3.+5+Day+Unit+Plan

Teacher(s) Name: Samantha Jablonski Thematic Unit Theme/Title/Grade Level: Our Community/1st grade Wiki space address: http://ucfgr1ourcommunityf09.wikispaces.com/ = Daily Lesson Plan Day/Title: Monday – “What is a Community?” =  || The student will identify diverse roles in a community. The student will activate prior knowledge when brainstorming words associated with “community” on a KWL chart. The student will locate the importance of maps in terms of location and identify important buildings in a community. The student will be able to sing the first verse of the “Our Community” song once it has been introduced. The student will construct a briefcase which will represent their “Community Portfolio” ||  || //SS.1.G.1.3: Construct a basic map using key elements including cardinal directions and map symbols.//  // LA.1.1.6.5: The student will relate new vocabulary to prior knowledge; // //LA.1.4.2.2: The student will participate in recording information from informational/expository text (e.g., lists, graphs, tables or maps)// //LA.1.5.2.6: The student will participate courteously in conversation, such as asking clarifying questions, taking turns, staying on topic, making eye contact, and facing the speaker.// // MU.A.1.1: The student sings, alone and with others, a varied // //repertoire of music//__.__  || · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || # Begin “hook” by writing the word “community” on the board and then asking students, “Boys and girls, what do you think this word means?” Grown ups, Grown ups, What do they do? They all have different jobs That help each of you!
 * =Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? **
 * **NCSS Theme/Sunshine State Standards **List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. //
 * ** Student Activities & Procedures **
 * //Teacher Activities/Student Activities// **
 * 1) Take a few responses from the students.
 * 2) Introduce class KWL chart and provide each student with a KWL chart as well. [[file:community_kwl_chart.docx]]
 * 3) Explain to the students that while you are filling out the chart, you would like them to fill it out as well.
 * 4) If the students don’t know what a KWL chart is, this would be the time to explain it to them.
 * 5) Once the “K” section is complete, ask the students to fill out the “W” section and after several minutes, ask for volunteers to share what they wrote. Write these responses on the class KWL.
 * 6) Tell the students this class KWL will stay up the whole week and each day, we’ll be adding to the “L” section.
 * 7) Transition by asking the students, “Now who all wants to watch a video about community members?” (Hopefully, the students will be very excited!)
 * 8) Play “Community Helpers” video via YouTube []
 * 9) Begin discussion on video. Ask students which jobs they would like to learn more about.
 * 10) Explain to students that each day, we will be learning more about special members of our community.
 * 11) Present “Our Community Map” to the class. Make sure to include the cardinal directions and key on the map.
 * 12) Explain to the students that by the end of the week, we will learn about 6 important jobs in our community. Show them the 6 building pieces… “Fire Station”, “Police Station”, “Recycling Center”, “Post Office”, “Doctor’s Office”, and “Dentist’s Office”
 * 13) With help from the class, place each building piece somewhere on the “Our Map” diagram. Tell the students that this map, along with the KWL chart, will be up for the week. When placing each piece on the map, briefly ask the students who works there but don’t get into too many details.
 * 14) Introduce the “Our Community” song. Sing the first verse to the class and then have them sing along. Tell the class we will be adding words to the song each day and will of course, be singing it.
 * 15) The first verse goes as follows:

Directions: || // KWL charts for each student // // “Community Helpers” YouTube video ( [] )  // // “Our Community Map” diagram with 6 appropriate building pieces // // “Community Helpers Rhyme” from Hummingbird website // // ( [] )  // // “Our Community Briefcase” checklist for each student // // Paper bag // // Stapler // // Scissors // // Markers // // Colored pencils // || · <span style="font-family: 'Times','serif'; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments? · <span style="font-family: 'Times','serif'; font-size: 9pt;">Are you using a rubric? · <span style="font-family: 'Times','serif'; font-size: 9pt;">Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes <span style="font-family: 'Times','serif';"> || <span style="font-family: 'Times','serif';">Pre-Assessment: <span style="font-family: 'Times','serif';">Post-Assessment: <span style="font-family: 'Times','serif'; font-size: 10pt;"> || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || <span style="font-family: 'Times','serif';">ESOL/SLD: <span style="font-family: 'Times','serif';">Gifted/Talented:
 * 1) End the lesson by having the students create their briefcases using paper bags and scissors. If time persists, the students can decorate them.
 * Cut one side of a paper bag so it looks like a long piece of construction paper
 * Fold the piece of the paper bag in half
 * Staple all sides of the folded paper bag EXCEPT for the top
 * With the teacher’s help, cut handles out of each side of the briefcase
 * Decorate
 * 1) Students will place their KWL charts in their newly made briefcases and keep them in class.
 * 2) The “Our Community Briefcase” checklist will stay in the briefcase as well and will be graded once the unit is complete. [[file:Our Community Briefcase Checklist.docx]]
 * <span style="font-family: 'Times','serif'; font-size: 9pt;"> || // KWL chart on chart paper //
 * **<span style="font-family: 'Times','serif';">Assessment **
 * <span style="font-family: 'Times','serif';">Activate students’ prior knowledge by asking them what a community means to them (participation assessment)
 * <span style="font-family: 'Times','serif';">Walk around and observe students completing the “K” and “W” sections of the KWL chart (completion grade)
 * <span style="font-family: 'Times','serif';">When students turn in KWL charts for the day, grade for completion (check plus or check minus) – return to students tomorrow
 * == Exceptionalities ==
 * <span style="font-family: 'Times','serif';">Partner each ESOL student with a non-ESOL student in the class when completing the KWL chart
 * <span style="font-family: 'Times','serif';">“Community Helpers” YouTube video contains great visuals that are of real people which is a very helpful accommodation
 * <span style="font-family: 'Times','serif';">Have the students with learning disabilities be your “helpers” – have them pass out papers to the class
 * <span style="font-family: 'Times','serif';">Partner these students with an ESOL student during KWL time
 * <span style="font-family: 'Times','serif';">Enlist their assistance at this time to help ESOL students brainstorm
 * <span style="font-family: 'Times','serif';">Create a “contract” for them to sign outlining the expectations for this unit ||
 * == Discussion Notes == || <span style="font-family: 'Times','serif';">If time persists, you could add __Community Helpers A to Z__, a great piece of literature to incorporate with the introduction of the unit. This could be done as a shared reading (if there are enough copies of the book) or could be done as a read aloud.

