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Lesson Name: Family Ties
Teacher Name Sarah Mager
School Santa Rosa Elementary
Grade Level K
Kindergarten Math CFA's
  • Representing and comparing whole numbers, initially with sets of numbers (represent quantities, counting, cardinality)
Kindergarten ELA CFA's
  • Reading - (Informational Text, Research, Validating Sources, Connections to Literature)
  • Writing - (Opinion from Evidence, Informative, Narrative)
  • Speaking and Listening - (Presentation, Explanation, Clarifying Questions and Answers)
  • Language - (Vocabulary Meanings, Usage/Grammar)
Kindergarten Social Studies CFA's
  • Develop an understanding about themselves and the people around them (personal histories)
  • Develop an understanding of family customs and traditions
K.PI.6
  • Family Ties: How do we tell others about our family? Students make a family book describing their families to tell others. Students will count pages and family memebers as they write a describion page for each family member. The pictures will be accompanied by an opinion drawing on each of the family members. Members will be interviewed by the student to find out some personal history. Parents will also contribute a page including a traditional family recipe which will be featured at the culminating pot luck. Students will present their books at parent teacher conferences
Kindergarten Math
  • K.CC.4: Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger.
Kindergarten ELA
  • K.R.I.1 With prompting and support, ask and answer questions about key details in a text.
  • K.W.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).
  • K.SL.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
  • K.L.1.f Produce and expand complete sentences in shared language activities.
Kindergarten Social Studies
  • S2-C1-PO 1. Retell personal events to show an understanding of how history is the story of events, people, and places in the past.
Select which Mathematical Practices will be evident during this project.
  • Reason abstractly and quantitatively.
  • Model with mathematics.
Describe where the Mathematical Practices will be evident in this project. In math, students will reason abstractly and quantitatively when they count objects and associate them with an amount. They will model with mathematics when they use manipulatives to show those amounts
Select which Science and Engineering Practices will be evident during this project.
  • NOT APPLICABLE
Describe where the Science and Engineering Practices will be evident in this project. N/A
Select which of the ELA Student Capacities will be evident during this project.
  • They demonstrate independence.
  • They value evidence.
Describe where the ELA Student Capacities will be evident in this project. In ELA students will demonstrate independence when using complete sentences without teacher prompt. Students will value evidence in the form of pictures to express opinions
Select which 21st Century Skills will be elicited and assessed.
  • Communication
Describe where 21st Century skill will be deliberately evident in this project. Students will work on communication skills during: presentation of sketches, Presentation of family book to other class, presentation of family book to parents
District Assessments Beyond Textbooks: K.RI.01 Rubric for details from text K.CC.04 Rubric for Counting
Rubrics Teacher Generated: K.W.01 opinion rubric K.SL.02 rubric for questioning and understandings from readings
Self Assessments Self assessment simple rubric for Family Book and Presentation
Summary of Project Idea The students will create their own “Family Books” in which the concepts of counting, cardinality, speaking in complete sentences, and communicating their opinions through drawings and explanations will be included. Students will practice drawing as a form of evidence for the different pages in the book. Students will count and number their pages in the book, with an understanding that each page and number represents an amount, and the last number said in the amount of pages represents the total quantity of pages in the book. They will present them to an audience and practice communication skills.
Role Students at this age can be egocentric and self absorbed, so they may present as themselves. If ready students may take on the role of a historian as they share their family histories.
Audience Students will present their Family Book to a partner class and to parents at parent teacher conferences
Products Sketch, Drafts Culminating Product: Presentation within the school, Family Book. Each student will have a “Family Book” to be shared with classmates, teachers, and parents
Driving Question How can we tell others about our family?
Unit Duration 4 weeks
Student Groupings Students will work with partners as they practice their presentations. They will work individually to prepare their Family Books
Resources/Personnel Literature, Writing and drawing utinsels, Paper/Binding for the books, Photos (from the students), Family recipes, Chart paper, Blank paper, Ingredients for recipe I choose to make in class, Measuring utinels/mixing bowl/cups
Share Project Goals During the initial launch teacher will engage students and let the students conclude that making a “ Family Book” is a good way to tell others about their families. As the project progresses, the teacher will show how each activity and product fits in the “Family Book.”
Project Launch A story about families will be read to the students. A discussion about families will take place. The teacher will get the students excited about sharing who is in their families and to tell about them. The teacher will pose the question, "what is a good way to tell others about our families?' The idea that we are creating “Family Books” will be introduced
Evaluate Using Checkpoints As a starting point, I will read a family book to the students and we will have a discussion about families. Things such as who is in our families, how many people are in our families, and what our families do may arise. I will then tell the students that we are going to be creating our own “Family Books”, and learning about our own families and other friends families. I will read various books by Todd Parr and other authors that revolve around families, and we will discuss and recall parts of the book. These books will be read on various days (ex. “The Grandpa Book” on one day, “The Mommy Book” on another day). Students will bring in a family picture and draw a picture of their family. Students will then count and write the number of people they have in their family. This helps me assess their pencil grip and writing skills. It also aligns with the counting and cardinality standard. We will make a class graph including how many family members each student has. We will practice our counting. Each student will bring home a sheet with several questions to ask an older family member (parent, grandparent), and bring it back. Heritage questions will be included. The interviews will be shared with the group and the document camera will be used to show where we “come from.” I will use chart paper and we will make a chart titled “What is a Family?”. It will include Families: Have, Can live in a, and Are. Discussion will follow along with a drawing of something the students like to do with their families. The students will bring a family recipe from home to be added to their books. We will talk about the recipes they bring back to school.
Reflection and Celebration At each checkpoint students with teacher guidance will reflect on information and learning and how it fits into the Family book. During practice of presentation to parents students will evaluate if the book helps tell others about their family. Our class has a sharing of the “Family Books” in which they break out into partners and share books, possibly share on the document camera, share with a neighboring class, and/or share at teacher-parent conferences. Display for conferences in public place
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