Christmas Around The World English Language Essay

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I chose to do 'Christmas Around the World' because I am a strong believer in promoting tolerance and understanding of others in my classroom. I originally wanted to do a theme that incorporated multicultural literature, but needed to narrow it down. I talked with my younger sisters and brother about what they would like to learn about and they said that Christmas was coming up and would like to know more about it. I decided that I would do a unit that then focused on the way Christmas is, or is not, celebrated by others around the world.

Summary:

Overall, this unit focuses on the traditions of Germany, Mexico, Italy, France, Holland, England, and Ireland. It also focuses on the idea of Santa Claus as being different in a variety of countries as well as two main winter holidays that are not Christmas traditions-Hanukkah and Kwanzaa. The unit spans ten days and incorporates ten different readings, one each day.

The lessons follow a uniform format each day; the day begins with a discussion and the web activity. The students then participate in the main activity which incorporates a variety of the language arts. The lesson typically closes with presentations as well as taking another look at the web activity. Technology is used in a few lessons, where appropriate.

The lessons try to address many techniques such as read alouds, partner reading, choral reading, echo reading, readers' theater, graphic organizers, writing workshop, basic writing conventions, among others. The students are also involved in a variety of groupings, ranging from whole-group, to small-group, to partnerships, and finally to individual.

Materials:

Books/Reading References

Blazek, S. (1995). An Irish night before Christmas. Gretna, LA: Pelican Publishing.

Christmas in Holland/‌the Netherlands. (2010). Retrieved from http://www.whychristmas.com/‌cultures/‌holland.shtml

Christmas stories: A Christmas carol. (2010). Retrieved from Discovery Communications, Inc. website: http://tlc.howstuffworks.com/‌family/‌christmas-stories-a-christmas-carol.htm

Climo, S. (2001). Cobweb Christmas: The tradition of tinsel. NY: HarperCollins Publishers.

DePaola, T. (1980). The legend of old befana. Sandpiper.

Fisher, T. (1999). France: Food and festivals. Austin, TX: Raintree Steck-Vaughn Publishers.

Gibbons, G. (1999). Santa who? NY: Morrow Junior Books.

Glaser, L. (2004). Mrs. Greenberg's messy Hanukkah. NY: Scholastic, Inc.

Grier, E. (1997). Seven days of Kwanzaa. NY: Penguin Group.

Hoyt-Goldsmith, D. (1999). Las Posadas: An Hispanic Christmas celebration. NY: Holiday House.

Other References

An Irish night before Christmas. (n.d.). Retrieved from http://www.youtube.com/‌watch?v=lyfsUCAoYXQ

Fairfax, B., & Garcia, A. (2008). Let's book it with tech'knowledge'y. Retrieved from Creative Teaching Press website: http://www.vickiblackwell.com/‌makingbooks/

Geggie, L. (n.d.). First, next, then, last story sequencing:Graphic organizer for writing. Retrieved from http://www.teacherspayteachers.com/‌Product/‌First-Next-Then-Last-Story-Sequencing-GRAPHIC-ORGANIZER-for-Writing

Persuasion map. (2010). Retrieved from International Reading Association website: http://www.readwritethink.org/‌classroom-resources/‌student-interactives/‌persuasion-30034.html

Scholastic printables. (2010). Retrieved from Scholastic, Inc. website: http://printables.scholastic.com/‌printables/‌search/‌?Nty=0&_N=0&Ntk=Printables_SI&query=activities&Ne=1652&N=175+1729&No=0&Ntt=activities&npp=24

Robertson, D. (n.d.). Using different versions of "'twas the night before christmas." Retrieved from Learn NC website: http://www.iss.k12.nc.us/‌schools/‌mountmourne/‌drobertson/‌twaswork.html

Goals/Objectives/Assessments of the Unit:

The overarching goal for this unit is that I want my students to develop an understanding and tolerance for the Christmas beliefs and traditions of others through the use of the language arts.

Objectives include use of graphic organizers, listening for information and understanding, reading fluently (reading rate, expression, and accuracy), demonstrating basic writing conventions, sequencing, giving a personal response, presenting material, making predictions and inferences, dictionary and thesaurus use, using proper parts of speech, and comparing and contrasting.

Most assessments are done in an informal manner because cooperative learning, read alouds, and discussions are used frequently. However, rubrics and checklists are used during the writing sessions of the unit. A few of the worksheets and activities will also be submitted to the teacher for assessment and grading.

