Emily Hitchings

UNIT PLAN: What role do both family and community play our lives?

GRADE LEVEL: Kindergarten

I. STAGE ONE: Identifying standards and objectives

A. PA Academic Standards and National Standards

1. PA Core English Language Arts and Literacy

· CC.1.2.K.B: With prompting and support, answer questions about key details in a text.

· CC.1.2.K.L: Actively engage in group reading activities with purpose and understanding.

· CC.1.4.K.A: Use a combination of drawing, dictating, and writing to compose informative/ explanatory texts.

· CC.1.4.K.B: Use a combination of drawing, dictating, and writing to focus on one specific topic.

· CC.1.4.K.C: With prompting and support, generate ideas and details to convey information that relates to the chosen topic.

· CC.1.4.K.D: Make logical connections between drawing and dictation/writing.

· CC.1.4.K.F: Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.

· CC.1.4.K.E: With prompting and support, illustrate using details and dictate/write using descriptive words.

· CC.1.4.K.O: Describe experiences and events.

· CC.1.5.K.A: Participate in collaborative conversations with peers and adults in small and larger groups.

· CC.1.5.K.C: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

· CC.1.5.K.D: Share stories, familiar experiences, and interests speaking clearly enough to be understood by all audiences using appropriate volume.

· CC.1.5.K.E: Speak audibly and express thoughts, feelings, and ideas clearly.

· CC.1.5.K.G: Demonstrate command of the conventions of standard English when speaking based on kindergarten level and content.

2. Common Core: Early Language Arts Standards

READING: INFORMATIONAL TEXT

· CCSS.ELA-LITERACY.RI.K.1: With prompting and support, ask and answer questions about key details in a text.

· CCSS.ELA-LITERACY.RI.K.10: Actively engage in group reading activities with purpose and understanding.

WRITING

· CCSS.ELA-LITERACY.W.K.2: Use 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.

SPEAKING AND LISTENING

· CCSS.ELA-LITERACY.SL.K.1: Participate 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.A: Follow 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.1.B: Continue a conversation through multiple exchanges.

· CCSS.ELA-LITERACY.SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

· CCSS.ELA-LITERACY.SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

· CCSS.ELA-LITERACY.SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail.

· CCSS.ELA-LITERACY.SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly.

LANGUAGE

· CCSS.ELA-LITERACY.L.K.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

3. Pennsylvania State Academic Social Studies Standards

a. PA Academic Social Studies Standards

CIVICS AND GOVERNMENT

· 5.1.K.C. Define respect for self and others.

· 5.3.K.B.Identify the role of adults in authority at home or in school

· 5.3.K.C. Identify roles of fire fighters, police officers, and emergency workers.

· 5.3.K.F. Identify and explain behaviors for responsible classroom citizens.

· 5.4.K.B.Identify how students can work together.

GEOGRAPHY

· 7.2.K.A. Describe the characteristics of homes and businesses located in the community to gain an understanding of physical features.

ECONOMICS

· 6.1.K.B. Identify family wants and needs.

· 6.1.K.C. Identify choices to meet needs.

· 6.1.K.D. Identify a choice based on family interest.

· 6.4.K.A. Identify the specialized role performed by each member of the family.

· 6.4.K.D. Identify individual wants and needs.

b. PA Learning Standards for Early Childhood Education

· Standard 5.2: Rights and Responsibilities of Citizenship

· Describe how to be a responsible member of a class or other group to which one belongs

· Standard 6.1:Economic Systems

· Identify the role of people in a community and what they do to make a living

· Describe why people work

· Standard 6.5: Work and Earnings

· Define types of businesses

· Standard 6.7: Basic Geography Literacy

· Describe the types of homes and businesses located in the community

· Standard 7.2:Physical Characteristics of Places and Regions

· Locate and discuss places in the home, school and community

· Standard 7.3: Human Characteristics of Places and Regions

· Describe how individuals are unique and special

· Compare and contrast customs of families in communities around the world

4. National Social Studies Standards

a. Culture

· Learners will understand how human beings create, learn, share, and adapt to culture

