All about me · Web viewE.4.12 Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizens E.4.2 Explain the influence of factors

All about me

Kindergarten Social Studies Lesson Plans

MAY 10, 2015Megan Bitney

SSED331

Megan BitneySSED 331

Unit summary:

In this unit, students will be learning all about themselves and their community through a series of hands on activities paired with group discussions, small group work and additional reading materials. By the end of the unit, they should have an understanding of self, diversity and community.

Standards:

CCSS.ELA-LITERACY.CCRA.R.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.CCSS.ELA-LITERACY.CCRA.R.2Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.CCSS.ELA-LITERACY.CCRA.R.9Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.CCSS.ELA-LITERACY.CCRA.R.10Read and comprehend complex literary and informational texts independently and proficiently.CCSS.ELA-LITERACY.CCRA.L.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.CCSS.ELA-LITERACY.CCRA.L.6Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.CCSS.ELA-LITERACY.SL.K.1Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.CCSS.ELA-LITERACY.SL.K.1.AFollow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).CCSS.ELA-LITERACY.SL.K.4Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.CCSS.ELA-LITERACY.SL.K.5Add drawings or other visual displays to descriptions as desired to provide additional detail.CCSS.ELA-LITERACY.SL.K.6Speak audibly and express thoughts, feelings, and ideas clearly.CCSS.ELA-LITERACY.RL.K.10Actively engage in group reading activities with purpose and understanding.CCSS.ELA-LITERACY.L.K.2Demonstrate command of the conventions of standard English

WI-SSB.4.9 Describe examples of cooperation and interdependence among individuals, groups, and nationsC.4.1 Identify and explain the individual's responsibilities to family, peers, and the community, including the need for civility and respect for diversityC.4.3 Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how various behaviors promote or hinder cooperationC.4.4 Explain the basic purpose of government in American society, recognizing the three levels of governmentE.4.12 Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizensE.4.2 Explain the influence of factors such as family, neighborhood, personal interests, language, likes and dislikes, and accomplishments on individual identity and developmentE.4.3 Describe how families are alike and different, comparing characteristics such as size, hobbies, celebrations, where families live, and how they make a livingE.4.9 Explain how people learn about others who are different from themselves


capitalization, punctuation, and spelling when writing.

Sequence and Summary:

Lesson 1: All about me; students will be completing an all about me worksheet as well as learning their personal information including their name, phone number and address.

Lesson 2: Students will begin to learn about diversity and what makes them and their neighborhoods special and unique. They will draw a picture of themselves to show their personal views on how they look.

Lesson 3: Students will continue with diversity and begin to find similarities and differences with themselves and others in the classroom. They will also be completing a face book to share with others.

Lesson 4: Students will take a look at their morning routine and see how similar and different they are compared to those within the class. They will be pasting together a step by step morning routine chart to show what steps they take to get ready for school to start.

Lesson 5: Students will take a look at their classroom and work on location identification. They will create a map of their classroom as well as be able to distinguish near and far when locating and discussing objects.

Lesson 6: Students will work with the concept of want. They will be reading “If You Give a Mouse a Cookie” and then discussing their own individual wants and compare with others in the class.

Lesson 7: Students will be taking a look at respecting others. They will be listening to Martin Luther King Jr’s I Have a Dream speech. They will discuss how being hurtful or disrespectful can hurt someone’s feelings.

Lesson 8: Students will broaden out and take a look at the different jobs that people in our community will have. They will make connections while reading a Berenstein Bear’s book and then pick one job they want to illustrate and write about.

Lesson 9: Students will continue to broaden out and realize that share similarities with all of their classmates and see how everyone has the choice to be a good citizen in the school and in the community

Lesson 10: Students will take a look at some of our presidents and country’s symbols in a labeling activity. They will be able to see pictures and names of the chosen symbols and be able to copy them down on a worksheet for future reference.


Teacher Education Program

Daily Lesson Plan

Teacher Candidate’s Name: Megan Bitney

Preliminary InformationLesson 1 of 10 Date: Click here to enter text.Grade: KNumber of Students: 15

Course/Subject: Social Studies

Unit/Theme: All About Me Period/Time: Click here to enter text.Estimated Duration: 45 min

Where in the unit does this lesson occur?(Double click box to activate check mark.)

Beginning of the unitMiddle of the unitEnd of the unit

Structure(s) or grouping for the lesson (Check any that apply) (Double click box to activate check mark.)

Whole classSmall groupOne-to-oneOther: Specify:

What are your goals for student learning, andwhy are they appropriate for these students at this time?

Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?What is my name, address and phone number? Rationale/ContextWhy is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?This is the beginning of an all about me unit where the students will be learning about themselves and then moving on to learn about their community and eventually touching on state/national levels. Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Self-awareness, has been introduced to first and last name, address and phone number at some point. Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives.Students will be able to describe themselves to others and identify specific qualities about themselves. Students will also have a clear understanding of their name, address and phone number. How you will communicate the learning objectives to students?We will talk about them before we start the class as well as have them written on the board. Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations


performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation.Exceeds: Able to complete the worksheet and describe each section. Also able to recite name, address and phone number. Total score of 11/11. Student may also write out name, address and phone number.

