Harcourt is a curriculum that has a primary goal engaging social studies to inspire our children to use
their own knowledge of the world around them to understand the global community and be able to
show compassion and understanding of themselves and others. Harcourt is composed of six units
deriving “Big Ideas” from the themes of elementary social Studies criteria. With the “Big Ideas”
presented through visuals, graphics, and specialized features that connect to students’ full
understanding and can personally relate to the curriculum provided.
Unit 1.Rules and Laws
Informational Knowledge Objectives
Preview the Unit Citizenship
Students will know that rules and law
guide people to live safely as well to be
responsible individuals.
Students will use visuals to find out what
the meaning of a word is.
Students will use and learn words and
various visuals to preview the content of
the unit.
Students will be introduced to the
terminology of cause effect.
Students will understand the Golden
Rule, coupled with rules by which we live.
Suggested activities
K-W-L Chart
Students will draw pictures of people
following the rules and be able to label or
write sentence about what rules and laws
they are following.
Students will draw and write rules that
they have at home in their social studies
journal.
School Rules
Students are learning to recognize the
need for rules in the community, home, and at school.
Students will learn about how rules help
establish security and protect individuals
rights.
Students will learn the vocabulary words:
teacher, rule, responsibility, principal, and
fair.
Students will discuss problem and
solution.
Suggested activities
Students will as a whole group make the
classroom rules for the year. Teacher will
display them on chart paper.
Students will paint pictures of rules and
add them to the class chart.
Students will make a quilt (with the help
of the teacher to sew it together) of all the
citizens in our class.
Students will sign their name on a
contract ensuring they understand the
rules of the class.
Students will act out what it is to be a
good citizen and not so good a citizen.
Community Rules
Students will recognize the necessity for
rules and laws in a community.
Students will talk about and know
different consequences of not having
rules or not following them.
Students will know what a map is and
recognize the use of symbols and know
that they represent something.
Students will know the vocabulary words
symbol and map and be able to verbally
show or say what they are.
Suggested activities
Students will make maps of their houses
and community.
Students will work cooperatively to make
a map of the school with a map key.
People Lead the Way
Students will learn the process of what It takes to become a leader.
Students will know what the roles and
tasks of those in charge at home, at
school, and in their community.
Students will discuss how a person
becomes a leader.
Students will know the vocabulary words
vote, ballot, and President.
Suggested activities
Students will write in their journals about
different things to vote for.
Students will make posters about various
things to vote on.
Each day will children will take a vote on
a different issue and we will create a
class voting wall.
Government Helps Us
Students will learn and recognize that
government services provide for the
needs in a community.
Students will understand that
governments give jobs to a variety of
different workers.
Students will know that police officers
help us follow rules, stay safe, and be
responsible citizens.
Suggested activities
Students will make posters of
government helpers and write about
them. We will turn this into a class book
for our library.
Students will act out different situations of
government workers. (eg. How a police
officer helps protect people.)
Our Rights
Students will know and understand what
it means to show respect.
Students will know and be able to
recognize rights that people have.
Students will learn to show respect for
opinions and the rights of others while
participating in a group planning activity.
Students will learn about Rosa Parks and
her important contributions to the Civil
Rights Movement.
Unit 1 Review and suggestive activities
Students will review and test prep for the
end of the unit exam.
Students will have a variety of stations to
review the learning that has happened in
this unit.
Students will act out various senarios,
make and fill out maps of their homes,
schools etc.
Students will write a list of school rules
and draw their friends following the rules.
Students will choose something to vote
on and campaign rally for it. They will
make posters and signs.
Procedural Knowledge Objectives
Students will begin a K-W-L chart
and be able to come up with ideas
about rules and laws.
Students will be able to identify
information from charts.
Students will read poems and be
able to identify the correlation to
rules and laws.
Students will be able to identify
who is the authority figure at school.
Students will be able to recognize
the need for fairness in rules to
keep our communities protected.
Students will be able to work
together in groups to gather
information about a problem, and
be able to come up with ideas to
solve it.
Students will be able to identify a
problem.
Students will be able to give
different examples of rules and
laws that help create order and
provide for a safe and secure
environment.
Students will be able to identify the roles and responsibilities of
leaders in the community, at
home, and at school.
Students will be able to
understand the process of voting
and vote within the class.
Students will be able to identify
different examples of government
services.
Students will be able to recognize
the role of police officers in school
as well as in a community.
Students will be able to
brainstorm ways in which police
officers help people follow rules
and laws.
Students will be able to practice
proper social behavior and skills
in order to work together in a
cooperative group.
Students will be able to show and
act out the importance of fair play
during a group situation.
Students will learn and be able to
understand cause and effect of what we have learned about rules
and responsibility.
Unit 2. Where People Live (six weeks)
Informational Knowledge Objectives
Preview the Unit: Where People Live
Students will know that people live in
many different locations.
Students will know the difference
between land and water.
Students will know and use visuals to
determine word meanings state, country,
globe, resource, and continent.
Suggested activities
Students will make a class big book a the
map of their home and community.
Students will work in a group at a map of
the world and be able to locate land and
water.
Students will create drawings of their
country and use a world map to help
locate it to have a guide to draw from.
Students will know that a globe is a
model of the Earth.
Finding Where You Are:
Students will learn the vocabulary terms:
location, state, country, and border and
be able to understand what they mean.
Land and Water
Students will be able to describe
characteristics of various places and
regions.
Students will identify landforms and
bodies of water.
Suggested activities
Students will read all sorts of books about
different places around the world and
write post it notes about what they notice.
Example this is a body of water a lake.
People and Places
Students will know how to compare and
contrast rural and urban areas.
Students will be able to understand and
describe human characteristics of places
and regions..
Students will be able to locate places on
a map, using four cardinal directions.
Suggested activities
Students will make pictures of different
types of shelters that people live in.
Students will read books about people
and different places they live and write
post it notes on them.
Students will make a map of the school
and use cardinal directions to show their
comprehension.
People Use Resources
Students will be able to use examples of
natural resources and how people use
them.
Students will learn and describe how
people adapt to or change to natural
environment to meet their needs.
Students will learn who George
Washington Carver is and his important
inventions and love and caring of plants.
Suggested activities
Students will understand what resources
are and be able to make a poster of
them. This will be done at a center and
added to a big poster.
Students will understand how important
soil is and be able to name different
things it can help produce and do. We
will make a class book about it.
Students will use magazines to fine
different resources and make a resource
collage.
Students will help set up a class recycling
system.
Students will read more books about
George Washington Carver and take
notes about all the things that he helped
invent and make better.
What’s the Weather?
Students will be able to identify and name
different weather traits of different areas.
Students will learn that weather affects
the way people live, including what
clothes they wear.
Students will recognize the physical and
human characteristics of places.
Students will explore different points of
view regarding how physical environment
affects the way people live.
Suggested activities
Students will read a variety of different
books about where people live and write
comments in the books using post it
notes.
Students will make a big class book using
magazines, art materials, and scissors
and glue. They will cut out different
pictures showing land, streets, forests,
oceans, etc and use one word labels to write about what they found. Students
will put the book together and add it to
our social studies big book library.
Students will brainstorm where they have
traveled in the past and draw a map of it.
They will discuss how they got to their
destination and about how long it took to
get there.
Students will make a class mural of the
area where we go to school. They will
paint what is around our school and the
roads etc. Students will take a class walk
to take notes on the different things we
see outside of the school and the names
of streets etc.
Procedural Knowledge Objectives
Students will be able to describe
where they live and use senses
while giving descriptions.
Students will be able to interpret
information from a chart.
A simple map, using map
symbols.
Students will be able to locate
land and water on a map.
Students will be able to locate and
be able to explain the differences
between maps and globes.
Students will be able to explain
the differences between maps
and globes.
Students will locate on a globe
and a map the seven continents
and four oceans
Students will be able to explore
places that show different kinds of
land as well as resources.
Students will grasp the concept
that national parks help preserve
to natural environments of places.
Students will be able to discuss
and understand that where people
live affects how they live and what
type of transportation they need.
Students will be able to make a
map, using cardinal directions.
Students will understand the need
for conservation and recycling and
form different recycling boxes to
use in our classroom.
Students will be able to build and
make a word web about conservation and important details
about it.
Students will know what the words
weather, vocabulary, and season
stand for and tell oral definitions of
them.
Students will be able to interview
each other and act as reporters to
discuss what they do in their
communities.
General Description
Harcourt Social Studies, A Child’s View
Course Pre-Requisites
Satisfactory completion of Kindergarten.
Course Learning Objectives
MN.VII.B1. Government and Citizenship: Beliefs and Principles of United States
Democracy: The student will understand the role of government, rules, and law and
why we have them. MN.VII.A2. Government and Citizenship: Civic Values, Skills, Rights and
Responsibilities: The student will understand the importance of participation in
civic life and demonstrate effective civic skills.
VII.A2.1. Students will explain the importance of participation and cooperation in a
classroom and community and explain how people can make a difference in others' lives.
19 Suggested Titles for Minnesota Social Studies State Standard VII.A2.1. VII.A2.2. Students will describe how they can influence school rules by studying and
discussing issues and presenting their concerns to the people in authority. 5 Suggested
Titles for Minnesota Social Studies State Standard VII.A2.2. VII.A2.3. Students will explain the importance of voting and how one vote can make a
difference. 5 Suggested Titles for Minnesota Social Studies State Standard VII.A2.3. VII.A2.4. Students will explain that people have diverse viewpoints and that speaking and
listening to others is important. 23 Suggested Titles for Minnesota Social Studies State
Standard VII.A2.4.
Course Language Objectives
Students will work on phonemes, punctuation, reading, spelling, and fluency in reading. I.A1.1. Students will compare family life in his or her community from earlier times and
today. 17 Suggested Titles for Minnesota Social Studies State Standard I.A1.1. I.A1.2. Students will compare family life in at least three distant places and times. 7
Suggested Titles for Minnesota Social Studies State Standard I.A1.2.
Resources
Reading Street, Scott Foresman, First Stop Grade 1 ISBN-13-0-328-66868-7
ISBN-10 0-328-66868-0 2011.
Reading Street Unit R Volume 1
Units, Themes, and Course Organization
Each Lesson uses a three step-teaching plan.
1. Introduce the children to social studies content by drawing on their own life
experiences or by having them recall prior learning.
2. Teach Step 2 provides strategies to build students’ visual literacy; to develop
their ability to analyze primary sources; and to increase their understanding of
history , geography, economics, civics and government, and culture.
3. Close Step 3 gives a summary of the lesson’s key content as well as
suggested responses to the lesson review questions and activities.
Unit 1 Rules and Laws
Unit 2 Where people Live
Unit 3 We love our country
Unit 4 Our Changing World
Unit 5 Meeting People
Unit 6 The marketplace
Learning Activities and Methods
Each week students will touch on all of the following methods:
Differentiated instruction for group time, Strategic intervention, advanced learners, and
English language learners, as well as on-level learners.
