Lyndsie Kehoe Kindergarten Families Unit

Overview
Week One: Lesson One - What does family mean to you? Lesson Two - Who makes up your family and how do you share with them? Lesson Three - What is a rule? Lesson Four - Family Rules *Students have a double special on D days, therefor social studies will not be taught that day. Week Two: Lesson Five - Families Work Together Lesson Six - Meet My Family Lesson Seven - What happens if you find something that doesnt belong to you? Lesson Eight Assessment *Students have a double special on D days, therefor social studies will not be taught that day. Assessment: Each student will draw a picture of their family. They will also answer the following questions orally: What are rules? Why are family rules important?

Goals and Objectives: The overall goal for this unit is for students to learn about families. Students will learn how their families and fellow classmates have many similarities and differences. Students will learn about rules, school rules and family rules. Students will also apply what they learn within the classroom and at home. The benchmarks used in this unit are below: I.3.E.E.1 Use a variety of records to construct a narrative about their personal or family histories.

III.1.E.E.2 Describe consequences of not having rules. III.2.E.E.1 Identify aspects of life at school and in the local community that illustrate justice and freedom. III.3.E.E.1 Explain how conflicts at school or in the local community might be resolved in ways that are consistent with core democratic values. III.4. E.E.1 Identify rules at school and in the local community and consider consequences for breaking rules. III.4.E.E.2 Describe fair ways for groups to make decisions. III.4.E.E.3 Describe ways that individuals influence each other. V.1.E.E.1 Locate information using people, books, audio/video recordings, photos, simple maps, graphs, and tables. V.1.E.E.2 Acquire information from observation of the local environment. VI.1.E.E.1 Pose a question matters of public concern that they have encountered in school or in the local community. VI.1.E.E.2 Compare their own view point about the matter raised with that of another individual. **The booklets I used in this lesson were accumulated from my kindergarten team.

Lesson One What does family mean to you?

Objectives: Students will be able to discuss what a family means to them. Students will be able to explain that Family can mean different things. Time: 20 25 minutes

Materials: paper pen white board dry erase markers My Family by Dona Herweck Rice

Environment: whole group discussion, and one-on-on discussion

Benchmarks: III.4.E.E.3 Describe ways that individuals influence each other.

Direct Instruction: 1. Discuss with students we are starting a unit on families. Independent Practice: 2. Ask each student individually What does family means to you? a. Write down exactly what each student says.

3. After each student has answered the question, share their results with the whole class. Guided Practice: 4. Have students take a moment to reflect what they think a family is after hearing their classmates answers. 5. The teacher will write on the white board other thoughts the students have on what a family means to them. Checking Understanding/closure: 6. This lesson is to introduce the unit about families, and have each student thinking about what familys means to them. 7. Talk to students about families and their influence on us. 8. The teacher will type their responses and hang them within the classroom (the cabinet). a. Students will be able to see their response on what a family means to them. 9. Read My Family by Dona Herweck Rice 10. Homework a. Students have to complete a book with their parents or guardians. b. It is called Meet My Family i. Booklet and homework sheet is attached. Self-Reflection/Evaluation: Were any of my students unfamiliar with the term family? Did any students have a hard time answer the question What does family mean to you?? Were my students focused and staying on tasks when I was reading the book out loud?

Did the discussion flow well between my students about families? What do I need to add or change for the next time?

Lesson Two Who makes up your family and how do you share with them?
Objectives: Students will be able to explore what a family is made of. Students will be able to draw and elaborate what their family looks like.

Time: 25-35 minutes

Materials: Figures of adults Figures of children Construction paper Color pencils Scissors Glue sticks White board Dry erase markers Families Share by Rozanne Lanczak Williams

Environment: Whole group discussion, individual work at student tables.

Benchmarks: I.3.E.E.1 Use a variety of records to construct a narrative about their personal or family histories. III.4.E.E.3 Describe ways that individuals influence each other.

V.1.E.E.1 Locate information using people, books, audio/video recordings, photos, simple maps, graphs, and tables. V.1.E.E.2 Acquire information from observation of the local environment.

Direct Instruction: 1. Ask students How do families share? a. Write students answers on the white board. 2. Read Families Share by Rozanne Lanczak Williams, photographs by Michael Garrett (Big Book). 3. In a different color dry erase maker, ask students again How do families share? a. Add information to the white board from the students i. Students should be able to respond if they were able to comprehend the story. Independent Practice /Guided Practice: 4. Ask students who makes up their family? 5. Students will then draw their own families. a. Students will go back to their own tables. b. Each student will receive a copy of: i. A drawing of two parents ii. A drawing of four children. c. Have students color what their family looks like. i. If students have more than for four siblings, give them more copies of the drawings.

