Family Heritage Writing Unit

Hello families,

We are starting a new writing unit today. Students will be researching family heritage and cultural background. Students have learned about diversity and culture, but now need some information on their family background. Please help them answer these questions to prepare for writing our essays. Also, if you have a favorite family recipe you can send a copy with your child so we can include it in our notes.

Thank you,

Mrs. Martin  

What is your cultural background? List all

Where was your family originally from before America?

How many children were in the family?

When did you learn to cook and who taught you?

Were there any special family foods or recipes?

Do you still make any traditional family foods?

What activities did the family do together?

What did you do on Christmas? Thanksgiving? Birthdays? Other holidays?

How many people are typically at a family party?


California  Common Core Standards

  • Reading Standards for Informational Text

Key Ideas and Details

3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Writing Standards

      • 2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a) Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b) Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c) Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d) Use precise language and domain-specific vocabulary to inform about or explain the topic. e) Provide a concluding statement or section related to the information or explanation presented.

    • 4: Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

    • 5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4)

    • 6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

  • Research to Build and Present Knowledge

    • 7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Speaking and Listening Standards

    • Presentation of Knowledge and Ideas

      • 4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. a) Plan and deliver a narrative presentation that: relates ideas, observations, or recollections; provides a clear context; and includes clear insight into why the event or experience is memorable.

      • 5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

      • 6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 for specific expectations.)