Social Studies Unit Plan-Benchmark Assignment 1

1 Social Studies Unit Lesson Plan
Social Studies Lesson Plan Grade: Kindergarten Savannah Jarvis Victoria Vega Brandi Teran Monique Kartchner
Table of Contents
Unit Rationale ..3 Brainstorming/Initial Planning ...24 Unit Plan Lesson one (Inspiring Wonder) ..30 Lesson two (Painting the Picture) ...36 Lesson three (Application) ..49 Lesson four (Connecting the Past to Present) .56 Lesson five (Facilitating Change) 62 Multimedia text set and resources 74
This lesson plan was intended for a full day kindergarten classroom with 24 students, none of whom have an individual education plan (otherwise known as an IEP). Ten of the students either hear or speak Spanish regularly in their home. This particular school has class from 8:00am until 3:45pm, and is located in Phoenix, Arizona, specifically in the Peoria Unified School District. The following is the class schedule that we follow: 8:00-11:45: students are in classroom 11:45-12:45: students have lunch proceeded by recess 12:45-3:30: students are in classroom 3:30-3:45: students have recess 3:45: students leave campus In this particular setting, we had a lot of flexibility when it came to our social studies curricula. In the state of Arizona, kindergarten, though not required, is highly recommended. Therefore, there are not necessarily strict standards to be followed. We decided to implement the Arizona Early Learning standards in this classroom, which includes social studies as a part of the standards. Although we did not focus solely on social studies, it was ubiquitous throughout our lessons. When approaching social studies in this classroom, we primarily presented this content through the usage of language arts. When creating our 5-Unit Lesson plan, we structured this plan around the 5 tenants outlined in the text: Social Studies, Literacy, and Social Justice in the Common Core Classroom. Our unifying theme was helping which fell under Culture (values, ideas, and behavior) as well as civic ideals and practices (from the 10 themes of Creating Effective and Informed Citizens). We chose helping as our unifying theme because we found it prevalent in all of the stories in our
East Africa cultural box. We worked to cover a multitude of content areas such as: science, math, literacy, art, etc. Through covering the idea of helping in addition to covering content areas, we would be able to highlight a variety of cultural components of East Africa. To be able to focus on the linguistic needs of our students, many of who as previously stated are familiar with Spanish we included a variety of opportunities for children to practice language components. This was done through the usage of class discussions, writing a descriptive poem pertaining to shoes, and creating a dramatic play scenario when teaching students about kangas. This rationale will go into further depth of these scenarios in relation to each tenant. For the first lesson of this five-unit lesson plan, the tenet was Inspiring Wonder (Prepared by Savannah Jarvis). I intentionally only have a few activities relating to our theme of helping. Since this was the opening to the unit, I wanted to plant a seed of what it means to help. Agarwal-Rangnath, R. (2013), states in chapter 2 that one way to inspire wonder is through an activity. For this reason I chose to do an activity that I would repeat twice to help facilitate the idea of how to help. My hope for this lesson is that children would then be able to name qualities of helping. If children are able to recognize that communication is important to helping, then the objective for this lesson has been met. Since social studies are only a part of the standards to be met in a classroom, a variety of other activities are a part of this lesson to expand knowledge. The activities include math, fine motor skills and literacy criteria for Kindergarten. Most of these extensions are present in the center activities. Since centers are available to pick and choose from, not all children will have met the same standards, but the opportunity to explore each center is there for all children.
The first available activity is shoe tying. Although learning to tie a shoe lace is not part of the standards I thought it was important for children to learn this skill for everyday use. One could also argue that it is fine motor development. I did not include this in my objective because it was not a main goal of mine, just a side activity. Many children at this age should learn to tie their shoe so that they can better be independent. For the shoe designer activity I wanted to provide an opportunity for children to be creative. As part of the Arizona Early Learning Standards children are expected to Use a variety of materials/media, tools and techniques to create original works of art. To asses this I would look at what the child created. If the design follows the general directions I would say they have grasped the standard. If the child is able to create a piece of art on their own that is not copied from anyone elses art, I would say the child has grasped the concept. The directions are intentionally vague so that the children are not limited. They have enough structure to have direction in their creation, but not so much structure that they all come out with the same product. As part of the standard they should be able to use a variety of tools and materials to create a piece of art. I have provided many materials such as paper, cardboard, string, and paint along with a variety of tools such as glue, tape, and scissors. The final center was to look at childrens organizing abilities. The shoe organizer activitys purpose was to emphasize the Early Learning Standard, Sorts and classifies objects by one or more attributes (e.g., size, color, shape, texture, use). I want to see that children at this stage have the ability to see similarities and differences in objects. The reason I wanted the shoes to start off in no particular order was so that it did not influence the childs thoughts and ideas.
For the reading of the correlating story New shoes for Helen, I chose to do a variation of a picture walk. By giving children guided direction at what to look for, it helps children to focus in on what the story is about. Throughout Giorgis (2012) book, picture walks are noted for their ability to allow children to hypothesize about future events throughout the story. Children also tend to pay closer attention to detail when they have seen the illustrations first. I have noticed this in my field experience when reading to children. By reading the story, children are able to compare what their illustrations conveyed and what the words meant. Connections between art and literacy are being made in this process. For the literacy component of this lesson I decided to have the children create a poem. I divided this activity into two parts for two reasons: It allows childrens ideas to come more clearly and it does not overwhelm them. In LRC 480: Childrens Literature Birth through age 8, on September 12, 2013 we took a field trip to the poetry center on campus. Before going, we were required to reflect on our experiences with poetry. Some people had very positive experiences, while many had some negative experience. Still, some had not had much practice with poetry. With that memory in mind, I wanted to create a positive experience with poetry. Some of the negative experiences associated with poetry were feelings of being thrown into poetry with no understanding or guidance. For this lesson to be successful, I felt it was necessary to provide scaffolding to make a poem. The first part of this activity was designed for small groups so that children could feed off of the ideas of others and provide their own ideas. I gave prompts for what to write on so the children would have direction for their writing. I purposefully did not tell the children that this would become a poem. Sometimes with poems,
children feel as though they must have just the right words or that they must rhyme. Without that pressure children are more likely to have a positive experience. For the second part of the activity I chose to do this as a large group. I did so because I wanted all the children to see the process of creating the poem together. Again, this also takes pressure off children to have just the right formula for words. I allowed children to choose the format and wording of the poem so that they know they contributed to the creation of the poem. Although the teacher can make suggestions, it is ultimately the students decision. For the closing activities, I decided to repeat the opening activity to remind children of the theme. By giving them the opportunity to experiment with the game in new ways, children are able to decide for themselves what works and what doesnt work. I left the closing activity up for discussion so that children could see from multiple perspectives what characteristics are important for this game to work. It also provides an opening to the rest of the units lesson plans on helping. For the overall flow of the plan I intentionally placed activities in the order that they are so that children are not overwhelmed. As we discussed in TTE 301: Classroom management and child guidance during the week of September 17, 2013, provided opportunities in different circumstances that allow children to learn in many different ways. This caters to childrens many different learning styles. It is important to have variations in group activities and solitary work so as not to overwhelm some students (Bullard, 2010). Bullard chapter 3 provides many tips for creating a successful class schedule. Among those recommendations were breaking up times for individual play, small group play, large group activities, and providing a variation in quiet and
loud activities, along with engaging in in-depth learning time. I have taken into account all of these variations in the daily schedule of this lesson. This then leads into the second lesson of this unit, which would be over the course of two days and would be related to the tenant Painting the Picture (Prepared by Brandi Teran). According to Ruche Agarwal-Rangnath in Chapter 3 of Social studies, literacy and social justice in the common core classroom, the purpose of doing this is to dispel students misconceptions, challenge students to be critical thinkers, allow students to create their own judgments about history, and instill a sense of injustice in students(p 40). Through this lesson, I would be presenting activities to challenge my students to become critical thinkers, as well as dismiss any misconceptions they have about East Africa. The students will engage in-group discussions, create dolls/baskets, and role-play through their dramatic play area while they are learning about social studies. Throughout the lessons, there are some activities which include dividing the class in half, but every member of the classroom will have the opportunity to engage in every activity. My lesson plan is divided into morning and afternoon activities and does not have specific duration times because I want to allow children enough time to think critically about the book we would be reading. I did not want our discussions to be rushed due to timing. If we have spare time, the children would then go off into different centers for free-play. This lesson unit was designed to help children fully understand the text and present their understandings of the story through role-playing (dramatic play). Throughout this lesson, my intention is to help children see multiple perspectives about life in East Africa. By teaching multiple perspectives, we can help students realize that there is more than one story that can be
told about any event that happens (Wade, 2007). I want my students to be able to see the similarities and differences between people living in villages and people living in the city. To achieve my goal, I first will present this lesson by having children make connections to their own personal experiences. I began by asking my students with whom they spent their day. My reason for doing this is to get different answers within the classroom. Once the children give their answers, we would see the different ways each one of them would help that person. After, we would read Lala Salama, we would use a Venn diagram to compare life in East Africa to life in the United States. To help the children, I would flip through the book page by page, so the students would be able to point out the differences and similarities. After completing the Venn diagram I would ask a series of open-ended questions to continue the thinking process. By asking questions like these, a teacher is not only checking students understanding of the text, she is also challenging her students to think critically about the text and be aware of the voices who dominate the story line (Agarwal-Rangnath, 2013). When the students would come back from lunch we would have another read-aloud using the book Elizabetis Doll. According to Cyndi Girogis and Joan Glazer in Literature for Young Children, When children read or are read to they make personal connections to experiences similar to their own as well as to literature that relates to the world around them. Having the opportunity to discuss books and respond to them in authentic ways allows stories to come alive for young children and provides a purpose for reading. (Giorgis, 2013, p 55) After our read-aloud, they would then be divided into two groups. Each child would have the opportunity to visit each invitation. One group of children would be creating dolls like in the book we had just read, and the other group would be weaving baskets. The items the children would make during this time would be used the following day in
our dramatic play area. That day I would send a note home to the parents telling them a few things we would be exploring the next day. I would ask if each child could bring in a bed sheet, as they would be using this tomorrow. The following day when the children would arrive, we would have new items in our dramatic play area. There would be kangas, baby body carriers, baskets, and dolls. During the role-play, children would have the opportunity to have hands-on experience with the different ways kangas (an important piece of fabric in Africa) helped mothers throughout their daily lives. While one group was connecting to the text through role-play, the other group of children would be learning about kangas and the different ways they can be used. Through many group discussions, the children will have the knowledge to compare and contrast village life and city life and see that not every person in Africa lives the same. Furthermore, the following lesson would then be focused around the tenet of application. The application tenet (prepared by Monique Kartchner) follows the inspiring wonder and painting the picture tenets that are focused on gathering information to understand data from textbooks, models, read-alouds, primary and secondary sources (Agarwal-Rangnath, 2013, p. 76). According to Agarwal-Rangnath, In application, students process and synthesize social justiceoriented social studies content (p. 76). In my lesson plan I emphasized the process of discussion about the students personal experience and the experience of children in East Africa. The lesson on application is focused on the theme of helping others and the topic of school environments. The lesson will cover a one day period and will be performed during the first two hours of the morning and will be completed after the students return from lunch.