Phonics
Phonemic Awareness
Word Structure
Fluency
Vocabulary
Writing
Literature Connection
Informational Text
Assessment
In order to know your first graders, you need critical information all throughout the year.
This data comes through a three-step process:
1. Unit provided test
2. Writing a list
3. Unit project
[FOR EXAMPLE]
Evaluation:
evaluation example
Student school work
25%
Class Participation
15%
Test / Exams
50%
Homework and Attendance
10%
Grading Scale:
Grading Scale
A+
97 - 100
4.0
A
94 - 96.99
4.0
A-
90 - 93.99
3.7
B+
87 - 89.99
3.3
B
84 - 86.99
3.0
B-
80 - 83.99
2.7
C+
77 - 79.99
2.3
C
74 - 76.99
2.0
C-
70 - 73.99
1.7
D+
67 - 69.99
1.3
D
64 - 66.99
1.0
D-
60 - 63.99
0.7
F
0 - 59.99
0
Classroom Policies
Include classroom rules, behavioral expectations, attendance policy, academic dishonesty
policy, and school policies that may also apply to the classroom.
Supplies
Include basic supplies, include four notebooks, pencils and crayons.
Questions?
Parents, guardians, and host parents: If you have any questions, comments, or concerns,
please feel free to contact me. E-mail is the best way to reach me. I am happy to answer
questions via e-mail, meet with you in person, or have a phone conversation.
Weekly Informational Knowledge Overview - (Students will know...)
* FIRST WEEK OF CLASS *
Weekly Procedural Knowledge Overview - (Students will be able to...)
* FIRST WEEK OF CLASS *
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Children will understand arrival, transitions, lining up and moving through halls, bathroom procedures, recess, activity work times, lunch, signals, work sharing, whole group meetings, quiet time, clean up, dismissal.
Language Objective:
Children will verbally be able to say all the rules of school ( for all kids it will be modeled again and again so that they grasp the meaning of the words.)
Main Activity:
Meet greet games, making name tags, morning meeting introducing children and having them learn rules through a variety of cooperative games.
Evaluation:
Teacher will be able to recognize through movement of children which kids understand and those that don’t will reinforce by using body language and acting out to ensure they understand procedures.
Vocabulary:
basic school rules, classroom rules, meeting rules, bathroom rules
Homework:
None
Learning Objective:
Children will understand and reinforce rules and routines of the basic school day.
Language Objective:
Children will be able to verbalize rules and say names of classmates and learn various things about each classmate.
Main Activity:
Students will draw and write a story about their favorite part of summer and where they are from.
Evaluation:
Cooperative share while teacher observes to make sure students understand concept.
Vocabulary:
different interests, ( hobbies, likes, etc) different countries kids are from
Homework:
None
Learning Objective:
Continue reinforcing classroom structure and rules.
Language Objective:
Through various cooperative games kids will call out and show places on the map where they are from and be able to name what kind of pets classmates have and siblings.
Main Activity:
Draw and write about their favorite part of the day so far and their second favorite part.
Evaluation:
Cooperative share teacher observes while students share with each other.
Vocabulary:
Reinforce daily routine vocabulary, interests and names
Homework:
None
Learning Objective:
Continue with classroom rules and regulations..students will be able to cooperate with each other and know many personal facts about family and interests.
Language Objective:
Through various cooperative games kids will call out and show places on the map where they are from and be able to name what kind of pets classmates have and siblings.
Main Activity:
Children will look at world map and as a group lesson we will mark where each child is from and then kids will draw a picture and talk about where they are from what they like to eat etc.
Evaluation:
Cooperative share and teacher walks around observes and intervenes if students have language or understanding barriers.
Vocabulary:
hobbies, countries children are from and siblings names
Homework:
None
Learning Objective:
Students will understand class rules and be able to name each and every child in the class and know interests hobbies, where they are from.
Language Objective:
Grasp complete knowledge of classroom rules and transitions, signals, work times through vocabulary.
Main Activity:
Students will do hopes and dream, discussion of things we are looking forward to and students will choose one or two activities that they are most excited about doing in school. Children will draw about their hopes and dreams in the classroom and write about it.
Evaluation:
work- sharing (teacher observes).
Vocabulary:
main goals for week one vocabulary
Homework:
Parents will fill out a survey about their children answering questions that will help me know more about their child and his or her needs.
Materials / Resources (including technology)
Music
State of Minnesota Standards Covered
People use geographic representations and geospatial technologies to acquire, process and report information within a spatial context.
Create sketch maps to illustrate spatial information about familiar places; describe spatial information found on maps.
*For example* br />
Spatial information: cities, roads, boundaries, bodies of water, regions.
Familiar places: one’s home or classroom.
Weekly Informational Knowledge Overview - (Students will know...)
Rules, transitions, whole group meetings, have respect for their classmates and teacher.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Same as above.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Class will work together to formulate and agree upon a set of classroom rules. Daily academic choice or activity will be established. Children will work cooperatively , play, and socialize in structured, teacher-supervised activities with a range of classmates.
Language Objective:
Children will be able to write and comprehend major rules and laws in our classroom.
Main Activity:
Hopes and dreams activity. Children will write and draw about one thing that they hope to become better at or learn about in school.
Evaluation:
Cooperative share.
Vocabulary:
hopes and dreams
Homework:
None
Learning Objective:
Recognize the need for rules in the home, school, and community. Identify authority figures at school. Recognize the need for fairness in rules.
Language Objective:
Children will comprehend how to create graphs about school, community and authority figures at school.
Main Activity:
Read aloud and cooperative graph all the different types of rules in different places. Then have kids talk about their home rules.
Evaluation:
Walk around and watch kids cooperatively share their work.
Vocabulary:
rules, laws, fairness
Homework:
Go home and talk about family rules.
Learning Objective:
Rules and laws keep me safe.
Language Objective:
Children will understand specific vocabulary and show they understand causes and effects of rules through collaborative class brainstorming.
Main Activity:
Introduce vocabulary. Law, vote, rule, community, leader. Have children complete graph organizer to show that they understand causes and effects of rules and laws described in the Reader. Kids will act out cause and effect.
Evaluation:
Teacher will monitor and observe.
Vocabulary:
law, vote, rule, community, leader
Homework:
None
Learning Objective:
Rules and law - children will grasp or work on concept of rules and law.
Language Objective:
Children will use vocabulary to build on prior knowledge and new knowledge or vocab. words.
Main Activity:
Read - let’s vote by Charles woods. Students will understand that voting is a fair and good way for people to make decisions. We will have a class vote on what kind of activities we will be having that afternoon.
Evaluation:
Class discussion teacher will monitor and observe.
Vocabulary:
vote, law, teacher, fair
Homework:
None
Learning Objective:
Rules and law - discuss and revisit prior lessons this week on rules and laws.
Language Objective:
Children will understand and be able to use all applied vocabulary we have learned this week.
Main Activity:
Children will write and decorate something that they want to vote for abiding by all the rules.
Evaluation:
Class discussion.
Vocabulary:
law, vote, rule, community, leader
Homework:
None
Materials / Resources (including technology)
Music
State of Minnesota Standards Covered
MN.VII. MN.VII.B1.
Government and Citizenship: Beliefs and Principles of United States Democracy: The student will understand the role of government, rules, and law and why we have them. VII.B1.1.
Students will give examples of rules in the classroom/school and community, provide reasons for the specific rules, and know the characteristics of good rules. 17
Suggested Titles for Minnesota Social Studies State Standard VII.B1.1. VII.B1.2.
Students will explain that rules and laws apply to everyone and describe consequences for breaking the rules or laws. 17
Suggested Titles for Minnesota Social Studies State Standard VII.B1.2. VII.B1.3.
Students will know that the United States and the State of Minnesota each have a constitution that outlines the rules for government. 8
Suggested Titles for Minnesota Social Studies State Standard VII.B1.3.
Weekly Informational Knowledge Overview - (Students will know...)
Laws Government citizenship, rules recognize need for rules or laws.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Build background and review last week's objectives rules, laws, citizens, how to behave.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Recognize the need for rules and laws in the community. Give examples of rules and laws that establish order to provide security. Consider consequences of not having or breaking the laws.
Language Objective:
Main Activity:
Have children study photographs on page 17 of student edition. Invite them to tell what community law each sign illustrates. Have students write the law each sign represents in its corresponding shape. Have students think of another sign not in the picture and draw write and share about it.
Evaluation:
Teacher will monitor and make sure students understand through visual aid of book.
Vocabulary:
citizen, community, law
Homework:
Go home and teach parents the signs they have learned in school.
Learning Objective:
Construct a simple map, using map symbols. Recognize the use of symbols on maps to represent real things.
Language Objective:
Students will use a map key to identify places on the map.
Main Activity:
Remind children that maps use pictures called symbols to stand for real places. Model how to find location of a place on a map. Ask volunteers to think aloud as they take turns locating places on the map page 21. Have kids make a map.
Evaluation:
Monitor and observe.
Vocabulary:
symbol, map key
Homework:
Make a map of your home.
Learning Objective:
Discuss how a person becomes a leader. Identify the roles and responsibilities of the leaders at home, at school, and in the community. Identify community and state leaders including the mayor and governor.
Language Objective:
Identify phonemes, practice phonics, reinforce vocab. Build text comprehension.
Main Activity:
Discuss with children why groups need leaders. What would a school be like if no one was in charge? Use a local newspaper to provide photographs showing various community leaders. Have children read and share.
Evaluation:
Class discussion, monitor when they are in cooperative groups.
Vocabulary:
mayor
Homework:
Homework and practice page 5.
Learning Objective:
Understanding democratic process of voting, explain presidents law. Use voting as a way of making decisions.
Language Objective:
Children will be able to write and make voting graphs.
Main Activity:
Read two books and have children vote on which one they liked better. Have children come up with ideas about what they could vote about. Have a class vote on two different songs.
Evaluation:
Watch and Monitor.
Vocabulary:
vote, president, ballot
Homework:
Page 6, Homework and practice.
Learning Objective:
Recognize that government services provide for a community’s needs. Identify examples of government services. Understand that governments employ a variety of service workers.
Language Objective:
Using reading and support intervention have students identify phonemes, practice phonics, reinforce vocabulary.
Main Activity:
Ask children look at small photograph on page 30. Ask what workers are doing. Have children brainstorm and draw other things that workers could do in different situations. Have children web on whiteboard different government services provided in our community. Write a thank you letter to a worker.
Evaluation:
Watch and monitor.
Vocabulary:
government service
Homework:
None
Materials / Resources (including technology)
Glue, newspapers, music, community books
State of Minnesota Standards Covered
VI.A1.1. Students will identify the difference between basic needs (food, clothing, and shelter) and wants (things people would like to have). 6
Suggested Titles for Minnesota Social Studies State Standard VI.A1.1. VI.A1.2. Students will explain that money can be used to buy goods and services. 6
Suggested Titles for Minnesota Social Studies State Standard VI.A1.2. VI.A1.3. Students will understand and explain that the concept of scarcity means that one cannot have all the goods and services that one wants. 6
Suggested Titles for Minnesota Social Studies State Standard VI.A1.3. VI.A1.4. Students will give examples of tradeoffs (opportunity costs). 6
Suggested Titles for Minnesota Social Studies State Standard VI.A1.4. VI.A1.5. Students will understand and explain that as producers they can earn money (income) that can be spent or saved as they choose. 9
Suggested Titles for Minnesota Social Studies State Standard VI.A1.5. MN.VI.B1.
