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HouseholdJobGlyphs

Author:KyaDenny
Datecreated:09/19/20147:56AMESTDatemodified:12/05/20141:06PMEST

VITALINFORMATION
TotalNumberofStudents

20

Area(s)StudentsLiveIn

Rural

Free/ReducedLunch

EthnicityofStudents

Hispanic/Latino
White
AfricanAmerican

EnglishLanguageLearners

1beginning:A
2earlyintermediate:B,C
2intermediate:D,E
1earlyadvanced:F
1advanced:G

StudentswithSpecialNeeds

Hspeechimpediment
Ivisualimpairment

Subject(s)

SocialStudies

TopicorUnitofStudy

JobsinOurCommunity

Grade/Level

Kindergarten

Comments

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

Thisisoneofthefirstactivitieschildrenwilldoina3weekintegratedsocialstudiesunitonthejobsthey
seedoneinthecommunityanddothemselves.Thedaybefore,wereadastoryabouthowpeoplewashed
theirclotheslongago.Thisleadtoadiscussiononwhatchoresstudentsdoattheirhomes.Today,the
studentswillhavetheopportunitytocreateaglyphthatcorrelateswiththejobstheyhaveattheirhomes.
Oncetheyhavecreatedtheirown,wewillbeabletocomparetheindividualonestotheclassasawhole.By
focusingfirstonthestudent,thenontheclass,weareexpandingourmindstothinkmoreglobally.After
thislesson,wewillbeskypingwithamomordadtoseewhatchorestheydoathomethroughouttheday.

LearningOutcome(s)

Studentswilllearnaboutavarietyofdifferentjobsthatpeopledowithintheirhomes.

Summary

Eachstudentwillcreateahousejobglyphbasedonthechorestheydoathome.Wewillthenchartthe
classresultsanddiscusswhatweseeinthechart.

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Standards

CACaliforniaK12AcademicContentStandards
Subject:Mathematics
Grade:KindergartenBytheendofkindergarten,studentsunderstandsmallnumbers,quantities,andsimpleshapesintheir
everydayenvironment.Theycount,compare,describeandsortobjects,anddevelopasenseofpropertiesandpatterns.
Area:Statistics,DataAnalysis,andProbability
SubStrand1.0:Studentscollectinformationaboutobjectsandeventsintheirenvironment:
Standard1.1:Poseinformationquestionscollectdataandrecordtheresultsusingobjects,pictures,andpicture
graphs.
Standard1.2(KeyStandard):Identify,describe,andextendsimplepatterns(suchascirclesortriangles)by
referringtotheirshapes,sizes,orcolors.

Subject:History&SocialScience
Grade:Kindergarten
Area:LearningandWorkingNowandLongAgoStudentsinkindergartenareintroducedtobasicspatial,temporal,and
causalrelationships,emphasizingthegeographicandhistoricalconnectionsbetweentheworldtodayandtheworldlong
ago.Thestoriesofordinaryandextraordinarypeoplehelpdescribetherangeandcontinuityofhumanexperienceand
introducetheconceptsofcourage,selfcontrol,justice,heroism,leadership,deliberation,andindividualresponsibility.
Historicalempathyforhowpeoplelivedandworkedlongagoreinforcestheconceptofcivicbehavior:howweinteract
respectfullywitheachother,followingrules,andrespectingtherightsofothers.
SubStrandK.3:Studentsmatchsimpledescriptionsofworkthatpeopledoandthenamesofrelatedjobsatthe
school,inthelocalcommunity,andfromhistoricalaccounts.

Comments

ASSESSMENTS
Assessment/Rubrics

Completion

Theglyphhas
morethan2
symbols

Theglyphhas2
symbolsonit

Theglyphhas1
symbolonit

Theglyphdoes
nothaveany
symbolsonit

Studentusedthe
correctsymbols
forallofthejobs
ontheirglyph.

Studentsused
thecorrect
symbolsforthe
jobstheydobut
cannotidentify
whichgoesto
whichonthe
glyph.

Studentsused
symbolsbutnot
thecorrectones
fortheirjob.

Thestudentdid
notusesymbols,
orusedsymbols
forjobstheydo
notdo.

