you celebrate Christmas, in what ways is your celebration similar or different? Question 3 What are important symbols of this holiday? Question 4 When is it celebrated? Question 5 Who celebrates it? Question 6 How was this holiday started? New Literacy* Activity Introduce with: Video introducing winter holidays: Brainpop Jr. Winter Holidays

6 higher-level thinking by: Watch: Dear Santa, Love Rachel Rosentein Draw a picture of ways to include others in your personal traditions. Holiday Wants vs. Needs End with Holiday Dance & Freeze *Must have scientific and economic literacies within this display/lesson Strategies for differentiation with the display/lesson: Strategy 1. Students who do not want to speak or cannot communicate that way can draw their answers or thoughts Strategy 2. Whiteboards to show answers quickly during lessons Strategy 3. Can watch the video on their own with headphones for less distractions, or they can pause, watch at a slower speed Strategy 4. Closed captions on the video Strategy 5. Flexible seating options Strategy 6. Fidgets Strategy 7. Preferred seating (sitting close or far from the teacher) Strategy 8. Sentence frames Instructional Grouping Strategies: Strategy: 1. Say what you will model and why. 2. Model the behavior. 3. Ask students what they noticed. 4. Invite one or more students to model. 5. Again, ask students what they noticed. 6. Have all students practice. 7. Provide feedback. ( Steps of Interactive Modeling) Strategy: I do. We do. You (collective) do. Then you (singular) do. Assessment: Embedded into Nearpod Museum Planning Template Theme of Museum Exhibit/Unit: Theme: Winter Holidays Grade Level: Kindergarten Module 4 Display/Lesson Title Kwanzaa Standards for Display/Lesson: Standard 1. K.4.18.1 Ask historical questions about a past event in an individual’s family, school or local community. Standard 2. K.4.19.1 Identify how different families and communities celebrate or commemorate events and engage in respectful conversation

9 References American College of Education, (2017). LIT5373 21st Century Literacies: Modules 1 [Parts 1 -6]. Canvas. https://ace.instructure.com/courses/1974890/modules/items/37104160 English Language Arts . (2011). Mn.gov; Minnesota Department of Education. https://education.mn.gov/MDE/dse/stds/ela/ Lynch, E. (n.d.). Winter Holidays Around the World– Lesson Plans for Elementary Students . Www.sadlier.com. Retrieved October 8, 2023, from https://www.sadlier.com/school/ela-blog/winter-holidays-around-the-world-l lesson-plans Miners, Zach & Angela Pascopella. “The New Literacies | Reading Rockets.” Www.readingrockets.org , Reading Rockets, 2007, www.readingrockets.org/topics/educational-technology/articles/new-literacies. Accessed 4 Oct. 2023. Science . (2019). Mn.gov; Minnesota Department of Education. https://education.mn.gov/MDE/dse/stds/sci/ Shelow, Gaby. “The Importance of New Literacy Skills in the 21st Century Classroom.” The Current | Educator Innovator , The Current, 20 June 2016, thecurrent.educatorinnovator.org/the-importance-of-new-literacy-skills-in-the-21st-centur y-classroom. Accessed 4 Oct. 2023. Social Studies . (2011). Mn.gov; Minnesota Department of Education. https://education.mn.gov/MDE/dse/stds/soc/ Steps of Interactive Modeling . (n.d.).

12 Winter Holidays Unit for Kindergarten: Christmas Introduction Kindergarten students are at the beginning of their reading and writing journey, acquiring essential literacy skills to thrive in the digital era (Shelow, 2016). They must learn to use technology effectively, create and share content, foster cross-cultural relationships, analyze multimedia texts, and navigate ethical challenges (Shelow, 2016). Teachers need a comprehensive understanding of these skills to facilitate student learning (Zoch, Myers, & Belcher, 2016). By embracing new literacies across all disciplines, schools provide a well-rounded education. Incorporating literary aspects into social studies benefits students' overall growth and development (Pascopella, 2007). This lesson and the cumulative unit it is a part of embraces the new literacies for students' learning. This lesson is one of three in a larger unit covering winter holidays. In this lesson students will learn all about Christmas as a winter holiday and how it differs all around the world. It will be important for students to use their critical thinking and have a deep understanding of the lesson as it is a building block for the rest of the unit. At the end of the unit, the goal is for students to understand that there are a lot of holidays celebrated in the winter, what those holidays are about, and that people all around the world celebrate them differently (English Language Arts, 2011) (Social Studies, 2011). Students should have an understanding of others and be accepting and curious about them (English Language Arts, 2011) (Social Studies, 2011). For this first lesson, the students will use their learning to compare and contrast different ways to celebrate Christmas (English Language Arts, 2011) (Social Studies, 2011). If a student celebrates Christmas they can compare and contrast how others do it differently or they can

15 Promote understanding by: Read The Story Of Christmas by Vivian French Have other books about the story of Christmas available for students to read, look at, and explore. Here is a virtual option via Seesaw. Provide application/ higher-level thinking by: Go through Nearpod lesson Christmas Around the World virtual field trip End with Happy Holidays song IDENTIFIER Literacies Learner DI Delivery Content Level ST AV AD Content Process Product Foundational Developmental Extended Visual X X X X X X X X X Digital X X X X X X X X X Economic Scientific Critical X X X X X X X X X GLOSSARY Strategies for Struggling Learners: While students go through this lesson and the unit in all, those who are struggling or need additional support will receive a variety of assistance and support to help them get the most out of their learning. These students will include those on IEPs, 504 plans, or students who simply need extra support in order to be successful. These students will still be expected to meet the