Meets: Student is able to score 9/11 or better. 6/8 and 2/3 for the worksheet/name, etc. respectively.Below: Student is unable to complete the worksheet and is not able to recite their name, address or phone number. Scores 7/11 or lower.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student.I will observe students as they are working and walking throughout the room. I will also assess the completeness of their worksheets and their ability to recite their name, address and phone number. Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will provide students feedback as they share their stories, positive comments for their willingness to share and be on topic. I will also provide them feedback on their “All About Me” worksheets. StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.CCSS:CCSS.ELA-LITERACY.SL.K.1Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.CCSS.ELA-LITERACY.SL.K.5Add drawings or other visual displays to descriptions as desired to provide additional detail.CCSS.ELA-LITERACY.SL.K.6Speak audibly and express thoughts, feelings, and ideas clearly.

WI SS:C.4.1 Identify and explain the individual's responsibilities to family, peers, and the community, including the need for civility and respect for diversityE.4.9 Explain how people learn about others who are different from themselvesAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Individual work, group work, describe, compare

How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content.I would like everyone to think of what they would like to tell a new friend about themselves the first day they meet them…….Would anyone like to share? ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote


question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.When students are done sharing, tell them that they will be filling out a worksheet that talks all about them. Pass out the worksheet and then read through each box so they know what item they are going to be talking about in each square. Have them work as individuals, but invite a small group of students to the table for additional help reading or filling out the worksheet. Once everyone is done, invite all students to share their work and then turn in to be scored.

Next, give students a prepared card that has their Name, Address and Phone number already on it. Have them practice saying their full name, address and phone number. They may work with a partner on this task. Once they feel they have it down, have them come up to be assessed on their knowledge of their personal identification information.a. Recite name, address, and telephone number.

ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.Let students know that for the next two weeks, we will continue to learn all about themselves and everyone in the classroom so that we can get to know each other better. We will also be learning about our community though different projects. “I can’t wait to get to know even more about all of you and I’m sure there are a few things that you will learn about me as well”Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?Students who need additional work can practice writing out their name, address and phone number. Work with the students who are struggling to get two of the three parts to their personal information down to rote form. What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?If students are unable to complete the worksheet and/or don’t get enough time to practice, allow time the following lesson for completion or more practice. Resources and MaterialsIdentify all resources and materials used for this lesson.Identification cardsPencilsAll About Me Worksheet

This is me.

I have _________ hair. I have _________ eyes. I am _______ tall.

This is my family.

I have ___ brothers and ___ sisters.


Name __________________________

My favorite food to eat is ________________.

My favorite story is ___________________

___________________.

My favorite thing about school is ____________

___________________

___________________.

I have _______ pets. My favorite color is

___________________.

I love ______________ ___________________

___________________.


Daily Lesson Plan



Preliminary InformationLesson 2 of 10 Date: 2/22/15Grade: KNumber of Students: 15


Unit/Theme: Multicultural Diversity Period/Time: Click here to enter text.Estimated Duration: 45-60 min






Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?How are you special? How is your neighborhood special? Rationale/ContextWhy is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?Students are working to develop knowledge on diversity as well as making community connections during this unit. Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Basic understanding of their personal neighborhoods. Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives.Students will be able to recognize that everyone is special in his or her own way. Students will be able to demonstrate their knowledge by drawing a picture or writing about being special.How you will communicate the learning objectives to students?I will discuss what the objectives are at the beginning of the lesson and again at the end of the story.Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation.Exceeds: Able to fully comprehend materials and will show this by being able to rephrase the information in his/her own way as well as make personal connections with it. Meets: Able to understand content of the lesson and can make a personal connection to show understanding.Below: Is not able to make a personal connection or give an example of the material provided. No true understanding.


Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student.Students will draw a self-portrait or a picture of their neighborhood and be able to explain to the class what makes them and where they live special. Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will comment on each of their pictures. In addition, I will informally assess the students as I walk around the classroom and monitor their progress. StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.

HYPERLINK "http://www.corestandards.org/ELA-Literacy/RL/K/10/" CCSS.ELA-LITERACY.RL.K.10Actively engage in group reading activities with purpose and understanding.

WI:C.4.1 Identify and explain the individual's responsibilities to family, peers, and the community, including the need for civility and respect for diversityAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Draw, personal connections, group discussion

How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content.I will ask them to close their eyes and picture themselves being at home and standing outside their house on the front steps. I will then ask them to look around and think about what they can see around them.ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.Once students have had time to visualize their neighborhoods, pass out a copy of “The Gift” for them to follow as you read. After reading the book “The Gift” (5 min) I will ask the students what kind of “Gifts” they have in their neighborhoods. Since we have a small town, students can compare which gifts they share to create discussion (5 min). We will again go over what neighborhood and community means and use context clues to help ensure understanding. Students will then get out their colored pencils and take a sheet of paper to draw a picture of their neighborhoods and the gifts they have around them (20 min). Once they are finished drawing, they will present the pictures to the class. ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.We will wrap up our discussion with a visual presentation of our pictures and then verbally go through


the similarities once more. (15 min)Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?I will work with a small group that needs additional resourcing and help them understand any vocabulary they are unsure of as well as creating their pictures if they need assistance. I can also pair up students with a higher level and a lower level to allow team collaboration as students generally accept help from their peers before a teacher. What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?If more time is needed, we may extend this lesson to a second day or alternative time frame. I will be open to more in depth discussions so if the time frame doesn’t work out, we may need to adjust and give more time before moving on to the next lesson. Resources and MaterialsIdentify all resources and materials used for this lesson.“The Gift” (taken from HYPERLINK "http://www.tolerance.org/supplement/gift-community-early-grades"http://www.tolerance.org/supplement/gift-community-early-grades)PaperColored Pencils