1. Drawings should include: hair, eyes, ears, eyebrows, eyelashes, lips, noses, etc. 2. Explain that every family does not look the same, just like our classroom. Make sure students include hair color, skin color, and they draw their favorite colors for their clothes. 3. Explain more detail on the drawing, the better! Checking Understanding/closure: d. When students have completed coloring and drawing what their families look like. Have students cut the figures out (teacher can help students with the cutting). i. Students will glue the figures onto construction paper. e. Students will then show their family drawings to their classmates the following day. Self-Reflection/Evaluation: Did students draw their family members with pink, purple or blue hair? If they did, make sure to tell them to draw what their family members look like exactly. There are pictures in our classroom to help students if they forgot what their family members look like. Did any student not want to participate in the lesson? Why? What students had a hard time cutting, and need more practice with their fine motor skills?

Lesson Three What is a rule?

Objectives: Students will be able to discuss the school rules to each other. Students will be able to explore rules within the school building. Time: 20 30 minutes

Materials: Paper Pencils Markers Crayons Alphabet chart (help with labeling) Rules by Margie Burton

Environment: Whole group discussion, group work at tables

Benchmarks: III.1.E.E.2 Describe consequences of not having rules. III.4. E.E.1 Identify rules at school and in the local community and consider consequences for breaking rules. III.4.E.E.2 Describe fair ways for groups to make decisions.

Direct Instruction:

1. Ask the students What is a rule? a. Choose six students, and let them answer the question. b. Read Rules by Margie Burton Guided Practice: c. Explain to the class how we have certain rules at recess, in the lunch room, in the classroom, and in the hallway. d. Point and read to the rules we have in the classroom. Independent Practice: e. Have students go back to their tables, and draw pictures of rules we have at our school. f. At each table there is paper and utensils for each student. i. Students should draw pictures and label what rule they are drawing. 1. The squares are focusing on the rules at recess. 2. The circles are focusing on the rules in the classroom. 3. The triangles are fousing on the rules in the hallway. 4. The rectangles are focusing on the rules in the lunch room. Checking Understanding/closure: g. When students are finished, they should find their spots on the carpet. h. Choose a couple of students to share the rules we have in each of the areas listed above. i. Collect each of the students work to make a book for the classroom. Self-Reflection/Evaluation: Did all of my students know the rules at each of the given areas?

What students struggled with this assignment? Did students have a hard time labeling the rules with their drawings? What rules did the class focus on most? What did my students struggle on throughout this lesson? What worked well within this lesson? Were my students excited to draw the different rules within the school building?

Lesson Four Family Rules

Objectives: Students will be able to explain the importance of breaking rules. Students will be able to explore how families live and work together.

Time: 25 - 30 minutes

Materials: My Little Book of Families Crayons Markers Highlighters

Environment: Whole group discussion, and small groups.

Benchmarks: III.1.E.E.2 Describe consequences of not having rules. III.2.E.E.1 Identify aspects of life at school and in the local community that illustrate justice and freedom. III.4. E.E.1 Identify rules at school and in the local community and consider consequences for breaking rules.

Direct Instruction: 1. This lesson is broken up into two parts. a. Whole group discussion

b. Small groups 2. Whole Group: Ask the students what happens if we break a rule? a. Choose four students to answer this question. b. Then ask are there consequences if we break a rule? Does anyone know what term consequences mean? i. Explain that breaking rules have consequences. ii. At school, if you break a rule you might miss recess or sit in the safe place. c. Have you ever broken a rule at home? What happened, and how did you feel? 3. Read the book My Little Book of Families. a. Students will then take this book back to their table. Guided Practice/Independent Practice: 4. Small groups: First have the students read the book. a. Have students highlight wall words within the text. b. Then students are allowed to color the pictures. c. When students are done, place book in cubbies and find a book on the carpet to read silently the rest of their classmates finish. Checking Understanding/closure: 5. Ask students at the carpet how families work together? a. Are they following rules? b. Do they love and care for each other? c. What do families like to do together? d. Why do we families have rules?

Self-Reflection/Evaluation: Did you see any comparison in students relating school and family rules together? What students were able to name a list of rules at home or at school? Do students understand why we need to follow rules? Or do I need to reteach this subject in a different approach? What students are struggling reading books in the small group? Are students looking to find wall words while they read?

Lesson Five Families Work Together

Objectives: Students will be able to explain how families work and share together. Students will be able to explore different books about families.

Time: 15 minute centers, total one hour

Materials: Legos I Like My Family Book Working Together by Margie Burton Crayons Markers Hand writing journals

Environment: Small groups - centers

Benchmarks: III.4.E.E.3 Describe ways that individuals influence each other. III.3.E.E.1 Explain how conflicts at school or in the local community might be resolved in ways that are consistent with core democratic values.

