ImmersionILessonPlanFormat

Name:AmiGabryszewski School:NeedhamElementary
GradeLevel:1 Grade
st
NumberofStudentsinClass:26
Unit:Economics(TypesofJobs) LessonDuration:3045minutes
Day,Date,andTimeofLesson:TBD

1.Objective(s):
AttheendofthislessonstudentswillbeabletocreateastorymapusingtheStorybirdwebsiteof
thejobsthatpeopleintheirfamilyhavethatwillincludetwojobsthatpeopleintheirfamiliesdo
forwork,howtheygotthisjob,andwhattheydoatwork.
Bytheendofthelessonstudentswillshareoutthestoriestheycreatedtotheclassandwillbe
abletocompareandcontrastatleastonedifferencetheirfamilieshaveinjobsandeveryday
responsibilities.

2.ColoradoAcademicStandards:
CDEStandard
ContentArea:SocialStudies
Standard:3.Economics
GradeLevelExpectation:FirstGrade
ConceptsandSkillsStudentsMaster:1.Peopleworkatdifferenttypesofjobsandindifferenttypesof
organizationstoproducegoodsandservicesandreceiveincome.
EvidenceOutcome:
b.Giveexamplesoftypesofjobspeopleinyourfamilyhave(DOK1).

ABEGoal(Diversity)
6.Studentswillexpresscomfortwithpeoplewhoarebothsimilartoanddifferentthenthemandengage
respectfullywithallpeople.
EvidenceOutcome:
Diversity8:Iwanttoknowaboutotherpeopleandhowourlivesandexperiencesarethesameand
different(DLK2.8).

ISTEStandards
1.Creativityandinnovation:Studentsdemonstratecreativethinking,constructknowledge,anddevelop
innovativeproductsandprocessesusingtechnology.
b.Createoriginalworksasameansofpersonalorgroupexpression.

3.LearningTarget(s):
IcancreateastorymapusingStorybirdaboutthejobsthatpeopleinmyfamilyhave.
Icancompareandcontrastthejobsthatpeopleinmyfamilyhavewiththejobsthatother
studentsfamilieshaveinadiscussion.
Icanshareoutmystorymapwiththerestoftheclass.

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4.Assessment:
Studentswillcreateastorybirdonlinestorymapthathasatleasttwojobsthatthepeopleintheirfamily
do,howtheygotthisjob,andwhattheirresponsibilitiesare.Studentswillthenusethistoshareoutwith
theclassandcompareandcontrastthedifferencesoftheirfamilysjobsinaclassdiscussion.Iwillhelp
promptthediscussionandguidestudentswhoarestrugglingtoensuretheymeettherequirementsofthe
activity.

Checkforunderstanding:periodicallyassessingwhatstudentsalreadyknowaboutjobdiversityandwhat
theyknowaboutjobswithinthecommunity.Checkforunderstandingontheprocessoftheactivity.
KeyVocabulary:
Storymap,Storybird
PrerequisiteTechnologySkills:
Inordertocompletethislessonstudentsneedtohavepreviousknowledgewithturningon,loggingin,
andtypingonacomputer.Forthewebsitestudentswillneedtoknowhowtodragapictureovertoapage
ontheirbookandtheywillneedtoknowhowtoselecttextboxestotypein.Savingthestorymapisthe
lastthingthatstudentswillneedtoknowhowtodo.

5.Materials:
Book:CareerDaybyAnneRockwellpicturesbyLizzyRockwell.
WhiteboardandEXPOmarkers.
Computerandprojector.
Accesstocomputersoripads,enoughforoneperstudent.

6.EssentialQuestionsorBigPictureStatement:
Whydopeoplechoosedifferentjobs?
Whatkindsofjobsdopeoplethatyouknowperform?
Howdopeoplegetorearntheirjobs?
Whatdocertainjobsrequireofpeople?
Howdoesajobaffectourliveseitherpositivelyornegatively?Why?
Everyonehasadifferentjobandtheyallplayanimportantroleinthecommunityandworld.

7.TechnologyResourcesandSkills:
TheuseofcomputerstocreateaStorybirdstorymap.AcomputerandprojectorsothatIcanmodelfor
studentshowtocompletethetaskaswellasshowthemhowtousethewebsiteandhowtousethe
featuresthatthewebsiteoffers.

