Introduction

I wish to focus my unit on non fiction texts with emphasis on multicultural studies. I am including
ties across content with some social studies standards integrated as well - citizenship - and
staying close to digitally inclusive (new) literacy practices - digital citizenship.

I intend to create a unit that can bridge some gaps across the curriculum by integrating social
studies standards into literacy standards, in a short 3 weeks. Because I have such a diverse 3rd
grade classroom - 14 ELL students, 1 foster child, 3 African American students, 1 SPED student
and 16 students receiving F/R lunch - I see this unit as an opportunity to emphasize culturally
relevant practices, including student backgrounds and incorporating families (Kim and Song,
2019). Additionally, we will have a chance to explore the digital side of citizenship as these skills
are extremely important/relevant for students’ futures. I see this unit as being a way to bring
content to life. Literacy (reading and writing) standards often come across extremely boring if
I’m being honest. Boring for me and for students. Why are we trying to stick skills
(compare/contrast, informational writing, research, comprehension) in boxes that serve a test
instead of serving students? I want this to be a way to bring all these skills to life in a meaningful
way that students have more interest and fun with. I will find benefit from the following course
required texts:
Course utilized resources:

The importance of one's name (or in this case culture) is so important. Incorporating this meaningfulness into
the classroom builds student identity and literacy: Nash, K., Panther, L., & Arce Boardman, A. (2018). La
historia de mi nombre: A culturally sustaining early literacy practice. The Reading Teacher, 71(5), 605-609.

This served as my inspiration to incorporate families into the work students would be doing to research
cultures. This ties student’s literacy between their home and school: Kim, S., & Song, K. H. (2019). Designing a
Community Translanguaging Space Within a Family Literacy Project. The Reading Teacher, 73(3), 267-279.
https://doi.org/10.1002/trtr.1820

As we explore cultures, it must be noted that within the classroom and this unit study, there needs to be space
for each student and culture to be seen, heard, valued, etc. regardless of differences: Boutte, G. S., & Johnson,
G. L. (2012). Do Educators See and Honor Biliteracy and Bidialectalism in African American Language Speakers?
Apprehensions and Reflections of Two Grandparents/Professional Educators. Early Childhood Education Journal,
41(2), 133–141. https://doi.org/10.1007/s10643-012-0538-5

Other important background sources:

Because my unit is nonfiction, the NCTE outlines the importance of nonfiction text in the lives of students.
This supports the purpose/background of my work to make ties between true information and literacy:
Position statement on the role of nonfiction literature (K–12). National Council of Teachers of English. (2023,
March 3). Retrieved March 18, 2023, from https://ncte.org/statement/role-of-nonfiction-literature-k-12/

My unit seeks to bridge ELA content with social studies. This site works with the same mission in mind:
Elementary Citizenship Lessons for Social Studies. Mind Missions. (2021, February 22). Retrieved March 18, 2023,
from
https://mindmissions.com/social-emotional-elementary-curriculum-outcomes/elementary-social-studies-lessons-for-
citizenship/
Resources used throughout the unit lessons:
I researched and found this useful site that provides several book recommendations based on cultures with
diversity that students could utilize as they are working to create their research projects: Cultures. Cultural
Children's Books | Lee & Low Books. (n.d.). Retrieved March 18, 2023, from https://www.leeandlow.com/cultures

Online research search tool for students to use while gathering info about cultures: Safe Visual Search Engine
for Kids. Kiddle. (n.d.). Retrieved May 5, 2023, from https://www.kiddle.co/

Digital citizenship definition to introduce the concept as we begin week 2: Team, L. (2023, February 13). 8 ideas
for promoting digital citizenship in students. Learning. Retrieved May 5, 2023, from
https://www.learning.com/blog/how-to-promote-digital-citizenship-in-students/#:~:text=What%20is%20Digital%20
Citizenship%3F,%2C%20scams%2C%20viruses%20and%20more

Citizenship definition used as a visual for students to understand the importance of/responsibilities of
citizens: Broward Schools. (2023). Citizenship. Retrieved from
https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/13726/Citizenship_Elementary.pdf.