Allow students to decorate their briefcases if there is extra time at the end of class. || Teacher(s) Name: Kadee Burger Thematic Unit Theme/Title/Grade Level: People, Places & Environment: Our Community, 1st grade Wiki space address: http://ucfgr1ourcommunityf09.wikispaces.com/ = Daily Lesson Plan Day/Title: Tuesday- Helps People, Fire Fighters and Police Officers = <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> || <span style="font-family: 'Times','serif'; font-size: 10pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">The student will… <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> || <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> || <span style="font-family: Symbol; font-size: 8.5pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Arial','sans-serif'; font-size: 8.5pt;"><span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-bidi-font-size: 10.0pt;">SS.1.C.1.2: Give examples of people who have the power and authority to make and enforce rules and laws in the school and community. <span style="font-family: Symbol; font-size: 8.5pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Arial','sans-serif'; font-size: 8.5pt;"><span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-bidi-font-size: 10.0pt;">SS.1.C.3.2: Recognize symbols and individuals that represent American constitutional democracy. **Student Activities & Procedures** <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msobidilanguage: #0400; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;">What best practice strategies will be implemented? <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msobidilanguage: #0400; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;">How will you communicate student expectation? <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msobidilanguage: #0400; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;">What products will be developed and created by students? <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;"> || # Students will get there briefcases from the shelf. “ Officer, Officer, What do you do? I help you stay safe In all that you do.” Listen and Read 20. The second group of students will explore with the bunker gear. 21. After 15 minutes, the groups will switch. 22. Students will come back together as a whole group. 23. Students will learn a new verse of the “Community Helpers Song” “Firefighter, Firefighter, What do you do? I help fight fires That might hurt you.” <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;"> <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;"> || [|Day at the Police Station] by Richard Scarry <span style="color: #5a7d56; font-family: 'Verdana','sans-serif'; font-size: 10.5pt;"> [] Fire Fighter Bunker Gear Computers Cardboard Aluminum Foil Paint Brush Stickers http://teacher.scholastic.com/activities/listen_read_28/firefighters-heroes.asp || <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msobidilanguage: #0400; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;">How will student learning be assessed? Authentic/Alternative assessments? <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msobidilanguage: #0400; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;">Are you using a rubric? <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msobidilanguage: #0400; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;">Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> || //<span style="font-family: 'Times','serif'; font-size: 10pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">Be sure to include Pre/Post assessment in your lesson plans! // <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">Pre-Assessment: The pre-assessment will be completing the first two columns of the KWL chart. <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">Post-Assessment: The post-assessment will be completing the KWL chart as well as a portfolio in the form of a briefcase. There will be a checklist with all the items that must be completed and included in the portfolio throughout the week. <span style="font-family: 'Times','serif'; font-size: 10pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">ESOL/SLD: The Listen and Read activity is great for ESOL/SLD students because it shows the words and reads them out loud, along with pictures. Step by step directions for the badge activity will also help. <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">Gifted/Talented: I would have these students assist ESOL students. These students could also be allowed to go to the media center and choose books for the class to read or for them to read to the class. || <span style="font-family: 'Times','serif'; font-size: 12pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">Extension activities would include having the students decorate their briefcases. <span style="font-family: 'Times','serif'; font-size: 12pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">Students could complete police and fire fighter coloring sheets. <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> ||
 * =<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">Learning Objectives =
 * <span style="font-family: 'Times','serif'; font-size: 11pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;">What will students accomplish / be able to do at the end of this lesson? **
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">The student will understand the role of community helpers.
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">The student will know where police officers work and what they do.
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">The student will know where fire fighters work and what they do.
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">The student will learn tools and uniforms used by police officers and fire fighters.
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">NCSS Theme/Sunshine State Standards **<span style="font-family: 'Times','serif'; font-size: 10pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;">These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. //
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">NCSS Theme/Sunshine State Standards **<span style="font-family: 'Times','serif'; font-size: 10pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;">These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. //
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8.5pt;"><span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-bidi-font-size: 10.0pt;">[|SS.1.C.1.3: Give examples of the use of power without authority in the school and community.] <span style="font-family: 'Times','serif'; font-size: 11pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8.5pt;"><span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-bidi-font-size: 10.0pt;">LA.1.1.6.2: The student will listen to, read, and discuss both familiar and conceptually challenging text; <span style="font-family: 'Times','serif'; font-size: 11pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;"> ||
 * // Teacher Activities/Student Activities // **
 * 1) As a class we will move the “stick figure man” to the police station location on “Our Community Map”.
 * 2) Students will use their KWL chart to determine what they already know about police officers, and what they would like to know.
 * 3) I will do a read aloud of the book  [|Day at the Police Station] by Richard Scarry <span style="color: #5a7d56; font-family: 'Verdana','sans-serif'; font-size: 10.5pt;"> about the job of a police officer.
 * 4) Students will learn the importance and meaning of the badge of a police officer.
 * 5) The badge is part of the police officers uniform.
 * 6) All real police officers have them.
 * 7) The badge is a sign of authority.
 * 8) Explain what the word authority means.
 * 9) Students will use aluminum foil, cardboard, and a paint brush in order to create their own Police Officer Badge.
 * 10) Students will learn a new verse of the “Community Helpers Song”
 * 1) The class will come back together whole group.
 * 2) We will move the “stick figure man” from the police station to the fire station on our “Our Community Map”
 * 3) Students will use their KWL chart to determine what they already know about fire fighters and what they would like to know.
 * 4) The teacher will have real fire fighter bunker gear to share with the class.
 * 5) The teacher will explain the importance of a fire fighter and the equipment they use.
 * 6) Students will split in to two groups.
 * 7) One group of students will use the computers in order to create an online activity.
 * 8) Students will visit Scholastic News Online and view the Listen & Read called Fire Fighter.
 * 1) Students will sing all of what they have learned of the song so far.
 * 2) Students will be required to fill in what they have learned on there KWL chart. ||
 * == Resources/Materials ==
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">Assessment **
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">Assessment **
 * == Exceptionalities ==
 * == Discussion Notes == ||

