Lesson Plan : Our Jobs

Teacher Name:
 Krystina Lingerfelt
 Social Studies

 Community Unit Lesson #2: Our Classroom Job List
 Big Question How are we going to build a community in our classroom? Key Concepts: Helping, Cooperation Vocabulary: cooperation, job, help
 TEKS Kindergarten 113.2 Social Studies 4a-b, 7a-b and 111.2 Mathematics 12a-b
 The students will: 1. listen to teachers instructions, 2. discuss what they like/dislike about the classroom jobs, 3. ask students for new jobs they want to add to the classroom job list, 4. vote on the list, 5. think of other jobs for outside the classroom.
 The teacher will need chalkboard to write new jobs and the students will need paper and pencil. Annotated Bibliography: A to Z Teacher Stuff.com http://www.atozteacherstuff.com/pages/5055.shtml This website gives ideas for more classroom jobs the teacher may overlook but is a way to include having more children participate in classroom jobs weekly.
 This lesson will be introduced before classroom jobs are selected for the following week. The teacher will talk about the different classroom jobs the students have an opportunity to do every week. (Every week new students are assigned by drawing names randomly but the same student cannot pick a classroom job two weeks in a row so everyone has an opportunity.)
 As a class students will be able to discuss what classroom jobs they think should be added to the list then vote on them. Students will have to give a reason why the classroom needs that job and how it will benefit everyone in the classroom. (http://www.atozteacherstuff.com/pages/5055.shtml) The teacher will make this list on the board for all students to see. The students will vote on the classroom job list and make it into a picture graph on the board.
 All students will participate in voting and helping to make the graph together on the board. Then the two jobs with the most votes will be added to the classroom job list. Next, the teacher will discuss with students jobs that would help others outside the classroom at school that one or two students could be assigned to weekly. The teacher will offer suggestions to help students start thinking. Perhaps there could be a class job for helping another teacher do something or if the student was in first or second grade they could go to the pre-k class and help them with an activity. Then the students will return to their desks and with a partner make a list of ideas for jobs that would benefit others at the school. The students must have a reason for every job about how it will benefit someone else.
 The pairs of students will be distributed evenly so that any children with special needs or English as a second language will have a partner. These students will not be paired together. The teacher and/or aid will assist with the graphing if the student is able to do so.
Checking For Understanding:
 During the first graph problem, the teacher will make sure all students remember how to graph their data using a picture graph. The students will explain graphing again and review how to make a picture graph if students have forgotten. The teacher will write on a post-it note the students who need help graphing later or those that are not participating in group discussions. Later, the teacher will visit their pair several times to make sure they understand what they are doing and are staying on task.
 The teacher will incorporate the most popular new job from the vote during the following week along with the classroom jobs. The teacher will explain to the students that this job will be carried out by two students during the week then evaluated by the teacher to see if it is useful to add this job to the classroom job list and begin the second most popular school job.
 The teacher will keep names on a post-it note of students who do not remember how to make a picture graph or do not participate in group discussions. During the independent practice, the teacher will monitor the pairs and evaluate students using a checklist using the following items: who in the group is doing the work, how well the students are working together, if the graph is completed correctly, and if the students give a reason for their added jobs list.
Teacher Reflections:
 The teacher will reflect on how well using pairs worked with students with disabilities and/or ELLís. The teacher will evaluate the assessment results and how well the class worked together in pairs and in whole group. This reflection will help add or take out things in the lesson for future use.

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