Lesson+Plan

** Social Studies Unit: ** All About Me  ** Grade Level: ** Kindergarten ** Lesson Plan Title: ** My School Family & Friends
 * Teachers: **Melanie Carlisle, Jami Moesgaard, Lisa Rieck, Brooke Warner

** Content Area: ** Community/Civics & Government

** Learning Objectives: **

The student will:

· Explain why he/she thinks that we need rules and laws at home, school and in the community. · Demonstrate characteristics of being a good citizen. · Demonstrate conflict resolution among friends consistent with being a good citizen. · Use new vocabulary in constructing sentences.

** Sunshine **** State **** Standards: ** SS.K.C.1.2 Explain the purpose and necessity of rules and laws at home, school, and community.

SS.K.C.2.1 Demonstrate the characteristics of being a good citizen.

SS.K.C.2.2 Demonstrate that conflicts among friends can be resolved in ways that are consistent with being a good citizen.

LA.K.1.6.1 The student will use new vocabulary that is introduced and taught directly

** Student Activities & Procedures: **

1. The teacher will begin the lesson by reading the book “David Goes to School”.

2. After the reading the teacher will ask the students to tell me why they think that we need rules in school.

3. Then the teacher will expand the discussion to include rules and home and laws in the community. The teacher will introduce a poem about the rules of the classroom and then have the students say it with her.

** “We raise our hands to speak. ** ** We work quietly at our seats. **   ** We use voices soft and sweet. **  ** We keep our places tidy and neat. **  ** We are helpful, friendly, and fair. **  ** We take turns and willingly share” ** 4. Then the teacher will write the new vocabulary words on the board. The teacher will tell them to listen for the words and how they are used because the teacher wants them to be able to use them in a sentence at the end of the lesson.

5. The teacher will define the vocabulary words to the students before integrating them into the lesson. There will only be four words. They are: responsibility, characteristic, citizen, and respect. The teacher will ask for the students’ help in associating a picture with the word that will help them to remember the meaning of the word by asking, “What do you think of when you hear the word __?” The teacher will discuss the meaning with the students and then when they agree she will draw that picture next to the word on the board.

6. Then the teacher will discuss with the students what the characteristics of a good citizen are. The teacher will explain that as they follow the rules at school and at home, and they obey the laws of the community they are making a good impact on the community that we live and therefore, being good citizens.

7. The teacher and the students will discuss more specifically the characteristics of a good citizen; such as sharing, understanding, responsibility, and working with the community, taking care of the world around you, being a good friend or neighbor, and treating people with respect.

8.The teacher will pair the students in groups of two. She will give them one characteristic for each group to act out; such as showing respect, sharing, being a good friend, helping in the community, etc.

9. Then the teacher will ask the students if they have ever gotten angry with a friend and how they tried to make it better? The teacher will give time for student responses. The teacher will also ask them how one of the characteristics of being a good citizen “treating each other with respect”, might help them to resolve a problem with a friend.

10. The teacher will help them to understand what it means to treat someone with respect, such as staying calm, trying to see things from the other person’s perspective, and thinking through possible solutions that will be agreeable to both of them. The teacher will choose two students to act out a situation for the rest of the class. The teacher will put a toy between the two students and have them put their hands on the toy and the teacher will ask the class what the problem is. They will say that the problem is because both of them want the toy.

11. The teacher will have a sentence strip with a sentence written on it. There will be one sentence for each vocabulary word. The place for the vocabulary word will be left blank. The teacher will also have cards with one vocabulary word per card that can be placed on the blank space on the sentence strip to complete the sentence. The teacher will ask for student participation to help for find the right vocabulary word for the sentence. The student who chooses correctly will Velcro the word onto the sentence strip and the class will read the sentence together out loud.

12. The teacher will play a brief video. []

13. The students will be encouraged to participate in a group discussion by giving personal examples of a time when they “made a good choice with friends.”

14. Before the students leave group time, the teacher will play the song, “That’s What Friends Are For.” She will allow them to pick a friend to be their dancing partner while the song is playing. []

** Resources/Materials: **

David Goes to School Tape Recorder Poem about Rules Whiteboard/Chalkboard Dry erase markers/Chalk Sentence strips and vocabulary word cards Laptop or Smartboard Fox & the Hound Soundtrack, Song- “That’s What Friends Are For”

** Assessment: **

The teacher will assess the students by observation during discussions and role playing. Another way that the students will be assessed is by having them go out and interview school faculty and staff (i.e. school principal, p.e. teacher, etc.) The teacher will pair the students with 5th grade buddies and they will use the tape recorder to record their interview with chosen person. When the students return to the classroom they will thank their big buddy for their help and rejoin the class. One by one each student will share by retelling about their interview experience.

** Exceptionalities: **

The teacher will use role-playing to assist ELL’s and learners with exceptionalities. The teacher will use visuals to assist ELL’s and learners with exceptionalities. The teacher will use repetition of words and content to assist ELL’s and learners with exceptionalities.