Economics: Producers and Consumers: The student will understand the relationship between consumers and producers in regards to goods and services. VI.B1.1. Students will distinguish between producers and consumers and between goods and services. 28
Suggested Titles for Minnesota Social Studies State Standard VI.B1.1. VI.B1.2. Students will recognize and explain that natural resources, human resources, and human-made resources are used in the production of goods and services. 23
Suggested Titles for Minnesota Social Studies State Standard VI.B1.2.
Weekly Informational Knowledge Overview - (Students will know...)
Focus skill cause and effect. Identify causes and effects of certain actions. Recognize the effects of certain actions. Interpret information from charts. Identify selected poems related to rules and laws. Learn respect for rules by which we live, including the Golden Rule.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Rules, community, home, government
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Recognize need for rules in the home school and community. Explore how rules establish order, provide security, and protect rights.
Language Objective:
Students will clearly state one rule written down. Students will independently complete a sentence or a rule.
Main Activity:
Pg. 12-13, Student manual. Review why children should follow rules. Write a sentence that tells one of your classroom rules. What may happen if rule is broken?? Cause and effect.
Evaluation:
Students share sentences with peers. Teacher monitors.
Vocabulary:
cause and effect
Homework:
None
Learning Objective:
Identify a problem. Work together to gather information about a problem, list and consider options for solving it, and consider the advantages and disadvantages of a solution. Evaluate the effectiveness of a chosen solution.
Language Objective:
Proper conventions in sentences.
Main Activity:
Read pg14-15, Practice "before, during, after" to talk about how solutions worked. Class discussion and then have kids break up into groups and with peers create problem and solution.
Evaluation:
Kids work with each other. Teacher monitors.
Vocabulary:
problem, solution
Homework:
Page 3.
Learning Objective:
Discuss how a person becomes a leader. Identify the roles and responsibilities of leaders at home, at school, and in the community.
Language Objective:
Identify phonemes, practice phonics, reinforce vocabulary, build text comprehension and fluency.
Main Activity:
Read pages 22-24. Discuss how community leaders help people. Ask students what would school be like if o one was in charge? Use newspapers to identify various community leaders and what each group is doing.
Evaluation:
Teacher overlooks and monitors.
Vocabulary:
leader, major, city, government, governor
Homework:
None
Learning Objective:
Children will identify leaders in their own school. Children will help create a word wall for social studies to provide additional practice in reading and identifying lesson vocabulary.
Language Objective:
Students will write a clear example of a leader in service in a proper sentence.
Main Activity:
Read pg 24-25. Review how do community leaders help. What does a mayor do? Draw a picture that shows a leader helping in your community.
Evaluation:
Discuss, monitor and observe.
Vocabulary:
government, mayor
Homework:
Page 6, Social Studies homework book.
Learning Objective:
Understand democratic process of voting. Explain how the president of the United states gets authority from a vote by the people. Use voting as a way of making choices and decisions.
Language Objective:
Make a written ballot.
Main Activity:
Discuss ballot. Point out that each person gets one ballot and one vote. We count the ballots to see who wins.
Evaluation:
Explain that Marc has 3 votes, Tami has 5 votes, and Carlos wins with 10 votes.
Vocabulary:
ballot, vote, president
Homework:
Go over page 6 and recheck. Think of different things they can vote about.
Materials / Resources (including technology)
Music, Poems
State of Minnesota Standards Covered
Substrand 2: Civic Values and Principles of Democracy
2. The civic identity of the United States is shaped by historical figures, places and events, and by key foundational documents and other symbolically important artifacts. 1.1.2.2.1 Explain why and when the Pledge of Allegiance is recited; provide examples of basic flag etiquette. Substrand 4: Governmental Institutions and Political Processes
7. The United States government has specific functions that are determined by the way that power is delegated and controlled among various bodies: the three levels (federal, state, local) and the three branches (legislative, executive, judicial) of government. 1.1.4.7.1 Identify the president of the United States; explain that the president is elected by the people.
8. The primary purposes of rules and laws within the United States constitutional government are to protect individual rights, promote the general welfare and provide order.
Weekly Informational Knowledge Overview - (Students will know...)
Discuss the big idea. Where do people live?
Weekly Procedural Knowledge Overview - (Students will be able to...)
Use visuals to determine word meanings. Use words and visuals to preview the content of the unit.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Use visuals to determine word meaning.
Language Objective:
Use words and visuals to preview the content of the unit.
Main Activity:
Make a T chart to help children brainstorm different places. Label columns land and water. Have children think of different places of land. Accept all places. On the water side, have children brainstorm bodies of water they know such as oceans, rivers, and lakes. Tell children they will learn more about these places as we read on. Discuss pictures on page 48-49. Discuss. ELL p. 50 unit 2 also break vocab. words into syllables.
Evaluation:
Teacher will evaluate using T chart and class discussion.
Vocabulary:
state, country, globe, resource, continent
Homework:
None
Learning Objective:
Use visuals to determine word meaning. Use words and visuals to preview the content of the unit. Recognize relationships between things. Use categories to classify information into groups.
Language Objective:
Construct a simple map, using map symbols. Recognize water on a map.
Main Activity:
Help children identify a list of environments found in the united states, such as mountains, the forest, the beach, or the desert. Post the list at the center. Remind children that descriptive words help the reader see where a story takes place. Invite them to complete the following sentence frame. The _______ is _______ and _______. Suggest the children draw pictures to go along with their descriptions.
Evaluation:
Check over students work.
Vocabulary:
state, country, globe, resource, continent
Homework:
Page 12, 13.
Learning Objective:
Recognize relationships between things. Use categories to classify information into groups. Interpret information from charts.
Language Objective:
Main Activity:
Read pages 52-53. Discuss why it matters. Categorizing helps put things into groups to show how they are the same. To classify is to decide if something fits into a group. Read paragraphs.
Evaluation:
Vocabulary:
Categorize pg. 52 and classify pg. 52 and 53 make a chart and classify after students have broken up into smaller groups. Write a response. P. 55.
Homework:
Page 14, 15.
Learning Objective:
Read a poem about information that can be derived from a map. Construct a simple map, using map symbols.
Language Objective:
Have children write about their maps using rhyming words with proper conventions.
Main Activity:
On my map, you will see a ________ drawn by me. Read poem ask comprehension questions. Discuss geography. Then have children draw a map of a place that they make up.
Evaluation:
Check maps.
Vocabulary:
boundaries, railroads, highways, categorize and classify
Homework:
Page 12, 13.
Learning Objective:
Describe physical characteristics of places and regions. Identify landforms and bodies of water.
Language Objective:
Identify phonemes, reinforce vocabulary.
Main Activity:
Pg. 62-64. Read and talk about what kinds of water the United States have.
Evaluation:
Class discussion and draw different types of water.
Vocabulary:
valley, plain
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
MN.V.A2. Geography: (Concepts of Location) The student will demonstrate working knowledge of the cardinal directions. V.A2.1.
Students will use cardinal and intermediate directions to locate places. 15
Suggested Titles for Minnesota Social Studies State Standard V.A2.1. MN.V.B1. Geography: (Maps and Globes) The student will use and create maps and globes to locate people, places and things.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how 'where people live' affects the way they live.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will learn different neighborhoods and be able to compare and contrast different types of shelter and living situation.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
* NO CLASS – Local Holiday *
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Describe different characteristics of places and regions.
Language Objective:
Identify phonemes, phonics, vocabulary, text and fluency.
Main Activity:
Read pages 68-73 in small groups, and discuss locating places on a map, using the four cardinal directions.
Evaluation:
Students will make maps of their neighborhoods in class with the cardinal directions.
Vocabulary:
directions, cardinal directions
Homework:
Page 16.
Learning Objective:
People using resources. Give examples of natural resources and how people use them. Describe how people adapt to or modify the natural environment to meet their needs.
Language Objective:
Phonemes, phonics, vocabulary, text comprehension
Main Activity:
Read pages 74-80. Discuss and ask questions..read in small groups of two at a time to ensure that kids are grasping. Have kids make a web for the word recycle. Add words to your web that tell about recycling.
Evaluation:
Have kids work in groups and teacher walks and monitors.
Vocabulary:
resource, recycle
Homework:
Page 17, 18.
Learning Objective:
Biography of scientist and inventor George Washington carver. Recognize that he cared about plants and the farmers that grew them.
Language Objective:
Prefixes and suffixes.
Main Activity:
Read and discuss why George Washington Carver showed that he cared about plants and farmers. He invented many uses for peanuts to make farmers make money from their crops. Write about him.
Evaluation:
Children will write about him and share.
Vocabulary:
recycle
Homework:
None
Learning Objective:
Identify and describe different weather characteristics of places. Describes how weather way people live, including their clothing and recreation.
Language Objective:
phonemes, practice phonics.
Main Activity:
Read pages 84-87. Discuss whether and how it affects people. Have kids be weather reporters and tell people what clothes to wear for each kind of weather you report. Make a chart and classify it.
Evaluation:
Teacher watches monitors assists and asks questions.
Vocabulary:
weather, season, recreation
Homework:
Page 19.
Materials / Resources (including technology)
Songs about weather, music
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Life on a farm and we love our country.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Phonemes phonics, conventions in writing discussing life on a farm.
Monday
Tuesday
Wednesday
Thursday
Friday
* NO CLASS – Local Holiday *
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Children will discuss the idea that people live in different places. Some places are large cities and some places are smaller like farms.
Language Objective:
Vocabulary power children will categorize and classify on written webs.
Main Activity:
Read pages 90-91, and discuss what a farm is. Make a word web having students classify different types of farm animals and what they do.
Evaluation:
Children will make word web and draw animals cooperatively. Teacher will walk around and evaluate.
Vocabulary:
shelter, barn, farm animals
Homework:
Take word web and picture home and finish and teach parents about it.
Learning Objective:
Review Unit 2 with test prep. Have students understand the big picture.
Language Objective:
Phonemes, conventions, and writing
Main Activity:
Children will work in whole group and cooperative groups completing test prep on unit..teacher will monitor to see how kids are understanding unit. Teacher will make sure that students grasp concept and if not will work individually during literacy center time.
Evaluation:
Group test cooperative working together.
Vocabulary:
Farm animals
Homework:
Take home teach to parents.
Learning Objective:
Wrap up the unit. Review all aspects.
Language Objective:
Phonemes, adjectives, phonics and writing conventions.
Main Activity:
Children will reread parts of this unit and write and draw about it cooperatively. Children will make globes and maps with cardinal directions. Children will draw and write about where people live. Children will make a big book of all aspects of the unit.