Essential Knowledge/Skills/Dispositions Outcomes:

Upon completion of this unit, students should have a general understanding for basic traditions of others at Christmastime, and for those who may not celebrate Christmas. Students should have further developed their reading, writing, listening, and speaking/presentation skills. The main value this unit really aims to teach is tolerance. Students should have a better understanding of the idea that all people are different and celebrate differently and that that is something we should respect-not judge people for.

Relationship to New York State English Language Arts Standards:

Standard 1: Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.

Day 4- Hanukkah [p. 13]

Day 6- Christmas in Holland [p. 17]

Day 7- Christmas in England [p. 18]

Day 8- Kwanzaa [p. 20]

Standard 2: Students will read, write, listen, and speak for literary response and expression. Students will read and listen to oral, written, and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.

Day 1- Christmas in Germany [p. 7]

Day 2- Christmas in Mexico [p. 9]

Day 9- Christmas in Ireland [p. 22]

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Day 3- Christmas in Italy [p. 11]

Day 5- Christmas in France [p. 15]

Standard 4: Students will read, write, listen, and speak for social interaction.

Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Day 5- France [p. 15]

Day 10- Santa Claus Traditions [p. 24]

UNIT: Christmas Around the World

DAY: Day 1

LESSON TOPIC: Christmas in Germany

GRADE: 4th

GOAL: I want my students to develop an understanding and tolerance for the Christmas beliefs and traditions of others through the use of the language arts.

OBJECTIVES: Students will be able to:

Write a personal response to the story (did they like it, why or why not, and relate it to their personal experiences or background knowledge).

TEACHING STRATEGY/TECHNIQUE: Read aloud; poetry

GROUPING: Whole-group; Individual

LESSON INTRODUCTION: The students will gather on the carpet to begin a Christmas Around the World web. Christmas will be in the center and branches will be added for different countries and their traditions and beliefs. Students will create their own webs on paper. The teacher will tell students that Christmas around the world is their literature unit for December and that they're starting with Germany.

PROCEDURES (ELA ACTIVITIES):

Listening: Students will listen as the teacher reads the story Cobweb Christmas to the class, pausing when appropriate to ask questions and make predictions.

Writing/Visually Representing: The students will go to their seats and receive an outline of a Christmas tree with tinsel strung across it. They will be told that this is so they can write picture poems. The students will write their phrases on the lines until it is filled. The phrases should be their personal responses to the story that was read.

Speaking: Students will share a part of their picture poem that is their favorite and will then be directed to hang them up on a bulletin board.

LESSON CLOSURE: Students will gather together on the carpet to make our first additions to the Christmas Around the World web. They will share what they learned from the story about Christmas in Germany and the teacher will add bubbles to the web as necessary.

ASSESSMENT: The teacher will assess the students picture poems by making sure that they are on topic, contain how the student felt about the story (liked it or did not), why they did or did not like the story, and whether or not they relate it to their own experiences or background knowledge.

MATERIALS:

-Cobweb Christmas by Shirley Climo

-Christmas tree templates

-Board or large paper (to write Christmas Around the World web on)

UNIT: Christmas Around the World

DAY: Day 2

LESSON TOPIC: Christmas in Mexico

GRADE: 4th

GOAL: I want my students to develop an understanding and tolerance for the Christmas beliefs and traditions of others through the use of the language arts.

OBJECTIVES: Students will be able to:

a. Read the song fluently with the assistance of group members.

TEACHING STRATEGY/TECHNIQUE: Read aloud; Choral reading; Readers' theater

GROUPING: Whole-group & Small-group

LESSON INTRODUCTION: The students will gather on the carpet to discuss what they learned about Christmas in the Germany yesterday and what they know and want to learn about Christmas in Mexico. The students will watch as the teacher adds a branch to the Christmas Around the World web.

PROCEDURES (ELA ACTIVITIES):

Listening: The teacher will read aloud to the students, parts of an informational text called Las Posadas: An Hispanic Christmas Celebration.

Speaking: The teacher will pause at various times to ask students to summarize what they've learned and to make predictions and inferences about Las Posadas. It is important that students know the background before continuing on.

