Scott Foresman Reading Street

Unit 5

Theme Launch

Discuss the Big Idea

As a class, discuss the Big Idea
question, What happens when two
ways of life come together?

Explain what a way of life, or culture
of a group of people, is. (the food, clothing, customs, language, and beliefs of a group of people)

Ask students to describe their way of life. They can describe their own family traditions, such as, types of food they eat, how they celebrate holidays, or what languages they speak.

One way to show what happens when different cultures come together would be to describe local customs or traditions and have students compare similarities and differences with their own families.

Theme and Concept Connections

Weekly lesson concepts help
students connect the reading
selections and the unit theme.
Theme-related activities throughout
the week provide opportunities to
explore the relationships among
the selections, the lesson concepts,
and the unit theme.

Unit Inquiry Project

Cultures in Our State

In the unit inquiry project, students research what ethnic groups make up their state and how the groups and their numbers have changed over time. Students may use print or online resources as available.

The project assessment rubric can
be found on p. 276a. Discuss the
expectations before students begin
the project.

PROJECT TIMETABLE

WEEK ACTIVITY/SKILL CONNECTION
1		IDENTIFY QUESTIONS Students browse a few Web sites or print reference materials to find out what ethnic groups live in their state and how the groups and their numbers have changed over time.
2		NAVIGATE/SEARCH Students conduct effective information searches and look for data that can help them find out about the ethnic groups living in their state and how the groups and their numbers have changed over time.
3		ANALYZE Students explore Web sites or print materials. They analyze the information they have found to determine whether or not it will be useful to them. Students print or take notes on valid information.
4		SYNTHESIZE Students combine relevant information they've collected from different sources to develop an answer to their inquiry question from Week 1.
5		COMMUNICATE Each student prepares a list of useful resources for other classes who may wish to explore the ethnic history of their state. Students may also prepare presentations about the data they found.

Suki’s Kimono

Suki doesn’t care that
her outfit is unusual.

REALISTIC FICTION

How My Family
Lives in America

Three children with different
backgrounds tell about their traditions.

NARRATIVE NONFICTION

Good-Bye, 382
Shin Dang Dong

Jangmi makes a difficult
move to a new country.

REALISTIC FICTION

Jalapeño Bagels

Pablo shares a special
food that is a mixture of
his parents’ cultures.

REALISTIC FICTION

Me and
Uncle Romie

A boy from the country lives
in the city for a while.

REALISTIC FICTION

Paired Selection

Clothes: Bringing
Cultures Together

EXPOSITORY NONFICTION

Paired Selection

Communities
Celebrate
Cultures

TEXTBOOK ARTICLE

Paired Selection

It’s a Small
World

SONG

Paired Selection

Foods of Mexico—
A Delicious Blend

EXPOSITORY NONFICTION

Paired Selection

Country to City

ONLINE REFERENCE
SOURCE

Use the following selections to help students learn more about different cultures and what happens when they interact.

How My Family Lives in America Have students discuss how the families in the story practice blending the customs of different cultures in their households. Ask students what advantages the children have by being exposed to different cultures.

Jalapeño Bagels Have students discuss what Pablo meant when he told his parents that
he chose the jalapeño bagels because they were a mixture like him. (They represent a union
of two cultures.)