Evaluation:
Kids will create a big book of what we have learned so far in unit. Kids will read and talk about it.
Wrap up unit. Read homemade big book and or finish if not finished.
Language Objective:
Conventions and phonemes and word work while making book.
Main Activity:
Children will read and review unit in small groups and finish big book for the end of the unit. All kids will work on different pages and cooperatively pull it together and finish it up.
Evaluation:
Teacher will walk around the monitor making sure all students understand all aspects of book.
Vocabulary:
valley, plain resource recycle, weather, season, recreation
Homework:
Draw a final draft of major points in the unit.
Materials / Resources (including technology)
Glue, Poster board, Music
State of Minnesota Standards Covered
V. A. Concepts of GEOGRAPHY Location
The student will use directional and positional words to locate and describe people, places and things.
Students will name and use directional words to describe locations of places in the school and community.
Students will map the classroom, the school, the community surrounding the school, their favorite places, fictional places, etc. using directional words.
V. B. Maps and GEOGRAPHY Globes
The student will use and create maps and globes to locate people, places and things.
Students will locate the continents and oceans on a map of the world and a globe.
Students learn about hemispheres (north, south, east and west) and designate which continents are in each.
V. C. Physical GEOGRAPHY Features and
The student will distinguish between physical and human- made features of places on the Earth’s surface.
Students will name and locate physical features of North America, including places about which they have read.
Students learn to locate and label North American deserts, plains, mountain ranges, major rivers, etc.
Notes:
Grade One Social Studies Standards
Page 3
Processes
Students will locate places by using simple maps, and understand that maps are drawings of locations and places as viewed from above
Students will use maps to find “treasure” in the school building or community. Groups of students will hide treasure and construct maps for other groups to follow to the treasure.
Students will use the equator and poles as reference points to describe locations.
Students will compare distances between two or more places shown on a map with simple terms, such as farther and closer.
Students will use equator and poles as referents to locate the United States, Minnesota, Europe, and Africa on map of the world and on globe.
Students will use maps and globes to locate places referenced in stories and real life situations.
Such as: Determine which is farther from Minnesota: Texas or Alaska
Students will recognize the outline shapes of the United States (Alaska and Hawaii), Canada and Mexico.
Students begin to locate nations within continents and begin to use grid system to find specific locations.
Students will name and locate major human- made features of the United States, including features about which they have read.
Students learn to locate and label major cities, capital of Minnesota, man made features they read about, and setting of all stories they read, etc.
Students locate on maps the settings of all.
Weekly Informational Knowledge Overview - (Students will know...)
Learn about our country through its symbols, heroes, and holidays.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Children will learn about Declaration of Independence, and why our countries symbols are important.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Preview Vocabulary, and use visuals to determine word meanings.
Language Objective:
Use words and visuals to preview content of the unit.
Main Activity:
Link pictures with words. Point to Freedom on page 98 and read word aloud. Have children repeat word and explain that people in our country value freedom very much. Create a word web with freedom in the middle and add the other words on pages 98-99.
Evaluation:
Walk around and monitor to ensure that all kids understand. Put word web up in classroom to assist kids with understanding.
Vocabulary:
flag, freedom, landmark, hero, national holiday
Homework:
Go home and teach definitions to parents.
Learning Objective:
Recognize the main idea and details in text selection. Interpret information from charts.
Language Objective:
Write main idea and details using a word web.
Main Activity:
Read pages 100- 101. Talk about main idea. Show various small paragraphs and have children find the main idea and details in the paragraph. Have children use highlighters with different colors to identify the main idea. Use graphic organizer to model for kids and then have them work in pairs.
Evaluation:
Children will work together in small groups to locate main ideas. Teacher will monitor students main ideas and details and help kids with them.
Vocabulary:
main Idea, and detail
Homework:
Practice book pg. 22.
Learning Objective:
Introduce Declaration of Independence and the United states Constitution are real things that you can see and touch. Their words and ideas helped create our country.
Language Objective:
Practice phonemes, phonics, vocabulary, and building text comprehension.
Main Activity:
Read pg. 104 -105 and discuss linking history and culture. Tell children that pilgrims, tired and weak arrived in a strange land at the start of winter. Discuss the Mayflower. Talk about the Native Americans and Thanksgiving.
Evaluation:
Teacher asks questions and monitors. Read supplement book on My flower and colonies. Invite kids to act out a simple play about Columbus.
Vocabulary:
mayflower, colony, settler, freedom
Homework:
Attached ditto in homework pack.
Learning Objective:
Introduce the map of the 13 original colonies. Explain Americans used ocean for fishing and for transportation.
Language Objective:
Children will write a letter to a fellow colonist to persuade him or her to join their side.
Main Activity:
Reading pages 106-107. Write letters together as a whole class with teachers assistance.
Evaluation:
Teacher will observe all of the kids participation and make sure kids grasp concept.
Vocabulary:
colony
Homework:
None
* NO CLASS, Local Holiday *
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Glue, Scissors, Music, Small books, Books connected to mayflower
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Original colonies continue pre working for the Unit We Love our Country.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Use visuals to determine word meanings. Use words and visuals to preview the content of the unit. Sing American songs that express American ideals. Recognizing the importance of honoring our country and its symbols.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Recognize the flag of the United States and what it stands for.
Language Objective:
Explain how pledge of Allegiance shows respect for our country.
Main Activity:
Kids will work on a little book of Pledge of Allegiance. They will also decorate and learn about the physical aspect of the American flag and what it stands for.
Evaluation:
Small group work. Teacher will monitor and watch what kids are doing and have them read their books.
Vocabulary:
flag, pledge
Homework:
None
Learning Objective:
Use visuals to determine word meanings. Use words and visuals to preview the content of this unit. Look up pictures online with the kids of various symbols and landmarks in the united states.
Language Objective:
Conventions and punctuation.
Main Activity:
Children will read pages 102-103 and discuss the song America. Kids will listen to the song and have a written copy of the song and learn to sing it together. We will talk about how the song might make one feel and then we will listen to Philippines national anthem and Koreas. Kids will sing and discuss. Kids will draw and color in flag of their country and that of the Philippines.
Evaluation:
Teacher will walk around and observe and make sure they understand.
Vocabulary:
main idea and detail
Homework:
None
Learning Objective:
Review all American songs we have learned so far and discuss.
Language Objective:
Phonemes, phonics and phonemic awareness.
Main Activity:
Children will discuss all the songs we have learned so far. They will sing and discuss (sing as best they can). Poems will be written out so that the kids can walk and read them throughout the room.
Evaluation:
Teacher will observe and evaluate kids and make sure they are comprehending key terms symbols freedom, main idea and detail.
Vocabulary:
main idea and detail
Homework:
None
Learning Objective:
Discuss how and why settlers came to America. Understand the history and purposes of the Declaration of Independence and the United States Constitution.
Language Objective:
Read pages 104-107 and discuss comprehension.
Main Activity:
Explain that this lesson is very important because it describes the birth of the united states. Children will talk in small groups and discuss how the United States started.
Evaluation:
Teacher walks and monitors and gets involved with discussion.
Vocabulary:
settler, colony, freedom
Homework:
Page 22.
* HALLOWEEN PARTY *
Learning Objective:
Am parade and movie and party. Children will do activities focused on the theme of Halloween. Children will write about their activities.
Language Objective:
Phonemes, phonics and punctuation.
Main Activity:
Arts and crafts and movie.
Evaluation:
None
Vocabulary:
None
Homework:
None
Materials / Resources (including technology)
Glue, Music, Costumes
State of Minnesota Standards Covered
PO 1. Describe the history and meaning of national symbols, documents, songs, and monuments that represent American democracy and values:
PO 2. Interpret political and physical maps using the following elements:
a. alpha numeric grids
PO 1. Discuss how scarcity requires people to make choices due to their unlimited needs and wants with limited resources.
PO 2. Discuss that opportunity cost occurs when people make choices and something is given up (e.g., if you go to the movies, you can’t also go to the park).
PO 3. Identify differences among natural resources (e.g., water, soil, and wood), human resources (e.g., people at work), and capital resources
1. American flag
2. Pledge of Allegiance
3. National Anthem
4. America the Beautiful
5. the U.S. Capitol
b. title
Weekly Informational Knowledge Overview - (Students will know...)
Our Country we learn about it through its symbols, heroes, and holidays.
Weekly Procedural Knowledge Overview - (Students will be able to...)
What are the Declaration of Independence and the United States Constitution.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Distinguish between primary and secondary sources.
Language Objective:
Phonemes, phonics and conventions in sentence writing, also recognizing root words.
Main Activity:
Read pages 112-115. Discuss and ask children to compare the journals to the journals that we use in class. Explain that people write thoughts, feelings, and descriptions of people, places, and events in a journal. Discuss how reading the journal of a famous leader can be a good way to learn about the past. Then ask why a journal is a primary source and discuss.
Evaluation:
Through discussion..
Vocabulary:
primary source, secondary source
Homework:
Page 22.
Learning Objective:
Recognize the flag of the US and what it stands for.
Language Objective:
Recognize and copy the pledge of Allegiance.
Main Activity:
Read pages 116-119 and discuss the flag and what it stands for. Link history to Geography. Recite the Pledge. How do you think you should stand when you say the Pledge??
Evaluation:
Watch and monitor and through group discussion see how children grasp concepts and assist if need be.
Vocabulary:
flag, pledge
Homework:
Take home flag of US and their home country.
* END OF GRADING PERIOD 1 *
Learning Objective:
Know and understand symbols of the US and explain their importance. Identify national symbols and landmarks and the people and events associated with them.
Language Objective:
Phonemes, Phonics, vocabulary, build text comprehension.
Main Activity:
Read pages 120-123 and discuss what landmarks are. Find out from children if they know of any land marks in their own country.
Evaluation:
Letter home to parents discussing landmarks and have them write and draw about one from their own country.
Vocabulary:
landmark
Homework:
Page 24.
* START OF GRADING PERIOD 2 *
Learning Objective:
Read a diagram to gain information about an American Landmark. Interpret information from visual aids.
Language Objective:
Use diagram to write a sentence about the statue of liberty.
Main Activity:
Read pages 124-125 and discuss. Introduce vocabulary diagram. Have children write facts about statue of liberty and draw pictures.
Evaluation:
Teacher monitors and checks.
Vocabulary:
landmark
Homework:
Page 25.
Learning Objective:
Review landmark, flag, pledge, settler, colony, and freedom.
Language Objective:
phonemes, conventions…
Main Activity:
Have children re read all that we did this week and choose three things to write about in their journal.
Evaluation:
Teacher watches and monitors.
Vocabulary:
landmark, flag, pledge, shelter, colony, and freedom
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
We learn about our country through its symbols, heroes, and holidays.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Recognize people, places, and events that were significant during the formation of the United States.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Explore places that show our nation's history.
Language Objective:
Identify on pages 54-57 phonemes, phonics, vocabulary to build text.
