"And Tango Makes Three"
by Justin Richardson and Peter Parnell
Designer: Iliana Cervantes-Caro
Grade Level and Group Size: Third grade ~ 25 Student
Length of Lesson/Time of Lesson: 1 week, 30 minutes a day
Subject(s): Language Arts and Health
Compare and contrast the most important points and key details presented in two texts on the same topic.
Use information gained from illustrations (e.g., maps, photographs) and the words in
a text to demonstrate an understanding of the text (e.g., where, when, why, and how
key events occur).
Determine the main idea of a text; recount the key details and explain how they
support the main idea.
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
Explain their own ideas and understanding in light of the discussion.
Standard 4: Interpersonal Communication
4.2.G Identify how to show respect for individual difference
Mental, Emotional, and Social Health
1.2M Describe the importance of assuring responsibility within the family and Community
Standard 2: Analyzing Influences
2.1M Describe internal external factors that affect friendships and family relationships
Standard 8: Health Promotion
8.3 M Demonstrate the ability to support and respect people with differences
Themes: Diversity, family, adoption, same-sex parents, acceptance, traditional families, non-traditional families, differences, environment
Planning and Preparation to Teach
Purpose of Lesson: The purpose of this lesson is to learn about diversity when comparing different structures of family units. This framework will aid whole class discussion about their own and different family’s structures in a respectful manner when comparing them. The goal is for students to recognize and discuss differences in family units, including their own, and in their community, which will promote understanding of the concept of same and different. This standards-based lesson is important as it relates to culture, diversity, and health. Concept learned, and exposure will aid in helping students with inclusion, acceptance, respect, understanding, and kindness.
Learning Objective(s): (based on standard chosen)
TSWBAT compare and contrast important points and key details presented in "And Tango Makes Three"
by Justin Richardson and Peter Parnell and "Two Homes" by Claire Masurel.
TSWBAT use information gained from illustrations (e.g., maps, photographs) and the words in
the literature to demonstrate an understanding of the topic.
TSWBAT recount the key details and explain how they
support the main idea through discussion.
TSWBAT Engage effectively in a range of collaborative discussions about the topic and
be able to express and explain their own ideas clearly and respectfully.
TSWBAT describe internal and external factors that affect a family.
TSWBAT demonstrate the ability to understand, appreciate, support and respect people with
differences and similarities.
TSWBAT learn about different types of families
TSWBAT Reflect on what makes all families units special
Materials Required: Book "And Tango Makes Three" by Justin Richardson and Peter Parnell, book "Two Homes" by Claire Masurel, Venn Diagram chart, Venn Diagram worksheet, index cards.
Context for Learning: Students will sit as whole group during book read-aloud and classroom discussions. This will allow students to work together in sharing or expressing ideas and thoughts. Students will also work independently when working on their own Venn Diagram. This will give students to reflect on their own understanding.
PREPARE STUDENTS FOR INSTRUCTION
Preinstruction/anticipatory set: Show students a picture of your own family. Introduce each member and their relationship to you. Explain why they are important to you. Followed by asking some of the possible essential questions.
What makes a family?
How are all families similar in the way they love and care for their young?
What does it mean to welcome a person's differences?
How can I learn to accept a person that is different from me?
What makes families different or unique?
How does having different families make your world better?
Inform students of learning objective: Tell the students in terms they can understand what the learning objective of the lesson is and why it is important.
Introduce the two books that will be used in the lesson. Review cover information.
Family [ fam-uh-lee, fam-lee ] (noun) a group of people going through the world together, often adults and the children they care for
Extended family [ ik-sten-did fam-uh-lee, fam-lee ] (noun) all of the relatives or people making up a family, whether or not they live together; often this includes grandparents, aunts, uncles, etc.
