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Lessonplan peopleplaces


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Lessonplan peopleplaces

  1. 1. Template for Technology-Enhanced Lesson Plans<br /><ul><li>People and Places in Our CommunityCommunities Thematic Unit, Lesson 2Susan Ferdon, authorBoise State University / DPS109Lesson Overview:In this series of activities, students will continue to explore their community (Deerfield/Highland Park, Illinois). Students will learn about people and places in the community and, through literature and discussion, will learn how we can share information and stories about our community. Students will then use an online tool to share stories and images of their community. Curriculum Subject(s) and subject areas/topics:Estimated duration:Grade Level:Language Arts, Social Studies2 – 3 daysKindergartenCurriculum Goal(s):Illinois Learning Standards:Language Arts1A: Comprehend a broad range of reading materials. 1.A.ECa Understand that pictures and symbols have meaning and that print carries a message. 1.A.ECb Understand that reading progresses from left to right and top to bottom. 1.A.ECd Identify some letters, including those in own name. 1C: Comprehend a broad range of reading materials. 1.C.ECa Retell information from a story. 1.C.ECb Respond to simple questions about reading material. 3A: Use correct grammar, spelling, punctuation, capitalization and structure. 3.A.EC Use scribbles, approximations of letters, or known letters to represent written language. 3B: Compose well-organized and coherent writing for specific purposes and audiences. 3.B.EC Dictate stories and experiences.3C: Communicate ideas in writing to accomplish a variety of purposes. 3.C.EC Use drawing and writing skills to convey meaning and information.4A: Listen effectively in formal and informal situations. 4.A.EC Listen with understanding and respond to directions and conversations.4B: Speak effectively using language appropriate to the situation and audience. 4.B.EC Communicate needs, ideas and thoughts.5B: Analyze and evaluate information acquired from various sources. 5.B.EC Relate prior knowledge to new information.5C: Apply acquired information, concepts and ideas to communicate in a variety of formats. 5.C.EC Communicate information with others. 13B: Know and apply concepts that describe the interaction between science, technology and society. 13.B.ECa Express wonder and ask questions about their world. 13.B.ECb Begin to be aware of technology and how it affects their lives.Social Science14D: Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations. 14.D.EC Develop an awareness of roles of leaders in their environment. 15A: Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services. 15.A.EC Identify community workers and the services they provide.16A: Apply the skills of historical analysis and interpretation. 16.A.EC Recall information about the immediate past.17A: Locate, describe and explain places, regions and features on the Earth. 17.A.ECa Locate objects and places in familiar environments. 17.A.ECb Express beginning geographic thinking. 18A: Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions. 18.A.EC Recognize similarities and differences in people.Fine Arts26A: Understand processes, traditional tools and modern technologies used in the arts. 26.A.ECc Music: Participate in music activities. Foreign Language28: Use the target language to communicate within and beyond the classroom setting.28.A.EC Maintain the native language for use in a variety of purposes. 30: Use the target language to make connections and reinforce knowledge and skills across academic, vocational and technical disciplines.30.A.EC Use and maintain the native language in order to build upon and develop transferable language and literacy skills. Social/Emotional Development31: Develop and awareness of personal identity and positive self-concept. 31.A.ECa Describe self by using several basic characteristics. 31.A.ECb Exhibit eagerness and curiosity as a learner. 31.A.ECc Exhibit persistence and creativity in seeking solutions to problems. 31.A.ECd Show some initiative and independence in actions. 31.A.ECe Use appropriate communication skills when expressing needs, wants and feelings. 32A: Perform effectively as an individual.32.A.ECa Begin to understand and follow rules. 32.A.ECb Manage transitions and begin to adapt to change in routines. 32.A.ECc Show empathy and caring for others. 32.A.ECd Use the classroom environment purposefully and respectfully. 32B: Perform effectively as a member of a group. 32.B.ECa Engage in cooperative group play. 32.B.ECb Begin to share materials and experiences and take turns. 32.B.ECc Respect the rights of self and others. 