community unit planusers.manchester.edu/student/clloshe/profweb... · 4 standards social studies—...
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Community First Grade
Casey Loshe Educ 327
December 8, 2010
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Table of Contents Introductory Sheet………………………………………………………………………………………………3
Standards…………………………………………………………………………………………………………….4
Unit web…………………………………………….………………………………………………………………..6
Letter to Parents………………………………………………………………………………………………….7
Trade Books…………………………………………………………………………………………………………8
Bulletin Board…………………………………………………………………………………………………….10
Guest Speaker…………………………………………………………………………………………………….12
Technology and Literature………………………………………………………………………………….12
Pre‐test/Post‐Test………………………………………………………………………………………………13
Lesson Plans
Social Studies…………………………………………………………………………………………..17
Science…………………………………………………………………………………………………….20
Math………………………………………………………………………………………………………..24
Reading…………………………………………………………………………………………………….27
Story Telling……………………………………………………………………………………………..30
Cooking…………………………………………………………………………………………………….34
PE‐Gross Motor………………………………………………………………………………………..35
Music……………………………………………………………………………………………………….36
Writing……………………………………………………………………………………………………..38
Art…………………………………………………………………………………………………………….40
Drama………………………………………………………………………………………………………41
PE‐Fine Motor…………………………………………………………………………………………..43
References………………………………………………………………………………………………………….44
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Introductory Sheet
Grade Level
This unit plan is intended for first grade students. Students usually enter first grade when they are six years old, and then turn seven while they are a first grader. Students this age can not sit still and listen for long periods of time. They are hands‐on, active learners. They learn by doing not by listening. They are learning to reason and listen to other. At this age they gain the tolerance to learn unfamiliar topics such as what is in social studies (NAEYC 9). There are quit a few social studies topics that are listed in the Indiana state standards. They range from history, government and civics, economics, and geography. Within these main topics, first graders are suppose to learn things such as comparing past to present, being a good citizen, map skills and goods and services (Indiana 1).
Rationale
Community is an important concept for young children to learn. In these lessons the children will learn about weather, traditions, and attitudes involved in a community. All three of those things are very important for children to know. Students will learn how to be a good member of the community and learn a little about their community. This unit is covering six social studies standards as well as seven academic standards from other content areas. Each of the twelve lessons integrates the social studies theme with another content area.
Goals
• Students will learn the different types of weather that occur in the area they live • Students will learn about the four seasons and when they occur • Students will learn traditions about their family and their community • Students will learn to appreciate people who help their community • Students will learn how to be a respectful and helpful member of their community • Students will learn how to solve conflicts in a friendly manner
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Standards Social Studies— 1.3.5 Physical Systems: Observe and record the weather on a daily basis Objective: Give a graph, the student will record the weather every day for 20 days. Science—1.1.1 Observe, describe, draw, and sort objects carefully to learn about them Social Studies— 1.3.6 Physical Systems: Explain the effect of seasonal change on plants, animals, and people Objective: Given pictures of trees, students will correctly color each tree to match the season listed below the pictures. Math: 1.1.1 Count, read, and write whole numbers up to 100 Social Studies 1.1.5: Identify people and events observed in national celebrations and holidays Objective: Given a copy of a blank calendar of each month, students will write all the numbers in numerical order for all 12 months.
English/Language Arts— 1.3.1 Identify and describe the plot, setting, and character(s) in a story. Retell a story's beginning, middle, and ending. Social Studies 1.1.5— Identify people and events observed in national celebrations and holidays Objective: Given a worksheet, the students will be able to identify all the main characters, the setting, and the plot of a story about Kwanza. English/Language Arts— 1.5.1 Write brief narratives (stories) describing an experience. Social Studies— 1.3.8 Human Systems: Compare cultural similarities and differences, such as family traditions and customs, and the traditional clothing and food of various ethnic and cultural groups found in Indiana Objective: Given a planning sheet, students will write a story telling a family tradition using all three things listed in their planning sheet.
Social Studies – 1.3.8 Human Systems: Compare cultural similarities and differences, such as family traditions and customs, and the traditional clothing and food of various ethnic and cultural groups found in Indiana Objective: After being read Corn is Maize, the students will answer 3 questions about traditional foods aloud that are provided by the teacher. PE – 1.1.3 Perform manipulative skills with developmentally appropriate challenges to reinforce learning fundamental movements Social Studies—1.3.8 Human Systems: Compare cultural similarities and differences, such as family traditions and customs, and the traditional clothing and food of various ethnic and cultural groups found in Indiana Objective: Given a pitcher rolling a kickball, the student will kick the ball in between first and third base with 100% accuracy. Music – 1.1.4 Sing short memorized songs from various cultures. Social Studies – 1.1.3 Identify American songs and symbols and discuss their origins Objective: Given background music, the students will sing the school song as a whole class without leaving words out or making up new words.
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English/Language Arts– 1.4.2 Use various organizational strategies to plan writing Social Studies— 1.2.4 Roles of Citizens: Describe ways that individual actions can contribute to the common good of the community Objective: Given a planning sheet, students will fill out the sheet completely for the composition they are going to write. Social Studies— 1.2.4 Roles of Citizens: Describe ways that individual actions can contribute to the common good of the community Objective: Given materials, the students will make a card that says Thank You for the volunteer fireman.
