Title of Unit: Our Everyday Lives Title of Lesson: Its All Routine Submitted By: Martha Rendon

A. Summary of the Lesson Plan: (2 sentences) Students will be able to give examples of routines. Students will also be able to outline their parent/guardians routines and compare/contrast those routines to their own (student) routines. B. Target Population: (3 bullet points) Grade Level: 1st grade Skill Level: all skill levels Grouping: Whole group for steps 1-3. Individual for steps 3. Partner for step 6 and whole group steps 7 and 8, individual step 9, partners for step 10 and whole group closure. C. Materials: (bullet points) Chart Paper ELMO projector White Board Dry Erase Markers D. Objectives: (bullet points) o NV State Social Studies Standards o H.3.1.2 Compare and/or contrast their daily lives with those of their parents or guardians. H.3.1.2A Discuss the daily routines and occupations of parents or guardians.

Student-Friendly Standards H.3.1.2 and H.3.1.2A I can tell what is the same and what is different between what I do during my day and what my guardians do during their day.

E. Procedure: (numbered steps) 1. TW have students think about what they do during their day starting from when they wake up in the morning to when they go to sleep at night. What do you do right after you wake up? TW write down students responses on chart paper. 2. TW have students think about what they do during the whole day. Maybe the student eats breakfast right after waking up, what do they do after that? Get dressed for school. What about after that? Have students make a list of their daily happenings. 3. TW give students time to talk to their groups about their own lists (there will be a variety of answers!) 4. TW then have students think about what they think their parents do during the day. Do they wake up and right away have a cup of coffee? Or do they wake up, get you
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: Our Everyday Lives Title of Lesson: Its All Routine Submitted By: Martha Rendon

ready for school and then, go to school or work? Have students make a separate list for what their parent/guardians daily happenings are. 5. TW introduce the word routine. Routines are something you do every day, usually around the same time each day. For example, one of your parent/guardians routines may be to get to work by 9:00 AM. 6. TW have students look at both of the lists they made and find things that are the same (ex. Both of have breakfast at 7:30 AM) and things that are different (ex. My mom goes to work and I go to school.) Tell your shoulder partner one thing that is the same and one thing that is different. 7. TW introduce a Venn diagram. A Venn diagram is something we can use to compare and contrast. It involves two circles that overlap (model on whiteboard. Draw example of Venn diagram.) Explain that one circle (where they do not overlap) resembles what they (the students) do during the day and the other circle is what their parent/guardians do during their day. Explain that that overlap is what they both do that is the SAME. 8. TW start the example. I wake up, eat breakfast at 6:30AM, feed my kids at 7:15AM and leave for work by 7:35AM. My mom also wakes up and eats breakfast at 6:30AM. HOWEVER, she stays at home to babysit my children. She is a stay-at-home grandmother. So, the things we do the same (eating breakfast at 6:30AM) would go in the overlapping area. The parts that would go in my part of the circle is that I feed my kids at 7:15AM and go to work at 7:35AM. On my moms part of the circle, I would writ the she stays at home to babysit. 9. SW create a Venn diagram and start inputting the information from their lists. 10. When students complete their diagrams, they will have it checked by their shoulder partner and then, turn in their sheets (and lists) to the teacher. 11. CLOSURE: Today we learned about routines and how our routines are different (and/or same) than our parent/guardians routine. F. Assessment: (bullet points) What will you use to measure student understanding? I will use the student discussions, class participation and completed Venn diagrams to check student understanding. Explain how you will know students understand the concepts from the lesson. I will know that students understand the concepts through discussion and if the student is able to organize information into corresponding sections of the Venn diagram. G. Reflection: (answers to assignment specific questions)
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: Our Everyday Lives Title of Lesson: Its All Routine Submitted By: Martha Rendon

1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part will probably be having the students make a list of what they do throughout their day and what their parent/guardian does throughout their day. 2. Which part will be most challenging for you to teach? I think the most challenging part would be to teach the concept of a Venn diagram and how to organize the information. 3. How will you follow up or extend this lesson? I would want to follow up this lesson by having students write a short story (a few sentences) about the similarities and differences between their and their parent/guardians routine (by referring to the Venn diagram.) 4. What will you do for students who dont grasp the concepts? I would pull a few students at a time to review the concept and allow more oneon-one time for the students who may need the additional help. 5. Which part of the lesson, if any, do you think might need to change? I think I would need to include more partner work (sometimes a peer can explain a concept better than a teacher can.) 6. When you were writing this lesson plan, what was the most difficult part? I think the most difficult part was finding how I wanted to word everything and what kind of dialogue I would use to explain the concepts.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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