Title of Unit: Then and Now Title of Lesson: Daily Life Submitted By: Teresa Dhondt

A. Summary of the Lesson Plan: This social studies lesson will discuss routines and occupations of students and their family members. This lesson uses content from a read aloud book Horton Hatches the Egg. B. Target Population: Grade Level: 1st grade Skill Level: All levels Grouping: group discussion and group assessment C. Materials: Horton Hatches the Egg by Dr. Seuss Legal size white paper Coloring pencils - boxes D. Objectives: o NV State Social Studies Standards o H3.1.2 Compare and/or contrast their daily lives with those of their parents or guardians. H3.1.2A discuss the daily routines and occupations of parents or guardians.

Student-Friendly Standards I can compare and/or contrast my daily life with that of my parents or guardians. I can discuss the daily routine and occupations of my parents or guardians.

E. Procedure: 1. Introduced the lesson and objective. Read aloud Horton Hatches the Egg. 2. Write the following vocabulary on the board and discuss with the students. Routines - usual or regular method of procedure; one that is does not change Responsibilities accountable and dependable for a duty, obligation, or behavior. Occupation (job) the principal activity in your life that you do to earn money

3. Discuss the difference between a routine and responsibility. Give meaningful and age appropriate examples and accept discussion from the students.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: Then and Now Title of Lesson: Daily Life Submitted By: Teresa Dhondt

4. Make a t-chart on the board labeled Routines. One side for students and the other for family adults. Brainstorm and write in the routines that each do. Leave this on the board. (Bathing, brush teeth, eating, cleaning house/room, at school: lining up, turning in work, school schedule) 5. Make another t-chart and label it Responsibility. Set up with students and family adults. Brainstorm and record the responsibilities held by each. Leave this on the board as well. (cooking supper, laundry, feeding animals/pets, homework, take garbage out) 6. Discuss the similarities and differences between the student and adults daily life, routines and responsibilities. 7. Discuss occupations or jobs; explain that these are held as a way to earn money to care for and maintain a family and household. Describe teaching them the students - as an occupation. 8. Brainstorm on the board a list of occupations of the students parents/guardians and a short description of it. Work from home occupations count too (caregivers, farmers, etc). Talk about how these occupations benefit the family or community as well. 9. CLOSURE: Discuss the read aloud book and how it relates to todays lesson about responsibility. Ask what routines they noticed the characters in the book doing. Distribute paper and coloring pencils for the assessment. F. Assessment: What will you use to measure student understanding? Students will work in groups of 4-5 to create a comic strip to depict a routine that they do and a comic strip that reflects a routine that their parent/guardian does. The routines will reflect daily life and may show similarities and/or difference of that of the parent/guardian. They will first brainstorm a list of routines as a group and decide on which routines will be included in the comic strip. Students will individually work on a drawing of their parent/guardian that reflects their occupation or routine. Students will write a brief description of the occupation or routine and will discuss this with a classmate or as an oral class presentation. Explain how you will know students understand the concepts from the lesson. Students will understand and display the difference or similarities of a routine between themselves and their parent/guardian as well as identify an occupation of their parent/guardian. They will do this through illustration. G. Reflection:
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: Then and Now Title of Lesson: Daily Life Submitted By: Teresa Dhondt

1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part will be the routines of daily life to show how it happens day in and day out with most of the time little change if any. 2. Which part will be most challenging for you to teach? The challenging part may be having all students understand what a comic strip is in the event they havent seen them yet. I would draw, demonstrate, and explain this on the board for them. 3. How will you follow up or extend this lesson? A follow up of this lesson would be to have a parent show and tell day. 4. What will you do for students who dont grasp the concepts? I will review the vocabulary with the students and walk them through examples of one at a time. I would find additional literature to read to them and use the pictures to provide examples and reference as well. I might also pair them up with another student to discuss their daily routines with. With regards to occupations, I would use different terms and examples as well as find relevant literature. 5. Which part of the lesson, if any, do you think might need to change? I dont think that anything needs to be changed. 6. When you were writing this lesson plan, what was the most difficult part? I did not have any difficulty with this lesson other than deciding how to assess. The illustration through a comic strip seemed appropriate after the lesson discussion.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3