Beruflich Dokumente
Kultur Dokumente
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.
Page 1 of 5
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
Page 3 of 5
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.
Page 4 of 5
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
Page 5 of 5