Lesson Plan #4

Grade: K Social Studies Strand: Economics

Submitted By: Janis Gomme-Campbell

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Strand: Economics

Janis Gomme-Campbell

B. Summary of the Lesson Plan: SW identify different community jobs and their duties. SW participate in activities that will heighten their depth of knowledge (D.O.K.) about people in the community. This lesson will be taught in conjunction with Career Day. C. Basic Information: Grade Level: K Time to Complete this Lesson: 50 minutes Groupings: individual, partners, whole class

D. Materials: text: Best Practices in Literacy Instruction, fourth edition, MandelMorrow, Lesley, PhD, and Gambrell, Linda, PhD, Guilford Press, New York, N.Y., c. 2011. text: Integrating Language Arts and Social Studies, Meiber, Leah, and Hunter, Alyce, Sage Publications, c. 2009. crayons pencil & lined paper colored construction paper various magazines / newspapers / pamphlets 3x5 note cards stapler scissors glue E. Objectives: o NV State Social Studies Standards o F. Vocabulary career - a job or profession a person has for a long time. salary - regular payment given to a person for the work that they do. 2 E9.K.2: Identify jobs in the community. E9.K.2: I can identify jobs in my community. Student-Friendly Standards

Strand: Economics talent - a special ability or skill.

Janis Gomme-Campbell

passion - a very strong feeling about something.

G. Procedure: 1. TW present text (literacy modeling): Jobs People Do, By Christopher Maynard. TW ask students what they think text is about? (predictions) TW then read text to students. 2. Group discussion - SW raise hands and share what their caretakers do for a living. Teacher: "Would anyone like to share what their parent or guardian does when they go to work? (10 min) 3. TW introduce vocabulary words and their definitions (career, salary, talent, passion) 4. TW first ask students, then give examples why people choose the jobs they do: career, passion, talent, salary, etc. 5. SW brainstorm jobs in the community for teacher to write on the whiteboard. These jobs will be used on the "Career Collage" bulletin board. 6. Each student will receive a 3x5 note card and be instructed to write a job that they brainstormed on that card. Cards will be collected and stapled on bulletin board, randomly, about 16 inches apart from each other. 7. SW partner, find, and cut out pictures of people in different careers to be stapled on the Career Collage board. TW will staple pictures to board around appropriate 3x5 cards. (20 min) 8. SW individually select a job from the board (or make-up their own) and write about why they would like to do that job when they grow up. (3+ sentences). Student may draw a picture to accompany. 9. SW individually complete worksheet - matching jobs to their pictures. Integrates literacy: comprehension. (see attachment) 10. The fore-mentioned activity teaches literacy by having students read about what job a person does, then they must match the description to a picture by drawing a line. Picture clues are a strategy a student may use to complete the worksheet. H. Assessment: What will you use to measure student understanding? Observation, individual writing assignment (Procedure #8) Explain how you will know students understand the concepts from the lesson. Participation worksheet (see attachment) 3

Strand: Economics

Janis Gomme-Campbell

I.

Closure: TW ask leading questions, whole group: 1. What age do you think you can you start a job? (if you are responsible. any age- you just find something to do that will help other people) 2. What is a good job for a person your age? (do chores around the house, help parents with the baby, pick weeds in the garden) Answers will vary. 3. Let's name the people we have seen doing their jobs today! (SW raise their hands and name those they have seen doing various jobs- activates prior/background knowledge) TW write professions on the board. (List may include: teacher, crossing guard, principal, office worker, janitor).

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I love to read books to children, so that would be simple and most pleasurable. 2. Which part will be most challenging for you to teach? I believe the group discussion may be the most difficult, simply because, as children begin to think about connections in their own lives, they tend to want to get too detailed. It will be my responsibility to keep them on task. 3. How will you follow up or extend this lesson? I would read, Workers Who Help Us as a follow-up. 4. What can you do for students who dont grasp the concepts? Individual help identifying the jobs on the Career Collage board. 5. Which part of the lesson, if any, do you think might need to change? I do not anticipate changing any part of this lesson, but if I had to, it might be the activity because it may take longer than usual to find pictures of people depicting different jobs. However, being an artist, I could already have pictures drawn that may be unavailable in the magazines. 4

Strand: Economics

Janis Gomme-Campbell

6. When you were writing this lesson plan, what was the most difficult part? Initially, the most difficult part was filling 50 minutes; however, once I began to think up ideas, 50 minutes seems like it is not enough time for all that I want to teach. 7. Explain the strategy from Integrating Language Arts & Social Studies that you included in this lesson plan. Student will listen as teacher reads text, which allows teacher to model/demonstrate proper reading skills. Students will write about what they would like to do when they grow up (procedure #8) Students will read and match pictures to job definitions on provided worksheet. This activity promotes comprehension and reading. (procedure #9)

Strand: Economics

Janis Gomme-Campbell

Name:________________________________

Draw a line from the job to the picture.

doctor builder veterinarian astronaut police firefighter painter florist baker

teacher

I work at a school ------------

I paint color on a wall or canvas -----------

------------

I go up into space.

I build things -----------

Strand: Economics

Janis Gomme-Campbell

------------

I take care of sick animals

I enforce --------laws

I bake bread and deserts ----------

I fight fires -----------

_______

I help sick people get well