Teacher(s) Name: Jessica Curasi Thematic Unit Theme/Title/Grade Level: Our Community/ 1st Grade Wiki space address: __ http://ucfgr1ourcommunityf09.wikispaces.com/ __ = Daily Lesson Plan Day/Title: Wednesday/ Mail Carriers and Sanitation Workers (Recycling) =

<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> || <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;"> <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;"> || <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> || <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;"> SS.1.C.2.2: Describe the characteristics of responsible citizenship in the school community. SS.1.C.2.3: Identify ways students can participate in the betterment of their school and community. SS.1.E.1.1: Recognize that money is a method of exchanging goods and services.
 * =<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">Learning Objectives =
 * <span style="font-family: 'Times','serif'; font-size: 11pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;">What will students accomplish / be able to do at the end of this lesson? **
 * 1) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">The student will understand the duties of a sanitation worker and what their job entails.
 * 2) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">The students will become familiar with popular attitudes toward recycling and the practice of recycling in the community.
 * 3) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Students will be able to list materials and ways that they can be reduced, reused and recycled.
 * 4) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">The students will use details from the text to make predictions and guide their purpose for listening to the text.
 * 5) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">The student will understand the job and responsibility of mail carriers and what it is they do on a daily basis.
 * 6) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Students will know how to properly address and send a letter.
 * 7) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Students will understand the importance of both professions and how their jobs directly effect and help keep the community running smoothly.
 * **<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">NCSS Theme/Sunshine State Standards **<span style="font-family: 'Times','serif'; font-size: 10pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;">These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. //

LA.1.1.6.2: The student will listen to, read, and discuss both familiar and conceptually challenging text; LA.1.1.7.1: The student will identify a texts features (e.g., title, subheadings, captions, illustrations), use them to make predictions, and establish a purpose for reading; LA.1.5.1.1: Write numbers and uppercase and lowercase letters using left to right sequencing; LA.1.5.2.3: The student will listen attentively to fiction and nonfiction read-alouds and demonstrate understanding; LA.1.5.2.6: The student will participate courteously in conversation, such as asking clarifying questions, taking turns, staying on topic, making eye contact, and facing the speaker.