Main Activity:
Read pages 126-127. Read and talk about what a national holiday is and how we honor a person or an event that is important to our country. Do the Integrate curriculum activity. Have children write a short description of a picture on pages 126-127. Use details and descriptive words.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Page 26.
Learning Objective:
Understand the significance of our national holidays.
Language Objective:
Recognize the achievements of the people associated with national holidays.
Main Activity:
Read pages 128-129 and discuss what a national holiday is as well as a hero. Have students name some holidays they know. Have children share their experiences of independence day in their own countries.
Evaluation:
Chart children’s responses to what they know about different national holidays in different countries.
Vocabulary:
national holiday, hero
Homework:
Page 26.
Learning Objective:
Children will learn about American national heroes.
Language Objective:
Children will write using complete sentences and proper conventions.
Main Activity:
Read pages 130-133 and discuss heroes and what a portrait is. Have children either draw a monument or create a portrait of somebody who is their hero and write about it.
Evaluation:
Teacher watches and monitors.
Vocabulary:
landmark, hero
Homework:
None
Learning Objective:
Review what a national holiday is. Children will be able to talk about heroes from their own counties.
Language Objective:
Phonemic awareness, phonics, and conventions in the social studies books.
Main Activity:
With the whole group, make a chart about our countries national holidays. Have kids write about what they do on national holidays.
Evaluation:
Teacher monitors and assists.
Vocabulary:
national holidays, hero
Homework:
Page 27.
Learning Objective:
Review weeks work and concepts.
Language Objective:
Review weeks work and concepts.
Main Activity:
Children will share national holidays from their own country and we will make a poster of all the holidays.
Evaluation:
Teacher will watch and monitor.
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Understand significance of our national holidays.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Recognize the achievements of the people associated with national holidays.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
What is a national holiday, and what is a hero??
Language Objective:
Children will write using conventions and proper punctuation about heroes.
Main Activity:
Read pages 132-133 and discuss why we have national holidays. Have children name at least one American hero. With the class, make a chart about our country’s national holidays. We will discuss what we do on national holidays.
Evaluation:
Chart ideas, have all kids make pictures and label them about heroes.
Vocabulary:
national holiday, hero
Homework:
Page 26.
Learning Objective:
Read a calendar to identify the days, weeks, and months in a year. Correctly apply terms related to time and chronology. Identify dates on a calendar and associate them with days of the week.
Language Objective:
Phonics, phonemic awareness and syllables.
Main Activity:
Read pages 134-135 and discuss. Have children answer questions on page 135. Have children use pocket chart calendar in the class to explore and change different days in week and month.
Evaluation:
Teacher watches and observes.
Vocabulary:
today, yesterday, tomorrow, calendar
Homework:
Page 27.
Learning Objective:
citizenship
Language Objective:
Writing using conventions about a good citizen and hero.
Main Activity:
Read pages 134-135 and discuss. Chart all ideas about citizenship on the board. Have children work together in groups and write label and make a picture about a good citizen. Place on a poster board and hang in class for kids to observe.
Evaluation:
Kids will share each of their groups projects.
Vocabulary:
citizen
Homework:
None
Learning Objective:
The importance of the Flag and Flag Day as a national holiday. Understand the role Bernard Cigrand played in establishing a flag holiday.
Language Objective:
Children will write using decoding and phonemic awareness and conventions about the flag.
Main Activity:
Read pages 136-139 and discuss. Play the song You’re a Grand Old Flag. Discuss the picture on page 137. Have children color the flag of the United States and on from their own country. Discuss different songs sung in different countries and chart it.
Evaluation:
Teacher will chart information and make sure all the kids understand.
Vocabulary:
flag
Homework:
None
Learning Objective:
Review and Test Prep. Discuss the Big Idea of the unit.
Language Objective:
Phonemic awareness and decoding of words.
Main Activity:
Children will look at pages 140 through 143 and discuss and answer all the questions throughout the test prep. Teacher will work with kids in groups to ensure they are all on the same page.
Evaluation:
Teacher will watch and monitor and work with small groups to ensure they understand.
Vocabulary:
all review words
Homework:
Page 29.
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Wrap of the week and unit about we love our country.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Continue to talk about heroes, The Pledge, why our country’s symbols are important, and why we have national holidays.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Discuss and talk about a hero and who a hero can be.
Language Objective:
Children will write sentences using phonics, and blending and conventions.
Main Activity:
Read pages 132-133 and discuss. Children will then break up into small groups and discuss who a hero is to them. Some of them might be able write and draw about two or more heroes. We will put them on a class board and share throughout the week and add more.
Evaluation:
Teacher monitors and evaluates.
Vocabulary:
hero
Homework:
Page 26.
Learning Objective:
Read and understand a calendar.
Language Objective:
Children will write down dates and learn to do so with proper conventions such as capital letters.
Main Activity:
Read pages 134 and 135 and discuss and answer questions. Then during centers have children use pocket chart calendars and explore with it using all the different months and numbers.
Evaluation:
Kids will be teachers and say the calendar, find their birthdays, work together, and teacher will monitor.
Vocabulary:
calendar, month, day, tomorrow, today, yesterday
Homework:
Page 27.
Learning Objective:
Re-focus on the term citizenship and flag day as a national holiday.
Language Objective:
Discuss and right down the rules of flag etiquette using conventions and proper sentences.
Main Activity:
Read pages 136-137 and discuss. Play You’re a Grand Old Flag for children to hear. Ask children to explain how the song expresses American Ideals. Teach children the words and then sing the song as a class. Have kids draw about it.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Flag Etiquette
Homework:
None
* AMERICAN THANKSGIVING *
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
* AMERICAN THANKSGIVING *
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Our World Changing… We will discuss how in many ways, people today are the same as people who lived long ago. But the way people live has changed over time.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Understand the differences between then and now.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will preview the unit and discuss the big idea of change and many ways, people today are the same as people who lived long ago.
Language Objective:
Phonemes and conventions.
Main Activity:
Students will read pages 144 and 145 and look at the pictures and discuss how the world is changing around us. Discuss the practice and extend on page 145v.
Evaluation:
Teacher watches and monitors and observes.
Vocabulary:
Homework:
None
Learning Objective:
Children will preview the unit Our Changing World and discuss vocabulary and concepts.
Language Objective:
Students will use conventions and declarative sentences.
Main Activity:
Students will read about olden days and preview unit. They will do an art center using Shoes old and new. They will look at magazines showing examples of shoes for the present. Students will look at olden day shoes and compare them to now modern day shoes. Choose three different time period for shoes and discuss why the differences exist. Have children pick their favorite style of shoe , from present or past and draw a picture of it.
Evaluation:
Teacher watches and monitors.
Vocabulary:
past and modern day
Homework:
None
Learning Objective:
Continue to preview the unit and discuss the big idea of change using visuals to assist with vocabulary.
Language Objective:
Conventions using declarative sentences and punctuation
Main Activity:
Read pages 136-147 and discuss. Use visuals to determine word meanings. Do the Visual literacy pictures activity with students. Also do the practice and extend activity. The trees were green in the summer but they turned ______ in the winter. Have children use pictures to answer questions from the text.
Evaluation:
Teacher will watch and monitor.
Vocabulary:
present-past-change-technology-timeline
Homework:
Preview the week.
Learning Objective:
Children will grasp the meaning of present and past. They will learn about sequencing of events.
Language Objective:
Students will use sequence words and punctuation to write sentences about the past and present.
Main Activity:
Read pages 148-149 and discuss. Have children do the practice and extend activity. Have children also work on visual literacy chart on page 149. Then have students create a new class one together and fill it in as a whole group.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Sequence
Homework:
None
Learning Objective:
Review all work from preview unit, including vocabulary.
Language Objective:
Students will write about life in the past using proper conventions.
Main Activity:
Students will share their homework activity and writing a paragraph from long ago. They will share and read to the class. Then we will do a class funny long ago story.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Preview the Unit. In many ways, people today are the same as people who lived long ago. We will continue to discuss how the lives of people have changed over time.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will write stories from long ago using proper conventions and blend words
Monday
Tuesday
Wednesday
Thursday
Friday
* NO CLASS, FOUNDATION DAY *
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
* NO SCHOOL, TYPHOON *
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will continue to preview unit of how people today are the same as people who lived long ago.
Language Objective:
Write story using beginning middle and end… sequencing properly.
Main Activity:
Read pages 150-157 and discuss how the story impacts the characters in it. We will talk about sequencing and also talk about the beginning, middle and end of the story.
Evaluation:
Students will share their opinion of story and discuss..teacher will watch over small group discussion.
Vocabulary:
Baltimore, sequence
Homework:
Attached Sheets.
Learning Objective:
Students will revisit story and be able to fully comprehend it.
Language Objective:
Students will write a chart.
Main Activity:
Students will make a two column chart, one headed Actions, the other headed Person, Place, or Thing. Have children review story to locate and record the verbs. Repeat activity with nouns. Encourage students to use at least one word from each column to write a new sentence.
Evaluation:
Whole group… teacher will watch and monitor.
Vocabulary:
action, nouns, verbs
Homework:
None
Learning Objective:
Students will understand what a family tree is.
Language Objective:
Students will be able to make a chart and discuss it.
Main Activity:
Students will brainstorm all the people in their family and extended family. They will draw a time line and graph and chart it. They will then color it in and share it with their peers.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Family tree
Homework:
Take home family tree and share with family and fill i more if needed.
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
This week in Social Studies we are learning about culture of holidays around the world.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will know and understand different holiday cultures and be able to write about them using proper conventions.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will choose a holiday and start the writing process using a word web to brainstorm ideas on how to write about it.
Language Objective:
Students will map and write their word web.
Main Activity:
Students will brainstorm and write a story about the holiday they chose.
Evaluation:
Teacher monitor and observe.
Vocabulary:
Hannakah, Kwanzaa, Christmas
Homework:
None
Learning Objective:
Same as Monday. Students will know the writing process and continue working on their stories about their holiday that they chose to write about.
Language Objective:
Students will finish their word webs and start on their rough drafts.
Main Activity:
Students will continue to work on their stories.
Evaluation:
Students will self-edit and teacher will monitor and observe and assist.
Vocabulary:
Homework:
None
Learning Objective:
Same as Monday and Tuesday… This week we will be working on the writing process.
Language Objective:
Children will know how to edit and self check their work.
Main Activity:
Students will work on their stories and continue with their rough drafts and perhaps start on their final drafts.
Evaluation:
Teacher will self check work.
Vocabulary:
Homework:
None
Learning Objective:
Students will work on the writing process using different holidays they chose to write about.
Language Objective:
Students will make sure their sentences and work makes sense.
Main Activity:
Students will work on their final drafts and final pictures about their holiday story.
Evaluation:
Teachers and students will self check their own work together.
Vocabulary:
Homework:
None
Learning Objective:
Students will finish their story about their chosen holiday and share it.
Language Objective:
Students will revise and edit their work.
Main Activity:
Students will share their stories on their chosen holidays and share them and write comments on sticky tabs.
Evaluation:
Teacher observes as students share stories and writes comments as well.