A discussion around what my students remember about their first day of school will help to introduce the topic of school environments and helping. This activity will aid to transition into talking about the differences and similarities between our school and a school in East Africa. In Social Studies, Literacy, and Social Justice in the Common Core Classroom, Agarwal- Rangnath (2013) explains that students piece together a historical puzzle based on their exploration and interpretations of history( p. 76). By having the students recall their past experiences they will be able to examine preconceptions in themselves and later be able to deconstruct bias in the text that we read. I utilized a graphic organizer and discussion groups to help in producing and processing information in a unified way. The activities in the lesson plan revolve around the Writers Workshop format. I chose this format because the book , Rain School by James Rumford (2010), will provide a childrens book that presents social studies content and will give the students an opportunity to develop their writing fluency and love for writing during the Writers Workshop to connect to language arts( Agarwal-Rangnath, 2013, p.78). The first discussion will offer students the opportunity to share their own stories and learn from others experiences, lives, struggles, and hopes through a written medium (AgarwalRangnath, 2013, p. 78). I purposefully gave the students more choices to write on including how they felt and what they remember from the first day of school (lesson plan). This broad question will make it less difficult to write. Following the discussion and Writers Workshop centered on their first day of school, the students will share with their small circle groups about their pictures and stories. This first Writers Workshop and sharing in small groups will help students feel safe to tell their stories and find strength and courage to share their beliefs and
ideas (Agarwal-Rangnath, 2013, p.78). This sharing of knowledge will also assist in opening the discussion about the school in East Africa. After discussing, writing, and sharing about our experiences from the first day of school, we will explore the book Rain School by James Rumford with a picture walk. The picture walk will give the students the opportunity to see how school in East Africa looks different from ours. According to Giorgis (2012), picture walks allow students to put forward their ideas about what will happen next in a story. I will point out specific pictures to help them understand how the students help each other in East Africa and how they build a positive school environment. I will also point out a picture that will create a dialogue around how students in East Africa learn about things that we learn in school too. Having the children participate in a picture walk will give them pictures to help them make meaning out of unknown words or concepts. The picture walk will fulfill the Language objective of understanding and using increasingly complex vocabulary (Arizona Department of Education, 2013). Following the picture walk and short discussion I will use a read-aloud format to introduce and read the book to my class. One reason for reading this book is so that the students can see the differences as well as the similarities between schools in two different places. In LRC 480 we learned that reading aloud is one way of sharing literature and is also a way to learn language, learn through language and learn about language (Read aloud rubric # 1, September 30, 2013). By reading aloud I am helping to accomplish the language objective as students now will have text to understand and use gradually more complex vocabulary. The students will have the opportunity to hear and see what a school year in East Africa looks like and will then be able to compare this new knowledge with their experiences from school.
We will have a discussion about the book which will be followed by another Writers Workshop where they have the opportunity to construct pictures or diagrams and write about the new information discussed in the book, share their creations, and then go back to the T-Chart to record their answers to questions and determine similarities and differences. Agarwal-Rangnath (2013) explains, In this way students are not left confused by the multiplicity and complexity surrounding social studies content, but rather are formulating for themselves an understanding of what they believed may have happened in history ( p. 79-80). By encouraging my students to use both art and words to display their experiences from their first day of school followed by children in East Africas first day of school, I gave them a safer place for the students to communicate their individual ideas around history. The lesson is founded upon a multipart process of having each child recall and record the experience they had on their first day of school; sharing with a group their feelings and displays, and then listening to their peers present their displays; and finally comparing their personal, and peers ideas about their first day of school to students in East Africa. To teach for social justice the students will help to construct a poster that lists the ways in which we can help each other as a class make and continue to have a happy classroom. The students cultural and linguistic needs will be met as they apply what they have learned from home, school, and the lesson plan on application to create a classroom on principles of equality and solidarity. As they continue to add to this list they will come to better understand human rights and identify the importance of each student in the class. When setting up our fourth lesson plan, it was important for us to continue to structure all of our units around the tenants encompassed in Social Studies, Literacy, and Social Justice. For
this unit of the lesson plan, we based the lesson on Connecting the Past to Present (Prepared by Monique Kartchner and Victoria Vega). Our main goal for this portion of the lesson plan was to challenge students to make concrete connections between the past and the present so they could see the ways in which our past determines and influences our present and future (AgarwalRangnath, 2013, p. 100). We structured this unit into a single day, where the first half of the morning we would focus on language concepts intertwined in social studies. In the morning we created an engaging way to teach students, A) the importance of greetings in general, and B) the different ways a person can say hello. We introduce this by having students share the way that they say hello to people. For instance a student might prefer the terms hey, or how are you, or hi. After we all discuss how each of us as an individual has their own preferences and all the different ways a person can say hello, we will then introduce three new ways a person says hello when they are from different areas of East Africa. We chose to construct this lesson plan through facilitating a class discussion for a variety of reasons. First and foremost, we feel students have the potential to learn from one another. They are able to learn that we all have different opinions and some of us share those opinions, while it is also acceptable for students to believe other things. It also gives students the opportunity to explain their opinions, which can ultimately bring up this idea of their personal funds of knowledge. Students are also able to learn a variety of discussion skills such as respectfully listening and sharing their ideas, knowing when to speak and when to allow other students to finish articulating their opinions. We also felt it was important to include a language component for students so that they become aware that there are many languages spoken in the world. At the early age of five, many students are unaware of this fact. This then relates to social
justice issues we felt were covered through this portion of the lesson. Social justice advocates for the rights of all individuals and communities, while opposing discrimination, prejudice and oppression. Through learning different languages students become more open to the differences in communities and do not see these differences from a deficit point of view. The way that they will treat others is directly correlated with these experiences. We felt that having students learn how to say hello in different ways and languages would inspire them to take the initiative to learn other ways to say hello. The second morning activity presents a theme of helping and making change through the discussion on three figures from East Africa who have a positive impact in their country and the world. By presenting the actions that each individual performed like fighting for what they were passionate about, protecting the environment, or helping people who are unable to help themselves, can help students learn from the many stories of action taken by everyday citizens to work toward a socially just society (Agarwal-Rangnath, 2013, p. 101). After presenting these significant figures from the past we will give the children an opportunity to ponder on and/or ask questions like What resources did they need? Did they engage allies and if so how? How was their message forwarded? (Agarwal-Rangnath, 2013, p. 101) With a better understanding of how individuals worked to change what was socially incorrect or needed to be improved, students will be able to recognize the tools and resources needed to take their own action toward making change. Following the discussion around these significant individuals from the past we will then ask the children questions that relate to present heroes or important beings in their lives like teachers, environmentalists, doctors and so forth. According to Agarwal-Rangnath (2013), In
providing students with the opportunity to make their own connections they are offered the chance to find a past-to-present connection that is applicable and relevant to their lives ( p. 112). Topics may arise that directly relate to the students lives. One topic that may be brought up is the Affordable Care Act that is affecting the lives of many individuals in the United States and will certainly affect the students and their families now and in the future. Another topic that may be brought up is the importance of taking care of the earth through recycling and conserving what we have. These relevant topics will help them see that many of the problems from the past continue to persist today and affect the human race. However, learning about individuals who made a significant difference may inspire them to also take action towards change. The second part of the lesson teaches for social justice as we discuss socially just individuals in a society that is not always fair. Discovering that significant individuals from the past and present base their practices on equality, unity, and valuing the worth of every individual will help students better understand how their cultures support or hinder a socially just society, and what they can do to make changes and improvements. The first part of the lesson discussed how individuals say hello in different languages and encourages the students to share ways in which they say hello. Through discussion and learning multiple ways to say hello we will respond to the linguistic needs of the students. This lesson plan was prepared by Victoria Vega based on the tenant, Facilitating Change as explained in Social Studies, Literacy, and Social Justice in the Common Core Classroom. I carefully constructed my 3-Day lesson plan covering both the main theme of helping in addition to ensuring that students understand they have the full capacity and all of the potential in the world to be facilitators of change I purposefully set up activities that incorporated both of