32.B.ECd Develop relationships with children and adults. Deerfield Curriculum:Language ArtsOral and Written CommunicationRepresent ideas in a variety of waysSpeak in front of a groupSocial Studies Learning about oneself and the relationship to others is the core of the kindergarten social studies curriculum.Develop concept of self, family, school and community.Develop an awareness of basic geographical concepts through the use of maps and globes.ArtThe program will promote an appreciation and enjoyment of art to help students develop self-expression, explore and experiment with different mediums and strengthen fine motor skills.MusicDevelop the ability to listen with discrimination.Lesson Objective(s): Represent ideas in a variety of waysSpeak in front of a groupDevelop concept of self, family, school and communityDevelop and awareness of basic geographical concepts through the use of maps and globesDevelop the ability to listen with discriminationNational Educational Technology Standards for Students: Apply existing knowledge to generate new ideas, products, or processescreate original works as a means of personal or group expressionInteract, collaborate, and publish with peersCommunicate information and ideas effectively to multiple audiences using a variety of media and formatsPractice safe, legal, and responsible use of information and technologyExhibit a positive attitude toward technology that supports collaboration, learning, and productivityUnderstand and use technology systemsLesson Procedure:Motivational – Preparatory activities: Motivational Activity: Build a NeighborhoodIntroduce Activity: “Today we are going to create our own little community.”Open Web site URL: the online game to build a simple model of a neighborhood. Guiding Questions: Which type of neighborhood matches our community? (click on each of the four icons)Click on icon that is closest match (left/suburban)What do the different pictures mean? (discuss icons)What do we want in our neighborhood? Drag and drop images to canvas to “build” the neighborhood. If Interactive Whiteboard is available, have students manipulate objects themselves, as is practical/feasible.Thinking about the books we just read, and our discussion, what is missing from our community?Think of one place in our community that we didn’t put in our online neighborhood. Draw a picture of it and write or tell why you think it is an important part of a community.Information presentation and information processing (analysis/synthesis) activities: Preparatory Activity: Read-Aloud and DiscussionOpener: Who can tell me one thing that they remember about communities?Read-aloud: Read a book in which a community is explored (below, or similar).Discussion: How is this story the same as the other books we read about community? What is different about this book? What did you learn from this book that is different that the others we read?As time allows, read another book on this topic. Compare/contrast information and relate to own community.If You Give a Cat a Cupcakeby Laura NumeroffWhere Do I Live?by Neil ChesanowInformational Activity: The People Song (sing along)YouTube: Synopsis:Watch and sing along as we learn about the people in our town and what they do for their jobs. Song has subtitles in English and Korean. Note: Many YouTube videos can be converted to mp3. Download the song as an mp3 file for a sing-along with the computer is not available or desired. Here is the link to convert People Song: View video with sound off, pausing as needed, and discuss the people pictures seen. Some students will be able to read the subtitles, others can use context clues to help. View again, this time with the sound on. Students may sing along as able.Another day, watch and sing along again. Discuss rhyming words in the song and how they help us remember the words.Play mp3 version of video songs in the Communities Unit during work time or free play/transitions. Repeated hearings will enable students to remember more of the song words/content.Informational Activity: Buildings in Our CommunityView Video: Community Buildings A combination of still pictures and adult narration, this video follows a PowerPoint-like format including text, images and slide transitions. A concise, kid-friendly description of what buildings are used for, along with one or two photographs, is included for each building type. Pacing and content is well suited to this age group (kindergarten). Buildings types included: Fire Station, Police Station, City Hall, School, Library, Bakery, Grocery Store, Bank, Hospital, Post Office, Retail Store, Gas Station, Landfill, Gym. Note: Video is embeddable, but does not have a SafeShareTV URL (it is TeacherTube not YouTube). If desired, click the download button on the TeacherTube page (linked above) to save a copy on your computer.Discussion: Many communities have buildings like these, though they might look different. Do we have a Fire Station in our community? Have you ever seen it? What do you know about the fire station? Continue with similar line of