18 students get a feel for what they will be learning about. The teacher will then present the essential questions for students so that they may be able to recognize them while learning. Next, the students will work in groups or pairs set by the teacher to talk about what they already knew from the video, what was new to them, and what they may have more questions about. The teacher will make a list of the questions to refer back to throughout the unit. The students will then use Jamboard to share things they already know about the winter holidays talked about in the video, specifically Christmas. The Jamboard will be projected to the entire class and as a class, they will sort the pictures/text. The students will then listen to the read-aloud The Story Of Christmas by Vivian French. This will give them an idea of what Christmas is based on and the meaning of it. Students will then have the opportunity to explore, read, and look at books about the story of Christmas. Here is a virtual option via Seesaw of some books that could be used. After students have done their exploration they will have time to journal about what they learned. Once they are done journaling they will share their work with classmates. The class will then go back to the list of questions they had made and see if any of them have been answered and what they still need to learn more about. Next, as a class, they will go through a Nearpod lesson. This lesson will be projected on a screen as well as available on individual student devices. This lesson has assessment embedded within it. Based on the results of this assessment, the teacher will determine whether or not students need to be retaught the material at all whether that is individual students, small groups, or the whole class. After students have a grasp on the learning so far based on data from the assessment the class will get to enjoy a virtual field trip called: Christmas Around the World . Students will then

21 References American College of Education, (2017). LIT5373 21st Century Literacies: Modules 1 [Parts 1 -6]. Canvas. https://ace.instructure.com/courses/1974890/modules/items/37104160 English Language Arts . (2011). Mn.gov; Minnesota Department of Education. https://education.mn.gov/MDE/dse/stds/ela/ Lynch, E. (n.d.). Winter Holidays Around the World– Lesson Plans for Elementary Students . Www.sadlier.com. Retrieved October 8, 2023, from https://www.sadlier.com/school/ela-blog/winter-holidays-around-the-world-l lesson-plans Miners, Zach & Angela Pascopella. “The New Literacies | Reading Rockets.” Www.readingrockets.org , Reading Rockets, 2007, www.readingrockets.org/topics/educational-technology/articles/new-literacies. Accessed 4 Oct. 2023. Science . (2019). Mn.gov; Minnesota Department of Education. https://education.mn.gov/MDE/dse/stds/sci/ Shelow, Gaby. “The Importance of New Literacy Skills in the 21st Century Classroom.” The Current | Educator Innovator , The Current, 20 June 2016, thecurrent.educatorinnovator.org/the-importance-of-new-literacy-skills-in-the-21st-centur y-classroom. Accessed 4 Oct. 2023. Social Studies . (2011). Mn.gov; Minnesota Department of Education. https://education.mn.gov/MDE/dse/stds/soc/ Steps of Interactive Modeling . (n.d.).

22 https://www.responsiveclassroom.org/wp-content/uploads/2017/10/Interactive-Modeling for-More-Than-Routines.pdf Zoch, M., Myers, J., & Belcher, J. (2016). Teachers’ engagement with new literacies: Support for implementing technology in the english/language arts classroom. Contemporary Issues in Technology & Teacher Education, 17 (1). https://citejournal.org/volume-17/issue-1-17/english-language-arts/teachers-engagement- with-new-literacies-support-for-implementing-technology-in-the-englishlanguage-arts-cla ssroom

23 Winter Holidays Unit for Kindergarten: Hanukkah Rachel Bassingthwaite American College of Education LIT5373 21st Century Literacies Dr. Kelley Walters October 19, 2023

24 Winter Holidays Unit for Kindergarten: Hanukkah Introduction In the first lesson of this unit students learned about Christmas as winter holiday and the different ways it is celebrated around the world. This second lesson will teach students about the winter holiday, Hanukkah. This second lesson while very similar to the first will add on the prior knowledge learned and will continue to help the students understand that there are many different winter holidays and they can be celebrated in many different ways ( Lynch, n.d.). In this second lesson, students will apply their knowledge to compare and differentiate various methods of observing the Hanukkah holiday while thinking about what they learned in the previous lesson about Christmas (English Language Arts, 2011) (Social Studies, 2011). If a student celebrates Hanukkah, they have the option to compare and contrast how others celebrate it differently, or they can compare and contrast any winter holiday that they do observe (English Language Arts, 2020) (Social Studies, 2020) ( Science, 2019) . The students will strive to address all the fundamental questions of this lesson. To address these essential questions, the lesson will incorporate visual, digital, hands-on, and critical literacies for the students (Shelow, 2016). These skills are necessary for students to be equipped with 21st-century skills (Shelow, 2016). Throughout this lesson, the teacher will utilize the steps of interactive modeling. The steps of interactive modeling are as follows: 1. Communicate what you will demonstrate and explain why. 2. Demonstrate the behavior. 3. Inquire about the observations made by students. 4. Encourage one or more students to demonstrate. 5. Once again, inquire about the observations made by students. 6. Allow all students to practice. 7. Provide feedback. (Steps of Interactive Modeling)