these ideas, in order for students to be able to investigate ways we can all work to make change in our schools and communities. (Agarwal-Rangnath, 2013. 118) By providing these opportunities for students, they would then be able to collaborate, organize, and take action to reaffirm their role in shaping the world today. As an educator, it is important for me to empower my students and make them conscious that this is their classroom, their community, their world and they can continually change things, especially when working in numbers. It is easy for our younger generations to feel helpless, or as if they have an insignificant role in society, however this is untrue as they can potentially have a very powerful role. The last tenet of this five-unit lesson plan was facilitating change. The first activity in this portion of the lesson plan, my standard for the students was to introduce the topic of responsibilities, and roles of citizenship. How can we ask our students to be facilitators of change and expect qualities of good citizenship, when they are potentially unaware of what these roles are? Through holding a canned food drive, I felt that we as a class could discuss the importance of students contributing to their community. I felt through a class discussion, students would be able to see different responsibilities and roles they can have in their community; however, I wanted to give them a hands-on and specific challenge, which was the canned food drive. Students could see how they could have a powerful impact on individuals lives, individuals that may be complete strangers to them. It was also important for me to bring this social justice issue to light. I felt if students were going to understand that there are people less privileged then they are, who are not guaranteed at least one meal a day, they needed to be able to have a chance to do something about it. I also felt this would be an appropriate time for the class to set goals, specifically the number of cans they wanted to bring in by the end of the week. This allowed me
to continue to do this activity and have it relate to mathematics. Students would have an introduction to math terminology such as larger than, smaller than, equal to, etc. This comparing of the objects would allow us to discuss the canned food drive for longer periods of time. My main goal for this activity, in addition to introducing math, was for students to have this hands-on experience making a change; a change they could reflect on and be proud of how many cans they brought in. Students would be able to say, I brought in all these cans and these are all going to help people who have little to nothing to eat. That is a powerful message to send children, and for me personally, felt like a substantial way to show students what they are capable of. This then carried me to my next activity, which was set up as invitations or otherwise known as centers. I began by reading two books to students before randomly separating them into four groups. I began by reading Lion and the Mouse, written by Jerry Pinkney. This story has no words, however, ultimately tells a story of how both the mouse and lion can help one another, and I felt had the potential to send a powerful message to students about the main idea of helping; not solely because of the story line but because of the fact that there are no words to the story. This would allow students to be creative in their interpretation of the art in this book which gives children a choice of ways in which they can express their thoughts and feelings. (Glazer, 2013. 256) I would then read Omers Favorite Place, written by Ifeoma Onyefulu. In this story the child who lives in East Africa identifies different things he likes to do and places in his community he likes to be, however, when older family members ask him to help with certain daily tasks, he does so. This would then lead me to having students in centers, where they would be able to learn about other community members that help in addition to being able to discuss
careers they aspire to have in their future. For me, it was important for students to see that while they may all aspire to be different things when they grow up, they all share a commonality that all of these careers help people in some shape or form. They should see that in their community, there are people who help and facilitate change, for instance their teachers, doctors, police officers, and even people they may take for granted or maybe not even notice, for instance garbage men/women, grocery store owners, etc. I also had them write thank you notes because this connected to my language arts component, but also because it showed them one way they can show literal appreciation for these individuals. I also included a role-play area because I learned in many of my CREATE courses that this is a truly beneficial ways for students to see the roles these individuals play in society. Role playing provides students with a chance to act out, rather than merely talk about, ways to solve problems effectively. Many students find this to be an enjoyable and instructive supplement to class discussions. It also gives teachers the opportunity to provide students with supervised practice in dealing with real life problem situations. (Role Playing. Yale. 2011.) Information, alone, rarely makes people change their minds, but personal experience often does, and all of my activities are set up as experienceoriented because I believe in the power of hands-on activities because students will retain this information longer if it becomes part of their personal history as opposed to reading about it. My next activity would be reading The Giving Tree to the class. This would then bring up my engagement which would be to have students plant a tree and other small herb/spices/fruit/vegetable plants in order to grasp the concept of how they can be change agents as well as learn about plants that can be found in their local environment. This promotes both ideas of helping and facilitating change in a variety of ways. Students can see, how they can
grow these food-based plants, and this can be correlated back to the canned-food drive in the sense of giving. It can also be a topic of how we can be more self-sustainable and things we can do that will help relieve some of our ecological footprint on the earth. Every human activity consumes resources from the planet and produces waste that the planet must then deal with. (EPA Victoria, 2012) In this activity, I am introducing topics of conservation and how we can help the Earth be as healthy as it can be for as long as possible. These students are very young and if we start showing them these things now, they can make good practices habits. Continuing on with this idea of making helping and changing decisions for our community, world, earth, I have students recognize that many resources are renewable, recyclable, and which ones are non-renewable. This is done through literature, specifically: Don't Throw That Away! (Board Book) by Lara Bergen The Three R's: Reuse, Reduce, Recycle by Nuria Roca Litterbug Doug by Ellie Bethel
I purposefully begin each activity with the usage of literature because books provide opportunities for children to construct meaning (Glazer, 2013. 60). This is my way as an educator to bring up topics in a variety of ways. When using literature, not only does it bring up the topic Im hoping to further engage students in, but it allows me as the educator to hear students thoughts and opinions on the topic as well. After reading these books to students, I will have them create art out of renewed resources in order to engage in conversation of what can be recycled, how to recycle, and what can be made out of recycled materials. This is done to support childrens aesthetic and creative development. Creativity has been characterized as involving divergent thinking, fluency in the production of ideas, flexibility, originality of ideas, and
elaboration. (Glazer, 2013. 256) I wanted students to be able to create something out of recycled goods so that they can keep thinking, what other things can I reuse, and how can I reuse these materials. My second to last activity for this lesson plan was reading the book, Only the Mountains Do Not Move which highlights a lot of cultural aspects from East Africa. After reading this book I will ask the students if they saw any similarities in the books that we have read to this book in particular. This activity is just discussion and I feel like this is important because it allows students to share and express their opinions and their interpretations of the stories. This also allows us to talk in depth about cultural aspects we saw in the book, and this is where I as the teacher, can really highlight these cultural components such as their ways of living, games they played in the different books, agriculture, etc. This also allows them to see the similarities and differences between our culture and the East Africa culture, which is great because this way the people in East Africa are not seen as drastically different, and far off. Instead they see, we have some similarities, and we are all human, and we do have some differences, but no more than maybe other classmates in the class or community. My last activity of this lesson plan was having students go on field trip in order to have a first-hand account of animals found in East Africa through guided investigations. This is where I feel it is appropriate to explain that all of my activities were centered on creating experiences for my students. I feel so much more can be learned through doing rather than the traditional sitting in our desks and reading from a course book. These engagements need to be highly personalized so that students can feel emotions. Whether that be feelings of pride in their ability to facilitate change, empathy for others, or maybe a hint of being uncomfortable when learning about topics
that concern them that maybe they knew little to nothing about prior to the class, etc. I wanted students to be able to say I am a facilitator of change, Ive participated in a canned food drive and we met our goal, or Ive planted trees and plants that not only help the earth but can make food that we can use to feed people, or I know about recycling and I participate in different green practices. That was the direction I took in creating this particular unit of the total five-unit lesson plan. As educators, we are entrusted with the very serious position of teaching the worlds youth. We are required to teach content areas such as math, science, language arts, reading, etc. But it is the things we are not required to teach, that make us effective teachers. It is the lessons that we create that incorporate content areas intertwined with thought-provoking and engaging lessons, which are the lessons our students will remember and reflect on as they grow older. We were very intentional in everything we did in this unit plan and our decisions were made to powerfully and positively affect our students.
References Agarwal-Rangnath, R. (2013). Social studies, literacy, and social justice in the Common Core classroom. New York: Teachers College Press. Bullard, J. (2010). Creating Environments for Learning. Columbus, OH: Merrill. Footer. (n.d.). Ecological Footprint. Retrieved December 15, 2013, from http://www.epa.vic.gov.au/EcologicalFootprint/ Giorgis, C. & Glazer, J.(2012). Literature for young children: Supporting emergent literacy, ages 0-8, 6th Ed. Pearson.
Keene, E., & Zimmerman, S. (2007). Mosaic of thought: The power of comprehension strategy (2nd ed.). Portsmouth, NH: Heinemann Overview. (n.d.). Early Childhood. Retrieved December 13, 2013, from http://www.azed.gov/early-childhood/ Points about Role Playing. (n.d.). Points about Role Playing. Retrieved December 15, 2013, from http://www.yale.edu/peace/role-play.htm Rumford, J. (2010). Rain school. Boston: Houghton Mifflin Books for Children. Wade, R. (2007). Social studies for social justice:Teaching strategies for the elementary classroom. New York: Teachers College Press.
