Unit 1.

5: Let’s Celebrate
English as a Second Language
4 weeks of instruction

STAGE 1 – (Desired Results)

Unit Summary: In this unit, the student compares and contrasts different holidays, music, and art in Puerto Rico in order to discover what makes Puerto Rico unique.
Transversal Themes: Knowledge, Values, Attitudes, and Human Virtues, Cultural Diversity
Integration Ideas: Social Studies, Reading, Writing, Music, Art

Essential Questions (EQ) and Enduring Understandings (EU)

EQ1. Why read and write?
EU1. Reading and writing helps us understand our own stories, the stories of others, and the world around us.
EQ2. How do you celebrate who you are, being Puerto Ricans, and what makes the island unique and special?
EU2. Celebrations show our pride in our culture.
EQ3. Why do we make music?
EU3. Through music and art from Puerto Rico, we share some of our culture with the world.
EQ4. How are culture and identity connected?
EU4. Singing and music is a way to share our feelings and help others share theirs.

Transfer (T) and Acquisition (A) Goals

T1. The student will leave the class being able to use his/her learning about celebrations to develop his/her appreciation of Puerto Rico’s culture and his/her own ability to express him/herself artistically.
The student acquires skills to...
A1. Listen, interact, and respond to peers and adults asking and answering appropriate questions, following instructions, and discriminating sounds that differ from their first language.
A2. Engage in ever expanding conversation based on life events or textual events as well as delivering brief oral presentations.
A3. Decode words using phonics clues and patterns to read texts at his/her level as well as describing texts and mastering text features.
A4. Write for a variety of purposes including researching and writing an informational text.

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 Unit 1.5: Let’s Celebrate
English as a Second Language
4 weeks of instruction

Puerto Rico Core Standards (PRCS)

Listening
1.L.1 Listen and interact with peers during social interactions, read‐alouds, and class, group, and partner discussions.
1.L.1a Ask and answer questions appropriate to the topic and offer basic opinions in conversations using learned phrases and open responses (e.g., I like…).
1.L.1b Use gestures and expressions to demonstrate engagement and understanding in a socially appropriate manner.
1.L.1c Listen and respond to simple commands and instructions or directions with 3 or more steps.
1.L.1f Discriminate and identify sounds in pronunciation and speech especially those that differ from their first language.
Speaking
1.S.1 Participate in class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions about personal experience and stories with
more elaborated responses, transitioning from one- or two-word responses to phrases and simple sentences.
1.S.2 Exchange common social greetings, retell texts, and recount experiences, using complete sentences.
1.S.2c Expand sentences to provide some details (e.g., Who? What? When?) about a familiar or new activity or process.
1.S.3 Respond to conversations, read-alouds, text, and oral presentations orally using a growing number of general academic and content-specific words and relying less on physical actions or
other means of nonverbal communication.
1.S.4 Express opinions, using an expanded set of learned phrases as well recalling some textual evidence or relevant background knowledge.
1.S.4a Tell and elaborate on statements, opinions, or arguments using language models or sentence starters.
1.S.5 Describe personal experiences, using some new vocabulary and details about familiar topics, appropriate to the situation.
1.S.6 Plan and deliver brief oral presentations on a variety of familiar topics.
1.S.6a Retell texts and recount personal or familiar experiences, and describe activities, topics, or objects, using some newly acquired vocabulary and details appropriate to the situation.
Reading
1.R.10 Read nursery rhymes, folk tales, and other texts of appropriate complexity.
1.R.3I Describe individuals, events, ideas, or pieces of information in an informational text.
1.R.5 Recognize common types of texts, identify the front cover, back cover, and title page of a book, and story organization (beginning, middle, and end).
1.R.7 Use illustrations (picture cues) to identify story details and categorize similarities and differences between characters and details within nursery rhymes, folk tales, and other texts.
Reading
Foundational