25 Approach: I perform. We perform. You (collective) perform. Then you (singular) perform. (Steps of Interactive Modeling) Museum Exhibit/Unit Theme: Winter Holidays Display/Lesson Title: Hanukkah Grade Level: Kindergarten Additional Resources: Screen to project: - Cultural Traditions for children - Jamboard - Dear Santa, Love Rachel Rosenstein - Holiday Wants vs. Needs - Holiday Dance & Freeze - Nearpod Hands-on items: - Have books about the Hanukkah available for students to read, look at, and explore. (these can come from the library, donations from families, or from a teacher's personal library) - Whiteboards, markers, erasers - Headphones - Flexible seating - Fidgets - Hanukkah items or pictures of them (can be found online, donated, or teacher provided) - Visual aids - Hanukkah! by Roni Schotter One-to-one devices: - Cultural Traditions for children - Jamboard - Dear Santa, Love Rachel Rosenstein - Holiday Wants vs. Needs - Holiday Dance & Freeze

26 - Nearpod Content Areas: - Social Studies - Language Arts - Science Essential Questions: Question 1 What is Hanukkah? Question 2 How is Hanukkah similar to or different from the holidays you celebrate in the winter? If you celebrate Hanukkah, in what ways is your celebration similar or different? Question 3 What are the important symbols of this holiday? Question 4 When is it celebrated? Question 5 Who celebrates it? Question 6 How did this holiday start? Overview of the Display/Lesson Introduce with: Video re-introducing winter holidays: Cultural Traditions for children Students use jamboard to share things they already know about the winter holidays talked about in the video, specifically Hanukkah ( Steps of Interactive Modeling , n.d.) Promote understanding by: Read Hanukkah! by Roni Schotter Have other books about Hanukkah available for students to read, look at, and explore. Provide application/ higher-level thinking by: Go through Nearpod lesson Watch: Dear Santa, Love Rachel Rosentein Draw a picture of ways to include others in your personal traditions. Holiday Wants vs. Needs End with Holiday Dance & Freeze

27 IDENTIFIER Literacies Learner DI Delivery Content Level ST AV AD Content Process Product Foundational Developmental Extended Visual X X X X X X X X X Digital X X X X X X X X X Economic X X X X X X X X X Scientific X X X X X X X X X Critical X X X X X X X X X GLOSSARY Strategies for Struggling Learners: While students go through this lesson and the unit in all, those who are struggling or need additional support will receive a variety of assistance and support to help them get the most out of their learning (Matera & Traver, 2020) . These students will include those on IEPs, 504 plans, or students who simply need extra support in order to be successful. These students will still be expected to meet the standards and lesson objectives unless their IEP or 504 plan allows for modification in learning (Matera & Traver, 2020) . Listed below are supports that may be provided to these students. Strategy 1. Students who do not want to speak or cannot communicate that way can draw their answers or thoughts (Matera & Traver, 2020) Strategy 2. Whiteboards to show answers quickly during lessons (Matera & Traver, 2020)

28 Strategy 3. They can watch the video independently with headphones for fewer distractions, pause, and watch at a slower speed (Matera & Traver, 2020) Strategy 4. Closed captions on the video (Matera & Traver, 2020) Strategy 5. Flexible seating options (Matera & Traver, 2020) Strategy 6. Fidgets (Matera & Traver, 2020) Strategy 7. Preferred seating (sitting close or far from the teacher) (Matera & Traver, 2020) Strategy 8. Sentence frames (Matera & Traver, 2020) Strategy 9. Paired with a higher learner for support (Matera & Traver, 2020) Strategy 10. Provide visual aids (Matera & Traver, 2020) Strategies for Average Learners: Students who perform at an average level will still have support built in for them. They will have access to any of the support struggling learners have if they so need it. The lesson is made for the average kindergarten level so extra support should not be needed if a student is truly average. But if they have some unique learning styles or needs the teacher should account for them and provide the student with what they need in order to get the most out of this lesson. Strategy 1. Pair students with another student who is average (Matera & Traver, 2020) Strategies for Advanced Learners: Advanced learners will benefit from additional strategies to keep them interested, engaged, and learning ( Strategies for Extending Students in the Classroom , 2020). These learners may want and be able to handle more than other students in the class ( Strategies for Extending Students in the Classroom , 2020). One thing to keep them engaged and deepen their learning is by pairing them with a student who is at a lower level than they are ( Strategies for Extending Students in the Classroom , 2020). This will deepen their understanding through teaching and