Brainstorming ideas for Inspiring Wonder Book: New Shoes for Helen by Ifeoma Onyefulu Opening Activity: Shoe Game Organize pairs of shoes (activity for all to do)

Shoe tying activity (have pictures of the steps) Design own shoes (from recycled materials: shoe boxes cardboard string) Describe shoes (could turn it into a poem or book)- places we go in shoes- things we do in Shoes
What else can a shoe be used for? Plant in a shoe How can we help others with shoes? How do shoes help us? What can we do to help others with their shoes?
Set up a shoe shop in dramatic play area (Math and social skills) To introduce book: Who, what, where, when, how chart before reading (looking through book) and after reading fill in any blanks or correct any information. Use money from that country What about Music or art from this country? Look into that.
Brainstorming ideas for Painting the Picture: Book: Lala Salama a Tanzanian Lullaby by Patricia MacLachlan, Illustrated by Elizabeth Zunon Lesson plan around lullabies What is a lullaby? Can you make a lullaby? Kanga Music (different songs) Instruments? Different types of music Different types of instruments Venn diagram charts Guest speaker? Critical thinking on book Do you think people still do this? Lesson Plan around kangas Vocabulary. What is a kanga? Dramatic play/literature circle around
Other possible ideas: Have children do basket weaving. Have the children make their own dolls to use during role-playing. Have two different centers and have the children swap so everyone can take turns experiencing the role playing and understanding the information.
How do Kangas help people? What kind of things does your family do when they go shopping? How do those objects help out your mom/family? Are these things similar to the Kanga? Lullabies from East Africa for children to listen to
Brainstorming ideas for (Application) Book: Rain School written and illustrated by James Rumford Possible Activities: - Juxtapose the childrens perception of East Africas educational system before and after reading the book. -Have children draw pictures of what they think East Africans look like, East African food, what the East African environment looks like. - Writers workshop: Place pictures of East Africa, paper, markers, pencils, skin color crayons that give children the opportunity to draw pictures of their own family. -Read Aloud -Picture Walk -Play based center (example: picking up stick and saying this is my board that I am going to build my school with. -Field trip to East Africa ( pretend flight)- music( bring in) , food, activities, movies, clothing to try on. -List poem: Each student gives one word describing what they learned about East Africa. (Pg.79 Go through process for list poem.) - Juxtapose the childrens perception of East Africa before and after reading the book. Other thoughts/ideas: -I can use a poetry book or a book that rhymes to introduce rhyming Things to consider that were discussed in LRC 480:
Food, flags, language, music, festivals, games, clothes (visible topics that can be explored with things underneath). Values, beliefs, Religious beliefs, body language, gender roles, notions of beauty, perception, rules and expectations, attitudes toward social status-age, concept of fairness, views on raising children, approaches to problem solving. Example: Minjis salon Social aspects you could think about are beauty, (What is the right kind of hair, school building, etc.) Brainstorming Ideas for Connecting The past to The Present: Goal: for students to make concrete connections between the past and the present so that they can see the ways in which our past determines and influences our present and future. Possible Ideas that can be tied into idea of helping. -How technology helps us (kindergarteners are fully aware of how technology helps) -I.e. examples of internet helping us with homework or etc. , Or off the topic of technology, What about just different items: shopping carts, cars help us get from one place to another, etc. What items did we see in the books (pick books) that they used to help accomplish goals. -This might also be a good time to have students think about themselves as growing individuals: They were once small, they are now bigger and full of new knowledge (bring in this idea of going to school?) Maybe talk about how at one point in time not everyone was able to go to school...but that there were certain historical figures who helped change that.
-What are things they can help with now (at home, in school, in their community) that they were once too small to be able to help with? -Research history about East Africa (i.e. was once (or still is?) owned by British territory. Refresh memory here. -Talk about old ways of doing math: Example - Abacus vs. present day?
Brainstorming ideas for Facilitating Change: Main Theme: Ways you help/helping Country: East Africa Context: Kindergarten Books: The Lion and the Mouse The Giving Tree Omers Favorite Place Helping mom/family Only the Mountains Do Not Move -Community Something Beautiful- One story Activities: -Canned food drive (including math, counting, making a goal). Include letter to parents -Planting tree on school property Science: Create small booklet on stages of a tree
-Create class book with how we can help friends/ family/ community. -Discuss community members that help us (police, grocery man, fire fighters, etc.)
-Bake cookies Math: Helping librarians raise $ -Recycling Science Language arts: list poem of things that can be recycled Social Studies: discuss community members that help
Lesson Plan (Inspiring Wonder by Savannah Jarvis) Arizona Early Learning Standards STRAND 1: INITIATIVE AND CURIOSITY Concept 1: Initiative The child demonstrates self-direction while participating in a range of activities and routines. c. Exhibits cognitive flexibility, imagination, and inventiveness when attempting tasks and activities. STRAND 3: MEASUREMENT AND DATA Concept 1: Sorts and Classifies The child sorts and groups objects by a variety of characteristics/attributes. a. Sorts and classifies objects by one or more attributes (e.g., size, color, shape, texture, use). STRAND 1: VISUAL ARTS Concept 1: Creates and Understands Visual Arts The child uses a wide variety of materials, media, tools, techniques and processes to explore, create and understand art. a. Uses a variety of materials/media, tools and techniques to create original works of art (e.g., paper, rocks, sand, clay; tools such as cotton swabs, small/large brushes, drinking straws, and techniques such as drawing, painting, sculpting). Objectives: Have children understand the importance of cooperation and communication during group activities. Through the use of group activity and discussion children should be able to talk about why communication and cooperation are important. About 1 day
Day 1 Opening activity: (About 30 minutes) Objectives: Introduce the story, build on helping theme. Materials: Shoes on childrens feet and timer (optional) (Students are coming in from outside) As children are walking in, there will be a basket by the door in which they are to place both shoes before continuing into the classroom. After children have finished doing morning routines (washing hands and putting away personal belongings such as backpacks), have children sit on the carpet. Bring the basket to the children and ask them to take a pair of shoes that are not their own. Now you can explain the rules. Note: You can time the children to see how long it takes. Rules:

Without talking you must find the real owner of the shoes you are holding You must help that person get their shoes on You cannot touch your own shoes (the person who has your shoes must be the only person to touch them).
As children are trying to do this activity, walk around and remind children of the rules. It will be very tempting to talk during this activity, but walking around may help the children remember. Once all children have their shoes on it would be a good idea to talk about what they did to get everyones shoes on. Have them gather together and discuss the following while recording on a sheet of paper. Ask: How were you able to find the owner of the shoes you were holding?
How did this game make you feel? What did you like/not like about this game? What shoes are easy/hard to put on? In what ways did you help someone or did someone help you? (This is a game that could be played a second time to see if they improve in time)
Reading the Story: (Before: 10-15 minutes) Create a Who, What, Where, When, and How chart. Flip through pictures while asking for childrens input to fill out the chart. This can be done all at once or can be done by each section. Flip through book once thinking about Who, flip through it again to think about What, continue through each section. (Read through book: About 5 minutes) (After: About 10 minutes) Use new chart. Talk about what the book was really about. Possibly compare new and old chart.
(A planned snack time will be in between reading and centers) Centers (During this time music from East Africa will be playing-links are below): (About 1 hour) http://www.youtube.com/watch?v=gofvUli1i3o http://www.youtube.com/watch?v=HV1BJzj8a6M Tying shoe
Materials: Shoe tying charts (on cardstock and laminated) and shoes with laces
www.wsfamilyofhope.org At this station children will learn to tie shoes. There will be two options available for how to tie shoes. Shoes can be set up at a table. It would be best to have a teacher explain the directions, then let student attempt it on their own. Shoe designerMaterials: Shoe boxes, paper, cardboard tubes, glue, colored tape, scissors, string, paint, etc. Children can create their own shoes using recycled materials. Place materials in an area (on the floor may be the best; on a table could also work). Instruct children that they are shoemakers; they are to create a pair of shoes from the given materials. Do not give any further instruction. This activity will allow them to be as creative as possible. (Later in the day they can take these shoes to the market to sell.)
Shoe organizerMaterials: about ten pairs of shoes (of varying types, colors, and sizes) Start with the shoes in a pile; in no particular order. Ask each child to come organize the shoes any way they would like. What you should see are children finding some way to organize shoes;
by size or color or type. Also look to see if children keep pairs of shoes together, if they line them up or put them in piles. (Children will clean up activities and begin to settle in on the carpet) Small Group Time (about 30 minutes): Materials: Print questions on a piece of paper then cut into strips so that there is one question per strip. In groups of about 3 or 4 children will come up with words for the following questions What do shoes look like? What do we do with shoes? Where do we go in shoes? What do shoe feel like? What do shoes smell like? What do shoes sound like? As children are working, walk around and offer any assistance. If children get stuck, offer some more ideas to get ideas flowing. Some children may have a hard time spelling at this time, it is okay to draw pictures; words will come later as we put them together as a group. Also write down any words you hear children say that might be useful to bring up in a group setting (for later part of activity). (This activity will be used later in a whole group setting)
(Lunch and recess time)
Group Time Activity (About 20 minutes): Materials: Large sticky note paper and marker (using answers from questions in previous small group activity) Talk to the children about how they want to organize a class poem and the way they will write it. Children will use the words they came up with to create a poem. Use a large poster to write out the poem. Example:
(Free play for an hour in blocks, dramatic play, literacy, and computer)
Closing Activity: Replay opening game. This time children are allowed to talk. They still cannot touch their own shoes though. Time them again. Talk to them about why they think they did better. (If time was worse, talk about that too.) Connecting it back to helping; talk to children about what they think they could do to be the most helpful during the game. (After activity children will quietly sit on the carpet.)