questioning regarding buildings in the community. Discuss purpose of various buildings. How does it help our community? What do you think it would be like to work there? Are they all fun places to go?Using teacher-created Flipchart for the Promethean Board, students sort buildings – fun/not fun, goods/services, large/small, etc.Students, particularly younger, less experienced readers, benefit from picture clues. When creating the flipchart, try pairing words and pictures. Images can be found on Promethean Planet, ActivInspire Library, or find clip art online. Good sources of copyright friendly images are: Open ClipArt ( and Clkr ( Application activities: Application Activity: Stories of Our CommunityRead-aloud: On the Town: A Community Adventure. Armed with a black notebook, Charlie and his mother explore the community and the people who live in it, and decide what they should write about it.Discussion: If you were going to write about some of the places in our community, which places would you write about? What do you think you would say about it?On the Town: A Community Adventureby Judith CaseleyApplication Activity: Stories of Our Community / MappingUsing Mapskip, create stories of our community. For a video tour of MapSkip visit: Site Navigation: After login, site will open to “Places.” This is your most recently saved map/location.“Stories” is a list of the most recent stories added site-wide. Click on a story and you will be taken to the map that goes with it. Note: Clicking the back button will not get you back to your own map. The best option is to click on “my passport” then on one of your own stories.“Photos” page has the sites’ most recent photo uploads. Click on thumbnail to open full-size image and see options.“Sounds”– Click on a hand marker then “full story” to hear recordings from various locations.“My passport” is a chronological list of your own locations and stories. This is a great way to get back “home” if you’ve been exploring and an easy way to check for new postings.“Blog” has some great posts about how MapSkip is being used as a social networking and collaboration tool in the classroom.Map Navigation: Like GoogleMaps, “grab” the map and drag it around, or click on the arrows in the upper left corner to move the map. Click on the plus and minus signs to zoom in and out. Open MapSkip: in: The username is “kipling” and the password is “cougars.”Using the dropdown menu in the upper right corner of the page, select a view: Map, Satellite, Hybrid, Terrain. Hybrid is recommended as it allows you to see buildings, etc. plus street names.Students have already used GoogleMaps to explore their community and see how it has changed over time. Discussion: What looks the same/different in MapSkip?Introduce MapSkip and explain that we will be using it to share stories and pictures of the places in the community that are important to us.Click on the hand marker at the Deerfield train station to see an example of a story and photo. (Feel free to edit the text and/or upload additional photos as available.)Click on the hand marker at Kipling School. With the teacher typing, students contribute portions of a story about our school.Find two or three other locations of interest and demonstrate how to place a marker and add a story. Remind students that if you include any names, it’s first names only!Optional Family Project: With the help of a grown-up or older sibling, students add markers and stories to the shared map. Some possibilities are: your home, favorite restaurants, church/synagogue, store, playground/park, pool, library. Remind families that single locations can have multiple stories.A few days later, go back into MapSkip and see what has been added to the shared map. Read stories and discuss. Possible topics: story development (characters, plot, setting), common themes, how details help make stories interesting.Choose a location (new marker or additional story on existing marker) and add another class story.Invite students/families to let you know when they have added a story to the map and/or check back periodically (my passport) and note additions.Application Activity: The People in My CommunityIn this activity, students will contribute to a classroom eBook about people and/or places in the community. View video: Community HelpersYouTube: SafeShareTV: Synopsis:This narrated slideshow introduces viewers to the fireman, policeman, librarian, dentist, doctor, mail carrier, farmer, teacher, and garbage man. For each helper, information includes title, where they work, a job-related detail, how they help the community, and a related reminder for children. For example, “the fireman reminds us not to play with matches.” Attractive visuals combine with narration that is expressive and clear, will make this a very engaging video for viewers.Introduce Activity: Make a drawing that shows a person or in the community and write/tell about it.Example: Image here By first name onlyThis is (person/place).