Social Studies Unit
1st Grade ELL
Theme: Families around the World
Date: Day 1
Content Objectives: (1) Students will identify activities families do together. (2)
Students will investigate differences in families from different parts of the world.
Language Objectives: (1) Students will recognize key vocabulary words. (2)
Students will be able to tell what families do together.
Key Vocabulary: family, he, she, celebrate, eat, play, cook, work, help
Supplementary Materials: Family story from Avenues Textbook, 2 big Family
photos, sentence strips, Map, Velcro children for selected countries, Music from
Around the world
Lesson Sequence: Before beginning the lesson, teacher will have students complete
a pre-assessment.
To begin the lesson, the teacher will have a PowerPoint with 2 large pictures of 2
different families. The pictures will be projected onto the board. The teacher will
say, “What do you think this is a picture of?” Other probes could be, “Who do you
think this is?” (Students see a picture of teacher’s family and will recognize
teacher.) Teacher will continue discussion until all family members in photo are
identified. As students identify each member, teacher will place a sentence strip
with vocabulary on the picture/board to label members (mother, father, sister,
brother, grandparents, etc). After the photos are labeled, teacher will ask
students to turn to a partner and answer the question, “Who is someone special in
your family? What makes them special?” Teacher will model this activity by saying,
“Someone special in my family is my sister. She’s special to me because she is
younger and I want to protect her.” Students will discuss with partner for one
minute.
After students have shared, we will read the story from the Avenues
textbook. Teacher will highlight important information as I read (i.e. everyone is
part of a family; families love and care for each other, even on bad days; they help
each other, work, play, cook, eat, and celebrate together.)
After reading the story, teacher will show a PowerPoint with pictures and
highlighted key vocabulary. Teacher will ask students to predict the meaning of the
vocabulary words (related to what families do together) by looking at the pictures
on the slides. Teacher will also highlight her family members in some of the
pictures. This will show and describe the key vocabulary (work, play, eat/cook,
celebrate). For each word, teacher will incorporate TPR. Sign language will be used
for the vocab words to help students remember. For example, “work”- shape both
hands into "fist shapes" (the letter "s.") With your palms facing downward, use your dominant
fist to tap the wrist or the side of your non-dominant fist a few times.(
http://www.lifeprint.com/asl101/pages-signs/w/work.htm) “Play”- point pinky and thumb on
each hand and shake hands back and forth (http://www.lifeprint.com/asl101/pagessigns/p/play.htm); “Eat”- Place fingers and thumb together and touch chin once
(http://www.lifeprint.com/dictionary.htm) . “Cook”- place fingers in palm of
opposite hand; flip like flipping a hamburger
(http://www.lifeprint.com/dictionary.htm). “Celebrate”- spin hands in circles near
head (http://www.signingsavvy.com/sign/CELEBRATE).
To close, teacher will review new vocabulary using either/or questions.
Teacher shows a picture that illustrates one of the words. Teacher gives two
options and asks students to tell which one the picture represents. Teacher will
make the signs for each word while asking the question. Students will answer
verbally and with the correct sign.
Date: Day 2
Content Objectives: (1) Students will match pronouns in sentences (2) Students will
locate China on a map
Language Objectives: (1) Students will recognize key vocabulary (2) Students will
recognize and locate China on a map (3) Students will share details from a story
with a partner
Key Vocabulary: country, language, China, shrimp, chopsticks, bicycle, Mandarin
Chinese, pronoun
Supplementary Materials: Map, Velcro cutouts to place on map, Student booklets,
story PowerPoint
Lesson Sequence:
The teacher will begin by asking students to recall some things discussed in
the previous lesson that families do together (work, play, eat, celebrate, cook).
Teacher will call out the words and write them on the board. As each word is listed,
students will make the sign associated with the word. Teacher will then read the
end of the story in the Avenues textbook (p. 165-167) and ask students, “What
does it mean when it says lands near or far?” Teacher leads students to discussion
of countries and continents and how there are many different families all over the
world. Teacher pulls out map as a visual aid. Teacher prompts students with
questions: What country do we live in now? What country were you born in? What
are some other countries that you know? Can you tell me where they are? Teacher
asks if students can locate China on the map. Once it is located, teacher will place
Velcro boy on China and introduce him as Ming Chang. Teacher will say, “ Ming
Chang is a friend who lives in China and we are going to learn about his family
today. Has anyone ever heard of China before? What have you heard? What do you
know? Have any big events happened there?” Tell class that Ming Chang has
written a story about his family and their life in China that we are going to read.