Vocabulary:
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Unit 4: Our Changing World Students will know how the lives of people today differ from those of people long ago. Students will learn what schools were like long ago and what can happen to communities over time.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to understand vocabulary and be able to sequence the world in the past to our present world, and that of our future.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to compare life today and in the past in such areas as home life, work, clothing, games, and festivals.
Language Objective:
Children will use proper conventions in writing sentences about the past, present and future using periods and capital letters.
Main Activity:
Read pages 148-149 and discuss the sequence of events. Talk about how to make a sandwich but using vocabulary words such as first, then, after that and finally.
Evaluation:
Students will read their stories to each other and teacher will monitor and observe to ensure that they all understand each other.
Vocabulary:
communication
Homework:
Page 30.
Learning Objective:
Students will continue to compare daily life today and in the past. Students will compare the ways people communicate today and long ago.
Language Objective:
Students will be able to identify phonemes, practice phonics, and reinforce vocabulary.
Main Activity:
Read pages 158-161 and discuss. Teacher will have students classify on the board which things are communication and which things are forms of transportation. Example words include: letters, planes, cars, email, boats, telephones, and photos on the computer.
Evaluation:
Teacher watches and monitors.
Vocabulary:
communication
Homework:
Page 29.
Learning Objective:
Students will be able to analyze details in pictures to gather information. They will be able to ask questions about pictures to help them understand what they read.
Language Objective:
Students will write down questions using proper conventions.
Main Activity:
Read pages 164-167 and discuss. Children will chart different areas of tools and artifacts on the whiteboard.
Evaluation:
Teacher watches and monitors.
Vocabulary:
artifacts, tools, inventions
Homework:
None
Learning Objective:
Students will understand that many tools have been replaced by others that are easier, faster, smaller, or cheaper. Students will write about these differences.
Language Objective:
Students will write using proper conventions.
Main Activity:
Read pages 167-169 and discuss. Teachers will map and graph different artifacts and uses and discuss how they have changed over time.
Evaluation:
Teacher guides group lesson and make sure students understand.
Vocabulary:
technology
Homework:
None
Learning Objective:
Review communication tools and try to invent some other ones using imagination.
Language Objective:
Students will write about different communication tools using proper conventions.
Main Activity:
Students will draw and create a room in an olden house and try to invent or make different communication tools using thought up materials. They will share their projects with the class.
Evaluation:
Teacher watches and listens.
Vocabulary:
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that in many ways, people today are the same as people who lived long ago. But the way people live has changed throughout the years. Kids will know how the lives of people today differ from the lives of people long ago, and also how they are also still very much the same. Students will learn how schools have changed over time and we will review how they were long ago verses now. Students will learn about what has happened to communities how they have evolved and changed over time. Students will learn how transportation and technology has changed over time.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to discuss and show evidence of their understanding of the Big Idea. Students will be able to read and interpret a table and categorize and classify information. They will be able to talk about changes in communities and correctly apply terms related to time including past, present, and future. Students will also be able to interpret sequence in order of time changes.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will analyze artifacts, including household tools of the past and they will be able to recognize the changes in daily life brought on by innovations inventions and the newest and ever changing technology.
Language Objective:
Students will be able to write, chart, and graph all aspects of this lesson using proper conventions such as capital letters and proper endings for sentences.
Main Activity:
Read pages 166-169 and discuss. Students will look at the pictures and answer related questions via the teacher. Students will talk about how some appliances in the past are not the same as the ones today. They will be understand how people long ago got by without the technology that we have today. Teacher will use the teacher manual to execute and ensure kids all learn about how and why tools from the past were improved or replaced by changes in technology in the present.
Evaluation:
Teacher observes through group discussion.
Vocabulary:
tool
Homework:
None
Learning Objective:
Students will recognize that some things change over time while others stay the same. Students will be able to discuss schools from long ago and those from today. Students will be able to talk about tools we use in school today.
Language Objective:
phonemes
Main Activity:
Read pages 170-173 and discuss with kids. Teacher will do the practice and extend on pages 172 and 173 to discuss schools and make it relevant to what they are learning. We will research a one-roomed school and discuss the similarities and differences from the classrooms that we are in today.
Evaluation:
Teacher watches and monitors.
Vocabulary:
change
Homework:
Page 3.
Learning Objective:
Students will be able to compare games from long ago to games that children play today.
Language Objective:
Students will use phonemes to blend words while writing about social studies.
Main Activity:
Read pages 174-175 and discuss. Help children recall information about schools of long ago. Ask children to re read the summary. Have children retell main ideas in their own words about how schools were different long ago and some things about schools that have not changed.
Evaluation:
Students will write and graph their ideas.
Vocabulary:
sequence
Homework:
Page 33.
Learning Objective:
Students will be able to read and interpret a table and categorize and classify information.
Language Objective:
Same as Learning Objective.
Main Activity:
Read pages 176-177 in the student edition and discuss. Use photos from today and the past and discuss how things are different and the same. Students will make a table in their social studies journal and show tools from long ago and from today.
Evaluation:
Students share their work and talk about it with their peers as teacher observes and assists.
Vocabulary:
table
Homework:
Page 33.
Learning Objective:
Discuss changes that occur in a community over time and properly use the terms related to time including past, present, and future. Students will be able to recognize how people affect the places where they live.
Language Objective:
Students will use phonemes and blend and segment words. Students will be able to use a table chart properly.
Main Activity:
Read pages 178-179 and discuss. Talk about the vocabulary terms past, present, and future. Ask students to compare and contrast details in the past and present and future.
Evaluation:
Students will share work and ideas with each other and teacher will observe and assist when need be.
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
This week we will continue to work on our world and recognize how it changes. People today are in many ways the same as they were long ago. We will learn about how transportation has changed over time and how schools are ever changing.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to write about people and how they have changed over time. They will be able to make time lines and input sequential information about themselves. Students will be able to understand what It means to change over time.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to read and interpret a table.
Language Objective:
Students will be able to categorize and classify information and write it down.
Main Activity:
Read pages 176-177 and use teachers’ manual to ask comprehension questions. Students will make their own table in their social studies book and be able to discuss what it means.
Evaluation:
Group work, children will work together and talk about their tables. Teacher will monitor and watch.
Vocabulary:
table
Homework:
Practice book page 33.
Learning Objective:
Students will discuss changes that occur in a community over time. They will be able to correctly apply terms related to time, including past, present, and future.
Language Objective:
Students will be able to write using vocabulary words past, present, and future.
Main Activity:
Read pages 178-181. Students will discuss and talk about communities in the past and compare them to today’s communities. They will draw a picture in their social studies notebook about the past and today.
Evaluation:
Students will work in cooperative learning groups and help and self-check each other.
Vocabulary:
past, present, future
Homework:
Page 34.
Learning Objective:
Students will be able to interpret time lines to understand the sequences of events. They will be able to construct time lines to place events in students’ own lives in chronological order.
Language Objective:
Students will write times lines.
Main Activity:
Students will read pages 182-183 and create their own time lines from ages 0 to 10 and discuss major events that have happened.
Evaluation:
Teacher watches and monitors.
Vocabulary:
time line
Homework:
Page 35.
Learning Objective:
Students will compare types of transportation used today and long ago. They will be able to give examples of how technology has changed. They will be able to describe how new forms of transportation have improved the way people live.
Language Objective:
Teacher will identify phonemes in the text.
Main Activity:
Read pages 184- 189 and discuss. Students will do the practice and extend on page 184 in teachers manual.
Evaluation:
Students will work in groups and discuss story and draw about changes. Teacher will monitor and observe.
Vocabulary:
technology
Homework:
Page 36.
* SEMESTER 1 EXAMS, END OF 1ST SEMESTER *
Learning Objective:
Review and catch up on Monday through Thursday.
Language Objective:
Students will be able to write using proper conventions such as letter, spacing capital , and proper sentence endings.
Main Activity:
Students will continue to work on their ideas about how technology has changed over time.
Evaluation:
Teacher watches and monitors.
Vocabulary:
time line
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to compare types of transportation used today and long ago. They will know how to give examples of how technology has changed. Students will be able to distinguish fact from fiction. They will be able to recognize facts in nonfiction writing. Students will know and be able to identify Neil Armstrong as the first person to walk on the moon. We will begin to wrap up the unit and review.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to Correctly apply terms related to time, including past, present, and future.
Monday
Tuesday
Wednesday
Thursday
Friday
* START OF 2nd SEMESTER *
Learning Objective:
Students will compare types of transportation used today and long ago.
Language Objective:
Students will be able to write sentences using proper conventions.
Main Activity:
Read pages 184-189 in student editions and discuss. Students’ will then wrote and draw in their ela notebook pictures with examples of how technology has changed over the years. We will share in groups.
Evaluation:
Teacher watches and monitors.
Vocabulary:
technology
Homework:
Page 36.
Learning Objective:
Students will know how technology and transportation have changed.
Language Objective:
Students will be able to write lists using bullets.
Main Activity:
Read page 190 and discuss. Have children write a list of places where they would like to go and discuss and write and draw how they would get there.
Evaluation:
Teacher monitors groups.
Vocabulary:
Homework:
None
Learning Objective:
Distinguish fact from fiction.
Language Objective:
Students will be able to recognize facts in nonfiction writing.
Main Activity:
Read pages 190-191 and discuss. Have children get into partners and draw a cover for a book. One for fact and one for fiction. Have children write the title, draw the picture and add other details to show that their cover is fiction or nonfiction.
Evaluation:
Teacher watches and monitors.
Vocabulary:
nonfiction, fiction, fact
Homework:
Page 37.
Learning Objective:
Remind children that things change over time and discuss.
Language Objective:
Students will write little books about how things have changed over time using proper conventions and spacing between words.
Main Activity:
Read pages 194-195 and discuss. Do the Ling to the Big Idea.
Evaluation:
Students share and work together.
Vocabulary:
time line, past, present, change, technology
Homework:
Page 39.
Learning Objective:
Review for the week.
Language Objective:
Review and catch up on missed things.
Main Activity:
Students will re-read chapter and discuss in small groups using the pictures to help. Students will work together and check out the posters we made for the week.
Evaluation:
Students work together to help each other and go over weeks review.
Vocabulary:
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that changes occur in a community over time. They will correctly apply terms related to time including past, present, and future. Students will know how people affect the places where they live. Students will know and understand what the word Sequence means. Students will interpret time lines to understand the sequence of events. They will know how to construct time lines to place events in students’ own lives in chronological order. Students will know how to compare types of transportation used today and long ago. Students will know how to distinguish fact from fiction and recognize facts in nonfiction writing.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to write about key vocabulary words in context such as timeline, past, present, change, and technology. Students will be able to write down naming and describing forms of transportation.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Same as weekly informational knowledge objectives.
Language Objective:
Same as weekly procedural knowledge objectives.
Main Activity:
Lesson 4 Pages 184-189 in student edition. Students will read about Changes in transportation and discuss. They will read as a whole group lesson and then link history to economics on page 187. Students will then make a poster showing different examples of one form of transportation. Students will then share poster.
