Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Teacher(s) Name: Kayleigh Oser (Bledsoe), Natasha Garcia, Heather Fulkman. Thematic Unit Theme/Title/Grade Level: All About Me/Kindergarten Wiki space address: http://ucfkallaboutmef11t.wikispaces.com/ Daily Lesson Plan Day/Title: Day 1-All About Me/Introduction
Learning Objectives
What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals!

Students will be able to identify the body parts on their head. Students will be able to identify and compare the things that make them unique, such as things they like, what hand they write with and their facial features. Students we able to be able to share with their classmates the items they record in their All About Me book. Students will narrate and illustrate an All About Me book. Students will understand the meaning of a primary source and that in the book they are creating, they are a primary source.

NCSS Theme/ NGSSS- Next Generation Sunshine State Standards

List each standard. Cutting and pasting from the website is allowed. These can be downloaded
from the Florida Dept of Education http://flstandards.org.

Sunshine State Standards: ~PE.K.C.1.9: Identify body parts. ~LA.K.4.1.1: The student will create narratives by drawing, dictating, and/or using emergent writing. ~SS.K.A.1.2: Develop an awareness of a primary source. NCSS Themes: I. Culture-differences between their appearance, things that they like, and their families as its compared to their classmates. IV. Individual Development and Identity-Understanding and explaining things that identify them This lesson will be addressing language arts, physical education and social studies.

Assessment

How will student learning be assessed? Authentic/Alternative assessments? Does your assessment align with your objectives, standards and procedures? Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes

Unit Pre-Assessment:
Centers- 2 weeks before the unit lesson, student groups will visit one center each day. Student groups will rotate to a different center throughout the week, with Friday as a day to complete any center activity they may not have finished. o Center 1- Students will label a blank picture of a body by gluing down pictures of all the body parts in their appropriate place. o Center 2. Students will use an I spy flip chart on the IWB. The first time while blind folded they will try to find the objects listed and the second time without being blindfolded. This will lead to a discussion on the importance of our eyes and why we need them. o Center 3. Students will draw a picture of their families and share the picture with an elbow partner. This picture will be saved and used incase the students do not bring in a family picture on Day 3 of the Unit. o Center 4. Students will use house template and draw and label the different things that can be found in their house. This will lead to a

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

discussion about their house and give the teacher an opportunity to see which students know their phone number & address.

Unit Post-Assessment:

On the 5th day of the Unit students will create a body portrait with specific instructions on where to draw certain things: Your favorite family member on your heart Your favorite things in your eyes-descriptive words Your house in your brain-speak the phone number & addressincorporating whichever one they didnt know during the preassessment.

On-going Assessment: Observations & the All About Me Book that the students will be created to illustrate their understanding of each topic and allow the teacher to assess this understanding. Design for Instruction
Student Activities & Procedures What best practice strategies will be implemented? How will you communicate student expectations? What products will be developed and created by students? Consider Contextual Factors (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Day 1- All About Me

Anticipatory Set: Students will each take a mirror and pair up with an elbow partner. Then the student will look at their face and describe to their partner what they see in the mirror. When students have completed this activity the teacher will have them echo read the Im Glad Im Me poem. This poem will be up on the IWB and each line will be highlighted after the teacher reads it. This will be a modeled activity and a visual aid for ESOL students and students with reading or learning disabilities as the teacher reads each phase and the students are prompt when to echo read. The colors will remind them which portion they are reading. 1. After the poem the teacher will read, What I like About Me and have the students share with an elbow partner one thing they like about themselves. sharing with a partner allows for students with disabilities and ESOL students to have the story put into context by a peer and lets them make self to text connections.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc.