Social Studies— 1.2.5 Roles of Citizens: Define what a citizen is and describe the characteristics of good citizenship Objective: Given a scenario, the students will use an I‐Message to communicate feelings in a positive way with a partner. Social Studies— 1.2.5 Roles of Citizenship: Define what a citizen is and describe the characteristics of good citizenship Objective: Given materials, the students will make rewards to give them to 3 peers that they see being nice throughout the week.
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Unit Web
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Letter to Parents
February 10, 2010
Dear Parents or Guardian,
We are getting ready to start a new unit next week. The unit will take about two weeks to complete. The students will be learning all about the community. This includes the weather, traditions, and attitudes of people in the community. This is a very important unit for first graders to experience. It gives them a chance to really connect with their community and learn about things in their community.
Throughout the unit, the students will be doing a lot of hands-on activities as well as an art project. The students will be making calendars, thank you cards, and rewards. They will also be writing two different stories throughout the unit, which they may need your help with. The first writing assignment will be writing about a family tradition. So maybe if you have time, sit down and discuss any traditions your family may have. The second writing will be ways your child can help out in the community.
This unit plan is designed for the students to get a grasp of things going on in their community. I expect the students to have a lot of fun while participating in the lessons. With all of the fun projects I have planned in this unit, a little help could be useful. If there is a day in the next two weeks that you would be willing to help out it would be appreciated, but do not feel obligated to come volunteer. Just give me a call if you would like to come in and help!
Have a wonderful week and thank you for you help! Ms. Loshe
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Trade Books
Caseley, J. (2002). On the town: a community adventure. New York, NY: Green Willow Books.
As a school assignment a little boy and his mother walk through town keeping track of the people and the places in the neighborhood. The boy runs a variety of errands to learn what a community is made up of. He gets to go to the bank, the post office, the fire station, and the barber shop.
Demarest, C. (2000) Firefighters a‐z. New York, NY: Margaret K. McEderly.
This is a rhyming alphabet book used to introduce young children to firefighters. The color pictures make the words come to life. Even though the text is simple, the author manages to put meaning behind the words. There is also an author’s note at the end of the story that elaborates more on some of the things listed in the story.
DiCamillo, K. (2009). Mercy Watson goes for a ride. Somerville, MA: Candlewick.
Mr. Watson takes his pig with him for a ride in his pink convertible every weekend. This particular weekend however, there was a stowaway in the back seat. Baby Lincoln surprised Mr. Watson and he takes his eyes of the wheel. Mercy jumps into Mr. Watson’s lap and takes the wheel. As the vehicle zooms along, Mr. Watson is unable to reach the brakes and Baby Lincoln saves the day.
Hughes, S. (2009). Alphie and the birthday surprise. Salisbury, Great Britain: Red Fox
In this simply told, true-to-life family story, little Alfie, his little sister Annie Rose, and his mom and dad became good friends with their neighbors the MacNallys. They also became friends with their old cat Smoky. Smoky dies and Alfie and his family try to find ways to confort and cheer up their friends.
Hughes, S. (1999). The snow lady. Vauxhall Walk, London: Walker Books Ltd.
Samantha has a lot of friends to play with near her home. But her neighbor, Mrs. Dean, is really strict. Barney calls her Mrs. Mean. The children love playing out side in the yard, but as they play the hear Mrs. Deans constant complaining. Barney makes a snow lady in Mrs. Dean’s yard and puts with it Mrs. Mean, but is Mrs. Dean really as mean as she seems?
Katz, K. (2003). My first Kwanzaa. New York, NY: Henry Holt & Company.
This book is about a little girl telling about her family Kwanzaa celebrations. It is simple text with colorful illustrations. It discusses the seven days of Kwanzaa and celebrates family, friends, and community. As the story goes along the little girls tells about the
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traditions and how to celebrate Kwanzaa. She even talks about the Kinara and the seven candles.
Lord, J. (2008). Albert the fix it man. Atlanta, GA: Peachtree Publisher.
In this story, Albert loves going around the community and fixing things that are broken. He is always there to help someone if they need it. If he finds a rusty hinge, he will oil it. His neighbor’s rood was leaking so he patched it. Mr. Jensen’s pick up truck needed a new engine and Albert helps hoist a new one into the truck. But then, one day Albert gets sick and can not get out of bed. His neighbors, in return, help him out until he is feeling better.
Otto, C. (2010). Celebrate Kwanzaa. Des Monies, IA: National Geographic Children’s Books
Filled with wonderful photographs, this story gives a little history into the African‐American holiday known as Kwanzaa. It helps children to appreciate the holiday. This book talks about the seven days of Kwanzaa. Families and friends gather to light the candles that represent African‐American unity. They make music and dance and feast on harvest foods and the good things of the earth. Readers are introduced to the symbols of the holiday, such as the mkeka (a special placemat), kinara (candleholder), and kikombe cha umoja (unity cup). Other important concepts are explained throughout the text as well like the concept of the seven candles.
Sathre, V. (1997). Three kind mice. San Diego, CA: Harcourt Brace.
Three mice want to surprise their old friend Cat by making him a birthday cake. However, they run into a little trouble along the way. The mice bump into each other while trying to mix the ingredients and keeping the cat away is a chore. The story is a simple rhyming text that creates a fun visual for the children.
Wallace, K. (1999). Whatever the weather. New York, NY: DK Children.