Daily Lesson Plan




Unit/Theme: Differentiated learning about self Period/Time: Click here to enter text.Estimated Duration: 45-60 min






Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?Identify how individuals are similar and differentRationale/ContextWhy is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?Students are continuing to work on diversity as well as comparing how they are similar or different from other students in their class. Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Basic understanding of their features. The face includes eyes, ears, mouth, skin color, hair, and a nose.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives.The students will be able to create a paper face and a paper face book that represents them. They will also be able to compare themselves to others in the class to see similarities and differences.How you will communicate the learning objectives to students?I will discuss what the objectives are at the beginning of the lesson and again while they are working on their projects.Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation.Exceeds: Able to complete an accurate representation of the face with no assistance. Also will complete a summary of the lesson or chart the eye/hair colors of the students in the class.Meets: Able to complete an accurate representation of the face with little to no assistance. May also


work with a partner to create a graph of eye/hair color if time allows.Below: Not able to complete an accurate representation of the face without full assistance. Able to get project finished but may not be done on the first day.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student.Observe that students can draw all of the features of the face. Observe the students as they create and work on their books. Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will comment on each of their pictures/books. I will also give them feedback as I walk around, monitoring the room during their work time. StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.WI SS:E.4.2 Explain the influence of factors such as family, neighborhood, personal interests, language, likes and dislikes, and accomplishments on individual identity and development

E.4.9 Explain how people learn about others who are different from themselvesAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson? Face, features, similar, different, discussion, presenting

How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content.Place the ovals, mirrors, student pictures and yarn on the table. Ask the students to picture using the materials provided to make a face that looks like them. Then tell them that is exactly what we are going to do in class today.ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.Talk about faces and what they consist of: eyes, ears, nose, mouth, hair, skin color. Ask the students to point out features on their own face i.e.: hair/eye color, nose/mouth placement, skin color descriptions.Demonstrate how to make a face. Use my own face and ask students “What color should I use for my eyes, hair, etc.” and make a face representation of myself. Have each student make their own face. A small group that needs additional assistance will be able to work in a group at the table with me. Others will be working individually. Let face dry. During the drying time, read the book ““It’s Okay to Be Different” by Todd Parr. Group discussion about the book and comparing how we are all different in one way or another. “How are we different? How are we the same?”When face is dry, demonstrate how to make book. Book will be folded so words are on the inside and


final picture of the face is glued to the front. Students will fill in the blanks for their own features and draw an example in the space above.Have students make the Face Book.Place finished books around the room for students to read.ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.We will wrap up our discussion with a visual presentation of our pictures and then verbally go through the similarities and differences. (15 min)Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?Higher level students may be allowed to make a graph that represents the eye and hair colors of the students in the class. I will also have them write a short summary in their own words to show understanding of the book or lesson after they are finished.Lower leveled learners may work in pairs or a small group at the share table with me. We will talk about their features again and help make accurate decisionsWhat IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?If the students do not get their face books completed in class, they may be allowed time during our writing/language class to finish their projects. Depending on the needs of the class, we may have to split it up into two days if half or more are not done with their books on the first day. Resources and MaterialsIdentify all resources and materials used for this lesson.Cut out ovals of skin tonesShort and long hair from yarnPicture of each studentFace book, retrieved from: http://www.uen.org/Lessonplan/preview?LPid=10573MirrorsGlue“It’s Okay to Be Different” by Todd Parr ISBN 0399233385Lesson plan adapted from: http://www.uen.org/Lessonplan/preview?LPid=10573

Face Book

http://www.uen.org/Lessonplan/preview?LPid=10573


eyes.___________

. I

___________

I am


Utah State Office of Education/Utah State University Academy Handbook Kindergarten

nose.___________

ears. I

___________

I have


Elementary CORE Academy 2004 Content Standard I and Math Standard V—Activities

hair.___________

feet. I

___________

I have


Utah State Office of Education/Utah State University Academy Handbook Kindergarten

skin.___________

eyes. I

___________

I have



Daily Lesson Plan




Unit/Theme: All about me – getting ready

Period/Time: Click here to enter text.Estimated Duration: 45 mins






Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?Students will be able to describe what steps they take when getting ready for school in the morning. Rationale/ContextWhy is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?Students have been learning about themselves and what makes them different and the same. This will highlight how we are all the same (we get ready in the morning) but show how they can be different based on their routines/schedules. Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?What it means to get ready in the morning, how to put things in order from start to finish. Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives.Students will be able to identify in what order they do certain tasks in the morning. Students will be able to describe their completed pictures to the class. How you will communicate the learning objectives to students?I will let the students know what they will be expected to do at the end of the lesson. Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations


performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation.Exceeds: Students will not only be able to place pictures in the correct order for their routine, but they will add in additional details that are not provided by the premade pictures. Meets: Students will be able to place all of the pictures in order to match their morning routine with little to no help.Below: Students cannot put the pictures in a visual order to match their morning routine. Excessive help is needed to complete the project.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student.I will observe students as they are discussing their routines and placing the pictures in the correct order. Once done, I will ask the students to share with the class and observe how well they can communicate what their pictures represent. Student FeedbackHow will you provide students with feedback? Use academic language within your response.Once students present their pictures I will give verbal feedback as well as writing comments on their completed project after they turn them in. StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.