Reading: The students will be broken up into two groups; one group will receive the outside portion of the song of Las Posadas while the other group will receive the inside portion of the song of Las Posadas. They will be asked to get together in separate parts of the room to practice reading their portions. The teacher will work with each group and do choral reading of their parts and answer any questions the students may have. The teacher will then circulate around the room and allow students time to practice on their own.

Reading/Visually Representing: Once the students have had sufficient time to practice their parts they will be put on separate sides of the room. The outside students will knock (as if knocking on a door) and the inside students will answer, beginning The Song of Las Posadas. The reading will continue back and forth in this readers' theater manner until the last two verses, which are read in unison by everyone. The two groups will then come together as they would in an actual recitation of this song.

LESSON CLOSURE: The students will gather back on the carpet and briefly discuss the readers' theater they just performed-what they liked, didn't like, how it could be done differently, and what they learned. Once the conversation turns to what they learned, students will be asked to look at the Christmas Around the World web and share things to be added to it. The teacher will record these on the large paper.

ASSESSMENT: The teacher will assess students informally through observation of their participation in the reading as well as in readers' theater. The teacher will make note of any child that does not participate or seems to demonstrate struggling during the activities.

MATERIALS:

-Las Posadas: An Hispanic Christmas Celebration by iane Hoyt-Goldsmith

-Scripts of The Song of Las Posadas

-Board or large paper (to write Christmas Around the World web on)

UNIT: Christmas Around the World

DAY: Day 3

LESSON TOPIC: Christmas in Italy

GRADE: 4th

GOAL: I want my students to develop an understanding and tolerance for the Christmas beliefs and traditions of others through the use of the language arts.

OBJECTIVES: Students will be able to:

Complete a graphic organizer accurately.

Make revisions to compose a final draft with minimal errors.

Present the final draft to the class in a composed manner.

TEACHING STRATEGY/TECHNIQUE: Read aloud; Writing workshop

GROUPING: Whole-group

LESSON INTRODUCTION: The students will gather on the carpet to discuss what they have learned about Christmas so far and what they know and want to learn about Christmas in Italy. The students will watch as the teacher adds a branch to the Christmas Around the World web.

PROCEDURES (ELA ACTIVITIES):

Listening: The students will listen as the teacher reads the story of The Legend of La Befana to them.

Speaking: The teacher will pause throughout the reading to ask and answer any questions about the story. Students will be expected to participate in any discussions.

Visually Representing: The students will then be asked to share new ideas that can be added to the Italy branch of the Christmas web.

Writing: (Prewriting/Brainstorming) After the story, the teacher will ask the students what they'd say to La Befana if they could ever talk to her. Would they ask her why she was so grumpy? Would they tell her thank you for bringing gifts? And so on. (Drafting) The students will then be given a lined piece of paper to write a letter about anything they want to La Befana. (Editing) The teacher will meet with each student, have them read through the letter, and together will make any changes necessary. The student will then be given a paper bag and printable to color and glue together to create a La Befana puppet. The student will paste the letter onto the back of the puppet.

Speaking: Each student will be asked to share their letter and puppet by presenting them to the class.

LESSON CLOSURE: The students will present their letter and bag puppet to the class.

ASSESSMENT: The teacher will assess students listening skills during the read aloud informally through observation. The teacher will use a writing checklist that assesses effort and participation in the writing process, the errors in writing before and after editing will be noted, and finally the presentation.

MATERIALS:

-The Legend of La Befana by Tomie dePaola

-Paper bags

-Printables of La Befana (http://printables.scholastic.com/‌printables/‌search/‌?Nty=0&_N=0&Ntk=Printables_SI&query=activities&Ne=1652&N=175+1729&No=0&Ntt=activities&npp=24)

-Lined paper

-Board or large paper (to write Christmas Around the World web on)

UNIT: Christmas Around the World

DAY: Day 4

LESSON TOPIC: Hanukkah

GRADE: 4th

GOAL: I want my students to develop an understanding and tolerance for the Christmas beliefs and traditions of others through the use of the language arts.

OBJECTIVES: Students will be able to:

Read the text fluently.

Make inferences and predictions from the text to create their own ending to the story.

TEACHING STRATEGY/TECHNIQUE: Indirect instruction; Small-group, round robin reading; Whole-group discussion

GROUPING: Whole-group; small-group (4 per group)

LESSON INTRODUCTION: The students will gather on the carpet to discuss what they learned about Christmas thus far. The teacher will then explain that not all people celebrate Christmas because their beliefs lead them to other traditions. The teacher will then introduce Hanukkah and ask if anyone knows what it is. The students will watch as the teacher starts a new web of "other" traditions next to the Christmas web.