This story starts out with a little boy names William. William watches out the window looking at the weather. It snows, it is sunny, it hails, but all William wishes is for it to rain. He wants to go outside and play in the rain. This book is a great way to introduce weather to young children.
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Bulletin Board
Below is a picture of an interactive bulletin board that will be incorporated into the unit. The center of the bulletin board is the weather graph that the students will be coloring everyday. The bottom left corner will have an I‐Message template that will be laminated that way the teacher or students can actually write I‐Messages on the board and erase them. The bottom right corner is a copy of the calendars that will be made in class. The students will be able to flip through each month and it will have various holidays written in the days. The top left corner will just be a copy of the school song. The top right are pictures of trees and coordinating seasons. The top of the bulletin board is not really interactive because first graders will not be able to reach that high. So I thought I would be good for them to have reference to the school song and the seasons in the classroom since they are a part of the unit. I also have corn cobs as the boarder around the bulletin board since corn is a traditional food of Indiana.
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Weather Graph
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Guest Speaker
In this unit I plan on finding a guest speaker to come in and talk with the class about family traditions and family stories. His stories will explain how he celebrates Kwanzaa. The students will have read the book My First Kwanzaa by Karen Katz, before the guest speaker comes in to talk. This will give the students a little background knowledge on Kwanzaa before they hear about it from the guest speaker.
The guest speaker will share many things about Kwanzaa. I chose Kwanzaa because I felt that it goes right along with our theme of community. It is a holiday that celebrates family, community, and culture. Bringing Kwanzaa into classroom also provides some diversity into an all Caucasian class. It will give the first graders a chance to see how their traditions can be very different from other people.
My goal for the guest speaker is to give the students a concrete example of telling a family tradition. In the lesson after the guest speaker, I have the students writing about their own family traditions. Hopefully by hearing the guest speaker it will give the students ideas about what to write. This gives the students a concrete example and a real life story to help the students write about their own traditions.
Technology and Literature
During this unit I have planned to use a variety of methods of technology as well as using literature in the lessons. There is a Smart Board in the classroom I will be teaching it in and I plan to utilize it as much as possible. Any of the worksheets that will be filled out as a class, I will have up on the smart board for the students to see. I will be able to write the answers on the Smart Board as well. I plan to use it for the I‐Message lesson to give students examples. I have the students using computers to type a word document. Also, I plan to use a Compact Disc player to play the school song for the students to learn. Aside from technology I have incorporated five short stories throughout the unit for the students to read. These stories are put into the lessons to help introduce what is going to be taught. Some of the books give actual information that is going to be taught while others just provide a lead into the topic.
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Pre‐Test
1. How many seasons are there in one year?
2. Circle the picture that means it is snowing.
3. Circle the food that can traditional be found in Indiana.
4. Can people have different traditions within the same community? a. Yes b. No
5. Write a way that you can help out in the community.
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Post Test
1. Circle the tree that shows that it is summer.
2. Circle the picture that shows it is windy outside.
3. Name one of your family traditions.
4. Are you too young to help out in the community? a. Yes b. No
5. If someone is bugging you what should you do?
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Pre‐Test‐Answer Key
1. How many seasons are there in one year?
2. Circle the picture that means it is snowing.
3. Circle the food that can traditional be found in Indiana.
4. Can people have different traditions within the same community? a. Yes b. No
5. Write a way that you can help out in the community. a. Any answer related to helping other will get credit. An
example would be Helping a neighbor pull weeds or helping a friend who dropped a box of crayons.
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Post Test
1. Circle the tree that shows that it is summer.
2. Circle the picture that shows it is windy outside.
3. Name one of your family traditions. a. Any answer that relates to doing something with the family
will work. Examples: family game night, reading a story before going to bed, or having tacos every Tuesday night.
4. Are you too young to help out in the community? a. Yes b. No
5. If someone is bugging you what should you do?
a. Use an I‐message. Other answers may be correct if the student mentions talking calming and stating their feelings.
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Lesson Plan # 1 By: Casey Loshe
Lesson: ___Social Studies‐Weather____________ Length: __30 minutes__________ Age or Grade Level Intended: ___1st grade__________ Academic Standard(s):
Social Studies: 1.3.5 Physical Systems: Observe and record the weather on a daily basis Performance Objective(s):
Give a graph, the student will record the weather every day for 20 days. Assessment:
At the end of the twenty days collect the graphs and make sure they look like the one that was colored in as a whole group.
Advance Preparation by Teacher: • Copy of Whatever the Weather by Karen Wallace • Copies of the Weather Graph worksheet for each student
Procedure: Introduction/Motivation: Raise your hand if you like it when it snows. What about when
it is sunny and hot? Well today we are going to read a book about a boy who watches the weather from his window. Can anyone guess what type of weather he is wishing for? Read the story Whatever the Weather by Karen Wallace. Step‐by‐Step Plan:
1) After reading Whatever the Weather ask the students what types of weather William observed (Gardner’s: Interpersonal) (Bloom’s: Knowledge).
2) Write the word precipitation on the board and give a definition. Tell the students that different weather can be described as precipitation such as rain, sleet, snow, or hail (Gardner’s: Verbal/Linguistic).
3) Ask the students to explain how we distinguish between the different types of weather. Try to get answer like “I know it is sunny because there are big white fluffy clouds in the sky and the sun is bright.