8.****StepbyStepLessonProcess:****
Introduction/AnticipatorySet:(23minutes)
Gatherstudentsontherugtobeginthelesson.
BeginbyaskingthestudentsthequestionWhatarethedifferentjobsthatyouhaveseeninthis
communityandwithinyourfamily?

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Thencreateabrainstormedlistonthewhiteboardofthejobsthatstudentsareabletoname.Assesswhat
studentsknowalreadyaboutthediversityofjobs.
Askstudentshowtheythinkjobsaffectourlives,why?Howdoesyourfamilysjobplayaroleinyour
ownlife?Isapositiveornegativeeffect,why?

DirectInstruction:(10minutes)
1.Definewhatajobisforstudents,workthatsomeoneisreceivingpaymentfor.Havestudentsdoa
think/pair/shareaboutthejobthattheywanttohavewhentheygrowoldenoughtowork.
2.Thendescribethestepsthatittakesforsomeonetoearnthejobthatyouhave,i.e.teaching,bycreating
agraphicorganizeronthewhiteboard.Alsodescribeavarietyofjobsthatrequireschooling:teacher,
lawyer,nurse,businessowner,tradejobs,etc.andjobsthatdontrequireasmuchschoolingorany:
manager,cleaner,driver,construction,etc.
3.Explaintostudentsthatalljobsinourcommunityarenecessaryinorderforeverythingtobeopenand
running,thecentralmessageisthatalljobsareimportantandnecessary.Checkforunderstandingby
havingstudentsturnandtalkwithapartneraboutwhatwouldhappenifabusdriver,janitor,teacher,or
policeofficerdidntshowupforwork.(Makesurethatstudentsunderstandthatifpeopledidntdothe
jobstheyhavethenwecouldnthaveschool,publictransportation,cleanfacilities,orprotection.Soevery
jobhastobedoneandisequallyasimportantasanyotherjob).
4.ReadthebookCareerDaybyAnneRockwell.Usethisbookasamodeltoshowstudentsthediversity
withintheworkingworld.Stoppingtomakeconnectionstothelistofjobstheybrainstormedasaclass
andtodiscusswhattheythinkwouldhappentoacommunityifnoonedidacertainjobthatwas
mentionedinthebook.

DirectInstructionofActivityProcess:(5minutes)
1.Tellstudentsthatwewillbeworkingwiththecomputersinthecomputerlabwheretheywillcreatea
storymapusingStorybirdaboutthejobsthatpeoplewithintheirfamilyhave.Tellstudentsthatthe
assignmentistowritetheirstoryaboutwhatjobspeopleintheirfamilyhave,atleasttwojobsdescribed.
Thentowritehowtheythinktheygotthesejobsandwhattheireverydayresponsibilitiesinclude.They
alsoneedtoincludelabelsofwhichfamilymemberisdoingthisjobandwhatthejobtitleis.
2.Modeling:Usingtheclasscomputerandprojector,demonstratetotheclasshowtologintotheir
Storybirdaccount.Beginbyputtingtheusernameinandthenthepassword.Showstudentswheretogoin
ordertocreateanewstoryandthestepstheyneedtofollowinordertocreateone(selectartwork,book
style,textbox,fontstyle).Showthemthedifferentfeaturesthattheycanusetocustomizetheirstorymap
onthewebsite.Thenchoosetwofamilymembersanddescribetheirjob,howtheygotitandwhattheydo
ontheremainingpagesofthebook.
3.Checkforunderstanding:Makesurethatstudentsunderstandwhattheirjobisbyaskingfortwoor
threestudentstodescribethetaskandtherequirementsoftheactivity.
4.TakestudentstothecomputerlabandgetthemloggedinandsetuptostartcreatingonStorybird!

IndependentWorkTime:(10minutes)
1.AllowstudentstoworkeitherinthecomputerlaborwithIpadsiftheyareaccessible.
2.Walktheclassroomtocheckinwithstudentsandseeiftheyneedassistanceormoreofachallengein

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theirwork,providedifferentiation(seebelow).