Evaluation:
Students share poster and teacher monitors and observes.
Vocabulary:
technology
Homework:
Page 36, Homework and Practice book.
Learning Objective:
Language Objective:
Main Activity:
Lesson 4 pages 190-191. Fact from Fiction. Students will read pages as a whole group an discuss comprehension questions provided in teachers manual. Students will then work with partners to each draw a cover for a book, one for fact and one for fiction. Children will write the title, draw a picture, and add other details to show that their cover is for a book of fiction or nonfiction. Children will trade covers with other partners to see if they can tell the difference between the two genres.
Evaluation:
Teacher watches and monitors.
Vocabulary:
nonfiction, fiction, fact
Homework:
Page 37, Homework and Practice.
Learning Objective:
Language Objective:
Main Activity:
Unit 4 pages 194-195. Students will discuss changes and then find the changes in the pictures. Have the children study two pictures, one of the past and on of the present. Teacher will prompt answers with questions. Students will do the Integrate the Curriculum on page 195 and talk about the past. We will act out small skits in class.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Page 39.
Learning Objective:
Language Objective:
Main Activity:
196-199 Lesson 4 Review of the Unit. Students will read and go over answers together and review. Students will work together to be able to answer all the questions. They will Sequence, go over Vocabulary, and facts and Main Ideas.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None.
Learning Objective:
Language Objective:
Main Activity:
Page 200 Review and do Activities to show you know. Students will show what they know and wrote a story about a memory they have from when they were younger. Students will do a scrapbook from then and now and draw pictures and share.
Evaluation:
Teacher checks over work.
Vocabulary:
Homework:
None.
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
* NO CLASS, CHINESE NEW YEAR *
Weekly Procedural Knowledge Overview - (Students will be able to...)
* NO CLASS, CHINESE NEW YEAR *
Monday
Tuesday
Wednesday
Thursday
Friday
* NO CLASS, CHINESE NEW YEAR *
Homework:
* NO CLASS, CHINESE NEW YEAR *
Homework:
* NO CLASS, CHINESE NEW YEAR *
Homework:
* NO CLASS, CHINESE NEW YEAR *
Homework:
* NO CLASS, CHINESE NEW YEAR *
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that although Americans have different backgrounds they sometimes share the same beliefs. Students will know how Native Americans have affected our culture. They will know how immigrants added to our culture and how folktales tell us about a culture. Students will know how people celebrate their cultures and how families meet their needs.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use visuals to determine word meanings. They will be able to use words and visuals to preview the content of the unit. Students will be able to compare and contrast information. They will use a chart to show how two things are alike and different. They will be able to identify selected folktales related to various cultures and compare beliefs, customs, ceremonies, traditions, and social practices of various cultures, drawing from folklore.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Same as weekly informational knowledge objectives.
Language Objective:
Same as weekly procedural knowledge objectives.
Main Activity:
Preview the unit page 201v-201. Students will read pages 200 and 201 and discuss. Teacher will access prior knowledge and draw a compare and contrast chart on the board. Same vs. Different. Students will learn that people from different cultures speak different languages. Teacher will write down five different ways to say hello in different languages. We will also to the Science link on page 201 in teachers edition.
Evaluation:
During center time teacher will watch and monitor to make sure all students grasp concepts.
Vocabulary:
Homework:
None.
Learning Objective:
Language Objective:
Main Activity:
Unit 5 day two preview the unit. Students will read pages 202-203 and discuss. Students will use visuals to determine word meanings. Students will link the pictures to the words and discuss. Teacher will discuss questions provided in teacher manual. In teacher edition on page 203 students will do the vocabulary power using root words.
Evaluation:
Teacher watches and monitors.
Vocabulary:
immigrant, custom, role, culture, and history
Homework:
None.
* NO CLASS, Local Holiday *
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Unit 5 Day three preview the unit. Students will read pages 204-205 in teachers manual. They will learn what comparing and contrasting means. They will apply this knowledge by comparing different places, people and things on their own in pairs. Teacher will do the practice and extend on page 204.
Evaluation:
Teacher watches and monitors.
Vocabulary:
compare, contrast
Homework:
None.
Learning Objective:
Language Objective:
Main Activity:
Unit 5, Day four, preview the unit. Students will read the folktale How Beetles Became Beautiful and discuss. Teacher will set the purpose before reading and explain that folktales can tell about the beliefs, customs, traditions in a culture. We will find Brazil on a map, and look at pictures of parrots, pacas, and beetles to have reference materials while reading the folktale. Students will answer comprehension questions provided by the teacher. Students will read discuss and then draw pictures of the story in their social studies journals.
Evaluation:
Teacher will observe and monitor and check students follow-up work.
Vocabulary:
folktale
Homework:
None.
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
This week in social studies students will know how to use a chart to show how two things are both the same and not the same. Students will compare and contrast information. Students will read selected folktales about different countries and cultures and compare and contrast aspects of various cultures such as art, clothing and social practices. Students will learn where different cultures come from and how they can share similar beliefs yet be very different at the same time. Students will learn and know about Native Americans and how they were the first people to live in North America.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify and use a flowchart to follow steps in a process. The students will be able to recognize that different immigrants come from different countries around the world to make a new home in America. Students will be able to read about different experiences that happen in different countries including the different countries in our class. Students will be able to understand what it means that the United States is a diverse nation.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Same as weekly informational knowledge objectives.
Language Objective:
Same as weekly procedural knowledge objectives.
Main Activity:
Students will read and discuss the folktale on pages 206-209. They will compare and contrast beetle and paca. Students will be discuss guided comprehension questions and relate how this folktale is in fact like other folktales we have read. Students will then draw a picture of Paca and what he would have looked like if he won the race. Students will write about it and share in groups.
Evaluation:
Compare and contrast.
Vocabulary:
folktale
Homework:
None.
Learning Objective:
Language Objective:
Main Activity:
Students will read pages 210-215 and discuss different elements of culture, including language, dress, food, and stories. Students will see how in fact Native Americans have helped define and have greatly influenced our culture.
Evaluation:
Teacher watches and monitors.
Vocabulary:
culture, history, and language
Homework:
None.
Learning Objective:
Language Objective:
Main Activity:
Students will re read pages 210-215 and do the integrate the curriculum on page 213. They will image a place that has not yet been named. They will draw the landscape, water features, and plants and animals. They will draw the clothing that the people of this area wore, name the town and rivers and share with the class.
Evaluation:
Students monitor and observe each other.
Vocabulary:
culture, history, and language
Homework:
Take home their new land to show and teach their parents.
Learning Objective:
Language Objective:
Main Activity:
On page 214 students will study the artifacts and then talk about how they made art coupled with function. The items are very beautiful. We will research different artifacts of the native American era before it was colonized and look over different types of art and write and discuss them.
Evaluation:
Teacher watches and monitors.
Vocabulary:
artifacts
Homework:
Share work at home.
Learning Objective:
Language Objective:
Main Activity:
Students will read pages 216, 217 and discuss. Students will then come up with a different flow chart that they can make. They will work in cooperative groups and share to the class.
Evaluation:
Kids cheer on kids.
Vocabulary:
flowchart
Homework:
None.
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
This week in social studies students will know how to use a chart to show how two things are both the same and not the same. Students will compare and contrast information. Students will read selected folktales about different countries and cultures and compare and contrast aspects of various cultures such as art, clothing and social practices. Students will learn where different cultures come from and how they can share similar beliefs yet be very different at the same time. Students will learn and know about Native Americans and how they were the first people to live in North America.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify and use a flowchart to follow steps in a process. The students will be able to recognize that different immigrants come from different countries around the world to make a new home in America. Students will be able to read about different experiences that happen in different countries including the different countries in our class. Students will be able to understand what it means that the United States is a diverse nation.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Same as weekly informational knowledge objectives.
Language Objective:
Same as weekly procedural knowledge objectives.
Main Activity:
Students will read pages 218-219 in the students’ edition and discuss. Students will look at the Sacagawea coin on page 219 and discuss what type of art this is most like. Students will discuss art elements in the image of the coin, and then get sculpting clay and experiment making their own coins.
Evaluation:
Students compare and discuss art work.
Vocabulary:
Sacagawea
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Students will re-read pages 218 and 219 and make money of their own design based on a person who was like Sacagawea. Help students understand who a heroine is and help them to think of somebody they have learned about and draw that person on money. At a different center students will look at many different books on Native Americans and write comments and questions on stickies about them.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Make coins.
Learning Objective:
Language Objective:
Main Activity:
Students will understand the ways in which immigrants have helped define American Culture by reading pages 220-225. Students will spend two days reading and discussing these pages. They will learn where the different immigrants come from and research more about those cultures. Students will do many of the practice and extend ideas on pages 220-225.
Evaluation:
Teacher watches and monitors.
Vocabulary:
immigrant, world
Homework:
Page 42.
Learning Objective:
Language Objective:
Main Activity:
Continued activity from Wednesday.
Evaluation:
Teacher watches and monitors.
Vocabulary:
immigrant, world
Homework:
Page 43.
Learning Objective:
Language Objective:
Main Activity:
Students will read pages 226-227 and discuss the cultural characteristics of places. We will explore different points of views about the important diversity in a community. Students will research special festivals in their own culture and write and draw brief descriptions of them.
Evaluation:
Students read and make comments on other students cultural festivals.
Vocabulary:
cultural festival, folktale, and religion
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
This week in social studies students will know how to use a chart to show how two things are both the same and not the same. Students will compare and contrast information. Students will read selected folktales about different countries and cultures and compare and contrast aspects of various cultures such as art, clothing and social practices. Students will learn where different cultures come from and how they can share similar beliefs yet be very different at the same time. Students will learn and know about Native Americans and how they were the first people to live in North America.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify and use a flowchart to follow steps in a process. The students will be able to recognize that different immigrants come from different countries around the world to make a new home in America. Students will be able to read about different experiences that happen in different countries including the different countries in our class. Students will be able to understand what it means that the United States is a diverse nation.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Same as weekly informational knowledge objectives.
Language Objective:
Same as weekly procedural knowledge objectives.
Main Activity:
Students will read pages 220-225 in their students editions and discuss. Students will work together in groups after group reading, and talk about different cultures. Students will learn a different game that originates in another culture, such as cricket, or various versions of bocce ball.
Evaluation:
Kids learn from each other and teacher assists.
Vocabulary:
immigrant, world
Homework:
Page 42.
Learning Objective:
Language Objective:
Main Activity:
Continuation of yesterday, students will re read pages 220-225 and continue to discuss different cultures, and make a list of them. Students will look at various types of music and learn various types of traditional folkdance. We will do the Mexican Hat Dance, and the Irish Jig.
Evaluation:
Kids dance it up.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Students will read pages 226-227 and discuss points of view. Teacher will have volunteers read aloud each answer to the question. We will talk about the points of view as they relate to those living in a diverse community.
Evaluation:
Through class discussion teacher watches and monitors.
Vocabulary:
folktale, religion
Homework:
Page 43.