4) Now it is your turn to be weather watchers just like William. Pass out the weather graphs to the students. Read the weather options on the graph and explain each one to the students.
5) Questions to ask during step 6: a. What type of weather makes tree sway? b. If it is a warm day and precipitation is falling from the sky what kind will it be
(Blooms: Analysis)? i. How did you know that (Bloom’s: Synthesis)?
c. What is your favorite/least favorite type of weather? (Gardner’s: Intrapersonal). 6) Have the students look out the window to observe the weather. Pick one student to
describe the weather using one the options on the weather graph. Make sure the whole class agrees with the weather choice
7) Have a laminated larger copy of the worksheet to have as a display for the students. Choose a student to color in the correct weather type for today (Garner: Visual/Spatial).
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Closure: Explain to the students that they will be watching the weather all month and graph it to keep track of how it changes (Blooms: Application). We will also be learning about the seasons tomorrow and how the weather can change with the seasons.
Adaptations/Enrichment: Visual Impairment: Have a larger print out of the graph for the student to use and allow student to sit near the front of the classroom. Gifted and Talented: Ask students more in depth questions about the weather while looking out the window. Muscular Dystrophy: The student may need help coloring the graph. Hearing Impairment: Have the student sit near the front and have a type of signal for him to use if he misses anything the teacher says. Use I microphone if needed and supplied. Self‐Reflection: Did the students pick the correct type of weather? Did I keep the lecture part interesting enough to keep everyone’s attention? How could I improve this lesson?
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Name:______________
Weather Graph
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Lesson Plan #2 By: Casey Loshe
Lesson: ___Science‐Seasons___________ Length: __30 minutes__________ Age or Grade Level Intended: ___1st grade__________ Academic Standard(s):
Science: 1.1.1 Observe, describe, draw, and sort objects carefully to learn about them Social Studies: 1.3.6 Physical Systems: Explain the effect of seasonal change on plants, animals, and people.
Performance Objective(s): • Given pictures of trees, students will correctly color each tree to match the season listed below
the pictures. Assessment:
Students will be quizzed over the four seasons by giving them a work sheet with four bare trees and students must color each tree to show the four seasons.
Advance Preparation by Teacher: • Story Town teacher’s edition: Theme Five (Story is on page T157, Way’s People Live. • 16 copies of assessment worksheet • Pair of glove, tank top, rain coat, and light jacket • Paper cut pictures representing the season
Procedure: Introduction/Motivation: Read Way’s People Live, by Emily Neye (Bloom’s: Comprehension). Point out the pictures that show the four seasons. Tell the students that where we live we have four seasons, but not all places go through the four seasons. Point out the other pictures of the dessert areas and the arctic areas. These places do not have four seasons. One place was winter all the time and the other place was summer all the time (Gardner’s: Verbal/Linguistic). Today we are going to learn about the four seasons and you will be able to tell which season it is by looking at the trees. Step‐by‐Step Plan:
8) Go back to the story and look at clothing worn and the trees in the pictures. 9) Go over how a person dresses according to the weather and the season that corresponds to
the weather. 10) In the summer, people usually wear shorts and tank tops because it is hot outside. The trees
are very green with fruits or nuts growing on them. 11) In the fall the leaves on the tree start to change colors and eventually fall off the tree. They
can be yellow, orange, or brown. During the fall the weather starts to cool down a bit so people may choose to wear long sleeves outside.
12) If it is cold outside usually people wear a coat, hat, and gloves. That can be an indication that it is winter. The trees have lost all their leaves by know so when you look at the trees all you see are their limbs.
13) In the spring sometimes it can be warm and other times it is chilly. It also rains a lot in the spring. People can wear light jackets or rain coats during the spring. The trees begin sprout again and replenish their leaves.
14) Using the clothing items (gloves, tank top, rain coat, and jacket) to demonstrate how to separate things into groups and label the groups. (Gardner’s: Visual/Spatial).
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15) Explain to the students that they are now going to indentify the seasons by using pictures (Bloom’s: Knowledge).
16) Split the class up into groups of two. (Gardner’s: Interpersonal) 17) Pass out paper cut outs between the groups 18) Have the groups separate the cut outs into four piles: summer, winter, fall, and spring
(Bloom’s: Analysis). 19) When finished give the students the worksheet to have them color the trees to match the
season (Blooms’: Application) (Gardner’s: Intrapersonal).
Closure: Explain to the students that they will continue to look at similar themes in that story as well as read other stories to look at the way people live and tomorrow we are going to be making a calendar to see when each season occurs.
Adaptations/Enrichment: Visual Impairment: Have a larger print out of the pictures for the student to use and allow student to sit near the front of the classroom. Learning Disability: Let student look at the pictures of the seasons in their book while working on the worksheet. Muscular Dystrophy: The student may need help coloring the worksheet. ADHD: Have the student sit in the front away from the windows where there are fewer distractions. While working in groups student should not be within ten feet of another group. Self‐Reflection: Do the students understand the difference in the four seasons? Did I keep the lecture part interesting enough to keep everyone’s attention? How could I improve this lesson?