· They will appreciate the role of culture in shaping their lives and the society in which they live.

b. Individual Development and Identity

· Personal identity is shaped by family, peers, culture, and institutional influences

c. Individuals, Groups, and Institutions

· Institutions such as families, and civic, educational, governmental, and religious organizations exert great influence in daily life

· Organizations embody the core social values of the individuals and groups who comprise them

· It is important for students to know how institutions are formed, maintained, and changed, and understand how they influence individuals, groups, and other institutions.

d. Civic Ideals and Practices

· An understanding of civic ideals and practices is a fundamental goal for citizenship in a democratic society.

· Civic ideals and practices have developed over centuries, and are found in societies throughout the world

· In some instances, civic practices and their consequences are becoming more congruent with ideals, while in other cases, the gap is wide and calls for continued civic action by individuals and groups to sustain and improve the society.

· Learning how to apply civic ideals to inform civic action is essential to participation in a democracy and support for the common good

B. Enduring Understandings

1. -People take on many different roles within both a family and a community in order to help both run smoothly

-A family can be looked at as a small-scale community. In both families and communities there are people in charge, and jobs that need to be completed.

-There are many different jobs within families and communities depending on peoples wants, needs, abilities, and likes.

-Everybody has their own role that they must uphold, and everyone must work together for the common good.

-People must treat each other with respect in both families and communities and work together to create the best environment.

2. Families can come in all shapes and sizes. It is important for students to understand that no one family is the same, and that there is not a correct version of what a family should look like.

-Some families have one parent, some parents live together, some do not, some children have lots of siblings, or step-siblings while others could be an only child. The list could go on forever.

-It is important that every child should understand the different types of families that make up our communities and that this diversity is what makes our society special.

3. People come from all different types of families and cultures, and this impacts individuals’ identities.

-The way children are raised and the people they grow up with shapes who they are and who they will become for the rest of their lives.

-It is important that children learn to value and understand their family dynamics at a young age so that they can see how this plays an important part in who they are as an individual.

-It can help them feel a part of something, and talking about their family and expressing their culture can instill pride, confidence, joy, and identity in young children.

4. –People in the community have roles and responsibilities to uphold

-A responsibility is something we must do in order to fulfill our role

-Completing our responsibilities can help others in the community live well and have a good life

-If we fail to complete our responsibilities, things do not get done, and people are let down.

-Our community does not run smoothly when people do not uphold their responsibilities

C. Essential Questions

1. How do the different roles people play in a family and in their community allow them to live well together?

2. How are families and communities related?

3. How are families different from one another and why is this important?

4. How can family help shape you as an individual and why is this important?

5. How do people’s responsibilities affect others in the community?

D. Performance Standards

-Students will know…

a. The different members in their families

b. The different occupations some of their family members have

c. Roles/jobs within the family: For example in a stereotypical family, the mother does the cooking and the cleaning, the father is responsible for the yard work and handy work. Both parents have jobs. The children help with chores. What is each family member responsible for in order for the family to work as a whole?

d. Individually, his or her role/job within the family (such as a chore that they are responsible for) in order to help make their house run smoothly

e. Chores are important to keep the family and house together

f. Family is important because it helps individuals define who they are

g. Culture is important because it helps individuals to understand other people and themselves

h. Individuals, groups, and institutions share common elements and also have unique characteristics

i. The impact of family on their lives

j. The different types of families and cultures and how all are important in creating the community/world we live in

k. Different types of community jobs (doctor, grocery clerk, mailman, police officer, teacher, farmer, etc) and the importance of each job in the community on a day to day basis

l. Different tools community workers use and how these tools help them to carry out their jobs

m. Different buildings/places found in a community and who/what they are associated with

n. The importance of roles/jobs in the community in order to make a community run smoothly and the help everyone work together

o. Individuals bring specific abilities, interests, and talents in working with others to make decisions and solve problems

p. People’s interactions with their social surroundings influence individual identity and growth

q. Individual choices are influenced by personal and social factors

r. Working together, showing respect, hard work, etc. are characteristics of a good community member

s. Jobs can influence how people live and act together by following or not following our responsibilities

t. Roles and responsibilities in the community

u. Being respectful, working together, loving each other, etc. are characteristics of a good family member