Closing Discussion: What does a helper look like? What do they do? (May be good to write these down on a paper for children to see.) How do shoes help us? How can we use shoes to help others?
Lesson Plan (Painting the Picture by Brandi Teran) Arizona Early Learning Standards LANGUAGE AND LITERACY STANDARDS STRAND 1: LANGUAGE Concept 1: Receptive Language Understanding: The child demonstrates understanding of directions, stories and conversations Concept 2: Expressive Language and Communication Skills: The child uses verbal and nonverbal communication for a variety of purposes to share observations, ideas and experiences, problem-solve, reason, predict and seek new information. STRAND 2: EMERGENT LITERACY Strand 5: Comprehension: The child shows an interest in books and comprehends books read aloud with increasing text complexity. MATHEMATICS STANDARD STAND 2: OPERATIONS AND ALGEBRAIC THINKING About 2 days
Concept 2: Patterning: The child recognizes, copies, extends, describes and created patterns. Concept 3: Sorts and Classifies: The child uses measurement to describe and compare objects in the environment SOCIAL STUDIES STANDARD STRAND 1: FAMILY Concept 1: Understands Family: The child demonstrates an understanding of families and the roles and responsibilities of being a family member. STRAND 2: COMMUNITY Concept 1: Understands Community: The child recognized that he/she lives in a place with many people and that there are people and events in other places. FINE ARTS STANDARD STRAND 3: DRAMA Concept 1: Creates Dramatic Activities: The child uses the portrayal of events, characters, or stories through acting and using props and language to explore and create.
Day 2 When children come into the classroom at 8:00am, they will be greeted and asked to sit at circle. I will let them know that we will continue to explore life in Africa and see the differences and similarities between the two different countries. I will also let them know that we will be reading two new books.
Objectives: Students will engage in class discussions by completing charts/Venn diagrams in order to make connections and use new knowledge when making materials for our Dramatic Play area.
Opening activity: Who do you spend your day with? Materials: Chart paper, Markers, Book Lala Salama A Tanzanian Lullaby by Patricia MacLachlan illustrated by Elizabeth Zunon. Before reading the book the students will engage in a whole group conversation about whom they spend their days with. This can be after school, or during the weekends. Another way of asking the children is, whom they are closest to in their family. I can give an example of whom I spent time with when I was younger and now as an adult. Children will report out about whom their special person is. As the children are sharing their special person, I will write down all of the childrens responses. This will help our class see multiple perspectives because not every child in the class will have the same person in mind.
My Role: I intend to ask many open-ended questions to my students so I can help them understand the importance of helping the special people in our lives/or community. After the children have mentioned whom they spend their day with, I will separate their people such as the one below: (Possible answers)
Grandmother Mother Father Aunt Sister
Once the chart is separated by people (like above) I will then ask the children: While you are with ____ person, how do you help them out? Possible things to ask/consider: Do you help _____cook? Do you help _______ shop? Do you help _______ clean your house? All answers will be written down on the chart (under the persons name) so the children can see how each and every one of them helps in some kind of way. After the children have completed the chart we will look at all the ways our class helps out the special people in our lives. I will then ask more questions to help the children think about why it is important to help. Question to be asked to class: Why should we help out our mom/dad/sister/grandma/aunt? Why is it important to help these people? What are some other ways we can help them? (Or anyone in our community) After our discussion on Helping, the Children will then go off into Choice making/Free Play (About 50 minutes) Morning Activity:
After the students have come back from free play, the class will sit back at circle so I can read and introduce our first book, Lala Salama. I will begin by introducing the title and asking the class: - What do you think Lala Salama means? (Tell them what it means after they give their ideas) - Why do people say Lala Salma? - Do you say something that is similar? After the children give their ideas, I will read the book. After reading the book, the class will engage in another group conversation about the book. To discuss the book, the children will complete a Venn diagram with the help of the teacher to compare and contrast life in Africa (as seen through the book) and life in the United States. I will go through the book page by page, so students can see these differences and similarities more in depth and be able to point them out. I will separate the Venn diagram into 3 different parts. One piece of chart paper will have one circle, the second piece of chart paper will have the middle part of the circle, and the last chart will have the other circle. This will be done so children can learn about the sections that make up
a Venn diagram and then we will put it all together.
Some examples to this diagram can be: - The mother gets water from the river We get water at the store - The mother cleans the baby with a cup We take showers - The mother cooks the food outside Most of the time we cook inside The following questions are possible open-ended questions to extend the conversation after completing the Venn diagram, to help students continue to think critically about the story. - Why do you think children get dressed differently in Africa? - Why do you think the mother is carrying the baby on her back? - How does the Kanga help the mother? - What does the mom do in the story? - What does the dad do in the story?
- Who does the baby spend the day with? -Is this the same person you spend your days with? - How does the baby help the mother while she does everything?
Afternoon activity: Basket Weaving (incorporating math skills) and doll making: When children arrive from recess they will once again sit at circle. I will read another book before I explain our afternoon activity. Our Read-A-Loud will consist of the book Elizabetis Doll. The children will see how a young girl creates a doll and mimics all the things her mother does, and how this girl uses a kanga for the doll she has created. Questions to ask after the Read-A-loud - What was Elizabetis doll made of? - What things did she do with the doll? -Were some of the things similar to what the mother did in our previous book? -Did the Kanga help in the same ways as the other book? After reading the book, the children will break off into two centers which will be set up as invitations for the children. I will explain each of the invitations to the children and inform them that they can either stick to one or experience both invitations. Children will have the choice to visit each invitation so they can experience the doll making process and learning how to weave a basket.
Materials: Book Elizabetis Doll by Stephanie Stuve-Bodeen, Christy Hale (Illustrator), Rocks, Glue, Plastic Bottles, Glitter, Marker, Construction paper, Toilet paper rolls, Google eyes, Yarn (different colors), Scissors, Paper bowls Doll Making Invitation: As I explain the doll making invitation, I will explain to the students that they will be making their own dolls like in the book Elizabetis Doll (point out the doll). The children will make these dolls using the different supplies that are available at the table. The children will then use the dolls made the next day for our literature center (explained later). Basket Weaving Invitation: As I explain the Basket Weaving invitation, I will bring out Lala Salama and remind the children how the mother carried the water jug on her head. I will also mention that sometimes they can possibly carry other things on their head such as baskets to carry food. The children will have the opportunity to weave some baskets to use the next day in our dramatic play area (explained later). The children will be able to design their own baskets out of a paper plate and yarn. I will have examples of baskets presented for the children so they can see for reference. I will encourage the children to make different patterns and or designs for their baskets. There will be 3 strings of yarn cut out each measuring 3 ft. The students will need to use this as a reference when cutting their yarn. Instructions to Basket Weaving:
1. First, cut a slit from the rim of the bowl to the flat part of the bowl. Dont go too deep into the bowl, just to where the flat part starts. 2. Continue to make slits like the first all around the bowl, about two inches apart. For a six inch diameter bowl; its about six slits. 3. Take a piece of yarn about three feet long, and tie it to one of the cut sections of the bowl. 4. Have your child start weaving the yarn in and out of the slits of the bowl until the yarn runs out. 5. Then tie another color of yarn where the first piece left off. Have your child continue to weave the yarn in and out of the slits. Shell be done when shes woven the yarn to the top of the bowl. 6. Ask your child what color comes next if youre doing a pattern (red, yellow, red for instance) and see if she wants to choose the pattern. Talk about how you know what color comes next based on repetition. Then keep on weaving! http://www.education.com/activity/article/Teach_the_art_basket_weaving/ While the children are making the dolls, and basket weaving I will play the Tanzanian lullaby Lala Salama for the children to hear. http://www.youtube.com/watch?v=IaNp1Uz-e6Y Before the children leave for the day I will ask them to remind us what we learned today and proceed to give them a glimpse of what I have planned for the following day. I will ask the
children to share a couple of things we discussed today. Before the students depart, I will give each of them a note I have written to their Parents/Guardians. The note that is being sent home will explain a couple of things we did in class today. I will inform the parents about the activities I have planned for tomorrow and ask that they send their child with a bed sheet/blanket that their child uses. Day 3 Objectives: Students will role-play in the Dramatic Play Area to the book Lala Salma and share their hands-on experience through our group discussion in order to make connections with the text and see different perspectives about life in East Africa. Before the children arrive today, the dramatic play area will have new items. The dramatic play area will be available with these new items as soon as the students come in, so I can introduce these new items during circle time. The dramatic play area will include these new items to help children understand the nature of the events happening in the book Lala Salama and will help them truly make connections to peoples lifestyles in Africa by using role playing with the elements presented in this area. I will place the things the children made the day before in the dramatic play so they can be used. Morning Activity: Making connections with the text.
When students arrive, they will sit at circle. I will read the text one more time without asking questions to the children so they can see what is happening in the book. After reading the text, I will ask the children questions. - Do you see anything different in our room today? - What is new? - Why do you think these items are in our classroom today - Do these items look similar to the things we see in the book? I will go through the new items I have put in the Dramatic Play and explain what they can be used for. The children will again be divided into two groups so each group can have enough space to experience the role-playing. During this time, the children will be split in between Dramatic Play and Kanga Center. Materials for Dramatic Play Area: babies (boys and girls), dolls that the children designed, baskets that children made (children can use this for carrying stuff on their head like in the book), house items (food, clothes, kitchen items, broom/gardening item, baby blankets, kangas (fabric material of different designs and colors), Bed Sheets (children will bring these), baby body carriers With these items available, the children will have the opportunity to play out what happened in the book. The children will see how to do these different daily routines with a baby strapped on to them. Children will also explore the process of strapping on the babies around them by using the blankets they have brought in this day, fabric, and kangas. Kanga Center: What is a kanga?