Closure/Sharing:(10minutes)
1.Havestudentsmeetyoubackattherug.
2.Askstudentstoshareouttheirwork.Whoisreadytotakeariskandsharepartoftheirstorywiththe
restoftheclass?andhavestudentsprojecttheirworkusingtheprojectorwhiletheyaredescribingtheir
bookonStorybird.
3.Afterstudentsshare,havethemcompareandcontrastthejobsintheirfamilieswiththeirpartnerand
havethemdiscussthelifestylethesejobsofferandwhatwouldhappenifnoonedidthesejobs.
4.Bringtheclassbacktogetherfortheendingthoughts,Alljobsareimportantandtherearemanyjobs
intheworldandsomeoneneedstoeachjobsothatmeansthatalljobsareimportantandnooneisabetter
orlesspersonbecauseofthejobtheyhave.
5.Askstudentswhatquestionstheyhave,giveacoupleminutesforstudentstothink.(Waittime)

9. Differentiation:
Forstudentswhoneedassistance:Iwillwalkaroundandhelpthesestudentsbyguidingthemwith
questionstogetthemthinkaboutthejobsintheirfamilies.Iwillalsoallowthemtoillustratethejobsand
theirfamilymemberswithlabelsandverballyexplainhowtheygotthisjob,whatthejobis,andwhat
theydoiftheyarestrugglingwiththewriting.

Forallstudents:Iwillprovidetechnologysupportforstudentswhogetstuckwithanypartofthe
beginning,creationorsavingpartofcreatingastorymaponStorybird.

Forstudentswhoneedmoreofachallenge:IfstudentsfinishearlyandneedmoretoworkonIwillhave
themaddtotheirbookbyexplainingandillustratingthejobtheywanttohavewhentheyareolder,the
stepstheywillhavetotakeinordertogetthisjob,andthelifestyletheyseethemselveshavingwiththis
job.

Reflection:

Inmycurrentplacementthereisnotalotoftechnologyintegratedintoeverydaylessons.My

teachertoldmethatshemostlyusesvideosandeducationalwebsitesashersourceoftechnology

instructionintheclassroom.BasedoffofthetechnologyneedsassessmentthatIdidwithheratthe

beginningofthesemestersheseemedinterestedinlearningabouttechnologythatdealswithorbranches

outsideofjustwebsiteswherestudentsarejustinteractingwithwhatisalreadythere.Myimpressionof

thetechnologyneedsassessmentwasthatmycooperatingteacherwasinterestedinlearninghowtouse

technologythatrequiresstudentstocreatesomething.ThisiswhyImadethechoicetoadaptmyantibias

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lessonintoonethatusesawebsitewherestudentsarecreatingtheirownvirtualstorybookratherthanone

thatismadewithpaperandpencil.Myoriginalplanwiththisantibiaslessonwastohavestudentscreate

aflipbookoutofconstructionpaperandregularcopypaperanddrawandwritetheirstoryinthat.In

ordertointegratetechnologyintothelessonIdecidedtouseawebsitecallStorybirdandhavestudents

createanonlinestorybookusingpreloadedartandthentypingthestorythatgoeswithit.Usingthis

technologyallowsstudentstogetcreativeaswellasteachesthemnewtechnologicaland21 stcentury

skills.Withthisadaptationstudentsarelearningthattechnologyisaresourceandcanbeusedtocreate

originalpiecesofwork.

IdidnthavetheopportunitytoteachthislessoninmyfieldplacementclassroombutIbelieve

thatifIdidhavetheopportunitytodosothatthestudentswouldreallyenjoythisactivity.Wheneverthey

havetheopportunitytousetechnologyatschoolthestudentsareengagedtheentiretimeandgetreally

excitedtodoso.Thestudentsdontgetverymanychancestoutilizethetechnologyresourcesinthe

classroombuttheyarealwaysaskingtodosoandalwayswanttobethefirsttobealoudtodosowhen

theopportunityarises.ThisiswhyIthoughtthattheywouldreallyenjoylearninghowtousethis

technologyresource.

TheonlythingthatIwouldmodifyafterIteachwouldbepossiblymoretimeforteaching

studentshowtousetheStorybirdwebsite.Icouldseehowstudentsmightgetconfusedornotknowhow

tousesomefeaturesintheresource.Idohavealotofconfidencethatstudentswouldbeabletofigureit

outbecausetheyareallreallytechnologicallysavvystudents.ButIforeseethisissuehappeningifwasto

havethechancetoteachthislessontothestudentsinmyfieldplacementclassroom.

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