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8.19 E - Family Tree
and Patchwork Quilt
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Plan Author: David Riddick
Date Created: 4/21/2003 9:46:21 PM PST
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School:
Dyer St. Elementary
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Grade Level:
5
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Students:
31 Students. 20 boys and 11 girls. 10 E0s; 10 RFP's 9 ELD4-5: 1 ELD2. GATE
class - advanced learners
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Subject Area(s):
Language Arts (English)
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Goal(s):
Students will have an understanding of the different cultural heritages among
students in the class.
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Concept(s):
Students will utilize information from their Heritage Albums and Folktale
Posters to create research quilts that display differences in the cultural
heritage of the class.
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Standards:
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 CA-
CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Creating and Maintaining Effective Environments
for Student Learning
TPE: E. Creating and Maintaining Effective Environments for
Student Learning
CSTP Description: Teachers create physical environments that engage all
students in purposeful learning activities and encourage constructive interactions
among students. Teachers maintain safe learning environments in which all
students are treated fairly and respectfully as they assume
responsibility for themselves and one another. Teachers encourage all
students to participate in making decisions and in working independently
and collaboratively. Expectations for student behavior are established
early, clearly understood, and consistently maintained. Teachers make
effective use of instructional time as they implement class procedures
and routines.
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• CSTP Key Element : Creating a physical environment that engages all
students.
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 Question : create a classroom
environment that reflects and promotes student learning?
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• Standard : CSTP: Standard for Planning Instruction and Designing
Learning Experiences for all Students
TPE: D. Planning Instruction and Designing Learning Experiences
for Students
CSTP Description: Teachers plan instruction that draws on and values
students’ backgrounds, prior knowledge, and interests. Teachers establish
challenging learning goals for all students based on student experience,
language, development, and home and school expectations. Teachers
sequence curriculum and design long-term and short-range plans that
incorporate subject matter knowledge, reflect grade-level curriculum
expectations, and include a repertoire of instructional strategies.
Teachers use instructional activities that promote learning goals and
connect with student experiences and interests. Teachers modify and
adjust instructional plans according to student engagement and
achievement.
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• CSTP Key Element : Modifying instructional plans to adjust for student
needs.
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Question : modify my plans to ensure
opportunities for all students to learn and synthesize information?
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CA-
California K-12 Academic Content Standards
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• Subject : English Language Arts
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• Grade : Grade Five
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• Area : Reading
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• Sub-Strand 3.0: Literary Response and Analysis
Students read and respond to historically or culturally significant works
of literature. They begin to find ways to clarify the ideas and make
connections between literary works. The selections in Recommended
Readings in Literature, Kindergarten Through Grade Eight illustrate the
quality and complexity of the materials to be read by students.
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• Concept : Narrative Analysis of Grade-Level-Appropriate Text
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Standard 3.4: Understand that theme
refers to the meaning or moral of a selection and recognize themes
(whether implied or stated directly) in sample works.
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• Concept : Literary Criticism
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Standard 3.7: Evaluate the author’s use
of various techniques (e.g., appeal of characters in a picture book,
logic and credibility of plots and settings, use of figurative
language) to influence readers’ perspectives.
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• Area : Listening and Speaking
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• Sub-Strand 2.0: Speaking Applications (Genres and Their
Characteristics)
Students deliver well-organized formal presentations employing
traditional rhetorical strategies (e.g., narration, exposition,
persuasion, description). Student speaking demon-strates a command of
standard American English and the organizational and delivery strategies
outlined in Listening and Speaking Standard 1.0.
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• Concept : Using the speaking strategies of grade five outlined
in Listening and Speaking Standard 1.0, students:
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Standard 2.2: Deliver informative
presentations about an important idea, issue, or event by the
follow-ing means: a. Frame questions to direct the investigation. b.
Establish a controlling idea or topic. c. Develop the topic with simple
facts, details, examples, and explanations.
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Objective(s):
Cognitive: Students will learn to investigate and create an 8.5 x 11 inch
quilt square graphically depicting their cultural heritage.
Observable behavior: Students will discover utilize their Heritage Album
Reports and their Culture and Folktale Posters to explore what makes up their
Heritage. Students will research print materials in the Media Center,
research using online tools on the Internet, and interview family members.
Students will construct a quilt square to graphically represent their ethnic
background.
Criteria: Given a criterion rubric, students will demonstrate ability to
construct a patchwork quilt that displays the cultural heritage of their
family by scoring at least a 3 on the rubric.
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Prerequisite Background Skills/Knowledge:
Students are familiar with guided question of the unit, "Who Am I?"
and the topic, Heritage. Students have read a variety of literature from different
cultural backgrounds. Students are aware that each culture has it's own
heritage and there are differences among us all.
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Vocabulary / Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students will take notes from their interviews with their parents
and write them in their Language Arts section.
Reading: Students read from the Open Court text.