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 Unit 1.5: Let’s Celebrate
English as a Second Language
4 weeks of instruction
Skills
1.R.FS.11 Recognize sounds (phonemes), syllables, and spoken words.
1.R.FS.11a Distinguish long from short vowel sounds in spoken single-syllable words.
1.R.FS.11d Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
1.R.FS.12 Know and apply phonics and word analysis skills to decode words.
1.R.FS.12a Decode regularly spelled one-syllable words.
1.R.FS.12b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
1.R.FS.12c Know final -e as rule for representing long vowel sounds.
1.R.FS.13 Recognize the organization and basic text features.
Writing
1.W.1 Write simple sentences and use illustrations to express opinions and feelings or describe a picture, person, or object.
1.W.2 Use a combination of copying, drawing and writing to compose short informational texts collaboratively with a teacher, with peers, and with increasing independence.
1.W.6 Participate in shared research and writing projects (e.g., ABC books).
1.W.7 Remember information about experiences or gather information from a variety of sources (e.g., word wall, book talks, weather charts, routine tasks) to answer a question.
Writing
Foundational
Skills
1.W.FS.10 Know and apply phonics and word analysis skills to decode words.
Print from dictation all upper- and lowercase letters.
1.W.FS.9 Recognize organization and basic features of print.
Language
1.LA.2c Write a letter or letters for short and long-vowel sounds (phonemes).
1.LA.4c Uses basic phonemic awareness strategies to decode words.
1.LA.6 Use words and phrases acquired through conversations and read-alouds.

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 Unit 1.5: Let’s Celebrate
English as a Second Language
4 weeks of instruction
STAGE 1 – (Desired Results) STAGE 2 – (Assessment Evidence) STAGE 3 – (Learning Plan)
Alignment to Content Focus
Learning (The student Content Vocabulary Performance Tasks Other Evidence Learning Activities
Objectives understands…)
PRCS:  Types of art  Art: (artist, For sample lessons related to the following group of
1.L.1 (painting, music, painter, learning activities, refer to the section ‘Sample
1.L.1a poetry, sculptor, Lessons’ at the end of this map.
1.L.1b sculpture). painting,
1.S.1
sculpture, Celebrating Puerto Rico
1.S.4
1.S.4a
crafts, cloth)
 Culture  The student discusses “What makes Puerto
1.W.1
 Identity Rico unique?” by giving examples of
EQ/EU:  Instruments musicians, poets, artists and writers who
EQ3/EU3 (guitar, drums, celebrate Puerto Rico. The teacher asks the
EQ4/EU4 violin, piano, student to bring in his/her favorite music,
etc.) art, crafts, and clothes that represent Puerto
T/A:  Music: Song, Rico to him/her.
A1 Singer,  The teacher invites local artists, artisans, and
A2 family members to class to share their crafts
composition,
T1
composer, piece or art. The student comes up with interview
 Unique, special questions before they visit that relate to why
they make their art and how it celebrates
Puerto Rico.
 The teacher shares paintings/art by famous
Puerto Rican artists (e.g., Jose Campeche,
Miguel Pou, Jose Rosa). The teacher selects
art that shows the daily life of Puerto Ricans
and the student looks at the paintings and
describes what he/she sees. The teacher
uses these words to develop the student’s
English vocabulary. The teacher asks, “Why
did the artist choose to paint this? Why make
a painting of the everyday? How can we
celebrate the everyday?” The teacher sees if
the student can find shapes in the paintings

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 Unit 1.5: Let’s Celebrate
English as a Second Language
4 weeks of instruction
to reinforce shape vocabulary (square, circle,
triangle, and rectangle). The teacher also
tries to find female artists and discusses why
there are more male artists than female
artists, or why there are more artists of a
certain race.
 The teacher asks, “Why do we make music?
How does it make us feel?” The teacher
shows and tells about the music and art of
Puerto Rico. The teacher begins by pointing
out similarities and differences between
songs and then the student finds similarities
and differences (e.g., comparing reggaeton,
rap, salsa, classical, folkloric music). The
teacher creates a Venn diagram of songs to
compare and contrast elements of the music
with the student (e.g., the message of the
song, rhythm, instruments used). The
teacher uses attachment, 1.5 Learning
Activity – Venn Diagram.
 The teacher creates a Puerto Rico vocabulary
chart (Puerto Rico looks like, sounds like,
feels like, smells like, taste like) to develop
the student’s vocabulary for the project.
 Based on examples found, the student
creates his/her own Poem for Puerto Rico
using the sentence starters (Puerto Rico
sounds like ____, Puerto Rico looks like ____,
Puerto Rico smells like _____, Puerto Rico
tastes like _____, Puerto Rico feels like ____,
and this is why I love my home!).