CCS:CCSS.ELA-LITERACY.SL.K.1Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.CCSS.ELA-LITERACY.SL.K.1.AFollow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).CCSS.ELA-LITERACY.SL.K.4Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.CCSS.ELA-LITERACY.SL.K.5Add drawings or other visual displays to descriptions as desired to provide additional detail.CCSS.ELA-LITERACY.SL.K.6Speak audibly and express thoughts, feelings, and ideas clearly.WI:E.4.3 Describe how families are alike and different, comparing characteristics such as size, hobbies, celebrations, where families live, and how they make a livingAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Morning, routine, getting ready, put things in order

How will you support students to meet your goals?Respond to each in the spaces provided.

http://www.corestandards.org/ELA-Literacy/SL/K/4/


Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content.I will have students think about what they do in the morning from the time they wake up to the time they get into the classroom. I will then show them the pictures that we will be cutting and pasting in order to match their routines. ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.Hand out the picture cards and layout page to all students and ask them to get out their scissors, glue and pencil. Once the students have the picture cards on their desk, read aloud and describe all of the pictures so that they all know what they represent. Have the students put their name on the top of the layout page and begin to cut out the picture cards. Once their cards are cut out, they will work with the teacher to put his/her morning routine together as an example for them to see. They can then start to put their routine in order on their desks, but not gluing on the page yet. Go around the room helping any students who are struggling and talk with the ones that complete the rough layout to make sure the pictures match their actual routine. Those needing additional cards or ones not listed may get the extra card sheet and create their own cards. Once they get the approval from the teacher, the students may begin to glue their cards on the final layout page. ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.Students will bring their pictures up to the front of the class and briefly describe the order that they get ready in the morning. Have students get into pairs to compare their pictures and pick out similarities and differences. We will wrap up by restating that we are all different in the way we get ready but all the same because we all have a routine that gets us to school. Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?Students who have motor skill delays will have their pictures cut out for them if they need help. The cards will be read or described to the whole class so that there aren’t any issues understanding what the pictures mean. Advanced students will be allowed to cut out blank cards and add in more details and a second sheet if necessary. What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?If students are unable to complete the lesson in the desired time frame, they will be allowed additional time during another work time to complete the lesson and they will then share their completed project during the next social studies lesson. Resources and MaterialsIdentify all resources and materials used for this lesson.Get ready pictures/layout page printed on colorful cardstockScissorsGluePencil



1 2 3 4

5 6 7 8

9 10 11 12

What I do to get ready in the morning! By: _______________________________


Additional blank cards if needed



Daily Lesson Plan




Unit/Theme: All about me Period/Time: Click here to enter text.Estimated Duration: 45






Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?Students will be able to create a map of the classroom.Rationale/ContextWhy is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?Students have been learning about themselves and their community. This will bring in geography as well as making a connection with their work space at school. Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Map making, visualization Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives.Students will be able to identify items in the classroom that should be included on a map. Students will also be able to visualize the view of furniture in the room from above and use the language of location in describing their location, items on the map and locations in the classroom. How you will communicate the learning objectives to students?I will verbally tell the students the objectives as well as write them on the board.Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for


each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. It is suggested that you include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation.Exceeds: Able to work with a group and/or individually to complete the classroom map project. Meets: Able to work with a partner/group and complete the classroom map project.Below: Unable to work with a partner/group. Not able to complete the map project.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student.I will assess students by observing their group work skills as well as participation in the whole group discussion as well as formally assessing their completed map projects for a grade. Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will provide feedback on their map projects after they have turned them in. I will also give verbal feedback during our whole group discussion. StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.CCSS:CCSS.ELA-LITERACY.SL.K.1Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.CCSS.ELA-LITERACY.SL.K.3Ask and answer questions in order to seek help, get information, or clarify something that is not understood.CCSS.ELA-LITERACY.SL.K.5Add drawings or other visual displays to descriptions as desired to provide additional detail.WI SS:A.4.1 Use reference points, latitude and longitude, direction, size, shape, and scale to locate positions on various representations of the earth's surfaceA.4.4 Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of sheltersAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Whole/small group work, mapping, objective, observe, project

How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content.Have students imagine they have wings like a butterfly, and they can fly up to the ceiling of the


classroom. Ask: What do you see from up there? What shapes do you see?ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.Explain that a map shows where things are located. Usually a map shows a place from above. Tell them that we will be making a map of our classroom today after our first activity.

Have students stand in a circle, arm’s length apart. Ask them to look to the students on either side of them. Have them describe their location as “next to” their neighbor. Then help them practice concepts of near and far, by describing their neighbor as “near” and the students across the circle as “far.” Next, pick two students who are not standing next to each other, and ask who is “between” them. Continue practicing this language using objects in the room. Tell students they are using special words to describe the location of people and things in their classroom. Tell students they will use these words again when they create a map of their classroom.

Tell them that their map of the classroom will show what the room looks like from above. It will show where things in the classroom are. Talk about and count other items in the classroom that can be included on the map, such as desks, chairs, carpets, or bookshelves. Place cutouts of other features or draw them on the map. As you decide what to include on the map, use the words “next to,” “near,” “far,” and “between” to describe the locations of objects. Have students repeat statements using these words or think of their own statements using the language of location.Show students the shape of the classroom drawn on construction paper. Ask: What do you think these lines are? (the walls) What are these openings? (door[s], windows) Show students one of the cutout shapes and decide together which item in the class it looks like. Remind students they are looking down from above. Use the language of location to talk about where it is located in the room, and then place the shape in the correct location on the map. Emphasize that a simple map of the classroom is a small model that represents something that is really much larger. Another example is a model car, which represents a much larger real car.