Noglueisvisible
ontheglyph.The
symbolsare
straightandina
semblanceof
order.

Verylittleglueis
visible,ifany.
Thesymbolsare
mostlystraight
andinorder.

Glueisvisibleon
halfoftheglyph.
Thesymbolsare
notinanyorder
orstraight.

Thegluecovers
morethan75%
oftheglyph.

HouseholdJobs
GlyphRubric

Comprehension
ofsymbols

Neatness

Comments

MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)

listofchoresdoneathome(frompreviousday)

24cutoutsofhousesonblackpaper
21gluesticks
3setsofglyphshapesindifferentcolorsandshapes(1foreachtable)
12containersforshapes
1chartpaper

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1setcoloredmarkers

Comments

IMPLEMENTATION
SequenceofActivities

12.Hook&Connection
"Yesterdaywereadabookabouthowpeopleusedtowashclothesalongtimeago,andthenwewrotea
listofjobswedoathome.Todaywearegoingtousethosejobstomakeapicturerepresentingthejobs
eachofusdoesathome."
3.Objective
Eachstudentwillcreatehis/herownglyphtorepresentwhatjobstheydoathome.Theglyphshould
includeatleasttwodifferentjobs,thejobsshouldberepresentedbythecorrectcorrespondingcolorand
shape,theshapesshouldbegluedonsothattheyarestraightandtheedgesarenotpeelingup.
Iwillmodelhowtocreateaglyphwhilegivinginstructions.
4.Steps&CheckforUnderstanding
Studentswillstartbysittingonthecarpetinacircle,listeningtoteacherasshegivesdirections.
Studentspairshare2jobstheydoathomewithpartner.
Teacherwillreviewthelist,andexplainwhatthepastedsymbols(coloredshapes)nexttothejobs
studentswillbeabletopickfromwhilemakingtheirglyph,arefor.
Teacherwilllistthesteps:1.Thinkofwhatjobsyoudoathome.2.Pickoutthecoloredshapethatgoes
withthejob.3.Gluethemonyourhouse.
Teacherwillask2studentstorepeatdirections.
2studenthelperswillpassoutglyph"houses"andoncetheyhaveone,studentswillgositattheirdesks.
Studentswillpickoutatleasttwosymbols.Onceeveryoneatthetablehas2symbols,thetablehelpercan
gogetglue.
Teacherwillcheckforunderstandingbyaskingstudents,beforeandaftertheystartgluing,whichsymbol
theypickedandwhatjobtheydoathomethatmatches.
Teacher(orparenthelper)willstaplethehousesupaftereachstudentisfinished.
Studentswillgatheroncarpetincircleaftertheyareallhungup,andwewillcountandcharthowmanyof
eachsymbolareinourclassroom.
Studentswillcheckwithpartner,thenteacherwillpickastudenttotellclass.
Tocheckforunderstanding,afterthechartismade,teacherwillaskhowmanystudentsintheclassdid
eachjob(referingtothechart).
5.Modalities
Studentswillbelisteningtodirectionsplacingsymbolsontheirpapers,usingspatialawarenessandusing
visualsbycreatingglyphs,watchingteachermodel,andcreatingthechart.
6.Vocabulary
Tier1:
house
family
work
Tier2:
job
chores
clean

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home
7.Bloom'sTaxononmy
ThroughoutthefirstpartofthelessonIwillbeaskinglistthejobstheydoathome,whichsymbolsgowith
whichjobs,selectthesymbolsthatrepresentthejobstheydo,andtoconstructtheirownglyphbasedon
thejobsandsymbolsassociatedwitheach.Duringthesecondpartofthelesson,Iwillbeaskingstudents
toexaminetheirclassmatesglyphs,identifyhowmanystudentsintheclassdoeachjob,andcompareand
contrasthowmanystudentsdovariousjobs.
8.Lifeconnection
Thisassignmentwillconnectdirectlytostudents'livesbecausetheywillbecreatingglyphsonthejobsthat
theythemselvesdo.Theywilleachbeabletoexplainwhytheychosethesymbolsontheirglyphs.
9.EvidenceofmeetingObjective:
Studentswillhavecompletedtheobjectiveiftheycreateaglyphusingthecorrectsymbolsassociatedwith
eachjob,andthatthesymbolstheychosearejobstheyactuallydoathome.
1011.SummarizeLesson/Closure
Todaywelearnedmoreaboutthetypesofworkourclassdoesathome."Isawstudents..."comments.
Raiseaquiethandifyoucantellmeonetypeofwork(callon2students).Whatwastheworkdonebythe
moststudents?Whatwastheworkdonebytheleastamountofstudents?Whatisyourfavoritetypeof
workathome?Didyourclassmatesdoaworkyouhaven'theardofordonebefore?
12.Transitiontonextlesson
Tomorrowwearegoingtotalkaboutthedifferencesandsimilaritiesbetweenjobswedoathomeandat
school,soIwantyoutostartthinkingabouthowthejobsyoudoherearethesameastheonesyoudoat
homewithyourfamiliesandhowtheyaredifferent.

