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STANDARDS:
Kindergarten - Social Studies: Strand 5: Economics
PO 1. Discuss different types of jobs that people do.
PO 2. Match simple descriptions of work with the names of those jobs.
PO 3. Give examples of work activities that people do at home.
THEME: Economics
LESSON TOPIC: Jobs
OBJECTIVES:
Language:
Students will individually read from informational books to conduct research on a particular
job that they have chosen.
Students will work in small groups to write information found in expository text on a poster
using pictures and labels.
In small groups students will orally present their chosen job research to the whole group.
Content:
As a whole group we will discuss different types of jobs, match simple descriptions of work
with the names of those jobs, and give examples of work activities that people do at
home. The students will engage in a conversation about the jobs both they and their
family do in their home.
MOTIVATION:
(Building background)
Lesson preparation
We will use the web to go over/review the vocabulary from a previous lesson about our
community
Comprehensible Input:
We are going to be sharing what jobs our parents do, what tools they use, and what they wear
to do their job. Here is a web with jobs in the middle. I am a teacher so I am going to write
teachers and then think about the education requirements I needed to be a teacher and the tools
I need to be a good teacher.( Draw web with Jobs" in the middle. I will write teacher coming
PRESENTATION:
(Language and content objectives, comprehensible input, strategies, interaction, feedback)
First, the teacher will talk to the students about the objectives for the day (see objectives above).
Then explain the process and how the objective fit with the process. For example the teacher will
say: "We will be looking at books to find information on the job you chose. Our objective will be
"Students will individually read from informational books to conduct research on a particular job
that they have chosen.
After students complete job web and work in pairs building background discussing what their
parents occupations are, they will work in small groups (four small groups) learning about
predetermined community jobs. Each group will receive a stack of books based on one of the
following occupations:Police Officers, Fire Fighters, Veterinarians, or Construction. Each group
will have six tasks to complete. Using the presented books, poster board, and markers each
small group will:
1.Each participate looking through Community jobs books and as they do they will be prompted
to investigate what tasks and tools are associated with the specific job they are assigned AND
what site words they encounter within the texts
2.Discuss their findings as a group
3. Collaboratively illustrate a representation of the occupation and the necessary tools of the
occupation
4. Each group member will record (write out on the poster board) one of their ideas based on
their research of the topic
EXTENSION:
The students will then be directed to fill out a worksheet that will state: "When I grow up I want
to be a _____________
because_____________________. Each student will receive the worksheet and we will read the
sentence together. WE will direct the students to find the "W". We will direct them to put their
finger on the "W" in the word "when" and tell them to use their finger to follow along and read
with us"When I grow up I want to be a (blank) because (blank)". We will let them know that they
need to fill in their own ideas in the blank spaces answering the questions. The students will
complete these worksheets individually. They will also create an illustration of their future
desired profession on this sheet. We will make sure to clarify that they can choose a job other
than those we have discussed.
Students will be given feedback during the presentation of their occupation storyboards and
during the Part one of the large group review based on their participation responses. We will
collect their poster boards and and written responses to their "When I grow up" papers. After the
lesson we will record anecdotal notes on the participation and work of each student during the
lesson.
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content
Comprehensible for English Learners: The SIOP Model.)