-Students will be able to…

a. Follow directions

b. Use artistic skills

c. Be creative

d. Work independently

e. Work in groups

f. Participate in class discussions

g. Illustrate their families

h. Write about their families

i. Compare and contrast families

j. Think of chores they do around the house

k. Talk about why differences are good

l. Explore and describe similarities and differences between families, cultures, and individual interests

m. Find answers to questions about how individual identity forms and changes

n. Describe their personal interests

o. Evaluate how they can express their own identity

p. Identify people, groups, and institutions that contribute to development

q. Sort out what tools go with what community worker

r. Pair community workers with their location in the community

s. Figure out which worker can solve which problem in the community

t. Talk about what community job that would want to have

u. Illustrate a community job they would want to have

v. Write about what certain community jobs do and why they are important

w. Identify roles and responsibilities in their own life and in their community

x. Perform skits in front of an audience

II. STAGE TWO: Assessment Evidence

A. Pre-Assessment

a. Ask students what they think the story will be about

b. Ask students what the word family means to them

c. Ask students why they like to do certain things, and where they think their interests come from

e. Ask students if they can think of any jobs or roles within their own family that either they have or that their parents have?

f. Ask students what they think a community is

g. Ask the students to share a few of community helpers or jobs they know about in the community

h. Ask the students: what is a responsibility?

A. Formative Assessment

a. Students will draw a picture or pictures of their families: teacher will walk around and observe and ask students questions about their drawings as they work

ii. How many people do you live with?

iii. Are your siblings younger or older than you?

iv. Who do you think you are most similar to in your family?

v. Do you get along with your siblings?

vi. What do you and you family like to do together?

vii. Are there other family members you don’t live with who you see a lot?

a. Kid Writing: students will write a sentence about who they live with in their family

b. “I LIKE” Poster (Kid Writing): Walk around and ask each student what they are drawing and who influenced them to like that thing/activity

c. Sorting Activity: students will each have a card with a picture of a role/job/chore within the family and they will have to decide whether to place it in the adult jobs pile or the child jobs column

i. Class Discussion (Family Roles): I will ask the students what they think would happen if we did not do our jobs within the family?

j. Community Worker Chart: have pictures of community helpers on the board and give pictures of tools, vehicles, or places they work as clues to the students. Have the students fill in the chart with their clues

a. Ask the students about the classroom jobs and what their responsibilities are within those jobs

b. Ask the students if they can come up with the responsibilities of the community helpers we discussed

B. Summative Assessment

a. Students will summarize the main parts of the story: assess for comprehension

b. Comparing and contrasting students’ families: students will have to find similarities and/or differences between students’ families

c. Class Discussion: Ask the students “why is it important to have all different types of families” and ask students “what does family mean to you and why is family important to you?

d. “I LIKE” Poster (Kid Writing): Have each student share his/her poster

1. Evaluate students writing using the rubric

e. Kid Writing: Students will write about their role/job/chore within the family and what would happen if they stopped completing it

i. Ex: “If I stopped taking out the trash, my kitchen would smell very bad”

ii. Evaluate students writing using the rubric

f. Circle Game: students look at clues to correctly identify community workers through a song/rhyming game

k. Each table their own scenario and they are going to have to create a scene to act out to describe how people would be affected by different community helpers both doing and not doing their jobs (GRASP Task)

A. Ex) Your task is to act out a scene where one of you is a Farmer and the rest of you are community members. In the first scene, show how the farmer doing his job correctly would affect the community members. In the second scene, show how the community members would be affected if the farmer did not follow his responsibilities. You will perform these scenes for the rest of the class. Your performance needs to be clear, complete, and well spoken. I will be the judge!

l. Ask the students what they learned about responsibility as a way to assess their knowledge

A. Adaptations

a. During Kid Writing, the struggling students will be expected to write one-two word phrases rather than sentences

b. During the performance task, gifted students will be given harder problems to solve and struggling students will be given easier problems to solve

c. Students will receive guided instruction in areas of difficulty

d. During sorting and charting activities, struggling students will be given easier pictures and gifted students will be given challenging pictures

e. Material will be represented in different ways for students who need help seeing it differently

III. STAGE THREE: Learning Plan

A. DAY 1

B. Essential Questions

a. How are families different from one another and why is this important?

