Sorting “Word Teams”

Intern’s NameAlison Harrington

Grade1st Grade

Class Size21 Students

Date/TimeFebruary 23, 2015/ 12:30-1:00pm

SubjectSocial Studies

School Meadow Hall Elementary

Mentor Initials(Ilana Simhon)

I. Purpose of the Lesson What will the students learn?

Students will the relationship between a place and the types of jobs needed in that area. They will then learn how to use the knowledge of that relationship and describe a particular place by how people make a living

How does this learning fit within unit goals? This learning fits within the unit goals because it aims to achieve the goal of students describing places in the

environment. Students will be able to do so by describing a place based upon how people work or make a living there.

Why is this learning meaningful, important and appropriate? This learning is meaningful because it allows students time

What will the students say or do that will serve as evidence of learning? Students will be able to look at a variety of places and determine what jobs that people could do in those places.

Students will show their understanding by brainstorming possible jobs on chart paper. Students will also draw a picture of a place and then write at least 3 jobs people can have in that place.

Standard: 3.1.B.1. Describe places in the environment using geographic characteristics.

Measurement Topic: Geography

Indicator: Describe places by how people make a living

Lesson Objective SWBAT understand the relationship between a place and the types of jobs needed in that area.

Big Idea/Essential Question/Enduring Understanding/Unifying Question for this lesson or unit. Why are different jobs needed for different places?

- Certain jobs are unique to a specific place. Based upon the natural and human features and characteristics of a place, different jobs are needed to operate and sustain that p community.

Formative Assessment used for this lesson Anecdotal Notes/Observations Chart Paper Posters Make a Living Worksheet

II. Instructional Decision-Making What knowledge of students influences my instructional decisions in this lesson? How will my instruction respond in order to remove barriers to learning and/or build on students’ strengths?

Knowledge of Learners Instructional Decisions Base Anticipated Age Level Characteristics:

- Short attention span - Need engagement and visual representations- Enjoy meaningful connection to content being

Student Concerns or Needs to Address:- I will allow students a short brain break before

beginning the lesson in order for students to

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learned and their interests Students’ Prior Knowledge:

- Students have learned about and are able to identify both natural features and human-made features.

Possible Area of Confusion:- Because some jobs are universal and suited for

multiple locations, some students may be confused that certain jobs are needed in particular areas.

- Some students who have recently moved to the United States may not be familiar with particular jobs and their titles.

expand their energy and be present for the lesson.

- Due to some students’ lack of exposure to particular jobs, I will choose jobs with simple titles and are used around the world (i.e. farmer, teacher, etc). For specific jobs that may be more unique to an area, I will explain that job: the name of the title and what a person may do if that is their job.

- Student Interests:

- Animals and Living Things- Sports- Video Games (Mindcraft)- Independent Reading - Art

Multicultural Considerations / Equity Measures Considerations and Measures Included in this Lesson

Equity Measures: During the lesson, I will ensure all students contribute their ideas and demonstrate their understanding of the relationship between a place and how people make a living there through collaborative conversation. Multicultural Consideration: The students in the classroom include 5 ESOL students as well as many from Hispanic and Asian backgrounds.

Students will all be valued and validated for their unique contributions to classroom discussion and therefore will lead to increased engagement. In order to ensure equity, I will use equity sticks to have varied student response

Cooperative Learning/Strategic Grouping: Students will engage in collaborative and work in groups to enhance their learning experience. I will ensure that ESOL students will be paired with a bilingual student who speak a common native language.

Academic Language (AL) Demands Scaffolds that Support LanguageDevelopment in this Lesson

Students will be introduced to academic language including:- “Make a living” - Career- Analyze- Amusement Park/Boardwalk- Sustain - Environment- Community

In order to support language development in this lesson, I will introduce new language through explanation and group discussion by building on students’ prior knowledge of particular language concepts.

For students who are visual learners or ESL learners, I will have job titles and pictures in a bag available for students to bring with them as they rotate around through the chart paper.

For their follow up, I will have pictures of places available to help generate ideas.

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III. Instructional ProceduresWhat instructional framework, strategies, and sequence will I use to ensure that every child is a successful learner? Instructional Materials (No Technology):

Chart Paper 4 Markers (Blue, Red, Green. Purple) Place Pictures (4) Picture Follow Up (21 Copies) Job Idea Bags (for scaffolding if needed)

Management Considerations (Procedures, Transitions, Materials, Behavior)

Procedures: The teacher will bring students to the carpet and deliver essential question (Why are different jobs needed for different places?). As a class, teacher and students will discuss what “make a living” means and how certain jobs “fit” a certain place by brainstorming examples. In groups, students will have the opportunity to rotate around to different places and brainstorm a variety of different jobs that can be done in a particular place. Each group will have a different color marker to determine each group’s ideas and contributions. After, we will read and share out the posters. Teacher will revisit essential question and students will share their ideas or answer. To follow up, students will complete the “Making a Living” work sheet where they will draw a place and list jobs that could be done in that places.