29 give them a reason to be engaged ( Strategies for Extending Students in the Classroom , 2020). These students also may want and need additional challenges within the topic ( Strategies for Extending Students in the Classroom , 2020). Teachers can provide more depth and breadth for these students ( Strategies for Extending Students in the Classroom , 2020). These students again will have access to all of the strategies that a struggling learner has access to if they so need. Strategy 1. Pair students with struggling learners ( Strategies for Extending Students in the Classroom , 2020) Strategy 2. Give them more of the high-level thinking questions ( Strategies for Extending Students in the Classroom , 2020) Strategy 3. Let them do their own research and create a product to share with the class ( Strategies for Extending Students in the Classroom , 2020) Standards: Standard 1. K.4.18.1 Ask historical questions about a past event in an individual’s family, school or local community ( Social Studies , 2020 ). Standard 2. K.4.19.1 Identify how different families and communities celebrate or commemorate events and engage in respectful conversation about traditions within an individual’s family/community and those of other families/communities ( Social Studies , 2020 ). Standard 3. 0.1.4.4 Describe the connection between two pieces of information, events, people or ideas in informational text, with prompting and support ( Social Studies , 2020 ). Standard 4. 0.2.2.2 Share personal perspective, identity and voice, verbally or visually ( Social Studies , 2020 ) . Standard K.2.9.1 Distinguish between individual needs (conditions necessary to survive) and individual wants (conditions desired to be happy) ( Social Studies , 2020 ) .

30 Standard K.0.1.1.0 Demonstrate understanding of the basic features of print: a. Follow words from left to right, top to bottom and page by page. b. Recognize and name all uppercase and lowercase letters of the alphabet. c. Understand that words are separated by spaces in print ( English Language Arts , 2020). Standard K.0.1.2.2 Choose and read texts that explore personal identity and interests, with prompting and support ( English Language Arts , 2020). Standard K.0.1.4.1 Ask and answer questions about key details in a text, with prompting and support ( English Language Arts , 2020). Standard K.0.1.4.2 Identify the topic of a text, with prompting and support. ( English Language Arts , 2020). Standard K.0.1.4.3 Identify characters and setting, in a literary text, with prompting and support. ( English Language Arts , 2020). Standard K.0.1.5.2 Recognize the difference between literary and informational text, through listening or reading. Describe the connection between two pieces of information, events, people or ideas in informational text, with prompting and support. ( English Language Arts , 2020). Standard K.0.2.2.1 Write routinely (may include a combination of drawing, dictating and writing), with support and guidance. ( English Language Arts , 2020). Standard K.0.2.2.2 Share personal perspective, identity and voice, verbally or visually. ( English Language Arts , 2020). Standard K.0.2.4.1 State a personal opinion for the purpose of sharing, verbally, visually orin written form, with support and guidance. ( English Language Arts , 2020). Standard K.0.2.5.1 Make a statement about a topic and offer one or two details about the topic, verbally, visually or in written form, with support and guidance. ( English Language Arts , 2020).

31 Standard K.0.2.5.2 Verbally or visually respond to a story, with support and guidance. ( English Language Arts , 2020). Standard K.0.2.6.1 Tell a story about a personal experience or that of a character, verbally, visually or in written form. ( English Language Arts , 2020). Standard K.0.3.1.2 Confirm understanding of a text read aloud or information presented orally or through other media (e.g., poems, rhymes, songs) by asking and answering questions about key details and requesting clarification ifsomething is not understood. ( English Language Arts , 2020). Standard K.0.3.2.1 Speak audibly and expressthoughts, feelings and ideas clearly. ( English Language Arts , 2020). Standard 0L.3.1.1.1 Develop a simple model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. (P: 2, CC: 4, CI: LS2) ( Science , 2019). Process: To grab students' attention the lesson will start with a video introducing winter holidays ( Cultural Traditions for children ) ( Steps of Interactive Modeling , n.d.). This will remind the students about what the unit in total is all about and let students get a feel for what they will be learning about. The teacher will then present the essential questions for students so that they may be able to recognize them while learning. Next, the students will work in groups or pairs set by the teacher to talk about what they already knew from the video, what was new to them, and what they may have more questions about. The teacher will make a list of the questions to refer back to throughout the unit. The students will then use Jamboard to share things they already know about the winter holidays

32 talked about in the video, specifically Hanukkah. The Jamboard will be projected to the entire class and as a class, they will sort the pictures/text. The students will then listen to the read-aloud Hanukkah! by Roni Schotter. This will give them an idea of what Hanukkah is based on and the meaning of it. Students will then have the opportunity to explore, read, and look at books about the story of Hanukkah. After students have done their exploration they will have time to journal about what they learned. Once they are done journaling they will share their work with classmates. The class will then go back to the list of questions they had made and see if any of them have been answered and what they still need to learn more about. Next, as a class, they will go through a Nearpod lesson. This lesson will be projected on a screen as well as available on individual student devices. This lesson has assessment embedded within it. Based on the results of this assessment, the teacher will determine whether or not students need to be retaught the material at all whether that is individual students, small groups, or the whole class. After students have a grasp on the learning so far based on data from the assessment the class will get to enjoy a read-aloud called: Dear Santa, Love Rachel Rosenstein . Students will then get to draw a picture of ways to include others in their personal traditions. Students will then talk about how gifts are often apart of winter holidays. This will lead to a lesson using Let’s Find Out about the difference between wants and needs. The teacher will display the magazine for the students: Holiday Wants vs. Needs . The class will listen to the magazine and do the activity on the back to check for understanding. If students need more opportunities to learn and practice this skill there are worksheets and videos included with the