C. Materials

a. Who’s in a Family? By: Robert Skutch

b. White Paper

c. Marker Buckets

d. Stapler

D. Procedure

a. Gather the students on the carpet

b. Ask the students, “When you hear the word family, what does that word mean to you”

c. Use the students’ responses and build off of them to explain that families are a group of people related to one another who love and care about each other.

d. Explain that individual’s families differ from one another and that is what makes them special

e. Introduce the story Who’s in a Family? By: Robert Skutch to the students

f. Read the story

g. Ask the students what they learned about families

h. After we read the story, ask the students to name some of the types of families they saw in the story as a way to summarize

i. Did they see any families in the story that were similar to their own?

i. Explain to the students that they are now going to get to create a picture of their own families.

j. Explain that we are going to make these into our won class book!

k. Tell the students to draw each family member they live with on the piece of paper

l. Show them an example of my family drawing so they have a model for what they should be doing

m. Explain the steps to good drawing: think before you start, use at least five colors, and take up as much blank space as you can

n. Have the students return to their seats

o. Pass out white paper and marker buckets to each table

p. As the students are working, walk around, observe and ask the students questions about their families

i. Who are you drawing?

ii. How many people do you live with?

iii. Are your siblings younger or older than you?

iv. Who do you think you are most similar to in your family?

v. Do you get along with your siblings?

vi. What do you and you family like to do together?

vii. Are there other family members you don’t live with who you see a lot?

q. When a student is finished, help them label each member of their family in pen in small print under each drawing.

r. Have an activity/worksheet for the students to work on while you are helping students write or for when students finish early

s. Once all students are finished, have all the students join you again on the carpet with their drawings

t. Explain that we are going to compare each and every family to one another, and show how cool it is to be so different from one another!

u. I will have all the students stand up on the carpet

v. I will ask students questions and have the move themselves around the carpet based on their answer

i. If you live with both parents, step forward

ii. Whoever has a brother, step forward?

iii. Who has a sister?

iv. Both?

v. Older siblings?

vi. Younger?

vii. No siblings?

viii. A grandparent living with them?

ix. Aunts or uncles?

x. A dog? A cat? A different pet?

w. I will keep going with different questions. The questions will differ based on my class each year and I can use the pictures and background knowledge of my students as a starting point for this process.

x. It will be cool for the students to see everyone move around and for them to see the students who are alike and different from them.

y. After we complete this activity, I will have the students sit back down on the carpet

z. I will ask the students, what did you learn from that activity?

i. Students will hopefully say that all families look different

aa. Great! And why is this a good thing?

i. Families are all special, and if they looked all the same the world would be boring

ii. We all love our families, even though they are all different!

ab. Have the students then return to their drawings

ac. Explain that families are made up of many different types of people, so families look very different but families also share different interests as well

ad. Under the picture, have the students write a sentence saying something their family likes to do together.

ae. Have the student state the sentence, and then help them sound out the spelling. After they write their guess, underwrite the correct spelling under the words. (Kid Writing)

af. Have a few students share their picture, who they drew, the relationships they have with those people, and the sentence they wrote

ag. After a few students share: Ask the students what they learned about family

i. What does family mean to them and why is family is important to them?

ah. Ask the students why they think it is important to have all different types of families

ai. Students will say that families are all different and that they are important because we love them etc.

aj. If they do not say it, explain that families and family members can help you grow and become the person you are today

ak. Explain that we will talk more about how family influences and helps shape our own lives in our next lesson

al. For now, explain that I am going to collect the drawings and I am going to put the together into a class book titled “Who is in Our Different Kindergarten Families”. This book will be added to our other class made books and can be looked at during free time.