Group students into groups of 5 and give each group on sheet of prepared construction paper that has the walls and openings already drawn. Each group will also get a set of classroom cutouts to glue onto the paper map to represent the room.ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.Have groups of students present their maps to the whole group and compare the final projects to see similarities and differences. Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?Work with any students that need additional help placing objects on the map to ensure they understand the concepts being taught. If there is a need for extension, have the students/group take a blank piece of paper and draw out a map of another location such as the playground that they can see out the window.What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?If we run short on time, students will be able to finish up the map projects at a later time and present at the beginning of the next lesson. Resources and MaterialsIdentify all resources and materials used for this lesson.4 sheets of construction paper, prepared with the classroom walls and openings already drawn on them


Cutouts of desks (5), tables (2), computer (2), sink, teacher’s desk, bookshelf (2)Glue, Crayons/colored pencils, Blank paper


Classroom Cut Out Page


Daily Lesson Plan




Unit/Theme: All about me Period/Time: Click here to enter text.Estimated Duration: 30-45 min






Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?Students will learn about their individual wants and how they differ from others. Rationale/ContextWhy is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?Students have learned all about them and have been comparing themselves to others in likes and


differences. This will continue on the individual theme as well as similarities and differences. Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Wants, needsStudent Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives.Students will be able to talk about their wants and how they are similar and different than others. How you will communicate the learning objectives to students?We will discuss the objective at the beginning of the lesson and again after we read the book. Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation.Exceeds: Students are able to complete the drawing project to highlight their wants. They can retell the story in detail and relate it to what they drew. Participates in the group discussion. Meets: Students are able to complete the drawing project to highlight their wants. They can also recall parts of the story. Participates in the group discussion.Below: Students are unable to complete the drawing project and cannot recall any of the story. Does not participate in the group discussion.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student.I will assess participation during the group discussion as well as observing their individual work time. They will also be assessed on the completion of their drawing that represents their wants if complete or not. Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will provide feedback during our group discussion as well as give written feedback when I assess their drawings. StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.

HYPERLINK "http://www.corestandards.org/ELA-Literacy/SL/K/1/"CCSS.ELA-LITERACY.SL.K.1Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.CCSS.ELA-LITERACY.SL.K.2Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.CCSS.ELA-LITERACY.RL.K.10Actively engage in group reading activities with purpose and understanding.CCSS.ELA-LITERACY.SL.K.5Add drawings or other visual displays to descriptions as desired to provide


additional detail.

WI SS:D.4.7 Describe how personal economic decisions, such as deciding what to buy, what to recycle, or how much to contribute to people in need, can affect the lives of people in Wisconsin, the United States, and the worldD.4.6 Identify the economic roles of various institutions, including households, businesses, and governmentAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Draw, picture, illustration, present, compare/contrast

How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content.Ask students to name things that they want. Tell them that we will be reading a book today that talks all about a little mouse who wants a lot of things – ask if they know what book you’re talking about…ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.Present the book “If You Give a Mouse a Cookie” and ask if anyone has ever ready the book. Read the book, and stop throughout the story to ask students to name the different things that the mouse wanted in the story. At the end of the story ask for student volunteers to retell and explain details about the story.Take out a piece of plain white paper and explain that the students will draw a picture of something that they want. Again, ask students to provide examples of things they want. Model drawing a picture of something the teacher wants on a piece of paper.Explain to the students that they will get their paper and draw a want, and we will compare the wants of everyone in the classroom when done.Pass out the white paper and ask students to get out their color boxes. They may begin drawing and coloring their pictures when they get their paper.Give them 15 minutes work time and assess for completeness – see if there is more time needed.Once all are finished, ask for volunteers to come up and share their pictures. Once a few students have shared, ask them to compare for similarities and differences with the different wants.ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.Once everyone has shared, again restate that everyone has wants and they can be the same and different, just like we are all different but can be the same in some ways. Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?Work with a small group of students at the table that need additional help coming up with want ideas and/or drawing pictures. Assessment will not be on the quality of picture drawn, but the idea and ability


to express their want. For students that get done and need an extension, have them write on the back a description of their drawing, do not assess on spelling but idea and sentence structure to their level. What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?If students are absent, take some free time to read the book with them and explain the project. If additional work time is needed, utilize the intervention period for them to finish up their drawings and present at the beginning of the next class. Resources and MaterialsIdentify all resources and materials used for this lesson.“If You Give a Mouse a Cookie” by Laura Joffe Numeroff ISBN: 978-0060245863Blank white paperCrayonsPencil


Daily Lesson Plan




Unit/Theme: All about me Period/Time: Click here to enter text.Estimated Duration: 45 min.







Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?Learning to Respect Each OtherRationale/ContextWhy is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?Students have been learning about similarities and differences with themselves and their classmates. This will allow them to take a look at a historical artifact and see the importance of respect while making a connection with their personal lives/respecting others. Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Judging others, disrespect towards others. Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives.Students will be able to understand that being disrespectful/judging others is hurtful. How you will communicate the learning objectives to students?I will write them on the board as well as restate them throughout the lesson. Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation.Exceeds: Participates in group discussion and can draw a clear picture of the message from the speech.Meets: Somewhat participates in the group discussion and completes a picture based on the speech.Below: Does not participate in the discussion and may or may not complete a picture.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student.I will observe participation during the group discussion as well as monitoring student progress as I move about the room during work time. Student FeedbackHow will you provide students with feedback? Use academic language within your response.Students will receive verbal feedback as they participate and answer questions during the lesson as well as written feedback on their pictures. StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.CCSS:CCSS.ELA-LITERACY.SL.K.1Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.CCSS.ELA-LITERACY.SL.K.2


Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.CCSS.ELA-LITERACY.SL.K.5Add drawings or other visual displays to descriptions as desired to provide additional detail.CCSS.ELA-LITERACY.SL.K.6Speak audibly and express thoughts, feelings, and ideas clearly.