GroupingStrategies

Thiswillbeawholegroupassignment,withindependentsections.
Atthebeginning,thestudentswillbeinacircleonthecarpet(wholegroup)"giving5"whiletheteacheris
talking.Wheninstructedtopairshare,studentswillpairupwiththeirassignedpartner,whowillbesitting
nexttothem.
OnceIhavegoneovertheassignment,theywillgototheirtablestoworkindependentlyontheirglyphs.
Thetablehelperfromeachtablewillbeinchargeofgettinguptogetgluesticks,whenentiretableisready
tousethem.
Oncetheyhavefinishedtheirglyphs,theywillsitbackinacircleonthecarpet(wholegroup),"giving5."
Theywilllistentotheteacher,pairsharewithpartnerwhendirected,andparticipatebyraisingquiethands
toanswerquestionsabouttheglyphs.
Attheend,theywillstayintheircircle,"giving5"todoarecap.

DifferentiatedInstruction

ThelowerELswillsitnexttomoreadvancedELsbothinthecircleatthecarpetandattheirtables,inorder
forthemtobeabletocommunicateduringpairshare,andtranslateanyinstructiontheydonot
understand,butdonotneedteacherinterventionfor.
IwillnotcallonHwithoutfirstaskinghiminprivate,orlisteningtohispairshare,toensurethathefeels
confidentinhisabilitytoanswer.HewillalsobepairedwithanadvancedEL.
IwillmakesureIissittingdirectlyinfrontoftheinformationbeingpresentedincircle.IwillhaveIsitting
betweentwoverypatientstudents,sowhenheaccidentallybumpsintothem,theydonotscream.Hewill
havea"cheatsheet"fortheglyphsymbolstohaveathisdesk.TokeepIengagedintheactivity,Iwill
checkinwithhim3times.Tokeephimengagedinthediscussion,Iwillcallonhimtoanswerquestions,and
listentohispairshare.Hispartnerwillbeoneofthepatientstudentssittingnexttohimincircleandathis
desk.

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Comments

Studentsdoneearlywillsitonthecarpet,readingthemebooksfromthebooknook.

REFLECTIONS
PriortoLesson

Iwillknowstudentshavelearnedaboutthedifferentjobstheirclassmatesdoathomewhentheycanview
eachother'sglyphsandreadthesymbols.Theywillalsobeabletotalkaboutwhichjobsaremostcommon
amongthem.
Iforeseetheontaskstudentsfinishingveryquicklywiththefirstpart.Theywillbeabletositandreada
bookonthecarpet.Ialsoanticipatethatafewstudentswillnotusethegluecorrectly,andwillmakea
mess.Carsonwillprobablynotusethegluecorrectlyorputtheglyphsonfollowingthedirectionsaswillat
leastoneotherstudent.Iwillhavetobedilligentinremindingstudentstousematerialscorrectly,and
repeatthedirections.

PostLesson

Thestudentsexceededmyexpectations.Theyalldidawonderfuljobcreatingtheirglyphs.
Allbuttwostudentschosethecorrectsymbolsforeachoftheirjobs,andallcouldtellme
whichjobswentwitheachsymbol.Manystudentsreallyenjoyeddecipheringwhattheir
friendsjobsare.Iwillcreateamorespecificlistofquestionstoaskwhilechartingthejobs
asagroup.

Comments

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