MU.A.1.1.1: Sings songs within a five-to-seven note range alone and maintains the tonal center MU.A.1.1.2: Sings simple songs (e.g., folk, patriotic, nursery rhymes, rounds, and singing games) with appropriate tone, pitch, and rhythm, with and without accompaniment. || <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msobidilanguage: #0400; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;">What best practice strategies will be implemented? <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msobidilanguage: #0400; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;">How will you communicate student expectation? <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msobidilanguage: #0400; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;">What products will be developed and created by students? || Sanitation Worker/ Recycling <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;"> Mail Carriers <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;"> <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;"> || Materials: <span style="font-family: Times New Roman; font-size: 10pt; mso-bidi-language: #0400; msobidilanguage: #0400;"> || <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msobidilanguage: #0400; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;">How will student learning be assessed? Authentic/Alternative assessments? <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msobidilanguage: #0400; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;">Are you using a rubric? <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msobidilanguage: #0400; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400;">Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> || Pre-Assessment: <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Post-Assessment: <span style="font-family: Times New Roman; font-size: 10pt; mso-bidi-language: #0400; msobidilanguage: #0400;"> || <span style="font-family: Times New Roman; font-size: 9pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD: <span style="font-family: Times New Roman; font-size: 14pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Gifted/Talented: <span style="font-family: Symbol; font-size: 11pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.0pt; msobidilanguage: #0400; msofareastfontfamily: Symbol; msolist: Ignore;">·  Refrain from having them complete more work in the same manner. Employ differentiated curriculum to keep interest high. <span style="font-family: Symbol; font-size: 11pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">·  Use thematic instruction to connect learning across the curriculum. <span style="font-family: Symbol; font-size: 11pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">·  Provide learning centers where students are in charge of their learning. <span style="font-family: Symbol; font-size: 11pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">·  If students get done with the course work early, encourage them to go to the media center to explore extensions and other areas of the lesson. Have them gather information that they can come back with and share to the class. <span style="font-family: Symbol; font-size: 11pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-family: Helvetica; mso-bidi-font-size: 12.0pt; msobidifontfamily: Helvetica; msobidifontsize: 12.0pt;">Invite students to explore different points of view on a topic of study and compare the two <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">·  Ask students’ higher-level questions that require students to look into causes, experiences, and facts to draw a conclusion or make connections to other areas of  learning. <span style="font-family: Times New Roman; mso-bidi-font-family: Helvetica; mso-bidi-font-size: 12.0pt; msobidifontfamily: Helvetica; msobidifontsize: 12.0pt;"> || <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;"> ||
 * ** Student Activities & Procedures **
 * // Teacher Activities/Student Activities // **
 * 1) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">First, I will begin by telling my students to get their briefcase portfolios off the shelf before we begin our lessons for the day.
 * 2) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">I will then tell my students that today we will be learning about two more community jobs.
 * 3) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Then, I will tell them that we will first discuss the job of the garbage man, however we will be referring to this profession as a sanitation worker throughout the duration of the lesson.
 * 4) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">I will then refer to the “Our Community Map” at the front of the class and move the stick figure to the location of the Sanitation Department, while simultaneously explaining that is where the sanitation workers take our trash.
 * 5)  Next I will ask the students if they know what a sanitation worker does and why their job is so important to our community.
 * 6) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">I will then lead a classroom discussion about how a sanitation worker is responsible for picking up our garbage that we leave out in front of our houses, and they also keep our streets clean.
 * 7) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">As an anticipatory set, I will pull out three items, a water bottle, an aluminum can and some newspaper.
 * 8) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">I will ask my students why they believe these items might be important to a sanitation workers job?
 * 9)  I will then explain that sanitation workers are responsible for recycling our garbage so the certain materials can be reduced and reused.
 * 10)  I will then ask the students if they know what it means to recycle, reduce and reuse and talk about the importance of why we should recycle our items.
 * 11)  I will write these terms, recycle, reduce and reuse on the board and explain what each of them mean in simple terms the students will understand.
 * 12)  Recycle means to find new ways to use old thing. Reduce means to decrease the amount of things you use and you will have less to throw away. Reuse means to use the same things over again as many times as you can.
 * 13)  I will then show my students a video from YouTube titled “Recycle Rex” which is a cartoon and song about the importance of recycling.
 * 14)  After the video is finished, I will ask the students what materials they believe can be recycled and how we can use these new materials afterwards.
 * 15)  I will take this time to explain the items that I have brought in and how each of them can be recycled into new materials so there is less garbage on Earth.
 * 16)   I will explain that we can recycle our old trash into new products like furniture, dishes, eating utensils, clothes, school supplies, jewelry, makeup, hair products, toys, beds, rugs, clocks, birdfeeders and much more!
 * 17)  I will tell my students that plastic is a material that we use often like water bottles, plastic containers, soda bottles, and that all of these things if recycled, can be turned into other items thus reducing the amount of trash we have.
 * 18)  I will tell them that like plastic, aluminum is another material we use like our soda cans, canned foods and foil. And like plastic, these aluminum products can be recycled into other items and reused as well.
 * 19)  Paper is also another material we use very often. For instance newspapers, magazines, coloring books, printing paper, notebook paper are all paper products. We can also eliminate the amount of trash by recycling paper as well and turning it into other items that we can use.
 * 20)  I will explain that there are many other products that can also be recycled such as glass, metal, cardboard boxes, motor oil and many others.
 * 21)  I will then model to the students how we can recycle these items by placing each one of them in the appropriate boxes I have prepared. Each one is labeled paper, plastic or aluminum and have pictures of the corresponding items to help aid in their comprehension.
 * 22)  I will then tell the students that we will be breaking up into two groups to do a sorting activity and to practice our recycling skills.
 * 23)  I will have three boxes like the ones I used to model the activity, at each station and each box will have a label on it; paper, plastic and aluminum.
 * 24)  There will be a pile of garbage in the center of the tables and the students will take turns putting the pieces of trash into the appropriately marked boxes.
 * 25)  At the completion of the activity I will inform students that they can recycle these items at their homes and they should remind their family members to recycle as well.
 * 26)  I will explain that when the sanitation worker comes to take our recyclables on pick up day, they will take them to the Sanitation Department where they put everyone’s recyclables together and begin the process of recycling them into other objects we can use.
 * 27) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Next, I will pass out the “Let’s Recycle” worksheet to my students. I’ll read the instructions for the worksheet aloud to my students and allow them to complete the front side of this worksheet independently.
 * 28) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">On the reverse side of the worksheet, there is a maze students can complete where they have to help Al the aluminum can find his way to the recycling center.
 * 29) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">If time permits, I’ll allow students to color their worksheet when they’re finished.
 * 30) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Then I’ll tell the students to put their worksheets in their portfolio briefcases and come back to their desks for the next portion of the lesson.
 * 31) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">I will then have the class meet back for a whole group discussion where I will ask questions about what they have learned about sanitation workers.
 * 32) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Together we will fill in the different sections of our KWL charts.
 * 1)  As an anticipatory set, I will bring in an envelope, a postcard, a package and a bill or piece of junk mail.
 * 2)  I will show all of these items to my students, and ask them what community helper brings them to you?
 * 3)  I will then refer to the “Our Community Map” and move the stick figure to the Post Office location.
 * 4)  I will then identify the community helper as a mail carrier. I will explain to them that a mail carrier is someone who works for the government like a police officer or firefighter, not a business that makes money.
 * 5)  I will then ask the students to describe a mail carrier and why their job is so important to a community.
 * 6)  Next, I will have the student come sit down on the floor and tell them that I will be reading a book to them about mail carriers.
 * 7)  I will first read the title of the book out loud “The Post Office Book; Mail And How It Moves”. Then I will ask the students to look at the front cover.
 * 8)  I will then ask them to make some predictions about what the book might be about based on the title and front cover, and have them give their explanations.
 * 9)  I will then set a purpose for listening to the book. I will ask the students to pay attention and listen for why we have to address our mail and what the stamp on a piece of mail shows.
 * 10)  I will then conduct a read aloud of //The Post Office Book; Mail and How it Moves// by Gail Gibbons.
 * 11)  At the conclusion of the read aloud, I will ask my students to raise their hands if they can tell me why we have to address our letters and packages? I will also ask why we use stamps and what they mean when they’re on our mail?