E. DAY 2

F. Essential Questions

a. How can family help shape you as an individual and why is this important?

G. Materials

a. Large pieces of construction paper

b. Glue sticks

c. Scissors

d. Paper

e. Crayons & Markers

H. Procedure

a. Ask the students about things they like to do

i. Have each student do a motion with it in order to get their wiggles out early in the morning and engage their mind for the day

b. After each student gets to share something, ask the class “Have you ever thought about WHY you like these certain things?”

c. See what responses the students come up with

i. Most likely the children will say that they are fun

ii. If the children do not mention family, guide them to this answer

d. Ask the students,

i. “Are there certain people who you do these activities with” “Who got you interested in these things to begin with”

“Did somebody teach you these things”

e. Guide students to getting at the idea that we like a lot of things because our family and siblings also like these things

f. Go back to field hockey…and explain that I like it because my mom and sister both play and my mom helped coach me when I was younger

g. These things have been what we have grown up around so we are influenced by them

h. Ask students what they think influence means

i. It means to shape, change, affect, impact

ii. *Show this idea with Play-Doh

1. Start with a ball and show how over time people impact us and change the shape of who we are

2. Everyone’s “ball’ ends up looking very different

i. Our interests usually don’t just pop out of no where

i. Develop over time

ii. People have an impact or affect on our lives

iii. Ideas have to come from somewhere

j. Explain that yesterday in the book that we read, they talked about different families and what they did. Let’s take a look back and see how their family influenced individual’s interests.

k. Go back through the “Who’s in a Family? By: Robert Skutch

i. Look at 3 select pages a reread them

ii. Ask the students what activity the kids enjoy and which family member they enjoy doing that activity with

l. They did these activities together, and helped shape the children lives

m. Explain how families (the people we are around the most at a young age) can influence us as individuals and can help shape the people we become

n. Ask the class: Now class, Do you think family are the only people who could influence you?

i. NO! Who else? (friends, teachers, etc.)

ii. But, family plays a major role especially at such a young age! They help to influence the things that we like and enjoy to do in life,

o. Have the class think again about their interests they gave

i. Did someone in his or her family shape it?

ii. Do you do that activity with a sibling? A parent?

p. Explain to the class that now it is their turn to show who influenced them!

q. But first, I have a question!

i. Do you think that the only thing people in our family can influence is the activities you like?

ii. See what children come up with

1. Places, food, etc

r. We are going to make “I LIKE” posters which is going to be a poster with a picture of something they like to do, a place they like to go, or a food they like to eat which was influenced by their family

i. Students will draw a picture on a white sheet of paper

ii. Underneath they will receive a writing piece of paper that says “I like ___________. My family influenced me because _________________________”

s. After giving students the directions, send students back to their seats to get started

t. As students are working, walk around and observe the different things they choose

i. Ask students what they are drawing and who influenced them to like that activity

ii. Ask for some students to share some

iii. Ask students what they drew who influenced them to like that activity

iv. Are any of them similar to things their siblings like to do? Or things that they do with their parents?

u. Summarize on how families can influence us as individuals and can help shape who we become

v. Explain how we talked about how all families look different yesterday, all families enjoy different things as well.

w. These differences are what make our world so interesting and special!

x. Explain how the students can go home and share these posters with the family members who influenced them, and show them how they have helped them become the people they are.

y. Tell the students that they can also influence the lives of the people in their families!

I. DAY 3

J. Essential Questions

a. How do the different roles/jobs people have in a family allow them to live well together?