Adopt [ uh-dopt ] (verb) to raise a child you did not give birth to
Diversity [ dih-vur-si-tee ] (noun) variety, differences
Single parent [ sing-guhl pair-uhnt, par- ] (noun) an adult raising a child without a partner
Gay [ gey ] (adjective) loving or choosing to spend your life with members of the same sex
Lesbian [ lez-bee-uhn ] (noun) a woman who loves or chooses to spend her life partnered with other women
Different [ dif-er-uhnt ] (adjective) not alike in character or quality
Same [ seym ] (adjective) agreeing in kind, look, quality, etc.
Unique [ yoo-neek ] (adjective) having no like or equal
Vocabulary adapted from https://www.tolerance.org/search?query=family%20diversity
Reteach: Review: vocabulary words, essential questions, and objectives. Touch on prior days discussion.
Introduce the objectives for the day.
Read-aloud "And Tango Make Three." The teacher will read the book aloud. Guided Practice: the teacher will guide a whole class discussion. Teacher will focus on objectives and essential questions. The teacher will enforce usage of vocabulary.
Check for understanding: review Day 1 discussion. Read-aloud "Two Homes." Guided practice: the teacher will read the book aloud. Teacher will guide a whole class discussion. Teacher will focus on objectives and essential questions. The teacher will enforce usage of vocabulary.
Check for understanding: Teacher asks what both books were about. Then teacher reintroduces both books and guides a discussion on the differences and similarities from each book. Teacher enforces usage of vocabulary. The teacher creates a space where there is respect and safety. Teacher gives students the opportunity to express their idea. The teacher focuses on essential questions and objectives. Students will work as whole group.
Check for understanding: review day 3 discussion. Students will work as whole group. Then the teacher will ask for similarities and differences about both books. The teacher will write students ideas on index cards. The students will indicate where to locate them on the Venn Diagram Chart.
Check for understanding: review day 4 discussion. Students will work whole group. Then the teacher will review all index cards and reasoning for location. Teacher will follow up with essential questions. Students then move on to independent/assessment work. Teacher passes out Venn Diagram worksheet. Teacher gives direction on expectations an directions for Venn Diagram. Cognitive Modeling: Once the material has been presented, the teacher demonstrates expectations through modeling the activity. Student fills out their paper using their own ideas or ideas from the Venn Diagram. Teacher collects.
Criteria: 1. Student to use information from both the book and movie to compare and contrast
in the corresponding areas of a Venn diagram.
2. The student will keep information organized
3. The student must use enough information in each circle to show understanding of
similarities and differences.
4. The student writes in their own word what was the most important thing they thought
was important about the lesson.
Tool: Teacher will use a Venn diagram rubric to evaluate the Venn diagram worksheet. The rubric was adapted from original Read Write Think materials http://www.readwritethink.org
Task: Venn Diagram worksheet and writing
Student Description Task:
Today we will be doing an activity where we will be sharing the facts we created throughout the week.
After the activity, you will follow the direction on the worksheet on how to complete the Venn diagram.
When you are done you will turn your paper over and write what you thought was important to learn from this week’s lesson.
For students that finish early, they may draw a picture of their family.
EXTENDED LESSON OPTIONS
Create a family tree
Use this lesson to create opinion writing
ADAPTATIONS/MODIFICATIONS and ENGLISH LEARNERS
Additional individual student needs: For ELD students allow for the student to have their own list of the vocabulary words. Encourage the student to draw a picture that represents meaning to them.
If needed let students refer to classroom index cards on classroom Venn Diagram for spelling or writing ideas.
Student Name _________________ Date__________
Venn Diagram Rubric
Objects being compared in the Venn diagram:
______________________________ and ______________________________
Placement of statements within the Venn diagram
All statements noting similarities are placed in the center circle and all statements that note differences are placed in the correct outer circle.
Most statements are placed in the correct circle, but student mixed up a few statements.
Few statements are placed in the correct circle.
Number of quality statements
Student is able to place five comparison statements in each circle.
Student is able to place 3–4 comparison statements in each circle.
Student makes two or fewer comparison statements in each circle.
Comments: Rubric adapted from Read Write Think-NCTE
youtube video of the book