33 magazine that the teacher can use for extra practice for individual students, a small group of students, or the whole class. Lastly, the class will make sure all of their questions have been answered and end with a fun dance: Holiday Dance & Freeze . Product: This second lesson has several products. Initially, we have the Jamboard. Following that, we have journaling. Additionally, there is a depiction illustrating the sharing of traditions. Lastly, we have the work located on the reverse side of the Let's Find Out magazine. In regards to Kindergarten students, their writing is limited as they primarily express their understanding through images and spoken words. The teacher can assess the students' understanding by evaluating their performance in the Nearpod lesson, Jamboard, journal, pictures, worksheet, as well as their verbal interactions during class discussions, whether it be whole-class or peer-to-peer conversations. Foundational Level: The students will start with a video that presents an overview of the topics they will be studying. Following that, they will receive the fundamental understandings derived from this lesson. This prepares the students for what is expected of them. Subsequently, the students will establish links to their existing knowledge and their background knowledge. This activation of prior knowledge will help their comprehension of the lesson. The students will exchange their prior and background knowledge and potentially form additional connections. Lastly, at this stage, students will discuss what they have yet to learn and what questions they have, ensuring that as they progress to the developmental level, they are prepared for the next part of the lesson. Developmental Level:

34 In this developmental level, students will start to make more connections and learn more through some personal exploration as well as a read-aloud and Nearpod lesson. They will learn more and be more able to answer those higher level questions. When students are assessed for grasping what they need to learn through the built in assessment on Nearpod, the teacher will need to reteach those students who do not do well before moving on to the next level. Extended Level: Progressing to the extended level, students will have the opportunity to engage in further investigation and observe additional visuals (Strategies for Advancing Students in the Classroom, 2020). All the methods for catering to diverse learners will continue to be utilized. Initially, the class will partake in a read-aloud lesson. This will enhance their comprehension and solidify their knowledge (Strategies for Advancing Students in the Classroom, 2020). Moreover, students will delve into the topic of wants vs. needs. Additionally, students at this stage will have the chance to explore tangible objects and images in greater detail (Strategies for Advancing Students in the Classroom, 2020). This experience will be akin to a museum exhibit, but highly interactive for the students (Strategies for Advancing Students in the Classroom, 2020). Concluding the lesson and wrapping up the learning on Hanukkah, students will get to enjoyable holiday dance.

35 References American College of Education, (2017). LIT5373 21st Century Literacies: Modules 1-3 [All Parts]. Canvas. https://ace.instructure.com/courses/1974890/modules/items/37104160 English Language Arts . (2020). Mn.gov; Minnesota Department of Education. https://education.mn.gov/MDE/dse/stds/ela/ Lynch, E. (n.d.). Winter Holidays Around the World– Lesson Plans for Elementary Students . Www.sadlier.com. Retrieved October 8, 2023, from https://www.sadlier.com/school/ela-blog/winter-holidays-around-the-world-l lesson-plans Matera, B., & Traver, J. (2020, January 8). Five principles for supporting struggling learners . Teacher Magazine. https://www.teachermagazine.com/au_en/articles/five-principles-for-supporting-strugglin g-learners Miners, Zach & Angela Pascopella. “The New Literacies | Reading Rockets.” Www.readingrockets.org , Reading Rockets, 2007, www.readingrockets.org/topics/educational-technology/articles/new-literacies. Accessed 4 Oct. 2023. Science . (2019). Mn.gov; Minnesota Department of Education. https://education.mn.gov/MDE/dse/stds/sci/ Shelow, Gaby. “The Importance of New Literacy Skills in the 21st Century Classroom.” The Current | Educator Innovator , The Current, 20 June 2016,

36 thecurrent.educatorinnovator.org/the-importance-of-new-literacy-skills-in-the-21st-centur y-classroom. Accessed 4 Oct. 2023. Social Studies . (2011). Mn.gov; Minnesota Department of Education. https://education.mn.gov/MDE/dse/stds/soc/ Steps of Interactive Modeling . (n.d.). https://www.responsiveclassroom.org/wp-content/uploads/2017/10/Interactive-Modeling for-More-Than-Routines.pdf Strategies for Extending Students in the Classroom . (2020, November 17). Renaissance Australia. https://www.renaissance.com.au/2020/11/17/extending-students-in-the-classroom/ Zoch, M., Myers, J., & Belcher, J. (2016). Teachers’ engagement with new literacies: Support for implementing technology in the english/language arts classroom. Contemporary Issues in Technology & Teacher Education, 17 (1). https://citejournal.org/volume-17/issue-1-17/english-language-arts/teachers-engagement- with-new-literacies-support-for-implementing-technology-in-the-englishlanguage-arts-cla ssroom

37 Winter Holidays Unit for Kindergarten: Kwanzaa Rachel Bassingthwaite American College of Education LIT5373 21st Century Literacies Dr. Kelley Walters October 29, 2023