Direct Instruction: 1. Explain the four centers to the students at the carpet.

a. Bag-a-book b. Hand writing journals c. I Like My Family book

d. Legos 2. One center, read the book Working Together by Margie Burton, Cathy French and Tammy Jones. This book will be used for bag-a-book. a. Take a picture walk through the book before reading. After reading the book within the small group discuss the story. Have students locate any wall words throughout the text. b. Ask students what the book was about, this helps with students comprehension. Independent Practice: 3. Center two; students will be focusing on their hand writing journals. a. Students will practice writing the letter F. b. Students will circle their two best F they wrote in their writing journals. c. Students will then draw a picture that starts with the letter F. i. After they are done drawing and coloring their picture, students need to label their picture. Guided Practice: 4. Center three: Students will color and read the book I Like My Family a. Students first will read the book. i. The book consists of all wall words that they are familiar with and pictures. ii. Students will then color with crayons/markers the four pages.

iii. This center can be done independently or with a parent helper 5. Center four: students will use Legos to build houses. a. Students will construct homes and buildings that families may live in. b. Legos will also help students who need extra support with their fine motor skills. Checking Understanding/closure: 6. After students have completed each center, have student return to the carpet. a. Review what they have learned about how families share. b. Introduce vocabulary words: Life and Justice (Fair) i. Ask students it is fair for my teachers to put away their work in the classroom? Or is it fair for their mom to put away their toys? ii. Ask students is it just when your friend does all of your school work? Self-Reflection/Evaluation: Did the transitions between each center flow smoothly? What center did the students struggle with? Did my students understand how families work together? What do I need to reteach with my students based on students that struggled?

Lesson Six Meet My Family

Objectives: Students will be able to compare families to their own family. Students will be able to read and discuss how families interact with each other. Time: 25 35 minutes Materials: Markers Crayons Families Are Important Booklet Meet My Family Booklet

Environment: Whole group discussion and individual work/small groups

Benchmarks: I.3.E.E.1 Use a variety of records to construct a narrative about their personal or family histories. III.4.E.E.3 Describe ways that individuals influence each other. V.1.E.E.1 Locate information using people, books, audio/video recordings, photos, simple maps, graphs, and tables. V.1.E.E.2 Acquire information from observation of the local environment.

Direct Instruction: 1. Have students sit on their spots at the carpet. 2. Go over Meet My Family booklet to the class.

a. Tell the students this is my booklet about my family. b. Who is still working on their family booklets at home? Has anyone finished their family booklet yet? c. Tell students it is okay if they have not finished their family booklet yet, but to keep working on it. The booklets on due on November 25th. 3. Read my family booklet to the class. a. Point out pictures, drawings and text to the class. b. Ask if any students have anything in common with their family. c. The goal of this lesson is to get students excited about the family booklet. d. Once students complete the family booklet, there is a bin in the classroom were all the students will be able to read and share each others booklet. Guided Practice: 4. After discussing my family booklet, read Families Are Important booklet to the class. a. Tell the students they will be coloring this booklet in at their tables. 5. Dismiss students to their tables, and have students read the book again. 6. Students are allowed to color the booklet with markers or crayons. Checking Understanding/Closure 7. Students will place completed booklet in their cubbies to take home. a. When students have completed their booklets they can read on the carpet. Self-Reflection/Evaluation: Are students staying on task and paying attention during the lesson? Do my student look engaged in my lesson, or do I need to change my approach on how I teach the subject matter?

What students are struggling with this lesson? Do I have students that are excelling? Do I have extra work for those students to do when they complete an assignment?

Do I need more practice on classroom management? Are the students transitions between the carpet and their tables running smoothly?

Lesson Seven What happens if you find something that doesnt belong to you?
Objectives: Students will be able to explain good and bad choices. Students will be able to describe choices in our daily lives. Time: 20 25 minutes

Materials: I Try to Be a Good Person by Trisha Callella-Jones Shuberts Choice by Dr. Becky A. Bailey.

Environment: Whole group discussion

Benchmarks: VI.1.E.E.1 Pose a question matters of public concern that they have encountered in school or in the local community. VI.1.E.E.2 Compare their own view point about the matter raised with that of another individual.

Direct Instruction: 1. Ask the students if they have ever found something that didnt belong to them? j. Then ask the students what they did with the item they found? i. Did they give it to their parents, friends, or keep it? 2. On the write board write Good Choice and Bad Choice 3. Read the book I Try to Be a Good Person by Trisha Callella-Jones Guided Practice:

4. In the book, a girl finds a dollar on the floor. What should she do? a. Should the girl give the dollar to the teacher? b. Should the girl keep the dollar and put it in her pocket? c. Ask students to raise their hands if they think the girl should give the dollar to the teacher. Put a tally mark in the Good Choice section. Then ask students to raise their hands if the girl should keep the dollar. Place tally marks in the Bad Choice section. d. Ask students to explain why they picked either Good Choice or Bad Choice.