Open PowerPoint and display story. Teacher reads slide to students slowly. Then
students read with the teacher to practice fluency. Teacher asks questions about
each slide to help point out important information. After reading, have students
tell a partner one thing they think is neat about Ming Chang’s family. Model this by
saying, “One neat thing about Ming Chang’s family is that his dad rides a bike to
work.”
Next, teacher begins grammar instruction. Teacher hands out student
packet and tells students to open to the first page. Here, students will find a
worksheet with the story about Ming Chang and a matching section for pronouns
and vocabulary from the story. Teacher begins to read the story again and stops
when she comes to the underlined word (father). Teacher tells students to find
the first underlined word in the story (father) and read it with her. Teacher then
reads the next sentence. Teacher asks students who this sentence is talking about
(the father). How do they know? It doesn’t say father, it says “he”. Lead students
to this discussion. Why does it say he? Explain that pronouns are words we use to
take the place of other words. It would get very boring to read, “My father…my
father, my father…” Instead, we use “he” to break it up. Continue reading the story
and give instruction for the pronouns “she” and “it”.
After the pronoun instruction, direct students to the matching section
under the paragraph. Ask students which pronoun we would use to replace the word
“father.” (He) Ask students why we would use “he” instead of “she” or “it”. If
students struggle, model the first one and do the second and third together.
Finally, have students cut and glue the corresponding pictures into the chart
on their workbook page. Each picture corresponds to one column. Some pictures
don’t have to be used. Explain to students what each picture represents. Students
will lay their pictures out and teacher will check before student glues.
Closure: (May been done while students are gluing their charts if time runs short)
To close, review key vocabulary from the story. Show students a picture of shrimp
and ask, “Is this a picture of shrimp or chopsticks?” Show a picture of chopsticks
and ask, “Is this a picture of chopsticks or characters?” Show a picture of Chinese
characters and ask, “Is this characters or China?” Show a picture of the outline of
the country of China and ask, “Is this China or the United States?” Also review
“he/she/it” pronouns by asking “or” questions. Example: If I am talking about my
dad, do I use “he” or “she”? Why? If I am talking about my school, do I use “He” or
“she” or “it”? Why? If I am talking about my mom, do I use “She” or “it”? Why?
Date: Day 3
Content Objectives: (1) TSW choose the correct pronoun in sentences (2) TSW
locate Africa on a map (2) TSW answer distinguish facts between two different
stories
Language Objectives: (1) TSW recognize key vocabulary (2) TSW recognize and
locate China and Africa on a map (3) TSW share details of a story with a partner
Key Vocabulary: city, braid, Chapati, Africa, Swahili
Supplementary Materials: Map, Velcro cut outs, Story PowerPoint, Student
Workbook,
Lesson Sequence:
Greet students by saying “Ni Hao” ( a Chinese greeting learned the day
before). Have students recall Ming Chang’s story, vocabulary learned, and a brief
review of pronouns. Give students sample sentences and ask them to identify the
correct pronoun by choosing between two pronouns.
Pull out the map and have students place Ming Chang over China. Introduce
Malaika and tell students that she is from Tanzania, East Africa. Aid students in
identifying East Africa if they don’t know where it is. Have students brainstorm
about Africa and create a list on the board of things they already know about
Africa. Introduce Malaika’s story and tell students to listen closely because we’re
going to talk about some things in the story later. Read Malaika’s story from the
PowerPoint slides first to students. Then, have students slowly read with you to
practice fluency. Pause to emphasize important information. After reading, tell
students to discuss with their partner one thing that was neat about Malaika’s
story. Model by saying, “One thing that was neat about Malaika was that she helped
her mom sell fabrics.”