2. Then the teacher will share their own completed 1st page of the All About Me book and explain to the students how they will make a self portrait just like this self portrait. The teacher will ask the students What body part is this and see how many different parts on the face the students can identify. After the students have gone to their desks and the team leaders from each group get the bag of supplies and a mirror for each student, they will use the mirror to assist them in creating their self-portrait. Then the teacher will inform the students they have 15 minutes to complete their self-portrait. During this time the teacher is reminding students about different parts that should be including by saying things like Do forget your beautiful hair! I cant wait to see how you draw your wonderful smiles. You nose is an important part, because without it you could smell yummy food or beautiful flowers. This activity is modified for ESOL and ESE students because the assignment is modeled and students are given mirrors so that they have a visual reminder of what they look like. A

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

modification for gifted/talented students would be to have them not look at the mirror and create the portrait from memory or to have them label the eyes nose, ears and mouth. 3. After students have completed the first page the teacher will collect the page and the supply bag (telling the students to keep the glue sticks), and then introduce the second page with a discussion on our birthdays and How old we are. Then the teacher will discuss with the students that our birthdays are on of the many things that make us unique. The teacher will guide the students in filling in the blank with their age by doing so and he or her page. After everyone has filled in their blank the teacher will explain and model to the students how to glue down the appropriate amount of candles and how to paint with watercolor by doing so on his or her page. Then the team leader will collect a supply bag containing, watercolor paint strips and pre cut out candles for each person on their team. Then teacher will have pre-filled cups of water and place two in the middle of each team. The teacher will inform the students they have 10 minutes to complete this page. This activity is modeled step by step to eliminate confusion and provide clear examples for all students including ESOL and ESE students. A modification for gifted/talented students would be to write out the word instead of the number when filling in the blank for their age. Gifted/ talented students could also draw the candles instead of gluing them on.

4. After collecting the 2nd page and passing out page 3, the teacher will have the students write the word me on their dry erase board. Then immediately have them raise the hand they wrote me with. The teacher will ask students who wrote with their left hand to say me on the count of 3. Then the teacher will ask the students who wrote with their right hand to say me on the count of 3. If students seem to be unsure of which is which hand they used the teacher will model by turning around and holding up their right hand and having everyone say right and then their left hand and having everyone say left. Then, if needed the teacher will have the students who wrote with their left hand stand up while the students that wrote with their right hand write the word right in the blank on page 3. Then students who wrote with their right hand will stand while the students who wrote with their left hand write the word left in the blank. Then teacher will model for the students how to pick which picture represents the hand they write with by taking a crayon and coloring in the hand he or she write with. After students color in the hand they write with the team leader will collect all of the 3rd pages.

This activity is modified for ESOL and ESE students in that there are numerous examples and lots of repetition when talking about which hand they right with. Not only is the activity modeled but also builds their self-confidence because the beginning piece of having the write and then raising their hand they wrote with sets them up for a correct answer.

Wrap Up & Homework: To wrap up the lesson the teacher will remind the students they are unique and special and being different can be a very good thing. The teacher will remind the students of the term primary source and explain to the students that for

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

their All About Me book they are a primary source because no one know them like they know themselves. Then the teacher will have the students look at the self-portrait that the teacher created and ask Who can come point to the body part I see with. After a student identifies that part the teacher will ask, What are those called? Then the teacher will ask the students to use their eyes and look for something special on their way home, at practice or in their home tonight. Then the teacher will explain that the students will be sharing what they saw the next day.

***All words used would be listed on a large word bank in the front of the classroom. ***Students could also get extended time to work on any page during an art center if needed. Materials/Resources: Discussion Notes:
This lesson will be assessed by observation. The teacher will be able to go around and observe if the students are grasping the concepts. Extensions: o A math extension for page two could be to graph birthdays by what month they fall in, and for page 3 they could graph who is right or left handed. o A language art extension could be to have students journal about the most important things about me or things you need to know.

Small mirrors for each child What I Like About Me by Allia Zobel-Nolan A copy of the Im Glad Im Me poem from www.kinderkorner.com/me A bag of self-portrait supplies for each group including: different color yarn, glue sticks, crayons and colored pencils. All About Me Book Water paint strips Small Disposable Cups Pre cut candles Dry Erase boards for each student A Word Bank

Homework:
o o Have the students use their eyes to find something special at home so that they can share it the next day. Have the students practice their phone number and home address.