Rules and Responsibilities in a Family

Elements of the Lesson Standard Evidence that Documents the Elements

Stacy Georges

Unit Goal: Students will discover how to compare the data of their family to their classmates. Math: CCSS.Math.Content.1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Social Studies: 1 C5.0.1 Describe some responsibilities people have at home and at school.

Objectives/Targets

Anticipatory Set

Day One: I can make a House Foldable. Day Two: I can make a tally to show which responsibility I have at home. I can count tally marks on a chart. I can compare my responsibility to my classmates. Day Three: I can fill out a House Foldable to show which rules and responsibilities I have at home, at school and at both places. Day One: The teacher will ask who remembers what we did yesterday. Our families help us do things and they need us to help them, too. The teacher will show the students a completed House Foldable, ask them what they see, then tell them this is what they will be making to tell everyone about how they help their family. Day Two: The teacher will show the students Figure 1. What do you see in this picture? Is that how this room is supposed to look? What should they do instead? Turn and talk in pairs. Do you think picking up a bedroom is a rule? Why do you think we have rules? Turn and talk in pairs. Rules tell us what we should do to stay safe and get along. Rules making people better and happier. Day Three: The teacher will show the students Figure 2. What do you see in this picture? Do you think this is what a classroom should look like? What should it look like? Do you think cleaning up a room is important? Why? What does this picture remind you of? (Messy bedroom picture) Cleaning up a bedroom is the responsibility of the people who sleep in that room. Cleaning up a classroom is the responsibility of the people who use that room. It is our responsibility to take care of our classroom. Responsibility is doing what you should do to help others. Do you think responsibilities are good or bad? What would happen without responsibilities?
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Stacy Georges Input

Information learners need Question to engage learners Accommodations Managing the lesson

Day One: Teacher will lead students through the making of a House Foldable. Students will be seated at their desks, all working on their own Foldable. Teacher will be making one at the same time as the students, showing them each step with the Elmo camera (MOD). Teacher will be pausing after each step and ensuring all students are caught up before moving on (CFU). Teacher will also encourage student support. Check your neighbor. Help your neighbor. When all students have completed their House Foldable, teacher will lead them through labeling the Foldable using the Elmo camera. Teacher will write Home on the left house (MOD), ask students to do the same, then wait for all students (possibly helping students if necessary) (CFU). Teacher will write School on the right house, ask students to do the same, then wait for all students. Teacher will open Foldable up, write Both, ask students to do the same, then wait for all students. Students will then have time to decorate their Foldable with crayons. Mini-closure: Teacher will collect Foldables, telling students that we will work with them another day when we talk about rules and responsibilities at home and at school. Day Two: Learners will come to the rug by table group when called by teacher Learners will show teacher they are ready by sitting criss cross with hands in lap Anticipatory set Teacher will ask students to think about their jobs at home o Students will turn to partner and share (think-pair-share) Teacher will show students the chart they will be completing as a class Teacher will model how to think through the responsibilities and make a tally (MOD) o Teacher will read all options out loud o So which one am I responsible for at home? I am responsible for making my bed and feeding my pet. But sometimes my parents feed my pet too. And I am the only person
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who makes my bed every morning, not mom or dad. (Mom and dad make their own bed) So I make my bed more than I feed my pet. I am going to make a tally next to Feed My Pet. Teacher makes tally. One by one, per teachers random choice of popsicle sticks with students name, students will make tally on responsibility chart o Teacher will guide student through thinking; if students have more than one responsibility, they will tally the job they do the most When all students have made a tally, class will look at chart together o Teacher will ask questions (see Checking for Understanding section) The teacher will explain what they will be writing they will write in their October writing journals (Where will we write it? (CFU)) Their job is to complete two sentences: My responsibility at home is The most popular responsibility is These prompts will be visible for all students while they are working. o Teacher will verbally model by calling on one student and asking them what their responsibility at home is, then saying So (students name) will write My responsibility at home is (students answer). Will you write that if you have a different answer? (No) (MOD) o Will we all have the same answer for the most popular responsibility? (Yes) So we will all write The most popular responsibility is (answer) (Yes). (CFU) Teacher will call on a few students to repeat the answer in the full sentence. Students will write their sentences in their journals. Teacher will be available for help.

Day Three: Students will come to the rug by groups when they have showed the teacher they are ready to learn Anticipatory Set Teacher will ask students to generate a list of rules and responsibilities that we have at school. Teacher will take about 6 examples and write them on chart paper for everyone to see. This list will stay visible when students are working. Teacher will explain that we will be filling out our House Foldable o Each student will fill out their own, but they will be working in partners. Does everyone
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have to write on their Foldable? (Yes) Do you have to work by yourself? (No) (CFU) Teacher will explain that we will be looking back at our Tally Chart from yesterday to remind ourselves of our responsibility at home o Each person will write their home responsibility on their Foldable. Do you think they will write it on Home or on School? (Home) (CFU) Teacher will explain that the left Home will be where each person writes their own responsibility they have at home. Its okay if you and your partner have different answers. Write the answer you tallied yesterday. Teacher will be pretend writin g with her finger and pointing at Foldable (MOD) while saying My responsibility at home is to feed my pet so Im going to write feed my pet here. Teacher will explain that the right School will be where each person writes a school rule or responsibility. Where can we find a list of these? (On the chart paper) (CFU) Teacher will pretend to write one of the examples from the list on the Foldable (MOD) Teacher will explain that the middle section is where students will write a rule or responsibility that they have at home and at school. Teacher will guide students to think about the two pictures from the anticipatory sets and ask if they could go in the middle section (Yes) ( MOD) (CFU). Students will go back to their seats as they get their House Foldable handed back to them Teacher will roam room and ensure students are working with their table partner. Teacher will assist those who need help. (CFU) See Day Three in Closure