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Paper Cut Out Pictures:
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Name_______________ Date_______
Seasons
Directions: Color each tree differently showing all four of the seasons
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Lesson Plan #3 By: Casey Loshe
Lesson: _Math‐Calendars_____________ Length: __45 minutes__________ Age or Grade Level Intended: ___1st grade__________ Academic Standard(s):
Math: 1.1.1 Count, read, and write whole numbers up to 100 Social Studies 1.1.5: Identify people and events observed in national celebrations and holidays
Performance Objective(s): Given a copy of a blank calendar of each month, students will write all the numbers in numerical order for all 12 months.
Assessment: Observe and help students while they work on their calendars. Check the numbers and make sure they are in numerical order for the assessment. Advance Preparation by Teacher:
• Print out 12 blank calendar pages for each student • Colored construction paper—blue, pink, red, and orange 4 of each color for each student • Have the calendar pages already glued to the colored paper
Procedure: Introduction/Motivation: In the previous lesson, we talked about the four seasons. We discussed things that happen to the trees and what type of clothes are appropriate for each season. Today we are going to learn in the month each season occurs here in Indiana You are also going to make your very own calendar! Step‐by‐Step Plan:
1) Let’s start by categorizing each month to its season in Indiana (Bloom’s: Knowledge). 2) Draw four columns on the board. Have mini posters the season trees from the previous
lesson with the season listed below it to have as the categories for the columns (Gardner’s: Visual/spatial).
3) Tell the students to think about what we discussed in the previous lesson about clothing and the way trees look in each season. Then, think about what they saw each month while in school or how they would dress.
4) Have students come up to the board and pick a month. Using magnets, have the students put them in the appropriate column (Gardner’s: interpersonal).
5) After all the months have been categorized, check to see that they are all correct. Ask the students why they put certain months in the columns (Bloom’s: Comprehension). Make sure they mention things like, “in October we rake leaves and jump in them so it is fall,” or “in January we build snowmen and wear hats and gloves so it is winter.”
6) After all the months are in the correct category, pass out the papers to make their own calendar (Gardner’s: Intrapersonal).
7) Pass out a pre‐made calendar made from construction paper and a calendar grid to each student. The construction paper will be color coated with the season.
8) After each student has their calendar it is the students’ job to write the numbers for each day. The teacher will tell the students in which box the first of the month should
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be located. The students should be able to do the rest on their own (Gardner’s: Logical/Mathematical).
9) The teacher should be walking around helping the students if they need help. 10) As the students are making their calendars, have the students put specific holidays on
them from their culture and others. 11) Tell the students when each of these holidays occur so they can mark them on their
calendars: Christmas, Easter, Hanukah, Fourth of July, Kwanza, and St. Patrick’s Day. (Bloom’s: Comprehension).
12) Explain that people in other countries can celebrate some of the holidays as well. Not all holidays are linked to a country but rather a culture. Ask the students if anyone celebrates a holiday not mentioned (Bloom’s: Analysis).
Closure: Go through and count the days in one of the months. Let the student know that they will continue the culture lesson tomorrow with a guest speaker. We will be learning about family traditions and you will get to hear about our guest traditions.
Adaptations/Enrichment: Student with a Visual Impairment: Have a bigger copy of the calendar paper and allow student to sit in the front row. Student with Learning disability: Let the students have a number line in front of them to see how to write the numbers (this could be used with all the students). Student with MD: May need help writing, using a bigger pencil may help or can go to the resource room for extra assistance. Student with Gifts and Talents in Creativity: Have these students mark the actual day the new season starts since it is usually around the 21st and not the beginning of the month. Self‐Reflection: Was this lesson to difficult for the students? Did they have fun making the calendars? How much information did they comprehend? Calendar pages will be as seen below each season will have its own decoration at the top around the month. The seasons will be grouped as follows [December, January and February], [March, April, and
May], [June, July, and August], and [September, October, and November]. Each group w ill have different pictures at the top and will be mounted to a different color of construction paper.
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January
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
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Lesson Plan #4 By: Casey Loshe
Lesson: _Reading‐Kwanza _____________ Length: __45 minutes__________ Age or Grade Level Intended: ___1st grade__________ Academic Standard(s): English/Language Arts 1.3.1: Identify and describe the plot, setting, and character(s) in a story. Retell a story's beginning, middle, and ending. Social Studies 1.1.5: Identify people and events observed in national celebrations and holidays Performance Objective(s): Given a worksheet, the students will be able to identify all the main characters, the setting, and the plot of a story with teacher guidance. Assessment: Grade the worksheet that was filled out in class to check and see all the students were paying attention and had the correct answers. Also, mentally check the students’ understanding during discussion. Advance Preparation by Teacher:
• A copy of My First Kwanzaa by Karen Katz • 15 copies of the worksheet • Guest Speaker
Procedure: Introduction/Motivation: Start off the lesson by rereading Ways People Live having the students follow along in the book (Gardner’s: Visual/Spatial). After reading it ask the students if you think everyone in the story celebrates the same holidays as we do. Have the students pull out the calendars they made in the previous lesson to look at some holidays that were listed (Bloom’s: Application). Tell the students that they are going to read a book called My First Kwanzaa. Tell the students that they are going to read this book to find out how to celebrate Kwanzaa. Tell the students “Remember how last week we discussed setting, plot, and character (Bloom’s: Knowledge)? Well we are going to point those out as we read this story so try to look for them.” Step‐by‐Step Plan:
13) As you read the story aloud, stop and talk about what is going on. Discuss how their culture is different (Bloom’s: Analysis).