(describe why you like it, what makes it special, etc.)Brainstorm: Generate a list of people in the community that are important to children. Reinforce that the community is larger than just our home, so we are thinking about people that are not in our family and places that are not our house. Some possibilities: Ray and Celeste (crossing guards), lifeguards at the pool, police officers, firefighters, people that work in schools (teacher, secretary, nurse, principle, etc), coaches, workers (electricity, water, phone).Pair-Share: Students take a few minutes to talk about the different people in the community and tell which ones are their “favorites” and why.Work Time: Go over rubric requirements for illustration (person, one or more representative objects, etc.). Students sketch a “sloppy copy” of what their picture will look like. Think about how to draw the person and what objects and background is wanted for the picture. Use markers to draw final copy (marker will copy better than crayon and there will be better color contrast online).Scan Artwork: Use copier in 4th grade hallway. Select “send to email,” enter email address, and select “jpeg” as image type. Note: Scan work for only those students who have permission for work to appear online, and make sure that if names are included, only first names are used.Retrieve student artwork from e-mail. For ease of use, rename each e-mail attachment with student name, or number ID, and put all images for the project in a single folder.Select an eBook format. Mixbook: The advantage to Mixbook is that a viewer can be embedded (square only!) into the unit wiki and there is an educator version that allows secure editing. Using Mixbook themes will give your eBook the look and feel of a scrapbook.IMPORTANT: If using Mixbook, student drawings should be square. The play/pause button on the viewer will cover part of the page, so it is beneficial to leave a margin at the bottom of the page.To begin the book, click on “Square Photo Books.” Next, choose a theme. Blank Canvas may be the most appropriate for this activity, but there are holiday themes that would be good for other projects. Upload photos: Click on “Photos” tab. If uploading from your computer, clickon “Add Photos” then “Upload” and navigate to the desired folder. Build the book: For each page, click on the “Layouts” tab and choose the text or photo layout for that page. For photos, click on “Photos” tab again and drag in desired photos/images. For text, click on the blank page, then the layout you want. Click on the page to enter text. Note, go to the very top of the page and the cursor will turn into a I-bar. You may need to increase font size to see the text clearly (default is 20).StoryJumper: The advantage to StoryJumper is that the book can be viewed in full-screen mode and, like Mixbook, images can be uploaded directly from your computer and there is an educator version. Using StoryJumper will give your eBook the look and feel of a picture book.IMPORTANT: If using StoryJumper, student drawings should be done in “landscape” rather than “portrait.” Using StoryJumper story starters, the writing process is scaffolded for students. For older children, or family projects, story illustrations can be created in StoryJumper. Adding images and text to a StoryJumper eBook is, in my view, very intuitive (fewer steps than Mixbook, but also fewer layout choices). If you’re looking for themed backgrounds and templates, Mixbook would be a better choice. If you’re looking for ease of student use, StoryJumper will probably work better.In the menu bar at the top of the page, select “create.” Next, click on “photos” then “get photos” and choose location (your computer or Flickr). Upload from your computer, instead of putting student work on Flickr, is recommended. Drag and drop photos and text boxes into desired pages, adding pages as needed.For front and back covers, you are limited to images that have been used elsewhere in the eBook. Click on the front/back cover, enter text, then choose an image from drop down menu.Create book: Upload photos/images and drag them into the pages.Teacher or adult helper will conference with each child and type in what the child dictates for his/her page in the story. Goal: Three or more sentences with a main idea and detail. Optional: students write by hand with pages scanned into book.When book is ready to read, students share their own page with the class. “Reading” from the screen, students may say what they wrote or tell about it. Students will describe whey they chose that particular community helper. Tell one thing you liked about your picture and something you would do differently the next time (if there was a next time).Application Activity: The Places in My CommunityAs above, students will contribute to a classroom eBook about