Materials: Chart paper, Markers, Book Lala Salama The children in this group will need more help from an adult, so I will work with them. There will be two different groups coming into the center, so each group will need to be structured differently. The first group that will be at the Kanga Center will not have yet been to the Dramatic Play. These students will talk about what is a kanga and what are the different ways we can use them. The children will gain all the knowledge about a Kanga and use the chart below to fill it out with ideas they have. Together we will look through the book again. Throughout the story, I will point out the different ways the mother uses the Kanga in the story. After seeing the different things, we will do the following chart together. The children will talk about this to help them get prepared for the dramatic play area.
1. What is a kanga?
2. Who can wear kangas?
3. Where can you use kangas?
4. When can someone wear kangas?
5. How do Kangas help us ?
The second group that will visit the Kanga Center would have already had time to experience the Dramatic Play. These children will come in with all the information about how they role-played the book and what the experience was like. The students at this Center will have more knowledge about the kanga and what they used it for, but, can now make different connections. The students will share what the experience was like while filling out the same chart as the previous group. These students may have different answers from the first group since they have experienced using the kangas already. Afternoon Activity: (Wrap-up/Closing)
When children come back from lunch and recess we will have a discussion about the roleplaying process at their desks. Some questions to consider asking the children are: - Was it easier to carry the baby in the blankets or in the body carrier? Why? - Which one was easier to strap on? - Does your mom or someone who takes care of you strap you around them? - Does your mom or someone have to set you down to get stuff done? - Do you think it is hard to carry a baby around all day? - How do kangas help people? - What items help us here when we run errands? Some children will need clarification of what an errand is
Closing (Discussion): After talking about the role-playing experiencing and having children share their thoughts about how kangas help us we will now make connections and help students look at East Africa through multiple perspectives. In previous weeks the children have had the opportunity to explore different books, and see different ways people in Africa live. After doing the previous units the children will be able to talk about the differences between the previous books. Engaging in this conversation will help the children have multiple perspectives of East Africa. As we see in New shoes for Helen, Helen has the opportunity to go out in the city in search for shoes. In the books Rain School and Lala Salama the characters live in villages. I will then ask the
children Is every place in Africa the same? Does everyone live the same? The children will be able to see different ways people in Africa live and how they get around.
Lesson Plan (Application by Monique Kartchner) Arizona Early Learning Standards STRAND 1: LANGUAGE Concept 3: Vocabulary The child understands and uses increasingly complex vocabulary. b. With modeling and support, determines the meanings of unknown words and concepts using the context of conversations, pictures that accompany text or concrete objects. STRAND 4: SOCIAL STUDIES Concept 2: Places and Regions Places and regions have distinct physical and cultural characteristics. PO 1. Recognize through images how people live differently in other places and times. Day 4 The students will arrive at 8:00 am, put their backpacks in their cubbies, and choose a book to read while waiting for their classmates to come and sit on the carpet area as well. I will greet each student into the classroom, and when I see that all of the students are on the carpet area I will come to my carpet chair and welcome the students. I will say, I remember the first day of school. I was excited to meet you and share with you our classroom and the many fun About 1 day
things we will be doing this year. Do you remember the first day of school? (The children may nod their heads to signify yes or no.) I will then explain how I have pictures of them from the first day of school that I would like to share with them. (Behind my carpet chair will be a long scroll with pictures of the students from the first of school that I will roll out on the ground in front of them).
Opening activity (About 40 minutes): I will invite the students to look at the pictures of themselves on their first day of school. While they are looking at the pictures I will allow them to ask me questions and talk to their peers. I will then tell the students to sit back on the floor.
I will ask them these questions and record their answers on the left side of the blank Tchart that is labeled Our School: -How did you prepare for your first day of school? -How did your family members or family help you prepare? -What did you expect the school and your classroom to look like? -Were you correct? -What did the classroom look like on the first day of school? - What have we added to the classroom since the first day of school? -Did we help each other make anything?
T-Chart: Our School - My dad and I went to the store to buy school supplies. -My mom and dad brought me to the schools open house to meet you. - I expected there to be fun toys and friends in the classroom. - The classroom was colorful.
Independent writing and conferring (About 50 min): Before class I will place blank sheets of paper, scissors, glue, markers, pencils and a piece of paper at each of the students group tables. Instructions: Following our discussion I will invite students to return to their group tables. I will explain to them that they can use the materials on the table to draw a picture or construct a structure that represents our classroom. They will also need to draw a picture and write a sentence or two explaining how they felt and what they remember from the first day of school. I will explain to them that they can use the words we wrote on the T-chart to write about their experience from their first day of school. My role: I will direct the students to go to their tables (6 students at each table). While they are writing, drawing and/or constructing I will be walking by each student and engaging the student in a one on one conversation.
My questions could include:
- Tell me about your picture and/or structure of our classroom environment on the first day of school? - If you are having a hard time remembering how the classroom environment looked on the first day of school you can ask your table friends for help.
Small groups follow-up activity (About 30 minutes): After completing their independent writing and picture I will direct each student to present their picture to their group at their table emphasizing how the words they wrote connect to their picture. My role: While students are presenting I will walk by each group to further support group presentations. After the first writing workshop it should be around 10:00 am. (Free play around the room until 11:30. Get ready for lunch.) Children will come in from lunch and outdoor time at 12:45 pm, wash their hands, and join me back at the carpet. 2nd meeting during the afternoon circle: The previous activity will help children compare their classroom to the school they see in the book. I will remind the students that we had discussed their first day of school and class environment earlier that day and that we were going to now see how one particular classroom looks in East Africa.
Picture Walk (10-15 minutes):
I will show the illustrations in Rain School without reading the text. I will explain to them that the setting of the book is in the Country of Chad and point to where Chad is on the big material map (from the story box). I will read from the book and ask them when I get to page seven and page seventeen, what do you see the teacher and students doing? On page seven the students and teacher are helping each other build their school, and on page seventeen the teacher is teaching the students the letter A. Read Aloud and discussion (20-25 min) After the picture walk I will read the book Rain School by James Rumford. I will ask them these questions and record their answers on the right side of the paper that is titled Rain School: -How did Thomas and his siblings prepare for their first day of school? -What was Thomas surprised by when he arrived at school? - What did the students do as a class to help each other make their school? -How is the school in the country of Chad different from our school? (Things they may say: They built their school) Similar? (The students in Chad learned their letters.)
Our School - My dad and I went to the store to buy school supplies. -My mom and dad brought me to the schools open house to meet you. - I expected there to be fun toys and friends in the classroom. - The classroom was colorful.
Rain School - I followed my brother and sister to school. - He finds that there is no classroom or desks - The students made mud bricks to construct their school. -The students learn how to write letters like we do.
Independent writing and conferring (About 20-30 min): I will place blank sheets of paper, scissors, glue, markers, pencils and a piece of paper at each of the students tables while the students are at lunch. Instructions: I will explain to them that they can use the materials on the table to write text, draw a picture, and or construct a structure of the school environment in Chad. I will explain to them that they can use the words we wrote on the T-chart to write about school in Chad. Guided writing (pairs/small groups): 10-20 minutes After completing their independent writing and picture I will direct each child to present their picture to their group at their table emphasizing that they should talk about the classroom environment in Chad.
Closing discussion: (10-15 minutes). I will invite the students to the carpet area and go through the answers we put on our T-chart. I will then ask if they can think of any more similarities or differences between their school and the school in Chad. We will discuss how the students in Chad had to build their school, whereas ours is already here. Questions that I will ask -Why do you think we dont build our school every year? -Why dont the students in Chad have a permanent classroom? Is this fair? Why and why not? -How do the students in Chad help their teacher to make a positive school environment? How do you help me make a positive school environment?
Closing Activity/Beyond (10-15 min): What we can do to help each other make a positive classroom environment. On a separate large piece of paper I will (Title: A happy classroom is). Have children make suggestions such as sharing, when we get to color together, and help our friends when they are sad/need help. Post this paper at the front of the classroom and refer back to it throughout the year. The afternoon activity and discussion will finish around 2:45 pm. Objectives: Content Objective: Students and teacher through discussion and the use of a T-chart will recognize through both images in the book and the text how we live differently than people in Chad. We will use a compare and contrast T-chart to write the similarities and differences between our school and the school in Chad. Language Objective: The students will use the new vocabulary words including environment and the country of Chad during a conversation about their writing, pictures and/or structures related to the classroom environment in our classroom and the school in Chad. Students will use the phrase Our classroom environment is I felt... The school in Chad is., in order to discuss their school experience and what they have learned about the school in Chad.
Materials: The book Rain School, pictures of the children on the first day of school taken in the classroom on a long scroll of paper, map of east Africa (from story box), two large pieces of
blank paper (for t-chart and for closing activity and beyond), black markers, pieces of blank paper, different colors of markers, scissors, and glue.