PROCEDURES (ELA ACTIVITIES):

Reading/Listening: The students will be broken into groups of four and each be given a copy of the book, but only until the part where Rachel's parents come to pick her up and find such a terrible mess. They will take turns reading pages from the story and listening and following along while others are reading until they've read the story twice.

Speaking/Visually Representing/Viewing: Once a group has finished, they will receive directions that they are to decide on their own ending to the story (Do they want Rachel to be in trouble with her parents? Do they want Mrs. Greenberg to be angry? And so on…). The students will draw for characters in the story and will then be told to find a way to act out what they think the ending should be. Students will then perform their ending to the class while their peers serve as the audience and watch their classmates.

Listening/Speaking: The students will then listen as the teacher reads the actual ending to the story. Students will then share in a group discussion, which ending they liked best (the actual ending, their ending, or another group's ending) and why.

LESSON CLOSURE: Students will share in a group discussion, which ending they liked best and why.

ASSESSMENT: The teacher will informally assess students reading by circulating through the room and listening as each child reads. The teacher will also informally assess students based on their representation of what they think will happen in the end and how well it fits with what has happened in the story thus far-this will show how well they make inferences based on what they've read.

MATERIALS:

-Mrs. Greenberg's Messy Hanukkah by Linda Glaser

-Copies of the story

-Board or large paper (to write Christmas Around the World web on)

UNIT: Christmas Around the World

DAY: Day 5

LESSON TOPIC: Christmas in France

GRADE: 4th

GOAL: I want my students to develop an understanding and tolerance for the Christmas beliefs and traditions of others through the use of the language arts.

OBJECTIVES: Students will be able to:

Complete a web-based persuasive writing graphic organizer accurately.

Make revisions to compose a final draft with minimal errors.

Present the final draft to the class in a composed manner.

TEACHING STRATEGY/TECHNIQUE: Read aloud; Writing workshop

GROUPING: Whole-group; individual

LESSON INTRODUCTION: The students will gather on the carpet to discuss what they have learned about beliefs and traditions about Christmas so far and what they know and want to learn about Christmas in France. The students will watch as the teacher adds a branch to the Christmas Around the World web.

PROCEDURES (ELA ACTIVITIES):

Speaking: The teacher will ask the students what their tradition usually is on Christmas Eve and if they eat anything special. Each student will share their usual Christmas Eve with the group.

Listening: The teacher will then read them the Christmas section from the book France: Food and Festivals. This is a very short section so the students will only be listening for a few minutes. They will discuss the main dessert that they eat in France-Yule Log (what it's made out of, what it looks like, and the recipe).

Visually Representing: The students will then be given their instructions: they will head to the computers to get on a website (http://www.readwritethink.org/classroom-resources/student-interactives/persuasion-30034.html) and from there they will use the persuasion map to create their persuasive letter to their family, why they should or should not eat Yule Log on Christmas Eve.

Writing: The students will then write a draft of their persuasive essay. They will collaborate with the teacher to revise their essay and will then be given permission to type it on the computer.

Speaking: Students will publish their essays by printing and sharing them with the class.

LESSON CLOSURE: The students will be asked to share their letters to their families with the class.

ASSESSMENT: The teacher will assess the students using a rubric that looks at their motivation, effort, the mistakes made in the draft, whether or not they corrected those mistakes, and the presentation of the letter.

MATERIALS:

-France: Food and festivals by Teresa Fisher

-Yule Log

-Graphic Organizer (http://www.readwritethink.org/‌classroom-resources/‌student-interactives/‌persuasion-30034.html)

-Lined paper

-Board or large paper (to write Christmas Around the World web on)

UNIT: Christmas Around the World

DAY: Day 6

LESSON TOPIC: Christmas in Holland

GRADE: 4th

GOAL: I want my students to develop an understanding and tolerance for the Christmas beliefs and traditions of others through the use of the language arts.

OBJECTIVES: Students will be able to:

Compare and contrast personal Christmas traditions with Holland Christmas traditions using a Venn diagram appropriately.

