Please identify and annotate a content-area resource for the post below (your annotated paragraph should be 150-250 words) which could be used to support the learning occurring within the activity.
Books, journal articles, websites, blogs, videos, etc. are just a few suggestions of resources that could be provided.
Make sure that the resources is grade-level appropriate and aligns with the TEKS objective provided. Be sure to correctly cite within text and provide a reference list entry for your response to
this question.
Texas Education Agency (n.d.). Texas Essential Knowledge and Skills (TEKS) by Chapter. Retrieved from http://tea.texas.gov/curriculumtteks/
GradeLeveVSubject Area: 1st Grade/ Social Studies TEKS Objective: (15) Culture. The student understands the importance of family and community beliefs, customs, language, and traditions. The
student is expected to: (A) describe and explain the importance of various beliefs, customs, language, and traditions of families and communities; and (B) explain the way folktales and legends such
as Aesop’s fables reflect beliefs, customs, language, and traditions of communities. Prensky’s New Curriculum Subject Area: effective thinking, effective relationships Identify and describe a
“Problem” for PBL Lesson:
First Grade Traditions” In this lesson my students will be asked to interview an older family member about their first grade memories, as well as family traditions, cultural observances, etc. We
will then compare and contrast their present day first grade lives to the first grade lives of their parents’ and grandparents’. After gathering some information from their families I will have my
students organize, collect, display and analyze their discoveries. Each student will create a paper quilt square reflecting something learned about their own family heritage. As a culminating
activity, I will have my students combine their individual quilt squares into a class quilt to be presented. To begin this lesson I will be having our town’s Historical Society come in and visit
the classroom. They will need to explain to the kids about the historical society and its mission, and he/she will describe a project that the historical society is undertaking to find out how
present day first graders are both the same and different from first graders of past generations. He/she will read the children’s book, Cherry Pies and Lullabies, by Lynn Reiser to the class. I
will describe memories from my own first grade experience, and will invite our guest to do the same. We will ask the kids to make comparisons between their current day experiences and the our
memories from the past. We will encourage the students to ask questions about our memories (this will “model” the interview students will later conduct themselves with their family members). The
guest will seek students’ help with the new historical society project by asking that they interview their parents/grandparents about first grade memories. He/she will suggest information that the
historical society might like to have, including, calendar year of the family member’s first grade experience, school location, descriptions of first grade traditions, birthday and holiday
celebrations observed during the school year, etc. The guest will announce his/her intention to return at a later date to collect the information the students have been able to gather.
References: Prensky, M. (2013). Our Brains Extended. Educational Leadership, 70(6), 22-27. Reiser, L. (1996). Cherry pies and lullabies. New York: Greenwillow Books.
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