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 Unit 1.5: Let’s Celebrate
English as a Second Language
4 weeks of instruction
STAGE 1 – (Desired Results) STAGE 2 – (Assessment Evidence) STAGE 3 – (Learning Plan)
Alignment to Content Focus
Learning (The student Content Vocabulary Performance Tasks Other Evidence Learning Activities
Objectives understands…)
PRCS:  Types of  Celebration, For complete descriptions, refer to Social Language Observation For sample lessons related to the following group of
1.L.1 celebrations on celebrate the section ‘Performance Tasks’ at learning activities, refer to the section ‘Sample
1.L.1c the island (e.g.,  Consonant, the end of this map.  During morning message, story Lessons’ at the end of this map.
1.LA.6 Three Kings Day, vowel, pattern time and instructions, the
1.R.3I teacher uses attachment,
Carnival,  Culture Celebrating Me Through Art Celebrations
1.R.7 Resource 7 – Social Language
Thanksgiving,  Holiday
1.S.2
Emancipation  Identity  Step 1: The teacher Rubric to note growth of the  The teacher discusses “How is Puerto Rico
1.S.2c
1.S.3 Day, Birthdays of  My favorite discusses “How do you student’s ability to follow unique?” by selecting holidays celebrated in
1.S.5 famous Puerto holiday is____. I celebrate who you are? The instructions, and participate Puerto Rico. The student shares what
1.S.6a Rican poets and like this holiday student creates a scrapbook during read alouds. holidays he/she enjoys. The teacher and the
politicians, because of music, art and crafts that  Oral Assessment of Word Wall student compare and contrast if the holiday
EQ/EU: President’s Day, ______. During he/she loves and is Vocabulary and Individual is celebrated elsewhere (e.g., Thanksgiving in
EQ1/EU1 Dr. Martin Luther this time I important to him/her. Vocabulary (see attachment: the US, but not the birth of Luis Muñoz Marín
EQ2/EU2 King Jr. Day). ______.  Step 2: On each page the Resource 1 – Oral Assessment or the Mask Festival).
 Stories by famous  Non-fiction, student writes _____ is for Vocabulary Acquisition)  The student, with teacher assistance, comes
T/A:
Puerto Rican title, main idea, important to me because up with lists of activities, food, music and
A1
poets and table of ______. songs that accompany the holidays.
A2
A4 authors. contents, index  Step 3: The teacher uses  The teacher invites family members to come
T1  Unique, special attachment 1.5 Other in and share how they celebrate holidays.
Evidence – Descriptive  The teacher reads aloud books on holidays
Writing Rubric to evaluate and compares and contrasts whether the
writing. student celebrates in the same way as the
characters. Why or why not?
 The teacher discusses “Why Read?” when it
comes to celebrations? How can we learn
about what makes Puerto Rico unique?
 The teacher reads about Columbus Day or
Thanksgiving and talks about the perspective
of the Taino and the indigenous. Would this
day be a holiday for them? Why or why not?
What would be a holiday for them? What

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 Unit 1.5: Let’s Celebrate
English as a Second Language
4 weeks of instruction
would they want to celebrate? The teacher
reads aloud the book “Encounter” and
“Christopher Columbus” and the student
compares how the indigenous and Columbus
are portrayed. The student uses illustrations
to identify story details and to categorize
similarities and differences between
characters using a T-chart or Venn diagram.
 The teacher focuses on “Emancipation Day”
and connects it to the diversity of Puerto
Rico. Why should we celebrate Emancipation
Day? Why does the US not celebrate
Emancipation Day like Puerto Rico? (It is
celebrated in Washington, DC, but not
everywhere.)
 The student selects his/her favorite crafts to
create for the holidays: http://dltk-
holidays.com/