Culture definition graphic with definition and examples: Smith, T. (n.d.). Culture. Retrieved May 3, 2023, from
https://tinasmith2.wordpress.com/2015/01/25/perspectives-on-diversity-and-culture/.

Iceberg culture photos for intro of lesson W1 Day 4: The ‘Cultural Iceberg’ model, developed by Gary Weaver
(1986). Graphic layout by Celestial Peach

Digital citizen video for W2 Day 1 lesson to provide understanding of what makes a good digital citizen:
Common Sense Education. (2020, September 23). Super Digital Citizen [Video]. YouTube.
https://www.youtube.com/watch?v=LIuQyI2URwY

Digital footprint video for W2 Day 1 lesson to provide context to students about our interactions online and
the impact they have: Common Sense Education. (2019, August 8). Follow the Digital Trail [Video]. YouTube.
https://www.youtube.com/watch?v=7bRZdUtmH8k

Penpal website used for W3 Day 2 to encourage real life example of how we can interact with another culture
and compare/contrast citizenship and digital citizenship: A Global Project Based Learning Community. PenPal
Schools. (n.d.). Retrieved May 5, 2023, from https://www.penpalschools.com/

Note taking sheet as students are collecting information about their selected culture: Weaver, E. (n.d.). Note
Taking Graphic Organizer. San Mateo, CA; Teachers Pay Teachers.

Read aloud to introduce culture: Mader, J. (2018). Learning about other people and cultures. Cavendish Square
Publishing.

Read Aloud to show what good citizens do: Eggers, D. (2018). What Can a Citizen Do? Chronicle Books.
W1: Monday: 45-50 mins Tuesday: 45-50 mins Wednesday:45-50 mins Thursday: 45-50 mins Friday: 45-50 mins
Intro: no more than 5 minutes Intro: no more than 5 Intro: no more than 8 Intro: no more than 5 Intro: no more than 5
Globe, map, pictures of minutes minutes minutes minutes
various people, several Show pics with Project/display a Begin by displaying Review vocab -
preselected nonfiction examples of good large map with a pin picture without words culture, citizenship.
cultural and citizenship citizens and things that of where “we are to get students to Student responses can
books (ones students will don’t make a good now” and display think/connect to culture be formative data to
later use to research) citizen, having students - then show second
some USA symbols, see student progress
respond to pics - again picture
potential notice wonder
people, foods, thus far.
Teacher will give students a
chance to say what they
places
think all the objects might Lesson: 35 mins Lesson: no more than
represent - potential Lesson: 30 mins 30 mins
Read Aloud of an
notice/wonder appropriate nonfiction Begin a modeled Students will continue
book (suggestion: What approach (I do, We their own research
Lesson: 35 mins Can a Citizen do? By do, You do) to today allowing
Define culture and Dave Eggers) research cultures.
citizenship (as listed below) Provide students Teacher will continue
to establish key vocabulary Begin conversations with digital and meeting with students
for unit about students and print resources to help as needed in
citizenship: Have available to use. getting started,
students create a list *Use American culture utilizing research
of all the groups they for (I do) throughout the Lesson: 32 mins tools, finding more in
entire unit to make sure Students will begin
are citizens of depth information,
SS standards are taught
and provide students the
their own research etc.
Students can work in flexibility/freedom to today.
groups/pairs or explore other cultures* Lesson/Closing: no
individually to come Teacher will begin more than 8 mins
up with the I Do: Demonstrate meeting with Class can begin to
responsibilities of a looking for articles students to help as compare and contrast
good citizen in the and information needed in getting things they have
groups they listed about American started, gathering learned thus far about
themselves part ot culture/language information, finding several cultures and
Talk through each of these
more, working to what citizenship looks
providing anchor charts,
Closing: no more than Show several answer questions, like within those
examples, pictures, etc.
5 mins possible examples dive deeper in related cultures - create
Read culture book - Challenge question of how students topics that peak several Venn
reviewing definition - for students: could collect the student interest, etc. Diagrams or T-charts
(suggestion Learning about “consider how info - create to organize things that
Other People and Cultures culture and notes/lists Closing: no more than may be the same or
By Jan Mader) citizenship are 8 mins different
Stop through the book to intertwined?” Students can come
explain/explore thoughts back together to
from students, connections share something
to life, etc. interesting things
We Do: they have learned
Pg 5: Does everyone look
the same as you? Does Demonstrate thus far
everyone sound the same? - another example of
good to discuss what researching
students notice about class American religions
allowing students to
Pg 8: After reading - How
do bullies negatively impact
participate this time.
culture?
You Do: This will
Pg 11: After reading - How come as students
would you describe your begin on their
family and culture? own/group research