Checking Understanding/closure 5. Counting reading the story, and discuss what the book was about with the students. Why was the book focusing on choices? 6. To help students learn about choices, read the book Shuberts Choice by Dr. Becky A. Bailey. Self-Reflection/Evaluation: Did students understand throughout the story what were Good Choices and Bad Choices? Do my students understand what they should if they find an object/item that does not belong to them? What are the strengths within the lesson? What do I need to change to make the lesson better for the students?

Lesson Eight Assessment

Objectives: Students will be able to explain why family rules are important. Students will be able to describe what their family looks like. Time: 20 25 minutes.

Materials: Family paper Colored pencils Alphabet chart Black pens

Environment: Whole group and individual work

Benchmarks: I.3.E.E.1 Use a variety of records to construct a narrative about their personal or family histories. III.1.E.E.2 Describe consequences of not having rules. III.3.E.E.1 Explain how conflicts at school or in the local community might be resolved in ways that are consistent with core democratic values. III.4. E.E.1 Identify rules at school and in the local community and consider consequences for breaking rules. III.4.E.E.2 Describe fair ways for groups to make decisions. III.4.E.E.3 Describe ways that individuals influence each other.

Direct Instruction: 1. Explain to students they will be drawing and labeling their family members. a. Tell students to do their best work, and not all families look alike. Independent Practice: 2. Students will go back to their tables to begin their drawings. 3. In small groups ask each student while they are drawing these two questions: a. What are rules? b. Why are family rules important? 4. Make sure each student at all four tables have been asked the two questions above. 5. Students can use the alphabet chart for labeling. 6. Students can also use black pens for labeling. 7. When students complete their family drawings, collect their work. a. Students can read November/Thanksgiving books on the carpet. Self-Reflection/Evaluation: Did I give myself enough time to ask each student the two questions? Did I give my students enough time to complete their family drawings? What students struggled with answering the questions? Was doing an orally assessment affective with my students?

Name: _______________________________

What does my family like?

Quaidjoher: A family means you live together. They walk together.

Lucas: Mom, Dad, Brothers!

Rachel: A family lives in your house. They stay with you, but they can live far away sometimes.

Sasha: A family watches T.V. together, cooks together, and walks together.

Kingston: It means a bunch of people that are related. I love them.

Breanna: My family is my mommy and daddy. Families watch T.V. and movies.

Tony: You are living with somebody. You can play together in the pool and have a camp over.

Tamara: It has a mom, dad, sisters, and brothers. We eat and play with each other.

Brett: A family is a group of people who love each other.

Alex: A family is your mom and dad. They put your toys in your room.

Robert: People who live in a house together. I have 5 people in my family.

Beau: A lot of people who live together and stick together.

Esteban: Marine, Lucille, mom, dad, and me. We play.

Carly: A family has kids. More people make a family.

Landon: You like to have fun together.

Vince: A group of people in one house.

Lynn: You stay with your family. You can take walks with your family, sleep, and watch T.V.

Mamy: A family is when your mom, dad, sisters and brothers are together.

Betty: A group of people who are related.

Vidu: Somebody you have like your mom, dad, sister, and brother. You can play with your family.

Camilla: A family is someone you live with. A family sticks together and you never cross the street without an adult.

Addie: Families are all different kinds of people. Families are important because they are special.

Macy: A family is something that sticks together.

Reflection Families Unit

I was very pleased with the overall reaction the students had to the families unit. Throughout the unit students were able to figure out what languages their families speak at home, what activities their families like to do together, and where their favorite place at home was. Students had to explain to their classmates special traditions their families have. Each student was able to share their own findings with the classroom. Throughout the unit students were able to learn more about school rules, and what happens if they find something that does not belong to them. They also learned about family rules, and how their classmates have different or similar rules to them. Students were also able to learn about how families can be alike and different. I was excited to see the final protect of their family portraits. They are hanging in the hallway outside of the room. Students had to draw what their family members look liked. Each student was able to see that some students have more brothers or sisters than others, students focused on drawing what color their parents hair, eyes, and skin color. Overall, I think my students learned a lot about families, rules, and sharing. There are a few modifications I would make to parts of the lesson before teaching them again. I would give my students more time on the family portraits. We needed three to four days to complete the portraits in centers. Also it was hard for my students to sit the whole time while reading only the family booklets. I would read one or two before lunch, and then two again at the end of the day to break up the booklets more and keep the students engaged. Overall, I thought the classroom discussion on family rules went over very well. Students participated and were surprised to see that their friends had different rules than them.