14) Also while reading point out characters, plot, and setting, discuss how these play a role in the reading and why they are important (Gardner’s: Interpersonal).
15) Reread the story and have the students raise their hand when you read something that either describes a character, the plot, or the setting (Gardner’s: Verbal/Linguistic).
16) As the class, fills out the worksheet that goes along with character, plot, and setting, have the students turn the paper in when finished check their work (Garner’s: Intrapersonal) (Bloom’s: Comprehension).
17) Tell the students that they have a special guest with them today. 18) Introduce the guest speaker and tell the students that he will be sharing things he does
for Kwanzaa.
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Closure: After the guest speaker leaves, discuss how people in our community celebrate Kwanzaa. People all around the world do. Tell the students that tomorrow they are going to be coming up with their own traditions that they celebrate, so they should be thinking about it. Adaptations/Enrichment: Student with a Visual Impairment: Have a bigger copy of the worksheet and allow student to sit in the front row. Student with Learning disability: If possible, allow copy of the text for them to reference. Student with MD: May need help writing; using a bigger pencil may help or can go to the resource room for extra assistance. Student with Gifts and Talents: Let them work ahead on the worksheet if they do not need help. Self‐Reflection: Was this lesson to difficult for the students? Did the students understand the cultural difference? How much information did they comprehend?
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Name_________________
Character, Setting, and Plot
Draw a picture of the characters from the story. Write a sentence telling about the plot. Draw a picture of the setting.
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Lesson Plan #5 By: Casey Loshe
Lesson: _Story Telling‐Family Tradition_______ Length: __45 minutes__________ Age or Grade Level Intended: ___1st grade__________ Academic Standard(s): English/Language Arts 1.5.1: Write brief narratives (stories) describing an experience. Social Studies 1.3.8: Human Systems: Compare cultural similarities and differences, such as family traditions and customs, and the traditional clothing and food of various ethnic and cultural groups found in Indiana Performance Objective(s): Given a planning sheet, students will write a story telling a family tradition using all three things listed in their planning sheet. Assessment: Grade the story the student writes about a family tradition, make sure their stories match their planning sheet and that they are both in the same order and all three ideas are present. Advance Preparation by Teacher:
• A copy of My First Kwanzaa by Deborah N. Newton Chocolate • 15 copies of the story paper • 15 copies of the planning worksheet
Procedure: Introduction/Motivation: Re‐read My First Kwanzaa. Ask “do you remember yesterday when I told you to be thinking about a family tradition (Bloom’s: Knowledge)? Well today we are going to be writing our own story.” Think about the story the guest speaker shared with us yesterday. You are going to have a chance to make your very own story. Step‐by‐Step Plan:
19) Tell the student that when writing a story, it is good to use descriptive words like we have done in the past.
20) “What does every sentence start with (capital) and what does every sentence end with (punctuation)?
21) Explain that when writing stories it is good to plan what topics you are going to discuss before you start writing. We can fill out a planning sheet that way our papers will be organized. If we do not plan before we write then our thoughts are all over the place. (Gardner’s: Verbal/Linguistic).
22) Pass out the planning worksheet (Gardner’s: Visual/Spatial). 23) Explain each part of the worksheet. The first thing you need to do is pick your main
topic. Be thinking about a family tradition that you would like to write about. Help students pick their main topic. Give examples, such as, things you do at Christmas time, family reunions, other holiday gatherings, or game nights.
24) After each student has a topic, tell them to list three things that they do that makes it a tradition. Give examples of this such as we always have turkey, we stay up late and play board games, or I wake up really early to open presents. (Gardner’s: Intrapersonal) (Bloom’s: Application). These need to be the three smaller things that you will be talking about in your story.
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25) Remind the students that a tradition is something that your family does every year that is special to them.
26) When finished with the planning sheets, the students may start to write their stories (Hand out the story paper) (Bloom’s: Evaluation).
27) Help students spell words correctly and help them come up with descriptive words.
Closure: Have the students share their stories (Gardner’s: Interpersonal). Ask the students if they had fun thinking about their family traditions. Tell the students that tomorrow, they are going to learn about foods and what grows in Indiana. Adaptations/Enrichment: Student with Hearing Impairment: Allow student to sit in the front row. After lesson, ask him/her if you need to explain anything again. Have all directions written out for him/her to read. Student with Learning disability: They may need more help with spelling and writing their letters. Student with MD: May need help writing, using a bigger pencil may help or can go to the resource room for extra assistance. Student with Gifts and Talents: Let them work ahead on the worksheet if they do not need help. Self‐Reflection: Was this lesson to difficult for the students? Did the students understand tradition? How much information did they comprehend?