WI:B.4.3 Examine biographies, stories, narratives, and folk tales to understand the lives of ordinary and extraordinary people, place them in time and context, and explain their relationship to important historical eventsB.4.5 Identify the historical background and meaning of important political values such as freedom, democracy, and justiceB.4.6 Explain the significance of national and state holidays, such as Independence Day and Martin Luther King, Jr. Day, and national and state symbols, such as the United States flag and the state flagsB.4.7 Identify and describe important events and famous people in Wisconsin and United States historyAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Whole group, discussion, participation

How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content.Ask the students “Has anyone ever heard of Martin Luther King Jr.?” If so, ask them to share what they know. Follow up by telling the students that we will be learning about him and his famous speech and that we will look at how differences and people judging others based on their differences can be hurtful. ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson. Explain to children who Dr. King was and why he's an American hero. Tell students that Dr. King embraced the idea of "nonviolent resistance" to protest discrimination in America. Explain that "nonviolent resistance" is done without yelling or fighting, and that it is a way of protesting against something that a person doesn't believe in without hurting other people. As you listen to the speech, point out some of the images Dr. King had for the future.

Play the video and point out the pictures that are available. Let the students know that the pictures shown are primary sources, things taken from the exact time that the speech was happening. You may pause the video if there are questions or to clarify tough spots. Try to watch all the way through if possible and then go back to certain areas and replay at the end to avoid too many interruptions that


will hinder understanding of the speech as a whole.

Once the speech is over, discuss with the students what they understand about the speech. Ask if they know what freedom means? Ask what they know about slavery and let them know that we no longer have slavery in our country. If they are unsure what the speech was about still, explain to them that Dr. King wanted equal rights for all no matter what skin color or beliefs they have. Just because they are different in some ways, they are to be respected like everyone else. What was happening was that some people with dark skin were being disrespected and had hurtful things said/done to them because they were different than the white people. Ask the students “How would you feel if someone did hurtful things just because you are just a little different than them?” Once the discussion is done, pass out blank paper for the students to make illustrations to go with the speech.ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.Ask the students to give examples of things people do that are hurtful based on differences. Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?Students who need additional help, have them join together at the table to work on their pictures and discuss the speech once again. They may collaborate and come up with ideas that they will include on a picture that represents the speech. Higher level students may write a sentence or two that describes their illustration and summarizes the speech theme. What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?If students are unable to complete their pictures, they may work on them during an intervention period. Resources and MaterialsIdentify all resources and materials used for this lesson.“I have a dream” speech video available at: HYPERLINK "http://freedomsring.stanford.edu/?view=Speech"http://freedomsring.stanford.edu/?view=SpeechBlank paper, crayons/pencils


Daily Lesson Plan




Unit/Theme: All About me Period/Time: Click here to enter text.Estimated Duration: 45 min


Beginning of the unitMiddle of the unit


Whole classSmall group


End of the unit One-to-oneOther: Specify:


Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?What kind of community helpers do we have in our community? Rationale/ContextWhy is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?Students have been learning about themselves and their community during this unit. This will introduce them to the people working in our community as they broaden their views of our city and belonging to a community. Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Community knowledge/understanding of where we live. Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives.Students will be able to choose one community member and be able to describe them and/or what they do for our community. How you will communicate the learning objectives to students?We will discuss it at the beginning and middle of the lesson as well as write it on the board. Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation.Exceeds: Students able to illustrate a picture of a community member and describe them as well as explain why they are important to our community in written form. Meets: Students able to illustrate a picture and either describe the community member or explain why they are important in written/verbal form.Below: Students may be able to illustrate a picture of a community member but may not be able to describe them or their importance.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student.I will observe the students a we are following along with the story and during the group discussion. I will also be assessing their pictures and ability to describe the community members. Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will comment on their pictures as well as give verbal feedback as they are participating in the group discussion. StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic


Standards or CCS.CCS: CCSS.ELA-LITERACY.SL.K.2Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.CCSS.ELA-LITERACY.SL.K.4Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.CCSS.ELA-LITERACY.SL.K.5Add drawings or other visual displays to descriptions as desired to provide additional detail.CCSS.ELA-LITERACY.W.K.2Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.CCSS.ELA-LITERACY.W.K.1Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).WI SS:C.4.6 Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking into account the viewpoints and interests of different groups and individualsE.4.3 Describe how families are alike and different, comparing characteristics such as size, hobbies, celebrations, where families live, and how they make a livingE.4.12 Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizensAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Illustration, description

How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content.Begin by asking students if they have ever seen any community helpers in our city and create a list on the board as they provide examples. If they are unsure where to start, let them know that community helpers are those who work in our community to help out others, such as a police officer, etc. Let them know that today’s lesson will be all about community helpers and at the end they can choose one and draw a picture of their favorite one. ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

http://www.corestandards.org/ELA-Literacy/W/K/1/

http://www.corestandards.org/ELA-Literacy/W/K/2/




This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.Once the brainstorming of different community helpers is done, show the students the illustration page and explain to them that they will be choosing one helper to draw an illustration of and write one or two sentences describing them at the end of the lesson today. Show the students the Richard Scarry book What Do People Do All Day? Explain that this book will talk about the different jobs that our community members might have. Read the book aloud as students sit at the front of the room on the rug. Next, ask the students if they have ever read any Berenstain Bears books? Pull up the YouTube video of the “On the Job” book and show them the hard copy that you have in the classroom. Let them know that we will be going through this book taking a different look at different community helpers and discussing them after we are done listening to the book.

