Family Tree Project - Author(s): Nancy Noonan - Grade Level: 6 - Subject Area: ELA - Read NINE DAYS TO CHRISTMAS by Marie Hall EtsE to introduce and spark interest in the concept of family background. Divide students into groups to brainstorm different ways they celebrate Christmas in their homes. Share responses with class.

Planning Guide

Creating Learner-Focused
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* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

LU Title: Family Tree Project	Author(s): Nancy Noonan
Grade Level: 6	School Address: 10 Fisher Ave., Mohawk, New York 13407
Subject Area: ELA	School Phone/Fax: 866-4851/0055

CONTENT KNOWLEDGE

Declarative	Procedural
Know QAD Method (Question, Answer, Detail)	Use QAD to compile research findings
Know how to complete bibliography cards	Design a cover relevant to the country researched
Know how to conduct library research using resources such as indexes, encyclopedias and almanacs	Make a Table of Contents
Define Project terms	Create a map according to project guidelines
Provide guided practice with Internet	Create a bibliography
Fill in Family Tree Chart	Use word processor to create finished project
Identify and apply mechanics of English grammar, i.e. punctuation, complete sentences, paragraphing, etc.	Prepare an oral presentation

ESSENTIAL QUESTIONS

How is Christmas celebrated in your country?
How do customs evolve?
Which customs are still in use today?
What conclusions can you draw about people around the world from your research?

INITIATING ACTIVITY

Read NINE DAYS TO CHRISTMAS by Marie Hall EtsE to introduce and spark interest in the concept of family background. Divide students into groups to brainstorm different ways they celebrate Christmas in their homes. Share responses with class.

Connection to State Learning Standards

Content Area: Interdisciplinary

Level: 6

Benchmarks: Prepare a word-processed report of research findings, create a Table of Contents, and create a bibliography.

Benchmarks: Draw a map of the country and sketch the flag of the country.

Standard: English Language Arts 1, 2, 4: Students will read, write, listen and speak for information and understanding, and social interaction; interpret and analyze information.

Standard: Social Studies 2: World History: Students will use a variety of intellectual skills to demonstrate understanding.

Unit Theme:

Family Tree Project

Standard: MST 2: Students will access, generate, process and transfer information using appropriate technologies.

Standard:

Benchmarks: Students may use the Internet to find research material not readily available through other sources. Report will be word processes.

Benchmarks:

Learning Experiences

Declarative Knowledge

What declarative knowledge should e in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Know QAD Method (Question, Answer, Detail)

Know how to complete bibliography cards

Know how to conduct library research

Define project terms

Provide guided practice with Internet

Fill in Family Tree Chart

Identify and apply mechanics of English grammar.

Handout

Bibliography cards

Indexes, encyclopedias and almanacs

Text, teacher generated vocabulary list

Computer, Internet connection, search engine

Handout

Text

Graphic Organizer; Class discussion; Notetaking; Small groups

Small groups

Prior knowledge; Small groups; Handouts

Handouts; Class discussion; Small group

Independent work with guided practice

Handout; Class discussions; Family discussion

Prior knowledge

Teacher will instruct students in use of QAD. Students will then complete QAD by conducting research in the media center on their country. Media Specialist will instruct students on proper format of bibliography cards, model the process, and allow time for practice.

Using QADs, students will receive direct instruction in research materials and be provided opportunity to practice skills.

Teachers will assign students to cooperative groups. Students will be provided opportunity to research project vocabulary terms. Students provided opportunities to search the Internet individually to find customs of countries.

Students will discuss with family and try to research their heritage.

**Teacher will guide students through self-proofreading process to fine tune grammar, punctuation and sentence structure.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

Use a QAD to compile research findings

Design a cover

Create a map

Make a table of contents

Produce a flag

Create a bibliography

Write an essay

Use a word processor

Prepare an oral presentation

QAD Graphic organizer

Art supplies and text

Art supplies and atlases

Text

Reference materials, art supplies

Bibliography cards

Reference materials, handouts, summary guidelines, QAD

Computer, word processing program

Small groups, individual instruction, notecards

Students will be provided with instruction on how to use a QAD. Process will be modeled and students provided opportunity to complete QAD format. Using background knowledge about their country, students will design a cover relevant to their research. Using indexes and map resources, students will design a map incorporating project components into product. Modeling a table of contents, students will create an individual table of contents based upon their own project components. Students will create a flag of their country according to the project guidelines. Teacher will model bibliography format and transferring information from card to paper. Students will be provided opportunities to create bibliography based upon reference materials used. Students will generate a brief essay on their country. Using computer lab, students will be provided instruction in word processing. They will then be required to word process their report from their written essay. **

**Using notecards, students will be required to give a brief oral presentation about the customs of their country.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Conduct research

Use indexes

Use encyclopedias

Use data bases

Use atlases

Comparing

Classifying

Inductive Reasoning
Deductive Reasoning

Error Analysis

Analyzing Perspectives

Constructing Support

Abstracting

Other:

Using process knowledge gained from this project, students will be able to conduct research on other topics and in other fields. Additionally, they will be able to conduct more complex searches using more sophisticated searching techniques.

Planning Guide

Unit:

Step 1	Step 2	Step 3
*What knowledge* will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........**	What reasoning process will they be using?	Describe student's products and performances and the criteria for evaluation.
	[ ] Decision Making (selecting from seemingly equal alternatives or examining the decisions of others) [ ] Problem Solving (seeking to achieve a goal by overcoming constraints or limiting conditions) [ ] Invention (creating something to meet a need or improve on a situation) [ ] Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation) [ ] Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something) [ ] Systems Analysis (analyzing the parts of a system and how they interact) [ ] Other:	Products/Performances
		Criteria for evaluation

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements Scale	Cover, Map, and Flag	Notetaking, Organization and Packet	Report and Family Tree	Bibliography
Weights
4	Included all project components as defined on sheet.	Project is well organized, notes and packet are complete according to project guidelines.	Provides accurate and more than accurate support for the central ideal through use of examples, details, etc. The support given many show a deeper insight into the topic.	Bibliography is complete, with proper format according to MLA Style Sheet.
3	Included most project components as defined on sheet.	Project is organized, notes are adequate and packet is complete.	Provides accurate, adequate support for the central idea through use of examples, details, etc.	Bibliography is complete, with mostly proper format according to the ALA style sheet.
2	Includes few project components as defined as sheet.	packet is not organized correctly, notes are missing necessary information.	Support for the central idea is not shown through connections to research.	Bibliography is incomplete or missing required information.
1	No cover or cover does not include any components as defined. Not acceptable.	Packet is not organized or not turned in. Unacceptable.	Research is not evident or not done. Not acceptable.	No bibliography. Not acceptable.

NOTE: Rubric or other performance assessment instruments may be used.

Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)

Key Questions:

* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?

This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.

Score Point 4	Score Point 3
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Score Point 2	Score Point 1
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Have You Considered These Yet?

Learn to Learn Skills:

First hand accounts and experiences shared with students by community members. Special needs students complete this project with accommodations by special education teacher, resource room teacher, library media specialist and any other involved staff. Usually, the students select one country and complete the project as a team, with support from the staff. This has worked very well. The oral presentation part of this project is currently voluntary, because of time constraints. We have not graded this part of the project, but kept it as an extra credit alternative.

Assessment Modifications:

Peer Review

Unit Schedule/Time Plan:

Works well as planned

Students are given times and dates for completing each piece of the project as it is due.

Written Overview:

This is a time-tested project that we have used in our elementary school for a number of years. We modify it from year to year, using new techniques and strategies as needed. It is always a work in progress, one that is looked forward to by students and teachers alike.