38 Winter Holidays Unit for Kindergarten: Hanukkah Introduction This is the third and final lesson in a unit that focuses on winter holidays. The first lesson of this unit was a lesson on Christmas. The class learned about Christmas as a winter holiday and the different ways it is celebrated around the world. The second lesson taught students about the winter holiday, Hanukkah. The second lesson added on the prior knowledge learned from the first and continued to help the students understand that there are many different winter holidays and they can be celebrated in many different ways ( Lynch, n.d.). This third and final lesson will focus on Kwanzaa ( Lynch, n.d.). In this final lesson, students will use their prior knowledge and expand on it with a new holiday and its traditions as well as the different ways to celebrate it ( Lynch, n.d.). For this lesson on Kwanzaa, students will apply their knowledge to compare and differentiate various methods of observing the Kwanzaa holiday while thinking about what they learned in the previous lessons that focused on Christmas and Hanaunaka (English Language Arts, 2011) (Social Studies, 2011). If a student celebrates this holiday, they have the option to compare and contrast how others celebrate it differently, or they can compare and contrast any winter holiday that they do not observe (English Language Arts, 2020) (Social Studies, 2020). The class will read the essential questions to prepare for their learning. In order to address these essential questions, the lesson will incorporate visual, digital, hands-on, and critical literacies for the students (Shelow, 2016). These skills are necessary for students to be equipped with 21st-century skills (Shelow, 2016).

39 Throughout this lesson, the teacher will utilize the steps of interactive modeling. The steps of interactive modeling are as follows: 1. Communicate what you will demonstrate and explain why. 2. Demonstrate the behavior. 3. Inquire about the observations made by students. 4. Encourage one or more students to demonstrate. 5. Once again, inquire about the observations made by students. 6. Allow all students to practice. 7. Provide feedback. (Steps of Interactive Modeling) Approach: I perform. We perform. You (collective) perform. Then you (singular) perform. (Steps of Interactive Modeling) Museum Exhibit/Unit Theme: Winter Holidays Display/Lesson Title: Kwanzaa Grade Level: Kindergarten Additional Resources: Screen to project: - Seven Candles for Kwanzaa by Andrea Davis Pinkney - Jamboard - Nearpod Hands-on items: - Have books about the Kwanzaa available for students to read, look at, and explore. (these can come from the library, donations from families, or from a teacher's personal library) - Whiteboards, markers, erasers - Headphones - Flexible seating - Fidgets - Kwanzaa items or pictures of them (can be found online, donated, or teacher-provided)

40 - Visual aids - Seven Candles for Kwanzaa by Andrea Davis Pinkney One-to-one devices: - Seven Candles for Kwanzaa by Andrea Davis Pinkney - Jamboard - Nearpod Content Areas: - Social Studies - Language Arts - Science Essential Questions: Question 1 What is Kwanzaa? Question 2 How is Kwanzaa similar to or different from the holidays you celebrate in the winter? If you celebrate Kwanzaa, in what ways is your celebration similar or different? Question 3 What are the important symbols of this holiday? Question 4 When is it celebrated? Question 5 Who celebrates it? Question 6 How did this holiday start? Overview of the Display/Lesson Introduction: Video re-introducing winter holidays: Sesame Street Kids Students use Jamboard to share things they already know about the winter holidays talked about in the video, specifically Kwanzaa ( Steps of Interactive Modeling , n.d.) Promote understanding by: Seven Candles for Kwanzaa by Andrea Davis Pinkney Have other books about Hanukkah available for students to read, look at, and explore. Provide application/ higher-level thinking by going through Nearpod lesson Making a Kwanzaa candle craft , talking about the colors and meaning of each part

41 End with Pete the Cat Hulu Hulu Holiday IDENTIFIER Literacies Learner DI Delivery Content Level ST AV AD Content Process Product Foundational Developmental Extended Visual X X X X X X X X X Digital X X X X X X X X X Economic Scientific X X X X X X X X X Critical X X X X X X X X X GLOSSARY Strategies for Struggling Learners: While students go through this lesson and the unit all, those who are struggling or need additional support will receive a variety of assistance and support to help them get the most out of their learning (Matera & Traver, 2020) . These students will include those on IEPs, 504 plans, or students who simply need extra support to be successful. These students will only be expected to meet the standards and lesson objectives if their IEP or 504 plan allows for modification in learning (Matera & Traver, 2020) . Listed below are supports that may be provided to these students. Strategy 1. Students who do not want to speak or cannot communicate that way can draw their answers or thoughts (Matera & Traver, 2020)

42 Strategy 2. Whiteboards to show answers quickly during lessons (Matera & Traver, 2020) Strategy 3. They can watch the video independently with headphones for fewer distractions, pause, and watch at a slower speed (Matera & Traver, 2020) Strategy 4. Closed captions on the video (Matera & Traver, 2020) Strategy 5. Flexible seating options (Matera & Traver, 2020) Strategy 6. Fidgets (Matera & Traver, 2020) Strategy 7. Preferred seating (sitting close or far from the teacher) (Matera & Traver, 2020) Strategy 8. Sentence frames (Matera & Traver, 2020) Strategy 9. Paired with a higher learner for support (Matera & Traver, 2020) Strategy 10. Provide visual aids (Matera & Traver, 2020) Strategies for Average Learners: Students who perform at an average level will still have support built in for them. They will have access to any of the support struggling learners have if they so need it. The lesson is made for the average kindergarten level so extra support should not be needed if a student is truly average. But if they have some unique learning styles or needs the teacher should account for them and provide the student with what they need to get the most out of this lesson. Strategy 1. Pair students with another student who is average (Matera & Traver, 2020) Strategies for Advanced Learners: Advanced learners will benefit from additional strategies to keep them interested, engaged, and learning ( Strategies for Extending Students in the Classroom , 2020). These learners may want and be able to handle more than other students in the class ( Strategies for Extending Students in the Classroom , 2020). One thing to keep them engaged and deepen their learning is by pairing them with a student who is at a lower level than they are ( Strategies for Extending