 * 12)  After we have discussed further what a mail carrier is and the duties of his job, I will pull out a properly addressed and stamped envelope.
 * 13)  I will place this envelope on the dot cam so the students can see it, and tell them that today they will be creating a similar envelope. I will also tell them that they will learn how to properly address an envelope, so that if they want to send a letter or package to someone, they can make sure it gets to the right person. (This portion of the lesson will be done whole group)
 * 14)  I will instruct the students not to write or draw on the envelopes or stamps until they are all passed out and I have given them their instructions on what to do.
 * 15)  I will pass out the envelope template to each student.
 * 16)  I will pass out the stamp templates to each table or cluster of desks.
 * 17)  At this point in the lesson, I will tell the student that they will be addressing this envelope to be sent home to their parents or guardians.
 * 18) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">I will begin by instructing the students that the top line on their envelope is for the name/s of the person/s which the mail is intended for. In this case their parents (or whoever they live with)
 * 19) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">After they have indicated and written who the mail is going to on the top line of their envelopes, I will tell them that the second line of their envelope is for the actual street address of the person they’re sending it to.
 * 20) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">I will instruct them to write the house or apartment number on the second line. If they do not know this number, I will tell the students that most house numbers typically have three or four numbers in them, so they can write a few numbers of their choice (I would probably give 1234 as an example). This number is used to tell the mail carrier the exact house that the mail is going.
 * 21) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Then, I will instruct the students to put the name of the street on which they live, following their house number on the same line. Again, if they don’t know this information, I will give them a few examples of names of streets in the area (possibly those near the school). I will tell them that street names are generally followed by a word such as road, boulevard, circle, point or way.
 * 22) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">I will tell them that these words followed by the street name are generally indicated in the form of an abbreviation, and if they don’t know the proper abbreviation for the name they can ask me.
 * 23) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">I will tell my students that on the third line of the envelope, is where you put the city and state of where you want to send the mail. Students should know the city and state in which they live, but if not I will tell them that the name of our city is Orlando and the state that we live in is Florida.
 * 24) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Next, I will explain to my students that generally the name of the city is spelled out completely, while the state follows it as an abbreviation, in this case Florida would be abbreviated FL.
 * 25) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Next, I will tell students that the last line of the envelope is where we will write our zip code.
 * 26) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">I will tell them that a zip code is a five digit number given to areas within a city by the postal service to ensure that mail is delivered more efficiently and quickly to the appropriate person.
 * 27) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">If the students know their zip code, they can write it on the last line, but for those who don’t, I will give them the zip code of the school and tell them to write it in.
 * 28) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Next, even though the activity doesn’t permit it, I will explain to my students that when we want to send a letter or package to someone we have to do the same process of writing our own whole address in the upper left hand corner. This is so that the post office knows where the letter came from, so for that reason our own addresses will always go in the top left hand corner.
 * 29) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Next, I will instruct the students to select a stamp that they would like to put on their letter and carefully cut it out of the template.
 * 30) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Then they will take their glue sticks and paste the stamp in the top right hand corner of the envelope where the empty square is located.
 * 31) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">I will reinforce that by placing a stamp on the envelope or any piece of mail, we are essentially ‘paying’ for that piece of mail to be sent. In this case, the stamp has a cost of 35¢, so it will cost us 35¢, to send this letter.
 * 32) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Now that we have completed our envelopes they are ready to be sent. At this point, I will explain that we would take them to the post office or put them in our mailbox so the mail carrier knows to take it away.
 * 33) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">I will then instruct the students to place their finished envelopes into their portfolio briefcase.
 * 1) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">I will then ask the students questions regarding what they have learned about mail carriers and what they do. These questions will be used to assess what the students have gleaned from the preceding lesson.
 * 2) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Together, we will fill in the sections of our KWL charts as a class.
 * 3) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">As a class, we will also add on the additional verses of the career song for garbage men and mail carriers, and together we will sing it as a class.
 * 4) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">The verses are as follows: “Garbage man, garbage man, what do you do? I pick up your trash and keep the streets clean too!” Mail carrier, mail carrier, what do you do? I deliver your mail and packages too!” ||
 * == Resources/Materials   ==
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Water bottles
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Empty soda cans
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Emptied canned foods
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Newspapers
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Six labeled boxes (Paper, aluminum, plastic)
 * “Recycle Rex” YouTube video clip found at []
 * __ Let’s Recycle __ activity worksheet found at [|www.pinellascounty.org/Utilities/teachers/student_worksheet_K-2.pdf]
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Colored Pencils
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Crayons
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Addressed Envelope
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Postcard
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Package
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Piece of junk mail/bill
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Children’s Literature- //The Post Office Book; Mail And How It Moves// by Gail Gibbons
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Dot cam to display the properly addressed envelope
 * Blank Envelope and stamps templates found at: []
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Scissors
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Glue sticks
 * **<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">Assessment **
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">I will question my students about what they know about sanitation workers prior to the start of the lesson.
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">I will lead a class discussion about what my students already know regarding a sanitation workers job and responsibilities and why they are so important to the community.
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">I will ask my students what they already know about mail carriers and ask them describe them to me
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">I will ask questions about what the responsibilities of a mail carrier are and why their job is so important to our community
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">I will consistently be monitoring the students’ participation and comprehension throughout the duration of the lessons.
 * The activities and worksheets they complete during these lessons will act as a post assessment to their knowledge of the two professions
 * As a class, we will fill in the learned information into their KWL charts.
 * == Exceptionalities ==
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Write out assignments, instructions and key points on the board
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Use print rich materials and many pictures to illustrate concepts being taught
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Have the book on tape/audio for ESOL students
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Use small group instruction
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Integrate hands on experiences
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Rephrase and speak slower/ repetition
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">Review frequently to reinforce learning
 * == Discussion Notes == || # <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">If time permits, pass out the Environment Pyramid Instructions worksheet and tell students they will be making a game they can play with their friends about the process of recycling. Have your students color and decorate the recycle, reduce, reuse Environment Pyramid activity. Then instruct students to follow along as you read aloud and model the instructions for the construction of this activity. This is a Q & A activity that can be done in pairs. After students have followed the instructions on how to put the pyramid activity game together, they are ready to play with a partner. One person puts the game on their hands and asks their friend to pick one of the dark squares, for example “REUSE”. Open and close the game in an alternating direction for each letter of the word R-E-U-S-E. Read the question closest to the word the person chose and let them guess the answer. Lift the flap to find the correct answer.
 * 1) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">As an extension to the lesson, you can arrange to take your class on a field trip to the local post office. Here your students will be able to see what happens to the mail ‘behind the scenes’ once you’ve drop off mail to be delivered at the post office. Your students will be able to see how the mail is sorted and arranged by its intended destinations and then delivered by the mail carriers.
 * 2) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">If possible, I may utilize parental or other outside resources and have a postal worker or sanitation worker to come into the classroom and speak to my students about what they do.
 * 3) <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 10.0pt; mso-bidi-language: #0400; msobidifontsize: 10.0pt; msobidilanguage: #0400;">If there is enough time after each of the mini career lessons, you can allow your students to color and decorate their briefcases however they would like to do so. You could also give them some guiding ideas and encourage them to draw a picture of something they learned about on that day regarding either one of the community professions.