TEACHING STRATEGY/TECHNIQUE: Partner reading; Indirect instruction

GROUPING: Whole-group; individual

LESSON INTRODUCTION: The students will gather on the carpet to discuss what they have learned about beliefs and traditions about Christmas so far and what they think is different about Christmas in Holland. The students will watch as the teacher adds a branch to the Christmas Around the World web.

PROCEDURES (ELA ACTIVITIES):

Reading: The students will be put into pairs and asked to read the article presented to them about Holland-once silently, and once taking turns out loud.

Visually Representing: The students will then be given a Venn diagram to compare and contrast their typical Christmas traditions with the traditions in Holland.

Speaking: The teacher will then project a large Venn diagram onto the white board and will record students' ideas into it for others to copy.

LESSON CLOSURE: The students will share what they now know about Christmas in Holland so it can be added to the web.

ASSESSMENT: The teacher will assess the class as a whole by observing what they've mentioned in their Venn diagrams. The teacher will then collect the students' Venn diagrams and take a closer look at the work of the partnerships, making note of anyone who seems to be struggling more than others.

MATERIALS:

-Christmas in Holland article

-Venn diagrams

-Board or large paper (to write Christmas Around the World web on)

UNIT: Christmas Around the World

DAY: Day 7

LESSON TOPIC: Christmas in England

GRADE: 4th

GOAL: I want my students to develop an understanding and tolerance for the Christmas beliefs and traditions of others through the use of the language arts.

OBJECTIVES: Students will be able to:

Correctly record the sequence of events for their section of the poem.

Listen for information to accurately record the sequence of events for the other sections of the poem.

TEACHING STRATEGY/TECHNIQUE: Choral reading; Indirect instruction

GROUPING: Whole-group; small-group

LESSON INTRODUCTION: The students will discuss the web and how it is coming along and growing as we learn more about all the different countries and traditions. The teacher will then put a branch on for England.

PROCEDURES (ELA ACTIVITIES):

Reading: The students will be divided into 4 groups. Each group will receive a part of the story A Christmas Carol because it is a tradition to listen to a retelling of the story on Christmas Eve in England. The students will read the story through chorally.

Visually Representing: The students will then receive a sequencing chart and put the events of their portion of the story in order.

Speaking/Listening: Students will then share their parts of the story with the class, starting with the first section and ending with the fourth. Students will listen as others present as they will be filling out sequencing worksheets for the other three parts of the story as students present.

LESSON CLOSURE: The teacher will collect the worksheets and ask the students to share what they've learned about England to add to the web. The teacher will also ask the students to share any stories they might listen to around Christmastime every year.

ASSESSMENT: The teacher will assess the students individually for listening by collecting their 4 sequencing worksheets. The teacher will check to see if the student had the events in the proper order.

MATERIALS:

-A Christmas Carol

-Sequencing worksheets (http://www.teacherspayteachers.com/‌Product/‌First-Next-Then-Last-Story-Sequencing-GRAPHIC-ORGANIZER-for-Writing)

-Board or large paper (to write Christmas Around the World web on)

UNIT: Christmas Around the World

DAY: Day 8

LESSON TOPIC: Kwanzaa

GRADE: 4th

GOAL: I want my students to develop an understanding and tolerance for the Christmas beliefs and traditions of others through the use of the language arts.

OBJECTIVES: Students will be able to:

Demonstrate proper use of a dictionary by finding correct and applicable phrases for each of the words given.

Demonstrate proper use of a thesaurus by finding correct and applicable synonyms for each of the words given.

TEACHING STRATEGY/TECHNIQUE: Echo reading; Indirect instruction

GROUPING: Whole-group; Individual

LESSON INTRODUCTION: The teacher will tell the students that there is another holiday that is celebrated around Christmastime, but is not actually a Christmas tradition-this is an African-American holiday called Kwanzaa. The teacher will add Kwanzaa to the section of the web labeled "other" along with Hanukkah.

PROCEDURES (ELA ACTIVITIES):

Listening/Reading: Students will each receive a copy of the Seven Days of Kwanzaa and will sit on the carpet. The students will participate in echo reading where the teacher reads a page and then the students read chorally back to the teacher.

Writing/Visually Representing: The teacher will then hand out Kinara worksheets. The students will use a dictionary and thesaurus to look up other words that may represent the seven qualities represented by the candles-unity, self-determination, working together (cooperation), sharing profit, purpose, creativity, and faith. The students will write the words and phrases they find appropriate on the corresponding candle. Students will then be allowed to color the Kinara.