43 Students in the Classroom , 2020). This will deepen their understanding through teaching and give them a reason to be engaged ( Strategies for Extending Students in the Classroom , 2020). These students also may want and need additional challenges within the topic ( Strategies for Extending Students in the Classroom , 2020). Teachers can provide more depth and breadth for these students ( Strategies for Extending Students in the Classroom , 2020). These students again will have access to all of the strategies that a struggling learner has access to if they so need. Strategy 1. Pair students with struggling learners ( Strategies for Extending Students in the Classroom , 2020) Strategy 2. Give them more of high-level thinking questions ( Strategies for Extending Students in the Classroom , 2020) Strategy 3. Let them research on their own and create a product to share with the class ( Strategies for Extending Students in the Classroom , 2020) Standards: Standard 1. K.4.18.1 Ask historical questions about a past event in an individual’s family, school, or local community ( Social Studies , 2020 ). Standard 2. K.4.19.1 Identify how different families and communities celebrate or commemorate events and engage in respectful conversation about traditions within an individual’s family/community and those of other families/communities ( Social Studies , 2020 ). Standard 3. 0.1.4.4 Describe the connection between two pieces of information, events, people or ideas in informational text, with prompting and support ( Social Studies , 2020 ). Standard 4. 0.2.2.2 Share personal perspective, identity, and voice, verbally or visually ( Social Studies , 2020 ) .

44 Standard K.2.9.1 Distinguish between individual needs (conditions necessary to survive) and individual wants (conditions desired to be happy) ( Social Studies , 2020 ) . Standard K.0.1.1.0 Demonstrate understanding of the basic features of print: a. Follow words from left to right, top to bottom, and page by page. b. Recognize and name all uppercase and lowercase letters of the alphabet. c. Understand that words are separated by spaces in print ( English Language Arts , 2020). Standard K.0.1.2.2 Choose and read texts that explore personal identity and interests, with prompting and support ( English Language Arts , 2020). Standard K.0.1.4.1 Ask and answer questions about key details in a text, with prompting and support ( English Language Arts , 2020). Standard K.0.1.4.2 Identify the topic of a text, with prompting and support. ( English Language Arts , 2020). Standard K.0.1.4.3 Identify characters and settings, in a literary text, with prompting and support. ( English Language Arts , 2020). Standard K.0.1.5.2 Recognize the difference between literary and informational text, through listening or reading. Describe the connection between two pieces of information, events, people, or ideas in informational text, with prompting and support. ( English Language Arts , 2020). Standard K.0.2.2.1 Write routinely (may include a combination of drawing, dictating, and writing), with support and guidance. ( English Language Arts , 2020). Standard K.0.2.2.2 Share personal perspective, identity, and voice, verbally or visually. ( English Language Arts , 2020). Standard K.0.2.4.1 State a personal opinion to share, verbally, visually or in written form, with support and guidance. ( English Language Arts , 2020).

45 Standard K.0.2.5.1 Make a statement about a topic and offer one or two details about the topic, verbally, visually, or in written form, with support and guidance. ( English Language Arts , 2020). Standard K.0.2.5.2 Verbally or visually respond to a story, with support and guidance. ( English Language Arts , 2020). Standard K.0.2.6.1 Tell a story about a personal experience or that of a character, verbally, visually, or in written form. ( English Language Arts , 2020). Standard K.0.3.1.2 Confirm understanding of a text read aloud or information presented orally or through other media (e.g., poems, rhymes, songs) by asking and answering questions about key details and requesting clarification if something is not understood. ( English Language Arts , 2020). Standard K.0.3.2.1 Speak audibly and express thoughts, feelings, and ideas clearly. ( English Language Arts , 2020). Process: To grab students' attention the lesson will start with a video introducing winter holidays ( Sesame Street Kids ) ( Steps of Interactive Modeling , n.d.). This will remind the students about what the unit in total is all about and let students get a feel for what they will be learning about. The teacher will then present the essential questions to students so that they may be able to recognize them while learning (Shelow, 2016). Next, the students will work in groups or pairs set by the teacher to talk about what they already knew from the video, what was new to them, and what they may have more questions about. The teacher will make a list of the questions to refer back to throughout the unit. The students will then use Jamboard to share things they already know about the winter holidays