K. Materials

a. Sorting Pictures

b. Kid Writing Papers

c. Markers

L. Procedure

a. Gather the students on the carpet

b. Explain that yesterday we talked about individuals and families likes and interests.

c. Explain that “although there are things that families LIKE to do together, there are also things that each family member NEEDS to do in order for a household to run smoothly”

d. Explain that “both parents/adults and children have jobs and roles within the family”

e. Ask students if they can think of any jobs or roles within their own family that either they have or that their parents have?

i. Ask for a few examples only

f. Then, pass out picture cards to each student

g. Each card will have a picture of a family role/job/chore on one side, and the written word on the other side

i. Examples

1. Cooking Dinner

2. Taking out the Trash

3. Cleaning up Toys

4. Setting the Table

5. Doing the Laundry

6. Paying the Bills

7. Going to School

8. Going to Work

9. Making the Bed

10. Feeding the Dog

11. Mowing the Grass

12. Vacuuming the House

h. On their desks, the students will receive a piece of construction paper with a T-chart (one side will have a picture of an adult, and one side will have a picture of children)

i. The students will have to sort the job cards based on who does the jobs in their own household.

j. Once the students are finished, we will compare some of the results.

i. I will say a job, and then say “stand up if you and/or your siblings do this job” After they sit down, I will say, “now stand up if your parents do this job”

k. The students will be able to see and realize the differences and similarities among the class

l. I will explain that, “these differences are ok, but the important thing is that every individual knows what his/her role is in the household”

m. “If people do not know their roles, there can be chaos in the house”

n. I will then ask the students what they think would happen if we did not do our jobs?

o. I would build off of their responses to explain, “if we do not all stay on top of our roles/jobs within the family, our family will not be able to live as well together”

p. Give a few scenarios to show them what would happen if a family member did not do their job

i. What if your brother was supposed to feed the dog everyday, but forgot and nobody knew? Your dog would go hungry for a few days!

ii. What if your dad decided not to the grass for 3 months? Your house would look like a jungle compared to your neighbors

iii. What if your mom didn’t pay the bills? You wouldn’t have heat or electricity and wouldn’t be able to watch TV

q. Explain that everyone must work together and treat each other with respect to create the best family environment

r. “If people stop doing their jobs, the family will not be able to function as smoothly”

s. Explain the Kid Writing activity to the students:

i. Think of your role/job/chore within your family

ii. Draw a picture of yourself completing this role

iii. Write a sentence saying what would happen if you stopped completing your job

t. Show the students an example of your writing: “If I stopped mowing the grass, my yard would look like a jungle”

u. Have the students return to their seats and complete Kid Writing

M. DAY 4

N. Essential Questions

O. How are families and communities related?

P. How do the different jobs in the community allow people to live well together?

Q. Materials

a. Pictures of community workers

b. Picture clues for circle game

c. Matching Activity

R. Procedure

a. Gather the students on the carpet

b. Explain how yesterday we talked about the jobs people have within a family and how these jobs are important to help make a family run smoothly

c. Tell the students that their families all make up a large community

d. Ask students what they think a community is

e. Explain that a community is a large group of people living together and helping each other do things to make their lives easier

i. A family or a school can be looked at as a smaller community

ii. Your neighborhood, the place you live is a larger community (school and family is part of this larger community)

f. Talk about how just like in families, people in communities have lots of jobs that they need to do in order to help people live well together

g. Ask students: What if one day you woke up and there were no police officers? Or teachers? Or grocery store workers? What would you do?

i. Wait for the kids responses

h. “If people did not do their jobs, our lives would be a lot harder!”

i. “So, we need jobs in order to help us, and make our community run smoothly and work together.”

j. Ask the students to share a few of the community helpers or jobs they know about in the community

k. After students are able to express their prior knowledge, focus the kinds of jobs you really want them to know about

l. Hold up pictures of different community helpers

i. Teacher

ii. Police Officer

iii. Doctor

iv. Mail Carrier

v. Firefighter

vi. Farmer

vii. Grocery Worker

viii. Construction Worker

m. Ask the students who they are in the community and what they do

n. Tell the students that we are going to construct a chart on the board with information about

i. Who they are

ii. What tools they use

iii. What vehicles they use if any

iv. Where they work

o. Give each student a card with one of those clues on it

p. Have the community workers up on the chart already

q. Have the children (a few at a time) go up and place their picture in the column they think it belongs in

r. After each student goes through, see how well the students did

s. Go through each community helper and discuss the characteristics we learned about them in the chart

t. Ask the students to look over the chart, and to fix any of the mistakes they think they made

u. After we discuss each community member, tell the students that we are going to play a game to test their knowledge on what we just learned.