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Pre‐Planning
Main Idea___________________________
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By: ___________________
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Casey Loshe Unit Lesson # 6 (Cooking)
Academic Standard(s): Social Studies: 1.3.8 Human Systems: Compare cultural similarities and differences, such as family traditions and customs, and the traditional clothing and food of various ethnic and cultural groups found in Indiana Performance Objectives: After being read Corn is Maize, the students will answer 3 questions about traditional foods aloud that are provided by the teacher. Advanced Preparation by Teacher: Copy of Corn is Maize By Aliki, Arrange to have class in the lunch room and to use the oven, 2 cans of cans of whole kernel corn, 2 cans of cream‐style corn, 2 packages of corn muffin mix, 2 cups of sour cream, 2 sticks of butter, and 1 cup of shredded cheddar, two big mixing bowls, two big mixing spoons, two pans to cook the casseroles, hot pads, paper plates, napkins, and spoons. Lesson Plan: - Read the story Corn is Maize to the students. Explain that corn is a traditional food of Indiana and
we got it from the Indians that lived here before us. Corn can only grow in certain climates. Think back to the last lesson when we discussed weather based on where we live, well weather affects what can grow. Certain foods need it to be really hot all the time and other things need it to be sunny but cool. Corn is a vegetable that gets planted in the spring and is harvested in the fall. Corn is not the only type of food that is traditionally found in Indiana. Even though not all food can be easily grown or capture in Indiana we have ways to get them. Some foods are brought in by other cultures as well.
- Tell that students that there are a lot of things that can be made using corn and today we are going to make corn casserole for everyone to share. Split the students into two groups. Walk to the lunch room and have the groups gather around the tables. Have the ingredients already measured out into small bowls so the students just have to mix the ingredients together. Each student should be able to add one ingredient to the big mixing bowl. Then have the students each take turns mixing the ingredients.
- Once they are done make sure both batches are mixed properly and poor them into the pans and cook them. Tell the students that you will check on them in an hour when they are done and they will get to eat it later.
- Regroup the students to recap what was talked about in the lesson. Let the students know that corn is not the only food traditionally found in Indiana and just because you live in Indiana does not mean you have to only eat food found there.
Assessment: The teacher will verbally ask questions about traditional foods in Indiana after reading the story. The teacher will just call on a student to answer the question.
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Casey Loshe Unit Lesson # 7 (PE Gross‐Motor)
Academic Standard(s): PE – 1.1.3 Perform manipulative skills with developmentally appropriate challenges to reinforce learning fundamental movements Social Studies – 1.3.8 Human Systems: Compare cultural similarities and differences, such as family traditions and customs, and the traditional clothing and food of various ethnic and cultural groups found in Indiana Performance Objectives: Given a pitcher rolling a kickball, the student will kick the ball in between first and third base with 100% accuracy. Advanced Preparation by Teacher: Reserve space in the gym or empty place outside to play kickball. Lesson Plan: - The teacher will discuss how they were learning family traditions. She will tie that into how
communities can have traditions too. Remember from Monday when we were talking about the different communities and what makes up a community. All of the people that are around us everyday is considered our community. Each and every one of you belongs to a community.
- The teacher will have the students guess what kind of game is traditionally played each year by first graders in their community. Tell them that they will be playing against the other first grade class.
- Go outside or to the gym and explain the rules and explain that you will be using your gross motor skills that you have been working on during PE class. As the teacher be the all time pitcher and referee.
- After the game is over go back to the classroom to finish the lesson. - The teacher will ask the students if they had fun and discuss community again. Tell the students that
they will be learning more things the community does and that tomorrow they will be learning the school song.
Assessment: The teacher will observe the students as they kick the ball. Each student should be able to use their foot to make the ball go the opposite direction.
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Casey Loshe Unit Lesson # 8 (Music)
Academic Standard(s): Music – 1.1.4 Sing short memorized songs from various cultures. Social Studies – 1.1.3 Identify American songs and symbols and discuss their origins Performance Objectives: Given background music, the students will sing the school song as a whole class without leaving words out or making up new words. Advanced Preparation by Teacher: Make a copy of the school song for each student. Have a CD player and a copy of the song on CD. Lesson Plan: - The teacher will discuss how they were learning things in the community. She will say that in our
community it is important to learn the school song to show our pride. It is played at many sporting events and it is a way to cheer for our school. Tell a little history behind the school song and why it is important. Tell them that it is a type of tradition as well. She will tie that into how communities can have traditions too. Remember from Monday when we were talking about the different communities and what makes up a community. All of the people that are around us everyday is considered our community. Each and every one of you belongs to a community.
- Pass out copies of the school song and read it as a whole class, not singing it. Once it has been read, turn the CD player on and have the students try to follow along on their paper and sing to the music. Do this several times to allow the students to memorize the song.
- Tell the students that once they get the school song memorized, they are going to surprise the principal and sing it for him.
Assessment: The teacher will listen for wrong words as the students are singing the song for the principal.
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NORTHFIELD HIGH SCHOOL
SCHOOL SONG Words by
Sharon Gilmer, a former student and
Pete Strodel, a former staff member Tune: Mighty Oregon
We're the mighty men of Northfield
Fighting for the gray and blue. We will fight to win our battles
Northfield High we're all for you. RAH! RAH! We will use our strength and honor For the glory of our school. Win or lose we're never daunted
Norsemen, we are back of you!
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Casey Loshe Unit Lesson # 9 (Writing)
Academic Standard(s): English/Language Arts– 1.4.2 Use various organizational strategies to plan writing Social Studies – 1.2.4 Roles of Citizens: Describe ways that individual actions can contribute to the common good of the community Performance Objectives: Given a planning sheet, students will fill out the sheet completely for the composition they are going to write. Advanced Preparation by Teacher: Get a copy of Albert the Fix It Man by Janet Lord and Julie Paschkis. Make copies of the planning sheet and reserve the computer lab. Lesson Plan: - The teacher will discuss ways to help out in the community. The teacher will explain what
community service is and how it helps other people. Explain that community service is giving back to your community in various ways. Give examples of things that would be community service such as, picking up litter at a park, or going to a nursing home and playing bingo with the residents. Community service can come in many forms and even people your age can help out in the community.