Teacher(s) Name: Amanda Stein Thematic Unit Theme/Title/Grade Level:_Our Community / 1st grade Wiki space address: [|http://ucfgr1ourcommunityf09.wikispaces.com] =<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Daily Lesson Plan Day/Title: Thursday/ Dentists and Doctors =

|| 1. The student will be able to understand the job of a doctor, and what a doctor does.
 * = Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? **

2. The student will be able to understand the job of a dentist, and what a dentist does.

3. The student will be able to understand the importance of these two professions, and the benefits that the professions bring to their own health and well being.

4. The student will listen quietly to non-fiction read alouds.

5. The student will participate in various activities that teach them about professions and what they can personally do to better their lives/health. || || *SS.1.C.2.3: Identify ways students can participate in the betterment of their school and community.
 * ** NCSS Theme/Sunshine State Standards ** List each standard. Cutting and pasting from the website is allowed. // These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. //

*HE.1.B.3.1: Describe situations when a health-related decision can be made individually or when assistance is needed. *HE.1.C.1.1: Identify healthy behaviors.
 * HE.1.B.1.1: Identify trusted adults and professionals who can help promote health.
 * HE.1.B.2.2: Describe good listening skills to enhance health.
 * HE.1.C.1.5: Identify health-care providers.
 * HE.1.P.1.1: Demonstrate good personal health habits.
 * MA.K.A.1.1: Represent quantities with numbers up to 20, verbally, in writing, and with manipulatives.

*LA.1.2.1.4: The student will identify rhyme, rhythm, alliteration, and patterned structures in poems for children;
 * LA.1.1.6.3: The student will use context clues
 * LA.1.5.2.1: The student will listen attentively and understand directions for performing tasks (e.g., multi-step oral directions), solving problems, and following rules
 * LA.1.5.2.3: The student will listen attentively to fiction and nonfiction read-alouds and demonstrate understanding;

|| //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || Directions : Fold the black construction paper in half. Cut a red cross out of red construction paper and glue it on the front of the bag. Have handles already cut out of black construction paper and staple them on. Put cotton balls, band-aids, and whatever else you would find in a doctor bag that kids can use to explain what they have learned regarding what a doctor does to their family and friends. What do you do? I help you when you're sick With a cold or the flu.
 * Student Activities & Procedures
 * __DOCTOR__**
 * 1 ** . First I will have all students grab their “briefcases” off of the shelf (unit portfolios) and have them place it on their desk. I will then instruct the students to come sit down on the storytelling carpet, Indian style.
 * 2 ** . Once all students are sitting quietly and patiently, have the students place the "stick figure man" on the proper location for the "Our Community Map". I will then pull out the artifact bag and proceed to take out the object related to the doctor, which is a box of bandaids.
 * 3 ** . I will then tell/ask the students the engaging statement/question that is attached to the box of bandaids, “These are bandaids. Bandaids are used to help heal cuts when you have gotten hurt. Whose job deals with making you feel better? (anticipatory set)
 * 4 ** . Allowing time to think about the answer, students should respond by saying “a doctor.”
 * 5. ** I will respond by saying, “Great, that is what we are going to be learning about right now, what a doctor does and how they help people in our community.” (objective)
 * 6 ** . I will ask, “What else does a doctor do besides helping you when you get hurt?” (pre-assessment)
 * 7. ** Allow some time for multiple answers from the students. (I will write students answers on the board.)
 * 8. ** I will thank students for their wonderful answers, and tell them that we are going to learn about the ABC’S of doctors.
 * 9. ** I will hand out a letter to each student with a picture of what goes along with the letter on the back. I will tell each student that as I read them a story, when they hear the letter that they hold in their hands, they must stand up and show the class the letter and the picture that goes along with the letter.
 * 10. ** I will then read students the story, __ABC Doctor, Staying Healthy From A to Z__, Author: Liz Murphy.
 * 11. ** After reading the story we will have a small discussion where the teacher will ask the students questions regarding the story and what they have learned. (assessment)
 * 12. ** Following the story and discussion, students will have the opportunity to make their own doctor bag (allow 10-15 minutes)
 * 13. ** I will direct students to go back to their desk and to not touch the objects that have been placed on their desk in front of them.
 * 14. ** I will explain that in order for a doctor to do their job, they must have certain tools and equipment to do so. I will then explain to the students that doctors tend to carry around a doctor bag, so that their equipment is with them at all times.
 * 15. ** I will model the directions on how to complete the activity.
 * 16. ** I will then rotate around the classroom helping students who need assistance, and watching students so that behavior issues do not arise.
 * 17. ** The final product will be placed into their briefcase (unit portfolio).
 * 18. ** The class will then meet back on the storytelling carpet where questions will be asked to assess what the students have learned about a doctor’s profession. Examples, “So what exactly does a doctor do?” “What sort of things can you find in a doctor bag?” “How can a doctor listen to someone’s heart beat?” etc. (post assessment)
 * 19. ** Together we will fill in the KWL chart. (assessment)
 * 20. ** As a class we will add the verse of the career song on that is about the doctors, and together they will sing the song.
 * Doctor, Doctor


 * __ Center __** – Coloring station. Students will have an opportunity to color various pictures of doctors and what happens at the doctor’s office. All completed pictures will go into their briefcases (unit portfolio).

What do you do? I clean your teeth and keep your gums healthy too.
 * __ DENTIST __**
 * 1. ** First I will have all students grab their “briefcases” off of the shelf (unit portfolios) and have them place it on their desk. I will then instruct the students to come sit down on the storytelling carpet, Indian style.
 * 2. ** Once all students are sitting quietly and patiently have each student place the "stick figure man" on the proper location for the "Our Community Map". I will then pull out the artifact bag and proceed to take out the object related to the dentist, which is a toothbrush.
 * 3. ** I will then tell/ask the students the engaging statement/question that is attached to the toothbrush, “This is a toothbrush. Toothbrushes are used to get all of the plaque and build up off your teeth, to keep them nice and clean. Whose job deals with teeth?” (anticipatory set)
 * 4. ** Allowing time to think about the answer, students should respond by saying “a dentist.”
 * 5. ** I will respond by saying, “Great, that is what we are going to be learning about right now, what a dentist does and how they help people in our community.” (objective)
 * 6. ** I will then ask, “What else does a dentist do besides clean your teeth?” (pre-assessment)
 * 7. ** Allow some time for multiple answers from students. (I will write students answers on the board.)
 * 8. ** Explain to the students the importance of brushing their teeth, and what can happen if they don’t brush their teeth.
 * 9. ** Complete the egg experiment with the students which will actually show students the difference between ‘clean teeth’ and teeth that have not been taken care of. Allow each child the chance to brush the ‘plaque’ off of the egg during the experiment.
 * 10. ** Direct students to go back to their desk where they will integrate Language Arts through a poem about the tooth fairy (rhyming).
 * 11. ** The students will work on the worksheet at their desk, however at the same time they will together complete it as a class.
 * 12. ** The final product will be placed into their briefcase (unit portfolio).
 * 13. ** The class will then meet back on the storytelling carpet where questions will be asked to assess what the students have learned about a dentist’s profession. (assessment)
 * 14. ** Together we will fill in the KWL chart. (assessment)
 * 15. ** As a class we will add the verse of the career song on that is about the doctors, and together they will sing the song.
 * Dentist, Dentist