v. Cover up the chart so they cannot see it anymore

w. After going through the list of community helpers, introduce the Circle Game to students

i. Students will stand sit in a circle on the carpet

ii. They will all receive a picture of either a community helpers tools, place of work, or the vehicle they drive (some descriptive picture)

iii. One student will start the game by walking around the circle

iv. Everyone will say

1. “When _____ went walking down the street,

A community helper he/she did meet”

v. When they stop the rhyme, whoever the student is standing in front of will hold up their piece of paper

vi. The student will have to look at the clue and say

1. “I met a _______” and fill in the response with the correct community helper

vii. The rest of the class will respond

1. “Oh what a treat!”

viii. The two students will switch spots and the process will start over again

x. After each student has had a turn finish up the game by saying

i. “OK the game is now over, please return to your seats”

y. As a conclusion, go around the room and ask students which jobs they would each like to have and why. Ask them how they would help people by having that job.

z. Tell the students that tomorrow we will continue to explore jobs within the community and the importance of responsibilities within those jobs.

S. DAY 5

T. Essential Questions

U. How do the different jobs in the community allow people to live well together?

V. How do people’s responsibilities affect others in the community?

W. Materials

a. Paper for scripts

b. Costumes/props if possible

c. Task Papers

X. Procedure

a. Gather the students on the carpet

b. Ask the students to recall some of the jobs we talked about yesterday

c. Tell them that today we are going to explore why their responsibilities within their jobs matter

d. What is a responsibility?

e. See what responses students come up with

f. Explain to students that there are jobs and within those jobs are responsibilities.

g. Tell students that a responsibility is: something that you have to do

h. Relate it to their lives: explain that we have jobs in the classroom and with each job there is a responsibility

i. Ask the students about the classroom jobs and what their responsibilities are within those jobs

1. EX: Frog Dresser: dress frog according to weather outside

2. EX: Shelf Organizer: Collect toy baskets and paper baskets and put them back on the shelves

i. Review how you talked about what the different jobs did to help people and how this is part of their responsibility as community helpers.

j. Ask the students if they can come up with the responsibilities of the community helpers we discussed (give an example to guide them if they get stuck)

k. Explain how the work of one job can affect the lives and work of others in the community for good and bad

l. If people fail to complete their responsibilities, others would not be able to live as well

i. What if I decided to stop teaching you? …You wouldn’t learn!

ii. What if a doctor decided to stop giving out medicine…People would not be able to get better!

m. Explain that we are going to give each table their own scenario and they are going to have to create a scene to act out to describe how people would be affected by different community helpers both doing and not doing their jobs (GRASP Task)

n. Give students an example

i. Table 1

1. Your task is to act out a scene where one of you is a Farmer and the rest of you are community members. In the first scene, show how the farmer doing his job correctly would affect the community members. In the second scene, show how the community members would be affected if the farmer did not follow his responsibilities. You will perform these scenes for the rest of the class. Your performance needs to be clear, complete, and well spoken. I will be the judge!

ii. Table 2

1. Your task is to act out a scene where one of you is the Police Officer and the rest of you are community members. In the first scene, show how the farmer doing his job correctly would affect the community members. In the second scene, show how the community members would be affected if the farmer did not follow his responsibilities. You will perform these scenes for the rest of the class. Your performance needs to be clear, complete, and well spoken. I will be the judge!

iii. Table 3

1. Your task is to act out a scene where one of you is a Doctor and the rest of you are community members. In the first scene, show how the farmer doing his job correctly would affect the community members. In the second scene, show how the community members would be affected if the farmer did not follow his responsibilities. You will perform these scenes for the rest of the class. Your performance needs to be clear, complete, and well spoken. I will be the judge!