46 talked about in the video, specifically Kwanzaa. The Jamboard will be projected to the entire class and as a class, they will sort the pictures/text. The students will then listen to the read-aloud Seven Candles for Kwanzaa by Andrea Davis Pinkney. This will give them an idea of what Hanukkah is based on and the meaning of it. Students will then have the opportunity to explore, read, and look at books about Kwanzaa. After students have done their exploration they will have time to journal about what they learned. Once they are done journaling they will share their work with classmates. The class will then go back to the list of questions they had made and see if any of them have been answered and what they still need to learn more about. Next, as a class, they will go through a Nearpod lesson. This lesson will be projected on a screen as well as available on individual student devices. This lesson has assessment embedded within it. Based on the results of this assessment, the teacher will determine whether or not students need to be retaught the material at all whether that is individual students, small groups, or the whole class. A big part of Kwanzaa is the candles. Students will get to make an art project of the Kwanzaa candle . As they make the project the class will talk about the different means of each part and color. Doing this hands-on learning will help solidify the information for the students. As a closing, the class will review the essential questions, go over the class's questions, and make sure the students know what they need to know. This quick review will tie up the lesson and the students can end with a fun dance that ties up the whole unit: Pete the Cat Hulu Hulu Holiday . Products:

47 This third lesson in my unit on winter holidays has several products. Initially, we have the Jamboard. This shows the student's prior knowledge and is revisited throughout the lesson. The next product would be the Kwanzaa candle craft. This product is very important and involves a lot of learning while it is being made and is a great visual representation for students to look at and remember their learning. The teacher can assess the students' understanding by evaluating their performance in the Nearpod lesson, Jamboard, talking about the craft, as well as their verbal interactions during class discussions, whether it be whole-class or peer-to-peer conversations. Foundational Level: The students will start with a video that presents an overview of the topics they will be studying. Following that, they will receive the fundamental understandings derived from this lesson. This prepares the students for what is expected of them. Subsequently, the students will establish links to their existing knowledge and their background knowledge. This activation of prior knowledge will help their comprehension of the lesson. The students will exchange their prior and background knowledge and potentially form additional connections. Lastly, at this stage, students will discuss what they have yet to learn and what questions they have, ensuring that as they progress to the developmental level, they are prepared for the next part of the lesson. Developmental Level: In this developmental level, students will start to make more connections and learn more through some personal exploration as well as a read-aloud and Nearpod lesson. They will learn more and be more able to answer those higher-level questions. When students are assessed for grasping what they need to learn through the built-in assessment on Nearpod, the teacher will need to reteach those students who do not do well before moving on to the next level. Extended Level:

48 Progressing to the extended level, students will have the opportunity to engage in further investigation and observe additional visuals (Strategies for Advancing Students in the Classroom, 2020). All the methods for catering to diverse learners will continue to be utilized. Initially, the class will partake in a read-aloud lesson. This will enhance their comprehension and solidify their knowledge (Strategies for Advancing Students in the Classroom, 2020). Moreover, students will delve into the topic of wants vs. needs. Additionally, students at this stage will have the chance to explore tangible objects and images in greater detail (Strategies for Advancing Students in the Classroom, 2020). This experience will be akin to a museum exhibit, but highly interactive for the students (Strategies for Advancing Students in the Classroom, 2020). Concluding the lesson and wrapping up the learning on Hanukkah, students will get to enjoyable holiday dance.

49 References American College of Education, (2017). LIT5373 21st Century Literacies: Modules 1-3 [All Parts]. Canvas. https://ace.instructure.com/courses/1974890/modules/items/37104160 English Language Arts . (2020). Mn.gov; Minnesota Department of Education. https://education.mn.gov/MDE/dse/stds/ela/ Lynch, E. (n.d.). Winter Holidays Around the World– Lesson Plans for Elementary Students . Www.sadlier.com. Retrieved October 8, 2023, from https://www.sadlier.com/school/ela-blog/winter-holidays-around-the-world-l lesson-plans Matera, B., & Traver, J. (2020, January 8). Five principles for supporting struggling learners . Teacher Magazine. https://www.teachermagazine.com/au_en/articles/five-principles-for-supporting-strugglin g-learners Miners, Zach & Angela Pascopella. “The New Literacies | Reading Rockets.” Www.readingrockets.org , Reading Rockets, 2007, www.readingrockets.org/topics/educational-technology/articles/new-literacies. Accessed 4 Oct. 2023. Science . (2019). Mn.gov; Minnesota Department of Education. https://education.mn.gov/MDE/dse/stds/sci/ Shelow, Gaby. “The Importance of New Literacy Skills in the 21st Century Classroom.” The Current | Educator Innovator , The Current, 20 June 2016,

50 thecurrent.educatorinnovator.org/the-importance-of-new-literacy-skills-in-the-21st-centur y-classroom. Accessed 4 Oct. 2023. Social Studies . (2011). Mn.gov; Minnesota Department of Education. https://education.mn.gov/MDE/dse/stds/soc/ Steps of Interactive Modeling . (n.d.). https://www.responsiveclassroom.org/wp-content/uploads/2017/10/Interactive-Modeling for-More-Than-Routines.pdf Strategies for Extending Students in the Classroom . (2020, November 17). Renaissance Australia. https://www.renaissance.com.au/2020/11/17/extending-students-in-the-classroom/ Zoch, M., Myers, J., & Belcher, J. (2016). Teachers’ engagement with new literacies: Support for implementing technology in the english/language arts classroom. Contemporary Issues in Technology & Teacher Education, 17 (1). https://citejournal.org/volume-17/issue-1-17/english-language-arts/teachers-engagement- with-new-literacies-support-for-implementing-technology-in-the-englishlanguage-arts-cla ssroom