Lesson Plan Connecting the Past to Present by Monique Kartchner and Victoria Vega) Social Studies Strand 1 Concept 1: Research Skills for History Historical research is a process in which students examine topics or questions related to historical studies and/or current issues. By using primary and secondary sources effectively students obtain accurate and relevant information. An understanding of chronological order is applied to the analysis of the interrelatedness of events. These performance objectives also appear in Strand 2: World History. They are intended to be taught in conjunction with appropriate American or World History content, when applicable. PO 1. Retell personal events to show an understanding of how history is the story of events, people, and places in the past. Objective 1: Students will learn to greet others using five different East African terms in order to use these terms in the morning to greet one another. Objective 2: Students will learn about how an East African teacher, environmentalist, and doctor from the past contributed to their country in order to voice similarities in present significant figures using a graphic organizer. Materials: Two large pieces of paper for graphic organizers, markers, three pieces of stock paper for pictures of significant people.
Morning Activity (30 minutes) Literacy/History: As students come in for the morning I will greet them saying hello. Once students have all sat down in their desks I will ask them: -What happened when you guys came in this morning? -What is usually the first thing you say to someone when you walk into a building? -Why do you think we say hello or good morning to one another? I will then ask students to help me remember things that we say when we see someone we know. What are other ways that we say hello (i.e. hi, hey, good morning, how are you? etc.) I will then ask them if they know how to say hello in another language. This response can vary depending on different cultures present in the classroom. In this classroom, students will have practiced singing a good morning song each morning, called: The Good Morning Song by Kidzup Educational Music. Kidzup - Topic. (n.d.). YouTube. Retrieved December 8, 2013, from http://www.youtube.com/channel/UCiVShaGmvzmmakE-YuiZxdQ?feature=watch_metadata Teacher will go through Good Morning Song with them and then transition into showing them new ways to say hello in languages from East Africa. (Teacher will make connection between this activity and prior units where students are learning about East Africa.) Teacher will write these phrases on the board and have the class say them all together as a class and then practice saying them to one another. Phrases are: Ethiopia
Amharic: teanastellen English: Hello Kenya Swahili: Habari/Jambo English: Hello Madagascar Malagasy: Salama English: Hello French: Bonjour English: Hello
Second Morning Activity: (Discussion Activity) Introduce three new East African heroes. Present three heroes by having their pictures posted on hard stock paper and showing their pictures during circle time. Invite students to the carpet and tell them the names of the people, where they are from, and their significance. Below are the significant figures and the information the teacher will present: (After describing each person write their name and the one word that explains their significance on a graphic organizer on a piece of blank paper. Name of person: Ephraim Isaac Significance: Teacher
Wangari Maathai Georges Bwelle 1)
Environmentalist Doctor
Name: Ephraim Isaac (teacher) From: Born in Ethiopia, currently 77 years old. Significance: He teaches Afro-American studies at Harvard University. He performs direct action to promote peace. "Ephraim Isaac Teacher." Famous Birthdays. N.p., n.d. Web. 08 Dec. 2013. 2)
Name:Wangari Maathai (Environmentalist) From: Born April 1, 1940 in Kenya. Significance: On June 5, 1977 the Green Belt Movement was planted to help preserve native plant species by creating nurseries. The nurseries were also meant to provide income to women and their families. Nakate, S. (2013, February 28). Famous People from Africa. Buzzle.com. Retrieved December 10, 2013, from http://www.buzzle.com/articles/famous-people-from-africa.html 3)
Name: Georges Bwelle (Doctor) He has been running his health and education programs for people who cannot afford health care for the past ten years. From: Native Cameroon Significance: Bwelle travels into the jungles of Cameroon every weekend and provides free medical care for those who don't have access to good health care. "To make people laugh, to reduce the pain, that's why I'm doing this," he said. 10 inspiring stories of everyday heroes - THE EAST AFRICA TIMES. (n.d.). The East Africa Times. Retrieved December 10, 2013, from http://www.theeastafricatimes.com/2013/11/10-inspiring-stories-of-everyday-heroes.html
After explaining how these people have had a positive effect in the East African world, further engage students by asking them to think about people that help them today. Teacher will refer to the graphic organizer and ask questions such as: Past: What makes a hero? How do teachers help us? How do we help protect the environment? How do doctors help us? What are some qualities that a hero has? -What makes a hero? - How do teachers help us? - How do we help protect the environment? -How do doctors help us? -What are some qualities that a hero has? Conclusion/ Beyond: Teacher can further expand this discussion by asking students to think of heroes from the past that they know of in the country (not limited to person life and community) (for example: President, MLK, & other historical figures, etc.) By using a T-chart the students will have the opportunity to compare and contrast the past and the present. Lesson Plan About 3 days Present:
(Facilitating Change by Victoria Vega) Day 6 Opening Activity (Mathematics/Social Studies) CONCEPT 4: RIGHTS, RESPONSIBILITY, AND CITIZENSHIP PO 3. Discuss the importance of students contributing to a community (e.g., helping others, working together, cleaning up the playground). STRAND 1: COUNTING AND CARDINALITY Concept 4: Compares Numbers and Quantities The child applies a range of strategies such as counting or matching to compare sets of objects. Objective: Students will participate in canned food drive in order to discuss the importance of contributing to the community as well as being able to apply new math strategies that include counting, matching, and comparing. Once students arrive and are sitting at their desks, I will let them know that we will be investigating ways that we can all work to make change in our schools and communities. I will be sure to explain that we can make a positive change in our schools and communities in a variety of ways, and that we can facilitate change by enlisting help of allies within our school and community with whom we can share ideas, resources, and look to for support. I will then let them know that we will be holding a canned food drive over the time span of one week, and let
them know that their parents may have talked to them about this. (Aletter home to parents would have been sent out the previous to Friday.) We will discuss what a canned food drive entails, and how we can help feed people we may not necessarily know who may need help. We will discuss how they are creating change by helping people who are in need. On the whiteboard, I will ask students about different canned foods that they know of that we could bring in. We will brainstorm different ideas, and then look at how many things we could list. This will then bring me to my mathematics portion of the day. The students and I will create a realistic class goal (based on amount of canned foods we could list and their predictions of cans they could bring in) for how many cans we can bring in by the end of the week. I will also work with students to create a prediction of how many cans they each think we could bring in. Students will also keep their own sheet where they keep tally of cans classmates have brought in. I will write every students name and guess also on the whiteboard and leave this up for the week for several reasons: 1) To keep the canned food drive on the mind of the students. 2) To see which student guessed the closest amount of cans brought in. 3) To remind students of our class goal of how many cans we want to bring in. We will work with students every morning tallying how many cans we have collectively brought in and how many more we need to reach our goal. We will count the cans and organize the cans based on color, food type, and size of can. Students will learn and use this terminology:
-Larger, smaller, wider, bigger, larger, colors, larger than/smaller than, how many more This will cover and introduce keeping total via chart, and basic addition.
Second Morning Activity: (Reading/Social Studies) Concept 4: Rights, Responsibilities, and Roles of Citizenship PO 4. Identify people who help keep communities and citizens safe (e.g., police, firefighters, nurses, doctors). Strand 3: Emergent Writing Use a combination of drawing, dictating and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (TTP) Objective: Student will engage in centers that entail different community members, what they want to be when they grow up, as well as appreciating community members via thank you cards in order to identify people in communities who help and be able to apply a drawing with dictation of what they draw. (After math, I will have students transition from desks to reading area of classroom.) I will first let them know that I have added new books to our library: 1. Mama Elizabeti (Stephanie Stuve-Bodeen) 2. For You Are A Kenyan Child (Kelly Cunnane) 3. Omers Favorite Place (Ifeoma Onyefulu) 4. The Lion and the Mouse (Jerry Pinkney) 5. The Giving Tree (Shel Silverstein) 6. Only the Mountains Do Not Move (Jan Reynolds)
I will encourage students to read these books during their free time throughout the week and encourage them to talk to me if they have any questions or want to just talk about what they have read. I will then transition into my reading lesson plan by reading two specific books. The first book will be The Lion and the Mouse which is a wordless picture book. Students and I will work together to make up words for the book based on the pictures-> this will ultimately lead to a class discussion of helping those in need and can be tied back to our previous discussion about the canned food drive. We will think of other ways that we can help others, and other community members that assist us in times when we need help. I will write down students ideas (i.e. firefighter, teachers, librarians, police officers, & other govt officials, etc.). The second book I will read will be Omers Favorite Place which elaborates on how Omer likes to do different things but stops to help different family members when he is needed. We will brainstorm things that our parents/grandparents/different family members ask us to help them do. We will also, as a class, talk about why it is important to help our family members and how they take care of us. I will then split students into 3 groups. (Because there are 24 students in the class there will be 3 groups of 8 students) * One of the groups will work on creating a thank you card for family/community members that they feel help them a lot. *The second group will draw what they want to be when they grow up and write how they will help others in this profession.