Begin discussion of Closing: no more than

various student home 5 mins
countries/customs Students will
etc..asking questions, establish groups
having students talk with they want to work in
partners/in groups, (2-3 students or
creating charts, pics, etc. individually) and
the culture they will
Closing: no more than 8 mins be researching
Restate vocabulary and
expectations with new
lesson

Ask: What is 1 thing you

want someone else to know
about you/your family OR
What is something you want
to know more about your
own culture?

W2: Monday: 45-50 mins Tuesday: 45-50 mins Wednesday: 45-50 mins Thursday: 45-50 mins Friday: 45-50 mins

Intro: no more than 8 minutes Intro: no more than 5 Intro: no more than 5 Intro: no more than 5 Intro: no more than 5
Engage students in a minutes minutes minutes minutes
conversation about what Have students make Review definition of Display some USA Review vocab -
they think it means to be a list of ways they digital citizenship - symbols, people, culture, citizenship,
a digital citizen use technology. can play video again. foods, places digital citizenship.
Any/everything they This can be formative
Teacher will give students a can think of Lesson: 35 mins Lesson: 35 mins data to see student
chance to say what they Continue Students will progress thus far.
might think the definition conversations about continue their own
is. Lesson: 40 mins students, digital lives, DCIA today. Lesson: 30 mins
Begin discussion of etc. Students will finalize
Lesson: 30 mins various student Allow students to Teacher will their DICA today.
Define digital citizenship technology uses begin working on continue meeting
to add to key vocabulary from list and what draft of digital with students to help Teacher will finish
for unit - “Digital digital citizenship citizenship in action as needed in getting meeting with students
citizenship is the ability to
looks like in those started, gathering to help as needed in
navigate our digital
environments in a way
situations Asking Teacher will begin information, finding getting started,
that's safe and responsible questions, having meeting with students more, etc. gathering information,
and to actively and students talk with to help as needed in finding more, etc.
respectfully engage in these partners/in groups getting started, Closing: no more than
spaces. Although we live gathering 5 mins Closing: 15 mins
and interact in the digital Begin a modeled information, finding Students can come Students can begin to
world in a similar way to approach (I do/We more, etc. back together to share with others their
the offline world, we're not do, You do) to share a few DICA creation -
always as mindful of our creating a graphic, Closing: no more than interesting things informal summative
actions online.” comic, short 5 mins they have created (not the end of unit)
story/video, etc. for Students will share
Watch digital citizenship with a partner what At Home: Students
digital citizenship in At Home: Students can
video: can continue research
action (DICA). they have so far continue research on
Follow the Digital Trail on family/culture family/culture projects,
Stop to discuss with At Home: Students can projects, collecting collecting info from
students after the video Use posting a info from family,
continue research on family, resources, etc.
how they felt, what they photo/video online resources, etc.
family/culture projects,
learned, what they needed as an example and
collecting info from
clarification on brainstorm important family, resources, etc.
details to go with
Watch the next video: example
Super Digital Citizen
Demonstrate
Closing: no more than 10 creating a digital
mins
flyer with embedded
Check in on at home
research being done
Flipgrid allowing
towards the project/unit students to help
final - collect formative along the way
assessment data
Closing: 5 mins
Restate vocabulary and Ask: What is 1 thing
expectations with new you could tell others
lesson about digital
citizenship?
At Home: Students can
continue research on At Home: Students
family/culture projects, can continue research
collecting info from family, on culture projects,
resources, etc. collecting info from
family, resources, etc.
W3: Monday: 45-50 mins Tuesday: 45-50 mins Wednesday: 45-50 mins Thursday: 45-50 mins Friday: 45-50 mins
Intro: no more than 8 minutes Intro: no more than 5 Intro: no more than 5 Intro: no more than 5 Lesson: 45-50 mins or
Review definitions - minutes minutes minutes extended if approved to
Show a map or globe Utilize teacher Utilize teacher present to others
culture, citizenship,
again along with a modeled first week modeled first week Students present their
digital citizenship
laptop/device. Have research to integrate research to integrate Family/Culture
Lesson: 30 - 35 mins students guess ways USA & digital USA & digital Projects - would be
Begin conversation to the two are related citizenship citizenship ideal to present
compare/contrast amongst other classes,
citizenship vs. digital Focus on the Lesson: 40 mins Lesson: 40 mins include parents and
citizenship connection between Students will continue Students will continue other school personnel
culture and digital to create to create to showcase all that
Creating graphic organizer family/culture projects family/culture projects has been learned
(T chart, Venn Diagram
citizenship
with choice of final with choice of final throughout the unit
presentation method - presentation method -
Provide resources and Lesson: 35 mins
powerpoint, powerpoint, This is the final
begin exploring digital Organize “pen pal” artifact/board artifact/board
citizenship within various zoom/chat with summative
presentation, presentation,
cultures another class either assessment at end of
flipgrid/Loom, digital flipgrid/Loom, digital
in USA or storyboard, short story storyboard, short story
unit
Closing: no more than 5 internationally to - ensure students - ensure students
minutes discuss culture, include digital include digital
Summarize ideas from citizenship, and citizenship and affects citizenship and affects
lesson digital citizenship within chosen culture within chosen culture
within the two
cultures Must include elements Must include elements
of digital citizenship of digital citizenship
within chosen culture within chosen culture
Possible discussion
points:
● Using culture
Closing: no more than 8 Closing: no more than 8
definition, how minutes minutes
would each Add to the graphic Add to the graphic
class describe organizer comparing organizer and
aspects of their and contrasting contrasting
culture?
● How is
citizenship and citizenship and
technology used digital citizenship digital citizenship
in the classroom
within each
culture?
● How is
technology used
in everyday life
within each
culture?