Scaffolding: Day Two: Teacher asks students for opinions right away. Group discussion is held. Teacher guides students thinking with questioning. (Guided Instruction We do it) All students participate individually. Group discussion is held. Teacher models what students will do. Students tell teacher what they will do. Students work by themselves (with teacher help if necessary). Day Three: Teacher asks students for opinions right away. Group discussion is held. Teacher guides students thinking with questioning. (Guided Instruction We do it) Students work together to generate list. Group discussion is held. Teacher explains and models. Students work in pairs to complete activity. (Collaborative You do it together) Students share results with rest of class.
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Thinking Levels: Day One: Understanding Students will need to be able to follow directions given by teacher and teachers model Creating Students will be making a Foldable Day Two: Understanding Students will need to understand what rules and responsibilities are Analyzing Students will be making sense of the graph that the class will complete together Evaluating Students will decide which responsibility on the graph is their responsibility at their house Creating- Students will create a chart together, then create a log in their writing journal independently Day Three: Understanding Students will need to understand what rules and responsibilities are Evaluating Students will decide which answers go in which places on the Foldable Creating Students will be working together to fill out their Foldables Remediation: Students who need extra help will either work one-on-one with teacher at desk or meet with teacher at the kidney bean table for more individualized instruction. Extension: Students who finish early may continue writing more sentences in their writing journal. They may also work on their ongoing Tic Tac Toe activities. Learning Styles (all days): Visual (examining photos, seeing classmates add to graph, watching modeling) Auditory (listening to directions, group discussion, hearing modeling, listening to partner), Kinesthetic (creating Foldable, everybody getting out of seat to add tally to responsibility chart, working with partner to fill out Foldable) Instructional Methods: Discussion, Cooperative Learning (students talk with each other, whole group works together, students work in partners), Demonstration (modeling), Discovery Learning (they fill in the tally chart as we go instead of the teacher presenting an already-completed chart to
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Modeling Checking for Understanding

Formative assessment strategies

them, they create list of school responsibilities) Engagement Strategies: realia/photos (showing them pictures and asking them to analyze them), activating prior knowledge (what do they already know about rules and responsibilities?), turn and talk in pairs, group interaction and collaboration, student modeling (teacher uses students example instead of their own), allowing choice (students add own answer to chart) Materials needed and prepared: Photos for anticipatory set (messy room and messy classroom), Responsibility chart, chart paper for school responsibilities list, paper for Foldables, crayons See Input Day One: See Input Day Two: Questioning Which chore has the most tallies? Which chore has the least tallies? So which chore do most of our classmates do? How many people wash the dishes? How many people feed their pet? Which chore is more common? Do you think the most common chore is the most important chore? Why? Think-Pair-Share Calling on students using popsicle sticks, element of surprise to see who is understanding Day Three: See Input After completing responsibility chart, students will be writing about responsibility in their October writing journals. After seeing teacher model and with the aid of the prompts visible on the board, students will write two complete sentences in their journals. Working as independently as possible is encouraged, but students may ask questions and teacher will be roaming around room (other teacher may be doing remediation in small group) See scaffolding in Input Not Applicable Day Two: When students have completed their work, the whole class will discuss what we learned. What is a rule? Who can give me an example of a rule? What is a responsibility? Who can give me an example? The most common responsibility of our classmates at home is Day Three: When all student pairs have finished, the whole class will discuss what we learned. Do we only have rules and responsibilities at home? Where else? (School) Are the rules and responsibilities sometimes different at home and at school? (Yes) Do we have some rules and
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Guided Practice

Gradual release of responsibility

Independent Practice Closure

Stacy Georges

Assessment

What do my students know, understand and are able to do?

Reflection

responsibilities that are the same at home and at school? (Yes) One by one, all groups will share their Both example with the class. Group discussion will end on how important rules and responsibilities are to stay safe. Without them, things would not get done and it would be messy. Day One: If students completed their Foldable, they are on track. If not, they will work one-on-one with the teacher to complete it. Day Two: If students accurately tallied and counted information from the chart as well as correctly and appropriately (based on individual information) completed the two prompts in their writing journals, they have met their objectives. Students can answer What is a rule? and What is a responsibility? in Closure. Day Three: If students worked with their partner and showed effort to fill out their House Foldable, they met their target. If they shared an accurate example of a rule/responsibility that we have at home and school, they were successful. Do my students know what a rule and a responsibility are? I believe most of them know these words and could even explain them in their own words. Were all students engaged? Absolutely especially on the day that we made the Foldable. They loved that lesson so much and they did a great job with it. Some were more engaged than others, which was their own choice. Did they understand what I was asking them to do? They understood the directions more than I was expecting them to. I thought distinguishing between home and school responsibilities would be harder for them, but they did a great job. How was the pacing? The second lesson turned was rushed when it was time for them to write about their chores at home because it was recess time. The instruction wasnt too fast, which is the most important part. They all had adequate time to practice writing about the information from the lesson. What would I do differently? I liked the idea of breaking it up into three days. I would model filling out the Foldable for day three. Even though this would be giving them ideas to copy, it would be helpful for them to see exactly where to write on the Foldable and how much I was expecting from them. I told them that they only needed one example for each spot, which was true, but then some students just wrote one word.

References: Adapted from Michigan Citizenship Collaborative Curriculum

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Stacy Georges Figure 1

http://fimoov.com/wpcontent/uploads/2013/07/messy-bed-clipart.jpg

Figure 2

http://cdn7.staztic.com/app/a/821/821841/classroom-clean-up-741586-1-s-307x512.jpg 8

Stacy Georges

Figure 3

Chore
Make My Bed Wash Dishes Feed My Pet Sweep floor Other None

Tally