places in the community. Follow the same process as in the other eBook activity, but this time with places instead of people. Again, reinforce that the community is larger than just our home, so we are thinking about places that are not our house. Some possibilities: park, playground, school, store, church/synagogue, fire station, police station, library, etc. Since there are AM and PM kindergarten classes, teachers may decide that the AM class will do people, and PM will do places (or vice versa). AM and PM classes can share their books with each other and their families, on the wiki.Application Activity: Community Helpers Theme ActivitiesCommunity Helpers Theme: Visit a Web site with lots of art activities for a Communities Thematic Unit. Though the Web site is geared toward pre-school children, there are many activities suitable for the wide-ranging skills present in the kindergarten classroom.,Flipbook of Hats: Make a flipbook! Color the hats of the community helpers then flip the pages to see the hats change. View the PDF below, originally the EdHelper Web site (, for project ideas.Click to download PDF: Closure/review activities: Review Activity: Classic Sesame Street – Who Are the People in Your NeighborhoodYouTube: Synopsis:This Sesame Street footage uses the well-known song, Who Are the People in Your Neighborhood, and puts an historical spin on it. In it we are introduced to people that would be in your neighborhood during the time of George Washington - Candlemaker and the Saddler. Additional “classic” Sesame Street versions of the song are also available.Grocer and Doctor: provide a clear description of the methods and/or techniques that will be used in order to accurately determine whether or not students have mastered lesson objectives.)Promethean Planet Resource: Community HelpersIdentifies who community helpers are, the tools they use, and the goods and services they provide. If students have not used Activotes before, peer buddies could help. URL: Helper Illustration and Text - RubricStudents may dictate or handwrite text. Students will earn up to three points per post. One point for each:Both text and drawing relate to a helper in the community.Illustration includes a human figure and one or more images, objects or symbols that are representative of their job duties.Length requirement is met: Writing by hand – one sentence, Dictation -– three or more sentences.Accommodations:Students with Cognitive Difficulties Practice matching community workers and buildings/locations using online game, At Work in the Neighborhood: If you click on the wrong answer, the game will not allow the line to be drawn. Click again until the correct answer is chosen. Discuss – what clues do you see in the people pictures and place pictures that help you find the ones that go together? Students with Physical Difficulties Rather than create eBook story illustration by hand, use drawing tools in StoryJumper. Note, if this modification will be used, StoryJumper must be used by all the students in the class, so that files are compatible. Use Activwand and alternate input devices as needed for online and Promethean Board activities.Students with Sensory Difficulties Students with visual impairments may not see visual cues for People Song, and other YouTube videos. For each video in the unit, visit the YouTube web site, download audio as mp3, and put the Communities Unit files on an iPod. Listening to material will provide student additional repetition that may be necessary if visual cues are not possible.At-Risk Students Students dictate stories, rather than write by hand. If possible, secure a translator so that child is able to dictate eBook page text in his/her native language. English Language Learners will benefit from addition literacy-building activities. Raz-Kids online leveled reading library, a subscription service, has hundreds of animated books for reading practice. A variety of book topics are available, including books specifically related to the Communities Thematic Unit:The City: Places: Community Helpers: Gifted and Talented Students:eBook writing project has students in one class creating books about people and the other class creates a book about places. Group two students with giftedness (and their buddies) who will plan an eBook on a related topic that includes a plot line. As classmates create non-fiction pages for the class eBook, GATE students write a fantasy story with a beginning, middle and end, including details. Illustrate pictures by hand or use StoryJumper drawing tools.Materials, Resources and Equipment:Materials:Paper, markers, crayons for illustration activityResources: ClipArt Raz-KidsThe City: Going Places: Community Helpers: Equipment:ComputerPromethean BoardCD player or iPod to play mp3 versions of YouTube songs</li></ul>Lesson Plan Template retrieved from (PDF has been converted to a word document)<br />