*The third group will do a role-play with different costumes/outfits helping people. (For example a firefighter, police officer, and teacher outfit will be laid out for students to choose and act however they see fit as long as it is a scenario that involves helping.) I will separate students into 3 groups to better manage/assist each group. Throughout the timespan of 2 days, students will rotate through all centers. Third Activity Afternoon (Science/Social Studies) Strand 4: Geography Concept 3: Physical Systems Connect with: Science Strand 4 Concept 3 Identify plants and animals in the local environment. Objective: Students will plant trees in order to grasp concept of how they can be change agents as well as learn about plants that can be found in their local environment. I will gain students attention/refocus students by having us all meet at the reading area once again and reading the book The Giving Tree. I will talk to students about how we can help the earth and change it for the better. That one way we as a class can be helpers is to give back. I will then let students know that we will be going outside and planting a class tree and a variety of other plants (including herbs/vegetables/spices/fruits). I will further elaborate to students about how these food-based plants can potentially help give back to our school and community. This will be a hands-on activity for students. We will work as a class and take turns digging the hole for the tree, working to hold the tree up right as we place soil back into the hole, watering
the tree, and then creating our drawing/visual aid of the process taken to plant the tree and smaller plants. Once students have created their drawings, I will go back into discussion about how this tree and plants will help the earth. This will happen after lunch. I will ask students while they were at lunch what are some of the things they saw friends eat/that they personally ate that grow on trees. I will ask students to think about this so that these food items can be used in discussion as well. It is important for my activity to be child modified, in that they can tell me foods that they like/dont like and which of these we can continue to add to our community garden. Once we come in from this activity I will wrap up this activity by reading Compost Stew by Mary McKenna which is an alphabet book that goes through different things that are recyclable and connects back to food-based plants that we will be growing in our community garden. This will conclude this days activities, and students will be released. Day 7 Morning Activity: When students come into the classroom they will sit down and I will have them remind one another the main ideas we talked about yesterday. I will then explain that we will be continuing on our discussion of how we can be change agents. This will then lead me into my morning activity: Fourth Activity (Art/Science/Social Studies) Standard 4: Geography; Concept 5: Environment and society PO 2. Recognize that resources are renewable, recyclable, and non-renewable.
Objective: Students will create art out of renewed resources in order to engage in conversation of what can be recycled, how to recycle, and what can be made out of recycled materials. To start my morning activity, I will present students three new books that I will be adding to our library to influence discussion about recycling. These books are: Don't Throw That Away! (Board Book) by Lara Bergen The Three R's: Reuse, Reduce, Recycle by Nuria Roca Litterbug Doug by Ellie Bethel
Ive specifically chosen these books because while they are all connected to this idea of recycling, they are different book types. The first book listed is a board book which will really help my visual learners. The second book is more of a concept/information book for my more literal learners and Litterbug Doug is more of a narrative/adventure book. I will read in class however, Dont Throw That Away! And this will continue to help students share and discuss their ideas of helping the earth and being agents of change by talking about recycling. I will ask students questions such as: -do any of you guys recycle at home? -what does it mean to recycle? -what things can we recycle? This will then lead into my activity of students creating art from recycled materials (which will have been collected by the teacher and saved/have accumulated for this purpose) Some of these recycled materials will be/but are not limited to: egg cartons, scraps of fabric, washed out food containers, cereal boxes, lids, etc.) I will purposefully leave this lesson open ended, by asking
students simply to create art. I will show them that recycling not only helps keep our earth green and happy but that we can create things from recycled goods, such as art. Students will be able to create 3-D sculptures, 2-D artwork, or whatever they would like. Students will be given an option to collaborate or work alone (done intentionally for students that are extroverts and introverts). Once students have completed their masterpiece we will have a gallery viewing in that we will have each student put their artwork on their desk, and all students will walk around to see what one another has created with the materials. Fifth/Closing Activity-Afternoon (History) Concept 5: Encounters and Exchange PO 2. Recognize that exploration resulted in the exchange of ideas, culture, and goods (e.g., foods, animals, plants, artifacts). Objective: Students will brainstorm and read book about East African culture in order to explore and exchange ideas of culture, foods, animals, and plants which will then lead into the next activity. Students will have free play for last portion of the day, however, the last hour of the time they are in the classroom (2:30-3:30pm) we will discuss our history component and what we will be doing the following day. I will have students in the reading area of classroom and begin by reading Only the Mountains Do Not Move which highlights a lot of cultural aspects from East Africa. After reading this book I will ask the students if they saw any similarities in the books that we have read. After sharing
ideas I will then go into explaining all of our books (with the exception of the Giving Tree and the three recycling books) are all books that are related to East Africa. I will show them on the cloth map where East Africa is and what countries are included. I will then ask students to tell me what they think they know about East Africa. As a class we will brainstorm what we know and what we have learned from the books. I will then shift the conversation to something we have not covered in our prior activities. That is, East Africa is very agricultural. We will hypothesize what this means as a class. After explaining the term agricultural I will go into letting them know that this includes farming, growing their own foods (much like we are working on in our community garden), and that there are a lot of animals that can be found in East Africa. We will brainstorm different animals we think/or we know based off books, could be found in East Africa. I will then explain that tomorrow we will be going to the Out of Africa Wildlife Park which is located in Phoenix, Arizona. (A Permission Slip will have been sent out the previous week.) Day 8 Morning & Afternoon Activity (Social Studies/History/Science/Language Arts) Strand 1: Inquiry and Application Participate in guided investigations in life, physical, and Earth and space sciences. Objective: Students will go on a field trip in order to have a first-hand account of animals found in East Africa through guided investigations. Six other chaperones and I will be taking students to Out of Africa Wildlife Park and explaining how these animals can be found in East Africa. This is so students can see first-hand the different
animals that are in East Africa and be able to make that physical connection to what we have been learning in class. At the end of this field trip students will be asked to draw what animal they found most interesting and write with help of a chaperone and or teacher why they found it most interesting. Prior to leaving I will ask students to share aloud what animals they saw and drew and remind them that these animals we saw at the zoo, can be found in East Africa. Materials for this Unit: Books1. Mama Elizabeti (Stephanie Stuve-Bodeen) 2. For You are a Kenyan Child (Kelly Cunnane) 3. Omers Favorite Place (Ifeoma Onyefulu) 4. The Lion and the Mouse (Jerry Pinkney) 5. The Giving Tree (Shel Silverstein) 6. Only the Mountains Do Not Move (Jan Reynolds) 7. Don't Throw That Away! (Board Book) by Lara Bergen 8. The Three R's: Reuse, Reduce, Recycle by Nuria Roca 9. Litterbug Doug by Ellie Bethel 10. Compost Stew by Mary McKenna Fabric Map that shows East Africa Herbs/spices/fruit plants/and 1 tree Collected recyclable materials that can be used for art project (egg cartons, fabric, tissue paper, washed out food containers, lids, cans, bottles, etc.) Construction Paper
Crayons, Pencils, Colored Pencils White board markers/Whiteboard
References Bahati - Mama. (2013, May 13). YouTube. Retrieved December 13, 2013, from http://www.youtube.com/watch?v=HV1BJzj8a6M Basket Weaving for Beginners. (n.d.). Education.com. Retrieved December 13, 2013, from http://www.education.com/activity/article/Teach_the_art_basket_weaving/ Bergen, L., & Snyder, B. (2009). Don't throw that away!: a lift-the-flap book about recycling and reusing. New York, N.Y.: Little Simon. Bethel, E., & Colombo, A. (2009). Litterbug Doug. London: Meadowside Children's. Bodeen, S. A., & Hale, C. (2000). Mama Elizabeti. New York: Lee & Low Books. Cunnane, K., & Juan, A. (2006). For you are a Kenyan child. New York: Atheneum Books for Young Readers. FUNdamentals. (n.d.). wsfamilyofhope. Retrieved December 13, 2013, from http://www.wsfamilyofhope.org/FUNdamentals.html Good Morning Song. (2011, August 4). YouTube. Retrieved December 13, 2013, from http://www.youtube.com/watch?v=L89IDDq30J8&list=TLCSCeWbedCMQ8eUmxUu5j 4L3ujE4IgB-M Kanga. [East African fabric]. CREATE program: East African cultural story box. University of Arizona, Tucson, Arizona. Lala Salama - D.O Misiani and Shirati Jazz Band. (2012, September 17). YouTube. Retrieved December 13, 2013, from http://www.youtube.com/watch?v=IaNp1Uz-e6Y MacLachlan, P., & Zunon, E. (2011). Lala salama: a Tanzanian lullaby. Somerville, Mass.: Candlewick Press.
Onyefulu, I. (2011). New shoes for Helen. London: Frances Lincoln children's Books. Onyefulu, I. (2011). Omer's favorite place. London: Frances Lincoln Childrens Books. Pinkney, J. (2009). The lion & the mouse. New York: Little, Brown and Co. Books for Young Readers. Reynolds, J. (2011). Only the mountains do not move: a Maasai story of culture and conservation. New York: Lee & Low Books. Roca, N., & Curto, R. M. (2007). The three R's: reuse, reduce, recycle. Hauppauge: Barrons Educational Series. Rumford, J. (2010). Rain school. Boston: Houghton Mifflin Books for Children. Siddals, M. M., & Wolff, A. (2010). Compost stew: an A to Z recipe for the earth. Berkeley: Tricycle Press. Silverstein, S. (1964). The giving tree. New York: Harper & Row. Willy Paul - Lala Salama (Official Music Video). (2013, August 1). YouTube. Retrieved December 13, 2013, from http://www.youtube.com/watch?v=gofvUli1i3o
World map. [Fabric map, 5 x 5 ft.]. CREATE program: East African cultural story box. University of Arizona, Tucson, Arizona.

Social Studies Unit Plan-Benchmark Assignment 1

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(Lunch and recess time)

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Grandmother Mother Father Aunt Sister

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a Venn diagram and then we will put it all together.

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2. Who can wear kangas?

3. Where can you use kangas?

4. When can someone wear kangas?

5. How do Kangas help us ?

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My questions could include:

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Picture Walk (10-15 minutes):

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