Liz Stone Sse Final Plan

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
Teacher(s) Name: Liz Stone

Thematic Unit Theme/Title/Grade Level: Travel & Economics/Traveling Through the
Community/Kindergarten
Wiki space address: ucfgrktravelingf16t.weebly.com
Daily Lesson Plan Day/Title: Day 1: Licensed to Drive!
LearningGoals/Objectives LearningGoal:
NCSSThemes
FloridaStandards(FS)
NextGeneration
SunshineStateStandards
(NGSSS)
Thestudentswillbeabletodescribeandidentifyrelativelocationsintheircommunity
anddifferentiatebetweenwantsandneeds.
LearningObjectives:
1. Thestudentswillbeabletoexpresstheirthoughts,feelings,andideasclearly
with90%accuracy.
2. Thestudentswillcollaborateeffectivelywithpartnersandbuildonideaswith
90%accuracy.
3. Thestudentswillbeabletorecalltheirownphonenumber,homeaddress,city
andstateofwhichthechildliveswith80%accuracy.
4. Thestudentswillbeabletorecognizearealdriverslicenseasaprimary
sourcewith80%accuracy.
NCSStheme(s):
3.People,Places,andEnvironment
7.Production,Distribution,andConsumption
FloridaStandard(s):
LAFS.K.SL.2.6Speakaudiblyandexpressthoughts,feelings,andideas
clearly.
LAFS.K12.SL.1.1Prepareforandparticipateeffectivelyinarangeof
conversationsandcollaborationswithdiversepartners,buildingonothers
ideasandexpressingtheirownclearlyandpersuasively.
NextGenerationSunshineStateStandards:
SS.K.G.2.2Knowone'sownphonenumber,streetaddress,cityortownand
thatFloridaisthestateinwhichthestudentlives.
SS.K.A.1.2Developanawarenessofaprimarysource.
Assessment
UnitPre/PostAssessment:
ThepreandpostassessmentisaquizonKahootanditwillbeadministered1weekpriorto
thebeginningofthisunit.Itwillbeusedtoseewhatmaterialthestudentsarefamiliarwithand
whichmaterialneedstobefocusedonmoreduringthisunitplan.TheKahootquizwillbe
completedusingtheirgeometricshapemanipulativestoanswerthequestions.Thisisdetailed
intheFridaylessonplan.Itisatotalofsixquestionsandthequestionsareattachedattheend
ofthelessonplan.
Ongoingdaily(progressmonitoring)Assessment:
Thestudentswillappropriatelyselfassessthemselvesdaily.Thiswillhelpguidetheteacherto
providetheappropriatescaffoldingtobenefitthestudentslearning.
1:Idonotunderstandanythingaboutdescribingandidentifyingrelativelocationsintheir
communityanddifferentiatingbetweenwantsandneeds.
2:Icantellyouonethingaboutdescribingandidentifyingrelativelocationsintheir
3:Icantellyou23thingsaboutdescribingandidentifyingrelativelocationsintheir
4:Icouldteachyouaboutdescribingandidentifyingrelativelocationsintheircommunityand
differentiatingbetweenwantsandneeds.
Design for Instruction