|| -Black construction paper -Red construction paper -Glue -Stapler -Pictures of (stethoscope, medicine etc) -Cotton Balls -Q-Tips -Tongue Depressor -Bandaids -Scissors
 * __ Center __** – “Set of Teeth” game. Directions : Roll the die. Place the same amount of mini-marshmallows on the teeth as on roll of die. Play passes to next player. First player to fill in 32 teeth wins. Do this in groups of two. ||
 * ==Resources/Materials ==
 * __ DOCTOR __**
 * 1. ** Unit Portfolio
 * 2. ** Artifact Bag : Bandaids
 * 3. ** Book : __ABC Doctor, Staying Healthy from A to Z__ Author : Liz Murphy
 * 4. ** Pictures that go along with the story : __ABC Doctor, Staying Healthy from A to Z__
 * 5. ** One already completed doctor bag
 * 6. ** Items for students to complete their own doctor bag
 * 7. ** Doctor Coloring Sheets
 * 8. ** Crayons/Markers

Doctor Coloring Sheets : **http://www.coloring-pages-kids.com/coloring-pages/family-people-jobs-coloring-pages/doctors-hospital-coloring-pages/doctors-hospital-coloring-pages-gallery.php**

Doctor Bag: **[]** -At last 2 eggs -Cola or another dark soda -Toothbrush -Toothpaste containing fluoride
 * /a/doctorbag.htm **
 * __ DENTIST __**
 * 1. ** Unit Portfolio
 * 2. ** Artifact Bag : Toothbrush
 * 3. ** Items for egg experiment (should be completed before bringing to class)
 * 4. ** One large copy of toothfairy poem
 * 5. ** Individual worksheets of the toothfairy poem
 * 6. ** Multiple copies of “Set of Teeth game” (1 copy for every 2 students)
 * 7. ** 2 dice needed for every game (Number of dice depends on number of students)
 * 8. ** 32 small marshmallows per student.

Egg Experiment : **[]** “Set of Teeth Game” : **[]** Toothfairy Poem : **http://www.atozteacherstuff.com/printables/rhyme_toothfairy.pdf** || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || ** Pre-Assessment: ** *I will use the artifact bag questions for both professions. *I will be monitoring the participation in activities. The final product of these activities will be placed into their Unit Portfolio. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ** ESOL/SLD: ** Ways to accommodate students whom are ESOL/SLD:
 * ** Assessment **
 * I will question students about what they know about doctors/dentists before the actual lesson begins. This will pre assess the knowledge they have about these two professions.
 * Post-Assessment: **
 * There will be post questioning regarding what they learned about the two professions.
 * As a class we will be filling in the information on class KWL chart.
 * ==Exceptionalities==
 * Reading out loud
 * Using a lot of pictures
 * Using smaller words on various pictures and examples
 * Using modeling/demonstration
 * A lot of hands on involvement
 * Having students work in cooperative groups

Ways to accommodate students whom are Gifted/Talented:
 * Gifted/Talented: **
 * Allow time for students that finish early to go to Media Center when done, to further research the professions.
 * Ask many open-ended questions toward these students, which would stimulate higher order thinking skills.
 * Use Bloom’s Taxonomy and incorporate “higher” levels (analysis, evaluation, and synthesis). ||
 * ==Discussion Notes== || * If possible, I may bring an actual Doctor or Dentist in to speak with the students.


 * I would send out a note to the parents a week or so prior to the unit plan asking if the would possibly have their child bring in some of the materials needed.


 * Various worksheets will be sent home throughout the week to extend the lesson outside of the classroom. The various worksheets will include all subjects.

|| Teacher(s) Name: Samantha Jablonski Thematic Unit Theme/Title/Grade Level: Our Community/1st Grade Wiki space address: http://ucfgr1ourcommunityf09.wikispaces.com/
 * If time permits, allow the students to decorate their briefcases if they would like.

