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

Teacher(s) Name: Jane Ash (word), Rebekah Frisbee , and Sarah Smith Thematic Unit Theme/Title/Grade Level: Holidays and Celebrations/ Chinese New Year/ KindergartenWiki space address: ucfgrkchinesenewyearf15th.weebly.comDaily Lesson Plan Day/Title: Thursday/ Lucky Foods

Learning Goals/Objectives Learning Goal: 1. Students will learn to understand the traditions and celebrations of Chinese

New Year.

Learning Objectives: 1. The student will recognize and say that their artwork is from China.2. The student will match the traditional Chinese foods in pictures to their names

with 80% accuracy.3. The student will complete addition and subtraction problems using objects

with 80% accuracy.4. The student will be able to name at least two Chinese New Year traditions

after playing The Great Dumpling Adventure.NCSS ThemesCommon Core State Standards (CCSS)Next GenerationSunshine State Standards (NGSSS)

NCSS theme(s):1. Culture

Common Core State Standards:1. LAFS.K.L.3.6: Use words and phrases acquired through conversations,

reading and being read to, and responding to texts.2. MAFS.K.OA.1.1: Represent addition and subtraction with objects, fingers,

mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Next Generation Sunshine State Standards:1. S.S.K.A.2.2: Recognize the importance of celebrations and national holidays

as a way of remembering and honoring people, events, and our nation's ethnic heritage.

2. VA.K.H.1.1: Describe art from selected cultures and places.

Assessment Unit Pre-Assessment:The unit pre-assessment will be given two weeks prior to the unit to give the teacher ample time to utilize the data and tailor the instruction to the students' instructional level. It is attached at the end of this lesson plan for easy reference.

Unit Post-Assessment:The unit post-assessment will be given at the end of the unit, and will be the same as the pre-assessment so that the teacher can compare data and see student growth and areas needed for further instruction.

On-going daily (progress-monitoring) Assessment:Students will be assessed through observation throughout the lesson. At the end of the lesson, the students will be asked to assess themselves by holding up their nameplates and pointing to the number on their scale (1-4) that they feel represents their level of learning for the day. Students that indicate a 1 or a 2 will be given more help the next day of the unit or when time is available same day. 

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

Design for Instruction Student Activities & Procedures

1. Review- On Wednesday we learned different traditions of the Chinese New Year with in the centers. Have the students talk to their tablemates having them come up with the most interesting fact they learned about from Wednesday, and then each table will share their one fact.

2. Transition- This is time set a side to explain and show (ESOL Accommodation) the students where they are expected to be during each center and what is to be done at each center.

3. The materials will all be set up at each center, ready for the students to get to work. Each Center will be 8-10 minuets.

4. Centers- Art Center:

1. Have the students retrieve their lanterns where their unfinished dragon dance puppet is housed, and have the students finish the art project in this center time.

2. The students should be just about done, but the final construction part of the puppet will need to be finished.

3. Gage where each student is at, and assist the ones that are behind where they should be.

4. There will be a complete project at the center to allow a great model for the students to refer to. (ESOL/ESE Accommodation)

Reading Center:1. Have the Promethean board ready with the Lucky Foods

Matching Activity Flip Chart. The flip chart will include translations for the ESOL students that have trouble with American culture, such as the food. The students will be able to touch on the board to help them decipher what food is represented. (ESOL Accommodation)

2. The students will take turns with the pen to try and match the word to the picture (ESOL Accommodation) of the lucky food in the Chinese New Year tradition that it matches on the flip chart.

Math Center:

1. Have the students take a seat at the center.2. There will be two bowls and a pair of chopsticks for all the

students in the group.3. The students will take turns to grab the gummy bears (ESOL

Accommodations because of the tangible manipulative) from one bowl with their chopsticks to another bowl while counting them, either adding or subtracting the gummy bears going in or out of the bowl.

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

Social Studies Center:1. Have each student get an iPad.2. The Great Dumpling Adventure app will be installed on each

iPad.3. The students will play along with that instructional app for the

center. The app provides subtitles in all languages. (ESOL Accommodation)

5. Wrap up- This is where the students will need to clean up their area. Putting all their materials into their paper lanterns. Then hanging the lanterns up for the next day.

Resources/Materials Art Center:

12 x 9 inch construction paper in yellow, red, and purple (3 per student) Dragon head template , one per student Scissors Large craft sticks Glue Crayons, makers, colored pencils

Reading Center: Promethean Board Pictures of traditional Chinese foods matching with their names Flip chart through Inspire

Math Center: 2 bags Gummy bears Chop sticks (a pair for each student in the group) Paper plates (1 per student) Two bowls

Social Studies Center: iPad for each student in the group The Great Dumpling Adventure App