Play videos 1 and 2. Once they are done, have the students add any additional community helpers that the video talked about that we didn’t already have up on the board. Have the students also give examples of what the different jobs are and why they are important to have those helpers in our community. Pass out the illustration page and tell the students that they are to pick only one helper and draw a picture of them. Then they may choose to write a sentence explaining what they do and/or why they are important in our community and that they will be sharing with the class once everyone is finished. Students will have quiet work time until they are completed.ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.Once everyone is finished with their pictures, they will each get about 30 sec to 1 min to show the class their picture and describe who they drew. At the end, go through the list of community helpers one more time. Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?For students needing additional help, have a group meet at the table with the hard copy of the book for them to look through once more. If students are having problems writing out the sentences, have them dictate to you as you help them write it down on a separate piece of paper for them to copy from. For an extension, students may choose more than one helper if they complete the project ahead of time and need additional work. They may even choose one community helper not mentioned during class. What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?If students are not done during this class period, they may get additional time to work on their pictures and present at the beginning of the next SS class.Resources and MaterialsIdentify all resources and materials used for this lesson.HYPERLINK "https://www.youtube.com/watch?v=1-zd7sqqTlM&list=PL5hFHAEVlO0oNdtSJdgmop_cqJEHrdIzb&index=1"On the Job pt. 1On the Job pt. 2Illustration worksheetPencilsCrayons/colored pencilsComputer with internet access/SMARTboard for viewing videosBook: What Do People Do All Day? By Richard Scarry ISBN-13: 978-0394818238Book: The Berenstain Bears: Jobs Around Town by: Berenstain, S, Berenstain J. ISBN-13: 978-0310722861


Community Helpers Name: _____________________


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Daily Lesson Plan


Preliminary InformationLesson 9 of 10 Date: 3/22/15Grade: KNumber of Students: Click here to enter text.


Unit/Theme: All about me Period/Time: Click here to enter text.Estimated Duration: 30 mins







Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?Students will understand what it means to be a citizen at school. Rationale/ContextWhy is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?Students have been learning all about themselves and how they are different and the same. This takes a different look at how they are all the same but they must make the choice to follow the rules and be a good citizen. Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Rules, being a citizenStudent Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives.Students will be able to identify 1 or 2 things about what it means to be a good citizen. How you will communicate the learning objectives to students?Students will have a written objective on the board and I will verbally tell the students at the beginning of the lesson. Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation.Exceeds: Students complete the assignment page and paired text questions. They are able to give 3-4 examples of what it means to be a good citizen at school. Meets: Students complete the assignment page and are able to provide 1-2 examples of what it means to be a good citizen at school.Below: Students are partially able to complete the assignment, needing extra assistance to fully complete, and may be able to give 1 example of what it means to be a good citizen at school.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student.I will monitor students during whole group discussions as well as formatively checking their pages that they complete. Student FeedbackHow will you provide students with feedback? Use academic language within your response.Students will get feedback on their completed pages as well as verbal recognition when asked to give examples of what it means to be a good citizen at school.


StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.

CCSS.ELA-LITERACY.CCRA.R.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.CCSS.ELA-LITERACY.CCRA.R.2Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.CCSS.ELA-LITERACY.CCRA.R.9Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.CCSS.ELA-LITERACY.CCRA.R.10Read and comprehend complex literary and informational texts independently and proficiently.CCSS.ELA-LITERACY.CCRA.L.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.CCSS.ELA-LITERACY.CCRA.L.6Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

WI-SSB.4.9 Describe examples of cooperation and interdependence among individuals, groups, and nationsC.4.1 Identify and explain the individual's responsibilities to family, peers, and the community, including the need for civility and respect for diversityC.4.3 Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how various behaviors promote or hinder cooperationAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Paired reading/sharing, small group, independent work.

How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content.I will ask students if they know what it means to be a citizen and also ask if they know if we have any school rules. ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.Once we begin talking about the school rules and see if they know what it means to be a citizen, explain to them that they are citizen within the community as well as the school. They can talk about the


different school rules that we have in place as well as classroom specific rules. Pass out the text passage for them to read together and pull up the passage on the document camera. Read the text together as a class and then pass out the comprehension questions. Ask students to complete the work independently but read the questions aloud to the entire class to ensure that reading disabilities do not interfere with the assessment/learning. Have the students then complete the drawings and summaries at the end of the comprehension questions page and if they complete that page, have them then take the paired text questions to work on. Remind students as they work that this work should be done independently and not everyone will have the same answer either. ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.We will wrap up this lesson by talking about the class/school rules and see which one they feel is the most important. Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?I will allow for a small group of student to get together with me to reread the passage a second time and ask the questions verbally to those who cannot answer the questions on the page. Those exceeding will be given the additional passage text questions page. What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?If problems arise, we always have additional work time and since we are incorporating writing into the lesson we can utilize some of the writing time to finish up the last questions. Resources and MaterialsIdentify all resources and materials used for this lesson.Pencils, Document camera, Crayons/colored pencils, passage and questions taken from : HYPERLINK "file:///C:/Users/Bitney/Desktop/270_who_is_a_good_citizen_at_school%20(1).pdf"file:///C:/Users/Bitney/Desktop/270_who_is_a_good_citizen_at_school%20(1).pdf

Who Is a Good Citizen at School?