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 Unit 1.5: Let’s Celebrate
English as a Second Language
4 weeks of instruction
STAGE 1 – (Desired Results) STAGE 2 – (Assessment Evidence) STAGE 3 – (Learning Plan)
Alignment to Content Focus
Learning (The student Content Vocabulary Performance Tasks Other Evidence Learning Activities
Objectives understands…)
PRCS:  The structure For complete descriptions, Rhyme a Week For sample lessons related to the following group of learning activities,
1.L.1f and purpose of refer to the section refer to the section ‘Sample Lessons’ at the end of this map.
1.LA.2c informational ‘Performance Tasks’ at the end  Based on the nursery
1.LA.4c text (table of of this map. rhymes and activities from Phonics: Manipulate and Write CVC, CVVC, and CVCe Words
1.R.10 the website:
contents, title,
1.R.5 http://curry.virginia.edu  Throughout the year, the “Rhyme a week” has focused on
1.R.FS.11
main idea, My Favorite Celebration
index). /go/wil/rimes_and_rhy word families to teach CVC, CVVC, and CVCe patterns. The
1.R.FS.11a
1.R.FS.11d  Step 1: The student mes.htm, the teacher uses teacher reinforces other word families through finding
1.R.FS.12 selects what his/her attachment: 1.5 Other examples of words with these patterns from read alouds. This
1.R.FS.12a favorite holiday is in Evidence – Word Rhyme will create an authentic list of words that the student
1.R.FS.12b Puerto Rico and Assessment to assess the references rather than “nonsense” words.
1.R.FS.12c creates a product to student’s ability to identify  The teacher creates picture cards from vocabulary words and
1.R.FS.13 represent why we rhyme. the student matches the picture to words on the word wall.
1.S.6 celebrate and what  The student does word sorts based on patterns and creates
1.W.2 are the ways we Word Family Book word wheels from CVC, CVVC and CVCe words found in read
1.W.6
celebrate this holiday. alouds or from Rhyme a Week:
1.W.7  The student creates a book
 Step 2: The teacher http://www.education.com/activity/article/Paper_Phonics_
1.W.FS.10
does a walkthrough of with different words and Whe el_first/
1.W.FS.9
a non-fiction text and pictures for words that  The teacher creates Phonics Wheels to reinforce word families
EQ/EU: describes how have the same endings (Pre-made with words):
EQ1/EU1 information is (word families) (see http://www.superteacherworksheets.com/phonics-word-
organized (table of attachment: 1.5 Other wheels.html
T/A: contents, titles, Evidence – Word Family  The teacher prints out mini-books from the word families that
A3 subtitles). The teacher Book) have been studied and those currently being studied. The
A4 also reviews the front student reads these books to a partner at school or a family
T1
cover, back cover, and member at home. These books can provide vocabulary for the
title page of the book. student to create word family books, word family wheels, etc.
The student conducts Free word family books are found on this site:
research by finding http://www.hubbardscupboard.org/printable_booklets.html
information in books #W ordFamilyBooklets
and by interviewing  The teacher invites word play to manipulate and pronounce

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 Unit 1.5: Let’s Celebrate
English as a Second Language
4 weeks of instruction
others (family, other words with CVC, CVVC, and CVCe patterns by playing “Create
students, teachers, a Word” with rolling dice with letters and pronounce the
community members). word: http://www.education.com/worksheet/article/letter-
 Step 3: The student roll-game- kindergarten-level-one/
selects his/her own  The student does word sorts with CVC cards, plays “go fish” or
format. The student matching games with word cards that have CVC pattern:
makes a book, a http://www.sparklebox.co.uk/cll/keywords/cvc-words/cvc-
poster, crafts or words.html
paintings with written  The teacher creates phonics flip books where students can
descriptions, or writes create words:
a song, poem, or story. http://www.atozphonics.com/phonicsflipbook.html
 Step 4: The student
presents his/her work
orally using the
vocabulary from the
unit.
 The teacher uses
attachment 1.5
Performance Task –
Descriptive Writing
Rubric to evaluate
writing.