LESSON CLOSURE: Students will hand in their worksheets to be looked at by the teacher and eventually displayed. The students will then discuss what they've learned about Kwanzaa so the teacher can add it to the web.

ASSESSMENT: The teacher will assess the students individually for dictionary and thesaurus skills by making sure the words students chose were accurate.

MATERIALS:

-Seven Days of Kwanzaa by Ella Grier

-Kinara candleholder worksheet (http://printables.scholastic.com/‌printables/‌search/‌?Nty=0&_N=0&Ntk=Printables_SI&query=activities&Ne=1652&N=175+1729&No=0&Ntt=activities&npp=24)

-Dictionaries

-Thesauruses

-Board or large paper (to write Christmas Around the World web on)

UNIT: Christmas Around the World

DAY: Day 9

LESSON TOPIC: Christmas in Ireland

GRADE: 4th

GOAL: I want my students to develop an understanding and tolerance for the Christmas beliefs and traditions of others through the use of the language arts.

OBJECTIVES: Students will be able to:

a. Fill in the blanks of the cloze passage using correct parts of speech.

TEACHING STRATEGY/TECHNIQUE: Indirect instruction; Cloze method

GROUPING: Whole-group; Individual; Small-group

LESSON INTRODUCTION: Students will discuss that this is the last country they will be talking about specifically, but there are many other countries that have different Christmas celebrations and many other people that don't celebrate Christmas, but do celebrate a different winter holiday. The teacher will add Ireland to the web.

PROCEDURES (ELA ACTIVITIES):

Listening/Reading: Students will be given a copy of the poem An Irish Night Before Christmas and will watch a video of a man reading this poem.

Writing: Each student will receive a copy of the worksheet for writing their own version of 'Twas the Night Before Christmas.' Students will work independently to write their own version by filling in the proper part of speech for that blank. Students will then do an illustration to accompany their story.

Speaking: Students will be put into small groups and share their writing with one another.

LESSON CLOSURE: Students will turn in their versions of the story and their illustrations. They will then talk about some things they discovered from the story about Christmas in Ireland. This will be added to the web.

ASSESSMENT: The teacher will collect worksheets to make sure that students used the proper parts of speech in the stories they created.

MATERIALS:

-An Irish Night Before Christmas by Sarah Blazek

-Create your own "Twas the Night Before Christmas' worksheets (http://www.iss.k12.nc.us/‌schools/‌mountmourne/‌drobertson/‌twaswork.html)

-Board or large paper (to write Christmas Around the World web on)

UNIT: Christmas Around the World

DAY: Day 10

LESSON TOPIC: Christmas/Santa Traditions Around the World

GRADE: 4th

GOAL: I want my students to develop an understanding and tolerance for the Christmas beliefs and traditions of others through the use of the language arts.

OBJECTIVES: Students will be able to:

Write complete sentences.

Use correct conventions of written English (proper grammar, spelling, punctuation, capitalization).

TEACHING STRATEGY/TECHNIQUE: Read aloud;

GROUPING: Whole-group; Individual

LESSON INTRODUCTION: The students will review the web and what they've learned so far about Christmas traditions. The teacher will then tell the students that Santa Claus is actually viewed differently in each country and that they're going to hear a story about the different Santa Clauses throughout the world.

PROCEDURES (ELA ACTIVITIES):

Listening: Students will hear the story Santa Who? By Gail Gibbons. The teacher will pause after each Santa Claus is described and ask and answer questions.

Speaking: The teacher will hold a whole-group discussion about the Santa Claus that most of us are used to in the United States as well as the other people we get gifts from.

The teacher will then give students the materials to create a Christmas present book. Students will need to write in complete sentences about a few things they want for Christmas on one page. Each of the remaining three pages need to be used for what the student wishes for someone else to receive on Christmas (mom, dad, sister, brother, grandparent, etc.).

LESSON CLOSURE: Students will be asked to share one thing they wished for for someone else and why with a person sitting next to them.

ASSESSMENT: The teacher will collect the books and use a rubric to assess the students on their completeness of sentences and to also make notes on their grammar, spelling, punctuation, and capitalization.

MATERIALS:

-Santa Who? by Gail Gibbons

-Construction paper

-Christmas list papers (http://www.vickiblackwell.com/‌makingbooks/)

-Board or large paper (to write Christmas Around the World web on)

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