Teacher:__Kindergarten Team - Smith________________ Subject:_____Social Studies________Week of: Nov.18-Nov.

22
Date/Subject Monday
Unit 2 Lesson 1
Neighborhoods
Tuesday
Unit 2 Lesson 2
Maps
Wednesday
Unit 2 Lesson 3
Signs
Thursday
Unit 2 Lesson 4
Rules
Friday
Unit 2 Lesson 5
Community Helpers
CCSS
Not aligned to CCSS,
not a required lesson.
MI.K-G1.0.1:
Recognize that maps
and globes represent
places.
Not aligned to CCSS,
not a required lesson.
MI.K-C2.0.2: Explain
why people do not
have the right to do
whatever they want
(e.g., to promote
fairness, ensure the
common good,
maintain safety)

MI.K-C5.0.1:
Describe situations in
which they
demonstrated self-
discipline and
individual
responsibility (e.g.,
caring for a pet,
completing chores,
following school rules,
working in a group,
taking turns).

Not aligned to CCSS,
not a required lesson.
I Can Statement I can describe my
neighborhood.
I can explain things on
a map.

I can tell what certain
signs mean around
school and in the
community.

I can explain why
following the rules is
important.
I can list community
helpers and how they
help keep us out.
Vocabulary Vocabulary:
-streets, stores,
neighborhood,
community, town,
citizen, homes
Vocabulary:
-near, below, far,
drawing, above
Vocabulary:
-signs, crossing, stop
light, guard, crosswalk

Vocabulary:
-rules, cooperate,
friends, compromise,
play

Vocabulary:
-police, sanitation,
firefighter, worker, chef,
train, mayor, conductor
HOTS How do you know what
objects belong in a
neighborhood?
How are things
represented on a map?
Why are signs posted
around school and in the
community?
Why is it important to
follow rules?
Why do people become
community helpers?
Lesson/Procedure


Ant Set/Do Now
Modeled
Guided Practice
Ind. Practice
Closure

Do Now: Introduce and
Motivate Have children
describe their own
neighborhoods by
asking what kinds of
buildings there are.

Modeled:
Display Big Book 2,
Lesson 1. Read aloud
the question and
sentence. Ask what they
see in this neighborhood
and what people do in
this neighborhood.

Guided Practice:
Have each child draw a
picture of one thing he
or she sees everyday in
his or her own
neighborhood.

Ind. Practice:
Workbook Page 11

Closure:
Write What is a
neighborhood? on the
board and record
student answers. Then
reread what we learned
as you track the print.

Do Now: Introduce and
Motivate Have children
identify the objects and
places shown on a
neighborhood map.

Modeled:
Display Big Book 2,
Lesson 2 Have children
look at the map in
lesson 2 and in lesson 1
and have them compare
the map and the model
neighborhood.

Guided Practice:
Have each child draw
one of the map symbols
and explain what their
symbol means to a
neighbor.

Ind. Practice:
Workbook Page 12

Closure:
Call on volunteers to
answer the lesson
question.
Do Now: Introduce and
Motivate Sketch a
simple intersection on
the board or on chart
paper, then add several
different kids of signs.
Point to each sign and
ask children to name it.

Modeled:
Display Big Book 2,
Lesson 3. Point to each
sign and ask children to
identify every one and
what they mean.

Guided Practice:
Have children compare
and contrast a crossing
guard and a traffic light.

Ind. Practice:
Workbook Page 13

Closure:
Ask children to draw
signs they have seen.
Have each child share
his or her sign and
explain its meaning.
Do Now: Introduce and
Motivate Call on
volunteers to briefly
explain the rules to their
favorite game. Ask why
is it important to follow
rules in order to play the
game.

Modeled:
Display Big Book 2,
Lesson 4 and have
children identify the
setting. Invite volunteers
to describe the different
scenes that make up the
picture.

Guided Practice:
Have each child choose
one scene from Lesson
4 and think of a good
rule for that scene and
to draw a picture for that
rule.

Ind. Practice:
Workbook page 14

Closure:
Call on volunteers to act
out different scenes from
Lesson 4 more
appropriately.
Do Now: Introduce and
Motivate Ask children
to name jobs that people
in the community have
and what are the
responsibilities of their
jobs.

Modeled:
Display Big Book 2,
Lesson 5, and read
aloud the question. Call
on volunteers to name
and describe the
community helpers
shown in the pictures.

Guided Practice:
Have each child draw a
picture of a community
helper from the lesson
or from the community.

Ind. Practice:
Workbook page 15


Closure:
Have children work in
small groups to decide
on a sentence that
answers the question:
Who helps out in a
community?

How will you respond to
student learning?
(Tiering)
Centers are
differentiated to meet
students needs.
Centers are
differentiated to meet
students needs.
Centers are
differentiated to meet
students needs.
Centers are
differentiated to meet
students needs.
Centers are
differentiated to meet
students needs.
Formative Assessment (
Student Checking)
Teacher observation
and anecdotal notes
Teacher observation
and anecdotal notes
Teacher observation
and anecdotal notes
Teacher observation
and anecdotal notes
Teacher observation
and anecdotal notes