- Read Albert the Fix It Man to the students and point out how he is helping his community. Then tell the students that they are going to be writing their own story of how they have helped the community or a way they can help the community.
- Tell the students that whey writing stories it is important to do a pre‐write activity to help your ideas flow. It is important to plan your topic and your ideas so they make sense on paper.
- Start off by handing out the planning sheet. Explain to the students each part of the worksheet and give an example of what to put in each box. Have the worksheet shown on the smart board and actually fill it out with the students. Tell them what your topic is and have them choose a different topic. As you fill out the planning sheet on the board the students should be filling out theirs with different information.
- After all of the sheets are filled out have them write their stories. Tell the students that once the stories are complete, they will have a chance to type them.
- Go to the computer lab to let the students type their stories. Walk around and help them make complete sentences and spell words correctly.
Assessment: Check over the planning sheet and make sure the information on the sheet is the information in the story they wrote. Use a rubric to judge the information.
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Name____________________
Main Idea
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Casey Loshe Unit Lesson # 10 (Art)
Academic Standard(s): Social Studies: 1.2.4 Roles of Citizens: Describe ways that individual actions can contribute to the common good of the community Performance Objectives: Given materials, the students will make a card that says Thank You for the volunteer fireman. Advanced Preparation by Teacher: Copy of Fireman A‐Z by Chris Demarest Lesson Plan: - Revisit information from the last lesson on community service. Remind them that it is giving back to
the community. Anyone can do community service and as discussed before there are numerous ways. Have them think of what they wrote in their stories of how they could help the community. Today we are going to learn about volunteer fireman. Read the book Fireman A‐Z. Tell the students that volunteer fireman get a call anytime there is a fire or other types of emergency such as a car wreck or even just a medical emergency. Make sure the students know volunteer means with out pay. Tell them that they do this just because they want to help out.
- Tell the students that they are going to be making thank you cards for the volunteer fireman. - Pass out construction paper and markers for the students. Write the words Thank You, Volunteer,
and Fireman on the board for the students to reference and tell them if they need help with any other words to raise their hand. Tell them to draw pictures on the cards as well.
- Tell the students that this is one of the roles they have as a citizen. They are contributing to help make their community better by appreciating the people who volunteer. Not only can you volunteer yourself but you can also thank those who do.
Assessment: Observe the students as they are making the cards check that they are all saying Thank You so you know they appreciate the help of the volunteer fireman.
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Casey Loshe Unit Lesson # 11 (Drama)
Academic Standard(s): Social Studies: 1.2.5 Roles of Citizens: Define what a citizen is and describe the characteristics of good citizenship Performance Objectives: Given a scenario, the students will use an I‐Message to communicate feelings in a positive way with a partner. Advanced Preparation by Teacher: Lesson Plan: - Remind the students the definition of citizen. Tell the students that not only do good citizens help
out in the community as we have discussed before, but they also treat people with respect. Today we are going to learn what to do in a situation where someone is bugging you. We are going to learn a polite way to let the other know that you do not like what they are doing. We are going to use I‐Messages to let others know how we feel.
- First give an example of an I‐Message. Such as I feel annoyed when you poke me with your pencil because it does not feel good. Then pull up a template on the smart board for the students to see. Have the students get into pairs and practice. Give the students a scenario to practice. Example: have one student pretend to steal the others pencil. Have each student practice using an I‐message for this scenario.
- Then have the students act out their own skits where they would need to use an I‐Message
Assessment: Observe the student as they are coming up with their own I‐Messages. Make sure they are friendly and polite to show good citizenship.
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I feel _______________________ (say your feeling) when you ___________________________ (describe the action) because____________________ (say why the action connects to your feeling)
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Casey Loshe Unit Lesson # 12 (PE‐fine motor)
Academic Standard(s): Social Studies 1.2.5 define what a citizen is and describe the characteristics of good citizenship Performance Objectives: Given materials, the students will make rewards to give to peers that they see being nice. Advanced Preparation by Teacher: Get a copy of Three Kind Mice by Vivian Sathre, art supplies Lesson Plan: - As you read the story tell the students to be thinking about the nice things the mice do in the book.
After reading the book make a t char on the board. On once side write nice mice and the other write nice students. First have the students give examples of nice things that they saw the mice do in the story. Then have the students come up with nice things that they do.
- Express the importance of being nice when comparing and discussing the list that the students created. Tell the students that it is always good to say “Please” and “Thank You.”
- Place art supplies out for the students to make little rewards to hand out to people that they see being nice. When done regroup and ask the students these questions:
o How do you want others to treat you? o Name something kind someone has done for you in the past? o How did you learn to be kind?
Assessment: The teacher will watch the students throughout the week hand out their rewards and make sure they are giving them to people for the correct reasons. Also the students will keep their rewards and anytime they get once they will have a chance to share with the class who gave it to them and why.
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References
NAEYC. “Position Statement on Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8.” Young Children (September 1986): 4‐19
Indiana Department of Education, (2008). Indiana's core standards: Core academic concepts across the K–12 continuum 5-6, Retrieved on November 15, 2010 from http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs- Core/2008-06-09-CoreStandards-SocStudies.pdf