Utilize a Padlet to
record and collaborate
ideas from each class
even in two different
locations

Closing: no more than 8

minutes
Add to the graphic
organizer - how
might digital
citizenship promote
different cultures?
Standards in Focus - labeled according to weeks (week 1, week 2, week 3)
ELA: These are just SOME of the ELA standards addressed in order to emphasize that standards guide
our teaching but do not limit us to worksheets. This project has kids meaningfully engaged with the
standards they are expected to be proficient at as they are intertwined in work students are doing

ELAGSE3RI1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.

ELAGSE3RI4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a
grade 3 topic or subject area.

ELAGSE3RI5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a
given topic quickly and efficiently.

ELAGSE3RI7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events occur).

ELAGSE3RI10: By the end of the year, read and comprehend informational texts, including history/social studies, science,
and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

ELAGSE3W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a.
Introduce a topic and group related information together; include illustrations when useful to aid comprehension. b.
Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but)
to connect ideas within categories of information. d. Provide a concluding statement or section.

ELAGSE3W7: Conduct short research projects that build knowledge about a topic.

ELAGSE3W8: Recall information from experience or gather information from print and digital sources; take brief notes
on sources and sort evidence into provided categories

ELAGSE3SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to
discussions prepared, having read or studied required material; explicitly draw on that preparation and other information
known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g., gaining the
floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
c. Ask questions to check understanding of information presented,stay on topic, and link their comments to the remarks of
others. d. Explain their own ideas and understanding in light of the discussion.

ELAGSE3SL2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally.

ELAGSE3SL4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant,
descriptive details, speaking clearly at an understandable pace.

Social Studies
SS3CG2 Explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and
civic. a. Explain the necessity of respecting the rights of others and promoting the common good. b. Explain the necessity
of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democratic society to
participate in public (civic) life (staying informed, voting, volunteering, and communicating with public officials).