Photo Credit: Woodley Wonderworks Good citizens at school help other people. They

follow the class rules.

Good citizens do their school jobs. They talk nicely to one another. They do their best to answer the teacher’s questions. They work together with other students.

Good citizens are kind. They do not make fun of others. Are you a good citizen at school?

© 2013 ReadWorks®, Inc. All rights reserved.

Name: ________________ Date:


Directions: For questions 1-4, circle the correct answer.

1. If you want to be a good citizen at school, how should you behave?

make up your own rules follow the rules and do your jobs

2. How do good citizens talk to one another?

nicely angrily

3. What kind of student does his or her best to answer the teacher’s questions?


a troublemaker a good citizen

4. How do good citizens treat others?

They make fun of others. They help others and are kind.

5. A) How do good citizens work with other students? They work

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B) Draw a student who is a good citizen at school.


6. What did you learn from “Who is a Good Citizen at School?”?

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Paired Text Questions

Part 1: Use the article “Who is a Good Citizen at School?” to answer the following questions:

1. What is something that good citizens at school do? 2. What is the most important part of being a good citizen at school?



Daily Lesson Plan



Course/Subject: Social studies

Unit/Theme: All about me Period/Time: Click here to enter text.Estimated Duration: 30 min






Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?Public figures – students will be able to recognize presidents and/or their memorials. Rationale/ContextWhy is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?It is getting close to Memorial Day, they have learned about themselves and community and we are branching out as an introduction to who our past and present presidential leaders are. Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Individual work, numbers, matching, copying information.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives.Students will be able recognize that the people shown are important to our country as our past/present leaders. Students will be able to make a community connection as we have a mayor and the whole country has a president. How you will communicate the learning objectives to students?We will discuss them at the beginning of the lesson as well as review at the end. Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You


are measuring the learning objectives, not student behavior or student participation.Exceeds: Students are able to match up the correct pictures and descriptions to fill out their worksheet. They are also able to tell me the names of the people and/or monuments. Meets: Students are able to match up the correct pictures/descriptions and fill out their worksheets with little to no assistance.Below: Students aren’t able to complete their worksheets without assistance.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student.I will observe as students are going around the room, filling out there sheets. I will also assess them when we wrap up the lesson and quiz them on whom/what is in the picture to see if they can answer. Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will provide students feedback on their worksheets and score them on the number of correct responses and/or those they need to take another look at. I will also score them on their accuracy where the words are copied from the picture. StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.CCSSCCSS.ELA-LITERACY.L.K.1.APrint many upper- and lowercase letters.CCSS.ELA-LITERACY.L.K.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CCSS.ELA-LITERACY.SL.K.1.AFollow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).WI SSC.4.4 Explain the basic purpose of government in American society, recognizing the three levels of governmentE.4.12 Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizensAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Individual work, whole group discussion

How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content.Ask the students: Do you know who the president of the United States is? (President Obama). Would you recognize him if you saw a picture of him? Do you know why he is important? Explain to students if they do not understand that the President is the leader of our country, like the mayor is the leader of our city.Explore


How will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.After the initial discussion, ask the students to look around the room and try to find posters of presidents or buildings that aren’t usually there. See if they spot any if the can tell you the name of the person/building. Pass out the student worksheets.

- Today we will be going around the room and filing out our worksheets so that we can learn who some of the important presidents as well as the important buildings that were built to remember those people.

- Everyone needs to take out a pencil and get their clipboard.- You will walk around the room matching up the pictures on your worksheet to the pictures

hanging on the walls. When you get to a picture, write down the number that is on the picture in the first box, and the name in the second box. (May have to model one for the students to see. – Let’s do one together…..)

- Ok class, we will take about 10 minutes to fill out the worksheets. Make sure you are careful writers and copy down the names and numbers exactly as you see them.

As students begin to move around the room, monitor for any that need help. You may want to work with a small group that needs additional help as well.After the students have completed the worksheet, have them sit down for a final discussion,

- Who saw people or buildings on the pictures that they have seen before? Do you know the names of those people/buildings?

- Let’s read through our list from the top…..#1 Barack Obama…. Does anyone know who he is? (Continue conversation to cover all of the pictures.)

When the discussion is done, have students make sure their names are on their papers and turn them in.ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.Now that we’ve seen a few of the important people and places that represent important people in our country, would anyone like to learn more about them? If so, direct them to the people/places books in the classroom. Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?For students that need additional help, walk around the room with a small group when completing the worksheet to assist them where needed. For those who are done ahead of time, they can take out lined paper and write a sentence or two describing one of the buildings and then practice reading the names of the people/places to you or in partners once they learn the names. What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?I will leave the pictures hanging for any students that don’t get finished on time and allow additional work time during the later class down time to get caught up. Resources and MaterialsIdentify all resources and materials used for this lesson.PencilClipboardPeople/places worksheetPeople/places pictures Blank/lined paper if needed


2. White House


1. Barack Obama


4. American Flag


3. Abraham Lincoln


5. George Washington


6. Washington Monument


7. Liberty Bell


8. Statue of Liberty


9. Thomas Jefferson


10. Bald Eagle

President’s Day Word Search Name __________________


Presidents live in Washington, D.C. Some presidents have monuments and memorials. Find the presidents and buildings. Copy the numbers and names of people and places found on the posters. Number People and Places

Documents

All about me · Web viewE.4.12 Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizens E.4.2 Explain the influence of factors