Next, continue with pronouns. Review with students when to use he, she, and
it (for something that’s masculine, feminine, neutral/don’t’ know). Have students
turn to page 2 in their handbooks. Reread the story with the students and pause at
the first underlined word. Ask students what they think the pronoun should be
based on the word (father-he). Read the next sentence to see if students were
right. Continue this with the other 2 sentences/pronouns. Next, have students
complete the matching activity below the story. If students seem to need help,
model the first one. However, this is just like the previous day’s activity so they
should be able to complete it with verbal directions. Review activity to check for
comprehension and understanding of the topic.
Closure: To close, review vocabulary and pronouns. Hold up pictures of vocabulary
words and give students options to choose from. Review he/she/it pronouns by
using the examples from the story. Example- In the sentence “My sister braids my
hair…” what pronoun would I use to talk about my sister? He or she? Why? Ask
students to answer questions that require them to distinguish between the Chinese
and African stories- Where does Malaika live? China or Africa? What’s her
favorite food? Shrimp or Chapatti?
Day 4
Content Objectives: (1) TSW locate China, Africa, and Canada on a map (2) TSW
match the nouns and pronouns in sentences (3) TSW recognize key vocabulary (4)
TSW differentiate facts among 3 stories
Language Objectives: (1) TSW share knowledge about 3 countries (2) TSW discuss
details with a partner (3) TSW choose the correct answer when given an
“either/or” choice
Key Vocabulary: Canada, North Pole, Inuktitut, Inuit, Husky, fur, boots, gloves,
parka, scarf, igloo, camping, fishing
Supplementary Materials- Map, Velcro cut outs, Pictures of vocabulary, story
PowerPoint, Student Workbook
Lesson Sequence: Begin by asking students to recall the previous 2 children we
learned about. Who were they? Where did they live? What did they like to eat?
What were some interesting things about them? (Give students “or” questions to
help focus their thinking and recall previous learning.) Get out the map and have
students locate China, The United States, and Africa. Ask if anyone knows where
Canada is. Is it close to the U.S or is it very far away? Once located, point out how
far north it is. Introduce Adam and place him on Canada. Ask students if they can
think of a place that is way up North where someone who has a lot to do with
Christmas may live. Once students identify the North Pole, tell them that the boy
we’re going to meet today lives up near the North Pole. He is an Inuit, which means
he is an Eskimo. These families live where it is very cold and have to find ways to
stay warm. Ask if any students have heard the word “Eskimo” before. If so, what is
something that is usually associated with “Eskimo”? What is something that they
build to stay warm? (Igloo) After activating previous knowledge, begin Adam’s
story.
Read Adam’s story slowly to students first. Then have students read it with
teacher to practice fluency. Ask questions and point out key information and
vocabulary words. After reading and discussion, have students take out their
workbooks and turn to the page about Adam. Students will see the story at the top
and a matching section underneath. Ask students if they think they can do the
matching on their own this time. If unsure, model the first one and have students
complete 2 and 3 on their own. When students finish, have them compare answers
with their group. Monitor group discussion and bring class back together to go over
them. Read the word and ask students which pronoun it should match- he, she, or
it. Ask students why it should be that answer to solidify understanding. If
students seem unclear, provide further explanation and instruction.
Next, have students complete the chart at the bottom of the page. Explain
the pictures so students know what they are. Students may work with their table
group to complete the chart. Teacher will monitor understanding of the story and
vocabulary while students complete the chart. Teacher will check charts before
students glue.
Closure: To close, review details of the story. Ask students to tell a partner one
thing they liked about Adam’s family. Ask questions that require students to
synthesize information from all 3 stories so far. Examples: Who lives where it is
very cold? Adam or Malaika? Who eats with chopsticks? Ming Chang or Adam? Who
likes to eat a special bread called chapatti? Malaika or Adam? Etc… Help students
sort information from the stories and practice their new vocabulary. Quiz the
students on pronouns by creating sentence examples: What pronoun do I need in
this sentence? “Adam lives where it is very cold. ____ builds an igloo to stay warm.