Student Activities & Procedures
1.
Previous to this lesson, during their language arts block the teacher will have shown
the online read aloud video for Oh, the Places Youll Go! by Dr. Seuss.
2. Before reading: Introduce the book Oh, the Places Youll Go! by Dr. Seuss.
Teacher: Im going to play an online read aloud of the book Oh, the Places Youll
Go! written and illustrated by Dr. Seuss to you. By looking at the cover and knowing
the title, what do you think this story will be about? Students should respond with
someone is going on an adventure, or something similar to that. Ask, Where do
you think he is going? Call on a few students and let them use their imagination.
(UDL 3.1: Activate or supply background knowledge, ESOL 1: Teach questioning for
clarification, 4: Link lesson topic to students prior knowledge) (During Language
Arts block)
3. Teacher: Play the read aloud video Oh, the Places Youll Go! by Dr. Seuss. (UDL
1.1: Offer ways of customizing the display of information, 2.5: Illustrate through
multiple media, 4.2: Optimize access to tools and assistive technologies, ESOL 14:
Simplify your speech by making it slower and redundant, 17: Provide contextual
support through audio, visuals, models, demonstrations, realia, body language, and
facial expressions, 22: Give enough wait time for second language learners to
respond to questions) (During Language Arts block)
4. Introduction: The teacher will introduce the social studies unit for the week. Boys
and girls, this week we will be learning about traveling and economics. Instruct all
students to come sit on the carpet and play the Where are you going? song. (UDL
1.1, 7.3: Minimize threat and distractions, ESOL 17) (4 minutes)
5. Teacher: Explain that for the next week when they hear this song start to play, that
means we are transitioning into our traveling and economics unit. When they hear the
song, they need to start cleaning up whatever they are previously doing and go to
dance and sing on the carpet. When the song is over, they need to sit quietly on the
carpet and get ready to learn. (1 minute)
6. Hook: Who here has ever gone on a trip before? Where did you go? How did you get
there? Let a few students share stories. (UDL 3.1, ESOL 4, 11: Place language in
meaningful context, 22) (4 minutes)
7. Read Aloud: Hold up the book Oh, the Places Youll Go! by Dr. Seuss and ask,
Remember the online read aloud of Oh, the Places Youll Go! by Dr. Seuss that we
watched during language arts earlier today? Raise your hand and tell me something
you remember about this book. Call on a couple of students. Responses should be
similar to a kid traveling, someone exploring, going on a adventure, or
going through life. Say, Yes, the little boy in the story is traveling. Raise your hand
again if you have ever traveled before. (UDL 3.1, ESOL 4, 14, 22) (2 minutes)
8. Teacher: Ask, raise your hand and tell me what are some items you would need to
help make traveling easier. Students should respond with items such as a map,
compass, car, luggage, or money, etc. If these items are not mentioned, probe with
remember the part in the story when the boy didnt know if he should go left or right,
what might he need to help him figure out where to go? Students should respond with
a map, compass, or travel buddy. (ESOL 1, 22) (2 minutes)
9. Teacher: Show the students the vocabulary cards for map, compass, luggage, and
money. Each card has a picture of the word and the vocabulary word written out on it.
Hold up each card one by one and have the students say the word chorally. Explain
what each one is. (UDL 2.1: Clarify vocabulary and symbols, 2.4: Promote
understanding across languages, ESOL 5: Teach technical vocabulary supporting key
concepts, 14) (5 minutes)
10. Continue read aloud discussion: Teacher: The little boy in the story was walking on
his adventure, what are some other ways you can travel? Students should answer
with car, train, plane, or bus, etc. When each of these ways of transportation is
mentioned, hold up the correlating vocabulary card. When each one has been said,
review by holding up each card one by one and having the students chorally say the
word. (UDL 2.1, 2.4, ESOL 5, 14, 22) (5 minutes)
11. Teacher: This week for our unit on traveling and economics, were going to pretend
were traveling around our community in a car. Everyone put on their imagination
hats and pretend that theyre old enough to drive. Now, close your eyes and picture
yourself in your favorite car driving around town. You have your seat belt on, you
have you luggage, and your map, but youre missing something. You need a drivers
license to drive your car! Does anyone know what a drivers license is? Students
12.
13.
14.
15.
16.
17.
18.
19.
20.
should answer with something similar to, Its a card that lets people know youre
allowed to drive. (ESOL 1, 14, 22) (2 minutes)
Show the class your own personal license (primary source). Teacher: This is what a
real drivers license looks like, you all will get one when youre older and pass a
drivers test. But since we are traveling this week around our community in our cars,
you all need to have a drivers license now. Today were all going to make our own
licenses. Show the example of what they are going to be making. (UDL 1.1, ESOL
17) (2 minutes)
Students: They will go back to their seats. Teacher: Boys and girls, were going to go
back to our seats and make our licenses. Each table captain, come up and get the
materials from me, and pass them out to your table. The materials given out are the
pre-stapled manila folders and the drivers license frame printout. Also have your
students take out their crayons and glue sticks. (2 minutes)
Model: Guide your students through the activity by modeling the steps first. Hold up
the manila folder and explain that the opening is the top and that throughout the week
anything that they make or write from this unit will go inside the license. Glue on the
drivers license frame. (UDL 3.3: Guide information processing, visualization, and