iv. Table 4

1. Your task is to act out a scene where one of you is a Teacher and the rest of you are community members. In the first scene, show how the farmer doing his job correctly would affect the community members. In the second scene, show how the community members would be affected if the farmer did not follow his responsibilities. You will perform these scenes for the rest of the class. Your performance needs to be clear, complete, and well spoken. I will be the judge!

o. Walk around to each table and help them get ideas started and help scaffold their ideas through questioning

p. Once groups have concrete ideas, give them spaces around the room to practice and rehearse what they are going to do and say

q. If available, use costumes and props to make the scenes more realistic

r. Have groups present their scenes

s. At the end give all the groups a big round of applause

t. Also have each group talk about what they think they did well and what they think they could work on for future presentations.

u. At the very end, ask the students what they learned about responsibility as a way to assess their knowledge

COMMUNITY WORKER CHART (example)

PERSON PLACE VEHICLE TOOLS

KID WRITING RUBRIC

NO

ATTEMPT

(0)

NEEDS

GUIDENCE

(1)

DEVELOPING

SKILLS

(2)

MEET

STANDARDS

(3)

SOUNDING OUT WORDS

Student does not attempt to sound out the words

Student can only sound out very few beginning and ending sounds but misses many, and no vowels

Student sounds out most beginning sounds and ending sounds but not vowels

Student sounds out words including beginning and ending sounds and some vowels

PICTURE

Student does not draw picture

Student scribbles and does not use detail. Cannot tell what the writing is about based off of the picture

The picture is well drawn and detailed but the student writes about something unrelated to the drawing

Student’s picture is detailed and well drawn and the writing matches the picture

HANDWRITING

Student does not attempt to write

Student’s handwriting is illegible

Student writing is sloppy, but legible

Student’s handwriting is clear, neat, and legible

SPACING

Student does not attempt to space between any words

Student uses spacing but of inappropriate sizes (too big or too small)

Student uses a mix of appropriate and inappropriate sized spacing

Student uses appropriate sized spaces between all words

COMPLETE SENTENCES

Student does not write anything

Student only writes a few words

Student can form a sentence, but it does not express a related idea

Student writes complete sentences to express a related idea

PUNCTUATION

Student does not write

Student writes, but has to be reminded to use punctuation

Student uses punctuation mark but not of right size and/or in the right location

Student uses correct punctuation of right size and in correct location

TOTAL: ______/18

Example of a score of 18

(many words are popcorn words that they know)

COMMUNITY HELPERS SKIT (GRASP TASK)

NO

ATTEMPT

(0)

NEEDS

GUIDENCE

(1)

DEVELOPING

SKILLS

(2)

MEET

STANDARDS

(3)

SPEAKING SKILLS

Group member does not participate in skit

Group member speaks too quietly for the class to understand them

Group member speaks loud enough, but words are not clearly spoken

Group member speaks loudly and clearly to the class

IDEAS

Group member does not participate in skit

Group member struggles to express ideas to the class

Group member struggles at times and at other times can clearly express ideas to the class

Group member’s ideas are clearly expressed to the class

POSITIVE EFFECTS

Group member does not participate in positive effects portion of skit

Group member does not show any evidence of understanding the positive effects a community worker can have

Group member shows little evidence of understanding the positive effects a community worker can have

Group member shows full evidence of understanding the positive effects a community worker can have

NEGATIVE EFFECTS

Group member does not participate in negative effects portion of skit

Group member does not show any evidence of understanding the negative effects a community worker can have

Group member shows little evidence of understanding the negative effects a community worker can have

Group member shows full evidence of understanding the negative effects a community worker can have

TOTAL: _____/12

JOBS & CHORES SORTING ACTIVITY: PICTURES

Adults Children

PICTURES OF COMMUNITY HELPERS

(will enlarge for instruction)

CLUES FOR THE CIRCLE GAME

(will enlarge for instruction)

Kid Writing: Day 2

I like________________________________________________________________

My family influenced me because

_______________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Kid Writing: Day 1