Do I say “He/she or it” builds an igloo to stay warm?” etc…
Date: Day 5
Content Objectives: (1) TSW practice greetings in a foreign language (2) TSW
locate China, Africa, The United States, Canada, and India on a map
Language Objectives: (1)TSW say hello in a foreign language (2) TSW identify the
location of various countries on the map
Key Vocabulary: India, Hindu, weaver, fabric, market, dress, sari, curried
vegetables, chapatti
Supplementary Materials:
Lesson Sequence: Greet students by saying, “Nah-mah-stay.” Explain that this is
how our friend today says hello in her country. Ask if anyone remembers how to
say hello like any of our other friends we’ve read about. Practice the different
greetings. Get the map and have students locate China, Africa, The United States,
and Canada. As each country is identified, ask questions about the stories to help
students remember the 3 previous stories. After a sufficient review, introduce
Deepa. Tell students that Deepa is from India. Ask if anyone knows where India is
or knows anything about India. Help students locate India on the map and place
Deepa there.
Read Deepa’s story slowly to students first. Then have students read it with
teacher to practice fluency. Ask questions and point out key information and
vocabulary words. After reading and discussion, have students take out their
workbooks and turn to the page about Deepa. Students will see the story at the
top and a matching section underneath. Ask students if they think they can do the
matching on their own this time. If unsure, model the first one and have students
complete 2 and 3 on their own. When students finish, have them compare answers
with their group. Monitor group discussion and bring class back together to go over
them. Read the word and ask students which pronoun it should match- he, she, or
it. Ask students why it should be that answer to solidify understanding. If
students seem unclear, provide further explanation and instruction.
Next, have students complete the chart at the bottom of the page. Explain
the pictures so students know what they are. Students may work with their table
group to complete the chart. Teacher will monitor understanding of the story and
vocabulary while students complete the chart. Teacher will check charts before
students glue.
Closure: To close, review all of the stories. Hold up pictures from all of the stories
and ask students to identify the vocabulary words. Review more examples of
he/she/it pronouns. Example: If I say “my father,” do I use he, she, or it? Mother?
Brother? Sister? School? Boy dog? Market? Meal? Etc…
Date: Day 6
Content Objectives: (1) TSW practice greetings in a foreign language. (2) TSW
recall and use details about 4 stories (3) TSW select correct pronouns for a
sentence (4) TSW match vocabulary words with the correct picture (5) TSW
create his/her own story about themselves
Language Objectives: (1) TSW greet other students in a foreign language. (2) TSW
discuss 4 different stories (3)TSW share a self-written story with classmates
Key Vocabulary: shrimp, characters, chopsticks, sari, chapatti, igloo, parka, scarf,
pronouns, Tennessee, United States
Supplementary Materials: Map, Velcro Cut-outs, Student Workbooks, Vocabulary
pictures, Post-Assessment, On-line Stopwatch
Lesson Sequence: Greet students with “Ni hao.” Ask if any of them remember
which country says hello like this. Review the greetings and let students practice
greeting each other. Pull out the map. Hold up one of the cut out/Velcro kids and
ask if anyone remembers which country this friend belongs to. If students are
unsure, say the name of the Velcro friend. Add more details by asking leading
questions like, “Do you remember… What this friend likes to eat? Does this friend
like ____ or ____?” Give students options to help them remember the details of
the stories. Repeat this process for each of the stories. By the end, all of the
Velcro Kids should be placed on the map according to students’ placement and each
story should be reviewed. This should create a good review of each story and help
students feel comfortable with the information. From here, bring back pictures of
the vocabulary words and have students match them with the correct word. Give
“or” options if necessary. Students should be familiar with the words/pictures.
Review until students are comfortable with the information.
Give Post-Assessment. Have students set up test folders. Hand out test.
Walk through each part of the test with them. Model the first one so they see an
example. Read each word, one at a time, and have students draw a line to the
picture that best represents that word. For part 2, read each word and have
students draw a line to the pronoun that would be used for that word. Do the
model as an example.
After the Post-Assessment, students will create a story about themselves
using the Story Frames on the last page of their Workbook. Teacher will model by
sharing the story she created. Students will write in their name and cut out the
pictures for their state and country. Students may also draw in a picture of their
favorite food or write it, whichever they choose. If time remains, students may
add anything else they would like to their stories.
Closure: Students will get in small groups and share their stories with each other.
If time permits, a few students may share their stories with the whole class.
Student Workbook
Powerpoint