manipulation, ESOL 8: Use direct instruction: Modeling, explaining, scaffolding,
name the strategy and show how to use it) (1 minute)
Explain: A drivers license has all of your personal information on it so that people
know that it is your license and no one else can take it. Why do you think the license
says Florida at the top? Students should respond that its because we live in Florida.
Explain that your license has the state that you live in on the top. (ESOL 1, 22) (1
minute)
Model: Model to the class gluing the frame on the manila folder. Demonstrate you
filling out your name, address, phone number, and date of birth. Then model drawing
a picture of your face in the empty box. Explain: Your license has a picture of you on
it to also show that it belongs to you. Then model writing your name in a fancy
way (signature) underneath the photo. Explain: Every license also includes the
persons signature on it to show that it is your license and that no once can steal it.
Since kindergarteners will not know how to write their name in cursive, have their
signature just be a fancy way they would like to write their name. (UDL 3.3, ESOL 1,
8, 14, 22) (2 minutes)
Model: While modeling filling out the license frame, explain what an address, phone
number, and date of birth is. While explaining each one, hold up the vocabulary card
that correlates with it. Have the class chorally say each vocabulary word. Teacher:
Your address is the numbers and words used to show where you live. Your phone
number is what someone dials on a phone to call you. Your date a birth is your
birthday, the month, day, and year you were born on. (UDL 2.1, 2.4, ESOL 5) (5
minutes)
Activity: Once you have modeled the activity to them, have the students work with
their table to make their own licenses. As they are making their license, walk around
the room to monitor and help as needed. If the students do not know their address or
phone number, provide it to them on a post it note so that they have to copy it from the
post it note to the license. (UDL 8.3: Foster collaboration and community, ESOL 2:
Promote cooperation, 6: Continually monitor students comprehension) (12 minutes)
Students: Once they complete their license, have them share to their shoulder buddy
their address and phone number. Teacher: When you finish creating your drivers
license, turn to your shoulder buddy and practice reading your address and phone
number out loud by sharing it with them. (UDL 8.3, ESOL 2, 6) (2 minutes)
Wrap Up: After the students share their address and phone number with their
shoulder buddy, gather the classs attention. Boys and girls, hold up your license for
me and everyone else to see. I see a lot of awesome licenses around the room! Now we
can all travel this week because you all have a drivers license! I want you to keep
your license in your desks this week because we will be using it a lot. Remember the
song I played at the beginning of this lesson? What does that song mean again?
Students should answer that it means to clean up whatever they were doing before and
to dance to the carpet. Explain: When the song comes on and you start cleaning up
your previous activity, I want you to also pull out this drivers license and bring it with
you on the carpet because you need it to travel.(UDL 8.3, ESOL 1, 2, 14, 22) (2
minutes)
Resources/Materials
21. Review: To review the lesson, hold up each vocabulary card from today and have the
students say each vocabulary word chorally, and have someone raise their hand to
briefly explain what the definition is. When finished, hand out the Vocabulary Card
worksheet. This worksheet is a smaller version of each vocabulary word that was
introduced today. It includes a picture of the word and the vocabulary word written on
it. There is also a Spanish version of this worksheet, where it includes the Spanish
translation of each vocabulary word for ELL students. Have your students place this
worksheet in their license to use throughout the week as a reference for key terms.
(UDL 1.1, 2.1, 2.4, ESOL 5) (5 minutes)
22. Wrap Up continued: Teacher: Now that we have our drivers license, what is another
really important item that we need to travel? Ill give you a hint, the boy in the story
could have used one of these when he didnt know which way to go. Students should
respond with a map. Teacher: Yes, a map! Tomorrow, were going to continue
preparing for our traveling by talking all about maps. (UDL 3.2: Highlight patterns,
critical features, big ideas, and relationships, ESOL 1) (1 minute)
Oh, the Places Youll Go! By Dr. Seuss
Vocabulary Card worksheet (one for each student) The template is attached to the end
of the lesson plan.
Vocabulary Cards (Teacher Set) The template is attached to the end of the lesson plan.
Manila folders, pre-stapled on the sides (one for each student)
Drivers License frame (one for each student) The template is attached to the end of
the lesson plan.
A real drivers license
Where are you going? Song: https://safeshare.tv/submit?url=https%3A%2F

%2Fwww.youtube.com%2Fwatch%3Fv%3DOkfROvtrDl8
Read Aloud video of Oh, the Places Youll Go! By Dr. Seuss:
https://safeshare.tv/x/ss58223847466fb
Pre-Assessment: https://kahoot.it/#/
VocabularyCardWorksheet
map
compass
luggage
money
driverslicense
car
train
bus
plane
address
1234
111
phonenumber
dateofbirth
VocabularyCardWorksheet
mapa(map)
brjula (compass)
equipaje (luggage)
dinero(money)
licencia de conducir
(driverslicense)
coche(car)
tren(train)
autobs (bus)
avin (plane)
direccin (address)
1234
nmero de telfono
(phone number)
fecha de nacimiento (date ofbirth)
VocabularyCards(TeacherSet)
map
compass
luggage
money
driverslicense
car
train
bus
plane
address
1234
phone
number
dateofbirth

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SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Liz Stone

Design for Instruction

Where are you going? Song: https://safeshare.tv/submit?url=https%3A%2F

fecha de nacimiento (date ofbirth)

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