= Daily Lesson Plan Day/Title: Friday – “Career Day” = <span style="font-family: 'Times','serif';"> || The student will understand the concept of a “career day.” The student will explore a possible career they would like to hold in their community one day. The student will be able to explain their “career choice” to a partner/the whole class. The student will be able to completely sing the “Our Community” song with all the verses learned during the week. The student will complete the “L” section of their KWL chart based on what they have learned this week about community members. || <span style="font-family: 'Times','serif';"> || // SS.1.C.2.1: Explain the rights and responsibilities students have in the school community // // SS.1.C.2.3: Identify ways students can participate in the betterment of their school and community. // // LA.1.2.1.3: The student will identify the characters and settings in a story // // LA.1.4.3.1: The student will draw a picture and use simple text to explain why this item (food, pet, person) is important to them. // <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">// MU.A.1.1: The student sings, alone and with others, a varied // //repertoire of music// || · <span style="font-family: 'Times','serif'; font-size: 9pt;">What best practice strategies will be implemented? · <span style="font-family: 'Times','serif'; font-size: 9pt;">How will you communicate student expectation? · <span style="font-family: 'Times','serif'; font-size: 9pt;">What products will be developed and created by students? || # Begin the unit’s final lesson by telling the class, “Boys and girls, we have learned so much this week and since it’s Friday, we are going to end our unit on community members with some fun!” Grown ups, Grown ups, What do you do? We all have different jobs That help each of you!
 * =<span style="font-family: 'Times','serif';">Learning Objectives =
 * <span style="font-family: 'Times','serif'; font-size: 11pt;">What will students accomplish / be able to do at the end of this lesson? **
 * **<span style="font-family: 'Times','serif';">NCSS Theme/Sunshine State Standards **<span style="font-family: 'Times','serif'; font-size: 10pt;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: 'Times','serif'; font-size: 9pt;">These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. //
 * ** Student Activities & Procedures **
 * //Teacher Activities/Student Activities// **
 * 1) Ask the students to retrieve their briefcases (which will be kept in the classroom), put them on their desks, and then ask them to come down to the floor and sit criss-cross applesauce while you read to them.
 * 2) When presenting the book __Career Day__, ask students if they know what a career day is. Take some responses. Tell the students, “This book teaches us about what a career day means. I want you all to put on your thinking hats and think about the setting of this book and also think about some of your favorite characters. By the time I finish reading, I hope you all learn more about a career day.”
 * 3) Read __Career Day__ to the students in a read aloud format.
 * 4) After reading, ask the students, “Where did this career day take place?” Hopefully, the students respond by saying “school.” Explain to the students that most career days take place inside schools and in classrooms. Ask students who some of their favorite characters were in the story. Take several responses.
 * 5) Next, tell the students, “Boys and girls, today is a very special day because we are going to have our own career day in class!”
 * 6) Explain to the students that you want them to go back to their desks and you are going to pass out a piece of paper to each of them. The piece of paper says, “When I grow up, I want to be a …” There will be a large empty space in the center for illustrations and several lines on the bottom of the page. Ask students what they think the empty space and the lines are going to be used for. The empty space is where they will draw a picture of what they will look like when they grow up and the lines are where they will write several short sentences explaining why they want to have this job in the community. [[file:grow_up.docx]]
 * 7) Allow students to work on this for 15-20 minutes.
 * 8) When time has elapsed, each student in the class will present their picture to the whole group and read their explanation as to why they want to be this job when they grow up.
 * 9) When everyone has presented, make sure to give the students praise for coming up to the front of the room and sharing with the whole class. Clap with them and tell them to give themselves a pat on the back.
 * 10) Explain to the students that the community unit is almost over but there are a couple more things that must be done.
 * 11) Go over the KWL class chart on community and show the students how much they have learned during the week.
 * 12) Tell the students that if they want to add anything to their own KWL charts, they should finish it up at this time because they will be turning them in today. Allow 5 minutes for completion.
 * 13) Once the KWL charts are turned in, review the “Our Community” song one last time. Allow the students to sing it several times.
 * 14) The whole song goes as follows:

Firefighter, Firefighter What do you do? I help fight fires That might hurt you.

Officer, Officer What do you do? I help you stay safe In all that I do.

Garbage man, Garbage man What do you do? I pick up your trash And keep the streets clean, too.

Mail carrier, Mail carrier, What do you do? I deliver your mail And packages, too.

Doctor, Doctor, What do you do? I help when you’re sick With a cold or the flu.

Dentist, Dentist What do you do? I clean your teeth And keep your gums healthy, too.

Children, Children, What will you do? When you grow up Which job is for you?

<span style="font-family: 'Times','serif'; font-size: 9pt;"> || // Career Day //// by: Anne Rockwell, illustrated by: Lizzy Rockwell // // “When I Grow Up…” worksheet for each student // // “Community” KWL Chart on chart paper // // “Community” KWL Charts for each student // // “Community Helpers Rhyme” from Hummingbird website // // ( [] )  // // Markers, crayons, colored pencils // // “Our Community Briefcase” checklist (for grading purposes only) // || · <span style="font-family: 'Times','serif'; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments? · <span style="font-family: 'Times','serif'; font-size: 9pt;">Are you using a rubric? · <span style="font-family: 'Times','serif'; font-size: 9pt;">Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes <span style="font-family: 'Times','serif';"> || <span style="font-family: 'Times','serif';">Pre-Assessment: <span style="font-family: 'Times','serif';">Post-Assessment: <span style="font-family: 'Times','serif'; font-size: 10pt;"> || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || <span style="font-family: 'Times','serif';">ESOL/SLD: <span style="font-family: 'Times','serif';">Gifted/Talented:
 * 1) After several rounds of singing, tell the students you hope they have learned more about different jobs that are very important in the community and you also hope they have learned more about a job they would like to have one day.
 * 2) When finishing the unit, ask the students to make sure they have everything in their briefcases so they can turn them in.
 * 3) END THE UNIT! ||
 * == Resources/Materials ==
 * **<span style="font-family: 'Times','serif';">Assessment **
 * <span style="font-family: 'Times','serif';">Activate students’ prior knowledge by asking them if they know what career day means (participation assessment)
 * <span style="font-family: 'Times','serif';">“When I Grow Up…” worksheet (completion grade – correct grammar, spelling mistakes but do not count off for them)
 * <span style="font-family: 'Times','serif';">“Our Community Briefcase” checklist will be graded as well based on completion once the unit is done (essentially, the rubric for the unit)
 * == Exceptionalities ==
 * <span style="font-family: 'Times','serif';">Career Day __<span style="font-family: 'Times','serif';">contains excellent visuals for the students
 * <span style="font-family: 'Times','serif';">Allow ESOL students to work with a partner on the “When I Grow Up…” worksheet
 * <span style="font-family: 'Times','serif';">Have the students with learning disabilities pass out papers to the class – let them be your “helpers”
 * <span style="font-family: 'Times','serif';">Partner ESOL students with them during worksheet time
 * <span style="font-family: 'Times','serif';">If they signed a “contract” see if they upheld to it ||
 * == Discussion Notes == || <span style="font-family: 'Times','serif';">An actual career day would be very fun for the students. They would really enjoy having their parents come into class and talk about their jobs around the community. While not all parents can come to class in the middle of the day due to work and other obligations, tell the students it is ok to have other relatives or friends come into class too. This activity could either be a surprise for the students or be planned and in my opinion, it would be better if the students knew ahead of time because the planning process would be easier for you as the teacher. ||