Vocabulary: commence, rancid, precarious, winced, terminal, illuminated,
passion, intricate, regiment, heirloom, conquer, thatched, ceremonial,
occupied, cumbersome, immigrated, sought, drafted, sabotaged, kamikaze
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Materials:
1) Pencil & Paper
2) Markers - red, green, blue
3) Transparencies
4) Transparency pen
5) Open Court textbook
6) "Chrysanthemum" by Kevin Henkes
7) "My Name" by Sandra Cisnerors
8) "The Keeping Quilt" by Patricia Polacco
Attachments:
1. La Llorona.doc
2. My Name.doc
3. Cracking Mountain - Chinese.doc
4. Paul Bunyan - American.doc
5. TWO HEADS ARE BETTER THAN ONE Africa.doc
6. Fish Cheeks.doc
7. The Smiling Rabbit.doc
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Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
I will give out extra credit points for students who participate and
cooperate with lesson.
Extra credit points for actively engaged students
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Procedure:
Procedure: Open
As an attention getter, I call on students who have transitioned well into
Language Arts to be the first volunteers to reflect what they remember from
their Heritage Albums and Culture and Folktale Posters.
I will give out extra credit points for students who participate and who are
actively engaged.
Procedure: Body
Input:
1st: Point our standards we are working on (posted).
2nd: Establish a sense of academia by introducing vocabulary for this lesson.
Review the background vocabulary they need to know, and deepen their
understanding by asking the students how we could illustrate the culture of
our class?
3rd: Read the book, "The Keeping Quilt" by Patricia Polacco to the
class. Discuss why the quilt is important to the family.
4th: Inform students they will be create an 8.5 x 11 inch paper square which
will illustrate their ethnic/cultural background and heritage. The squares
from each class member will be put together in the form of a quilt to display
the heritages evident in the classroom. This quilt will be displayed on the
wall of the classroom.
5th: To construct this quilt square, students will collect graphic
representations of their ethnic background from online research tools and
pictorial representations from the Media Center. Images should include:
1) Flag of the country of origin
2) Map of the country of origin
3) Pictures of famous national monuments depicting your culture
4) Pictures of ethnic foods or recipes
5) Family tree going back at least four generations
6th: Students will present their quilt square orally to the class before it
is glued on to the large class quilt.
Guided Practice:
We will discuss the Family Tree and Patchwork Quilt Rubric and ways to
graphically create a quilt square. We will read "The Keeping Quilt"
and discuss the significance of a Keeping Quilt.
We will discuss the Big Ideas and Unanswered questions of the story.
To check for understanding, I use non-verbal hand cues to assess for
confusion and clarification.
Independent Practice:
Some students will be allowed to research answers on the computer, while
other students will use the textbooks and handouts.
Other students may work in cooperative groups to discover their answers
together.
Procedure: Close
To close the lesson and summarize what was learned, students will reflect in
their journals what they learned and vocabulary introduced. I will hand it
over to the class to discuss what they learned, giving them ownership of
their learning.
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Assessment:
A criterion rubric will be utilized to assess proficiency of the nameplate
and essay.
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Assessment/Rubrics:
Rubrics:
Family Tree and Patchwork Quilt Rubric
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Reflection:
The objective of the lesson was achieved. Students were able to utilize information
from their Heritage Albums and Folktale posters to create research quilts
that display the differences in the cultural heritage of our class by scoring
at least a 3 on the established criterion rubric. This was an excellent
culminating activity for the unit. Students had all the information they
needed to create their quilts. There was a little confusion as to how
students should aesthetically design their quilts. If I were to teach this
lesson I again, I would have been more clear in setting the objective of how
to design a quilt.
I read “The Keeping Quilt,” by Patricia Polacco to explain what a quilt looks
like and represents. However, some students were still unclear as to what a
quilt is. One student brought a quilt to class. His mother made him this
quilt when he was a baby. This visual representation solidified what a quilt
is and looks like.
Students created their own quilts but were encouraged to work in groups to
get ideas from one another. I modified the original lesson by adding a picture
of students on their quilts. When the student squares are placed on the giant
class quilt, students will be were able to identify their contributions.
Students enjoyed making patterns and finding information for their family
tree. It was interesting to see the variations in student quilts.
I did not anticipate having to encourage students to make visual color
designs and pattern on their quilts. Most students started off with drawing
and labeling everything in pencil. I explained that a quilt should represent
many different colors. To be a classroom quilt, the squares needed to display
color and texture.
I asked the students to answer one of our guided questions for the unit, “Is
there a culture of our class?” After explaining the ambiguous question one
student said yes. He explained that most of the students in the class are
from Mexico, but they don’t live in Mexico, they live here. He went on to say
they all have differences but being in this class is like being in country.
Other students jumped in to the discussion. One girl explained each class is
like a different country, and together make up our school. It was interesting
to hear the self-reflections and introspection many students came away with
from our Heritage Unit. It was remarkable to see the diversity in the
classroom quilt, even though most of my students share a common heritage.
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