Transitions: *Clap, Clap* TEACH! *Clap, Clap* Okay! (Think, Pair, Share) “All set? You bet!” “2 Claps, 2 Pats, 2 Claps, 2 Pats, Hands on your head, eyes on me.” “1,2,3 Eyes on Me! 1, 2, Eyes on You!” Team Leaders Countdown Transitions (set expectations/give directions and count down from 10 to complete) Students will stand up straight like a pencil, catch a bubble and return to their seats.

Behavior: Teachers can use the Meadow Hall High 5 PBIS system put in place. The class has a folder each containing a pocket within the folder for each student. Each student has three cards (green, yellow and red). Using the High 5 “Hierarchy of Consequences”, students will get two verbal warnings for any misbehavior. If a student continues, the teacher may choose to ask the student to flip their card. All students will be held accountable to good behavior. In the guided reading group, students can be rewarded a ticket or fruit loop for demonstrating working hard the whole time. One student has a particular behavior contract, where she settings morning and afternoon goals for “controlling her body” and “listening to directions.”

Instructional Sequence ApproximateTime

Procedure

EngageStep 1: Transition Students from Word Work into Social Studies

Step 2: Introduce Lesson and Objectives“Today during lesson, we are going to be learning about different ways people make a living or work in different places. Our essential question that I want you to keep in your head for our lesson is why are different jobs needed for different places? At the end of our lesson, I want us all to be able to answer that.”

Step 3: What does it mean to “make a living?”- Pose to the class the question: How do people “make a living?”

What does this mean?”- Potential Answers: to make money, to live, to work- Make connection to their real life (i.e. parents, myself as a

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teacher)Step 3: Explain “Who Could Make a Living There?” Rotations“Today, we are going to look at a variety of places people work and we will write down jobs that people could do in those places.”

- Explain that students will each have a turn to look at different places and brainstorm in a group the type of jobs that could be done there. They will all have a different color marker and will need to collaborate and share the marker to record their ideas. Explain that they must come up with at least 2 jobs per place.

- Introduce the places: an amusement park, a city, a farm, a school.

- Challenge students to not repeat jobs already thought of by different groups before them.

ExploreStep 1: “Who Could Make a Living There?” Rotations

Transition : Instruct students to “catch a bubble” and quietly walk to your seat in 10.

Explain students that they will have 3 minutes at each place and that they are competing with other groups.

Start timer. As groups work, float to groups to gauge their understanding and

listening to their sorting ideas. When timer goes off, transition groups one at a time to rotate tables. Repeat timer and transition steps until all tables have seen all 4

pictures. Transition : “All Set? You Bet! Meet me on the carpet in 10.” Ask a

leader from each group to bring chart paper up and hang on wall.

ExplainStep 1: Class Discussion and Student Share Out

Transition : “All Set? You Bet!” “Friends, as I look around at our charts, I am very impressed with how

much you all know about jobs in different places” Students will come back together as a group and I will ask for a

volunteers for each “poster” to share their chart paper responses. Guiding Questions:

- What could someone do to make a living at that place? - What makes that jobs special to that place?- Why do we need _____________ at that place?

Student Praise: “Friends, can we give group ____________ a silent scream for an awesome job well done? You go Table____!”

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Closure2 Minutes Step 1: Return to Essential Question and Discuss

Evaluate why certain jobs are unique to certain places (use examples of how are farmers needed in the city)

Why are different jobs needed for different places? (allow students to share ideas)

Potential Answers : There are certain jobs that have to been done one place and not the other, you can do that job in a few places

Targeted Answer : Certain jobs are unique to a specific place. Based upon the natural and human features and characteristics of a place, different jobs are needed to operate and sustain that community.

Extend/Enrich6 Minutes

Step 1: Making a Living Worksheet Students will draw a picture of a place and then write at least 3 jobs

people can have in that place

EvaluateWhole Group Carpet

Discussions, Group Work and Individual Follow Up

By listening and probing each student as they are independently completing the work, the teacher can gauge understanding.

Evaluate student follow up and ability to draw a place and list jobs for that place.

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