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 Unit 1.5: Let’s Celebrate
English as a Second Language
4 weeks of instruction

STAGE 3 – (Learning Plan)

Suggested Literature Connections
 Phonics:
 Dr. Seuss
o Hop on Pop
 Dr. Seuss
o Fox in Socks
 Holidays:
 Diane Goode
o Thanksgiving is Here
 Margaret Sutherland
o Thanksgiving is for Giving Thanks
 Lori Marie Carlson
o Hurray for Three Kings Day
 Alma Flor Ada
o Merry Navidad! Christmas Carols in Spanish and English
 Mary Lankford
o Christmas Around the World
 Eve Bunting (on Veteran’s Day)
o The Wall
 Jane Yolen (It looks at Columbus’ landing from a Taino perspective. It is a higher level picture book, but you can narrate in simple sentences in English or in Spanish)
o Encounter
 Stephen Krensky
o Christopher Columbus (Step into Reading, Step 3)
 Howard Gutner
o Puerto Rico
 Paulette Bourgeois
o "Franklin’s Christmas Gift Franklin’s Easter”
 Bonnie Worth
o Hurray for Today!: All About Holidays

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 Unit 1.5: Let’s Celebrate
English as a Second Language
4 weeks of instruction
 Jose Feliciano
o Feliz Navidad: Two Stories Celebrating Christmas
 Fernando Picó - This book is about slavery in Puerto Rico.
o The Red Comb
 Marion Dane Bauer
o My First Biography Christopher Columbus
 Arlene Erlbach
o Happy New Year, Everywhere!
 David A. Adler
o A Picture Book of Martin Luther King, Jr.
 David A. Adler
o A Picture Book of Rosa Parks
 Anne Rockwell
o President’s Day

Additional Resources
 Poems and Songs for various holidays: http://www.canteach.ca/elementary/songspoems.html
 Music in Puerto Rico: http://worldmusic.nationalgeographic.com/view/page.basic/country/content.country/puerto_rico_12/en_US
 Poem on Guiro Instrument: http://www.elboricua.com/BKPoems_GuiroforMe.html
 Holiday crafts, dioramas, and worksheets: http://www.superteacherworksheets.com/full-holiday.html
 History on Columbus and Rethinking Columbus Day: http://www.understandingprejudice.org/nativeiq/columbus.htm

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 Unit 1.5: Let’s Celebrate
English as a Second Language
4 weeks of instruction

Performance Tasks
Celebrating Me Through Art
 Step 1: The teacher discusses “How do you celebrate who you are? The student creates a scrapbook of music, art and crafts that he/she loves and is important to him/her.
 Step 2: On each page the student writes _____ is important to me because ______.
 Step 3: The teacher uses attachment 1.5 Other Evidence – Descriptive Writing Rubric to evaluate writing.
My Favorite Celebration
 Step 1: The student selects what his/her favorite holiday is in Puerto Rico and creates a product to represent why we celebrate and what are the ways we celebrate this holiday.
 Step 2: The teacher does a walkthrough of a non-fiction text and describes how information is organized (table of contents, titles, subtitles) the student conducts research by finding information in
books and by interviewing others (family, other students, teachers, community members).
 Step 3: The student selects his/her own format. The student makes a book, a poster, crafts or paintings with written descriptions, or writes a song, poem, or story.
 Step 4: The student presents his/her work orally using the vocabulary from the unit.
 The teacher uses attachment 1.5 Performance Task – Descriptive Writing Rubric to evaluate writing.

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 Unit 1.5: Let’s Celebrate
English as a Second Language
4 weeks of instruction

Suggested Sample Lessons

 Phonics Card Game with Hop on Pop words: http://www.education.com/activity/article/play-hop-pop-uno/

 Vejigante Lesson Plan: http://www.elboricua.com/vejigante1.html
 Lesson Plan Comparing five holidays: http://www.scholastic.com/teachers/lesson-plan/let39s-celebrate
 Lesson on My favorite holiday: http://www.scholastic.com/teachers/lesson-plan/different-ways-we-celebrate
 Three lessons on finding the main idea in non-fiction text (swap out the books for book on the theme of holidays): http://www.readworks.org/lessons/grade1/main-idea

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