Learning Objective:
Language Objective:
Main Activity:
Students will read pages 228-229 and discuss.
Evaluation:
Teacher watches and monitors.
Vocabulary:
folktales, religion
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Students will re read pages 228-229 and then read through as a whole group to page 231 and discuss. We will discuss and go over world religions. Page 230.
Evaluation:
Vocabulary:
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
This week in social studies students will know how to use a chart to show how two things are both the same and not the same. Students will compare and contrast information. Students will read selected folktales about different countries and cultures and compare and contrast aspects of various cultures such as art, clothing and social practices. Students will learn where different cultures come from and how they can share similar beliefs yet be very different at the same time. Students will learn and know about Native Americans and how they were the first people to live in North America.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify and use a flowchart to follow steps in a process. The students will be able to recognize that different immigrants come from different countries around the world to make a new home in America. Students will be able to read about different experiences that happen in different countries including the different countries in our class. Students will be able to understand what it means that the United States is a diverse nation
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Same as weekly informational knowledge objectives.
Language Objective:
Same as weekly procedural knowledge objectives.
Main Activity:
Students will read pages 220-225 in their students editions and discuss. Students will work together in groups after group reading, and talk about different cultures. Students will learn a different game that originates in another culture, such as cricket, or various versions of bocce ball.
Evaluation:
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Continuation of yesterday, students will re read pages 220-225 and continue to discuss different cultures, and make a list of them. Students will look at various types of music and learn various types of traditional folkdance. We will do the Mexican Hat Dance, and the Irish Jig.
Evaluation:
Vocabulary:
Homework:
Page 42.
Learning Objective:
Language Objective:
Main Activity:
Students will read pages 226-227 and discuss points of view. Teacher will have volunteers read aloud each answer to the question. We will talk about the points of view as they relate to those living in a diverse community.
Evaluation:
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Students will continue to learn about cultures. Students will continue to discuss how people come to the US from different cultures and we celebrate those cultures in the United states. Students will learn about a different country and discuss it and then make a cooperative poster to share.
Evaluation:
Students will help each other make posters and share with each other and then present to the class.
Vocabulary:
Homework:
Page 44.
Learning Objective:
Language Objective:
Main Activity:
Students will read pages 228-229 and discuss.
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students are working towards wrapping up Unit 5 and will know that Americans may have come from different backgrounds, but they share the same beliefs. Students will know how Native Americans have affected our culture. They will know how immigrants added to the culture of the United States. Students will know that folktales tell you about cultures.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to compare people with different backgrounds and learn how immigrants have affected American culture. Students will be able to recognize that Native Americans were the first people to live in North America. Students will be able to identify and use a flowchart. Students will be able to use a chart to show how two things are different and how two things are alike. Students will be able to use words and visuals to preview the content of the unit.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Same as weekly informational knowledge objectives.
Language Objective:
Same as weekly procedural knowledge objectives.
Main Activity:
Students will read pages 228- 231 and discuss. Students will compare varied cultures, drawing from folklore and understand that folktales teach about the culture from which they originate.
Evaluation:
Teacher will watch and monitor.
Vocabulary:
folktale, religion
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Students will read and discuss pages 232-235.
Evaluation:
Small group discussion during centers teacher monitors.
Vocabulary:
celebration, custom
Homework:
Page 44.
Learning Objective:
Language Objective:
Main Activity:
Review of Monday and Tuesday
Evaluation:
Small group discussion, teacher monitors.
Vocabulary:
None
Homework:
None
* NO CLASS, Local Holiday *
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
* NO CLASS, Local Holiday *
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students are working towards wrapping up Unit 5 and will know that Americans may have come from different backgrounds, but they share the same beliefs. Students will know how Native Americans have affected our culture. They will know how immigrants added to the culture of the United States. Students will know that folktales tell you about cultures.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to compare people with different backgrounds and learn how immigrants have affected American culture. Students will be able to recognize that Native Americans were the first people to live in North America. Students will be able to identify and use a flowchart. Students will be able to use a chart to show how two things are different and how two things are alike. Students will be able to use words and visuals to preview the content of the unit.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Same as weekly informational knowledge objectives.
Language Objective:
Same as weekly procedural knowledge objectives.
Main Activity:
Review make posters, use maps to locate different cultures and how they helped form who the United States is today.
Evaluation:
Teacher watches and monitors.
Vocabulary:
None; review
Homework:
Learning Objective:
Language Objective:
Main Activity:
Students continue to make posters all about Native Americans and how they affected the culture of the United States.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
More reviewing the unit and adding to the class posters on how people celebrate their cultures.
Evaluation:
Teacher watches and monitors.
Vocabulary:
None
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Review and make finish poster projects and share different posters to the class.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
* END OF GRADING PERIOD 3 *
Learning Objective:
Language Objective:
Main Activity:
QUIZ, END OF UNIT
PARTY
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will learn about how people trade goods and services with each other. They will make choices about how to spend their money. Students will learn how and why goods and services are important and what different kinds of jobs people have. They will learn why people buy and sell and will also know how goods are made in a factory.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use visuals to determine word meaning and use words and visuals to preview the content of the unit. Students will be able to summarize information in a paragraph. They will be able to read a story about how people in a community depend on one another for goods and services. Students will be able to understand the concept of exchange and use of money to buy things, and services.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Same as weekly informational knowledge objectives.
Language Objective:
Same as weekly procedural knowledge objectives.
Main Activity:
Read pages 249v -249 and discuss.
Evaluation:
Teacher watches and monitors.
Vocabulary:
markets
Homework:
Fill out web page at home.
Learning Objective:
Language Objective:
Main Activity:
Read pages 250-251 and discuss vocabulary words. Have children focus on synonyms for the word market. Answer guided questions. Have students make a mini poster about different services that they can think, draw and write about.
Evaluation:
Teacher watches, monitors, and overlooks group work on poster.
Vocabulary:
goods, services, trade, market, and factory
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Students will read pages 252-253 and discuss.
Evaluation:
Teacher watches, monitors, and overlooks group discussion.
Vocabulary:
None
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Students will start with a story on page 254-259 and discuss.
Evaluation:
Teacher watches, monitors, and helps/overlooks group discussion.
Vocabulary:
None
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Students will re read pages 254-259 and write about beginning, middle, and end of story and draw picture. Students will create a mobile for different scenes of story.
Evaluation:
Teacher watches and monitors.
Vocabulary:
None
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will continue to preview the unit learning about how people trade goods and services with each other. They will know that they make choices about how to spend their money. Students will know why goods and services are important and they will understand what goods and services are. Students will know that people have many different kinds of jobs. Students will learn how goods are made in a factory.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use visuals to determine word meaning, and use words and visuals to preview the content of the unit. Students will be able to recall and retell information, by summarizing information in a paragraph or small passage. Students will be able to understand the concept of exchange and the use of money to purchase goods and services.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Same as weekly informational knowledge objectives.
Language Objective:
Same as weekly procedural knowledge objectives.
Main Activity:
Page 249q. Practice buying and selling goods. Students will do the Share the Classroom Market.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Students will work in groups to plan a market all while recalling what they have learned about markets. Students will work in small groups with the guidance of teacher to brainstorm a list of items they might find at a market.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Page 249p. Students will create market booths.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Students will buy and sell things to each other using created markets of the week.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
* NO CLASS, LABOR DAY *
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that people trade goods and services with each other. They make choices about how to spend their money. Students will know and understand the concept of exchange and the use of money to purchase goods and services. Students will know the difference between goods and services. They will know and understand the concept of exchange and the use of money to purchase goods and services.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to distinguish between goods and services. Students will be able to understand the concept of exchange. Students will be able to use a picture graph. Students will be able to make their own picture graph to show what goods and services are.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Same as weekly informational knowledge objectives.
Language Objective:
Same as weekly procedural knowledge objectives.
Main Activity:
Students will read pages 249v-249 and discuss. Students will make a class poster about different types of market places and goods they buy.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Page 250-251. Students will read and discuss the vocabulary and continue to make a poster about goods they use. Students will discuss what each vocabulary word means as whole group and then break into groups and discuss services and write about them in their Social Studies Journals.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Pages 252-253. Read and Discuss. Students will try to make up their own charts with recall and retelling… students will continue to add goods and services to the class poster.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
* NO CLASS, Local Holiday *
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Students will read One Afternoon on pages 254-259 and discuss.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that people trade goods and services with each other. They make choices about how to spend their money. Students will know and understand the concept of exchange and the use of money to purchase goods and services. Students will know the difference between goods and services. They will know and understand the concept of exchange and the use of money to purchase goods and services.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to distinguish between goods and services. Students will be able to understand the concept of exchange. Students will be able to use a picture graph. Students will be able to make their own picture graph to show what goods and services are.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Same as weekly informational knowledge objectives.
Language Objective:
Same as weekly procedural knowledge objectives.
Main Activity:
Students will read pages 260-263 and discuss. Students will understand the concept of exchange and the use of money to purchase goods and services.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Students will read different teacher provided books about services throughout the community. Students will read and write comments on post it notes in the books and discuss with their small group.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Students will read pages 264-265 and discuss and be able to read a picture graph. Students will make their own versions of a picture graph and make a small class book from them.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Page 266-267. Students will read whole group and discuss.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Students will recognize the economic characteristics of places. Students will be able to explore different point of views about which goods and services are important to families. Students will interview each other and talk about what services they use within their own families.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that people trade goods and services with each other. They make choices about how to spend their money. Students will know and understand the concept of exchange and the use of money to purchase goods and services. Students will know the difference between goods and services. They will know and understand the concept of exchange and the use of money to purchase goods and services.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to distinguish between goods and services. Students will be able to understand the concept of exchange. Students will be able to use a picture graph. Students will be able to make their own picture graph to show what goods and services are. Students will be able to understand why people work and identify the kinds of work that people do in a community. Students will be able to compare and contrast work for pay and volunteer work.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Same as weekly informational knowledge objectives.
Language Objective:
Same as weekly procedural knowledge objectives.
Main Activity:
Students will read pages 268-273 and discuss different kinds of jobs that people do. Students will make a small class poster drawing pictures and labeling what their family does for work. Students will do the Practice and extend on page 270 and create a class book about different jobs people do.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Page 274 275. Students will read and discuss. Teacher will provide a KWL chart to set the purpose for reading.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Continue KWL chart and read pages 276-277 about Ceasar Chavez and discuss. Students will understand the contributions that he made by working to get fair treatment for farm workers. Students will start a book about biographies of people who have helped the worker's rights world.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Same as Wednesday.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Wrap up the week read pages 278-279 and discuss. Start group project provided.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know what citizenship means and understand rules and laws guide people to live safely and be responsible people.
Students will learn to identify cause and effects of certain actions.
Students will learn what a rule is and be able to produce classroom rules.
Students will understand charts and be able to interpret them.
Students will know and recognize the need for rules in the home, school and community.
Students will explore how rules establish order, provide security, and protect rights.
Students will know and understand the voting process.
Students will know how the United States President gets authority from a vote by the people.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify a problem and work and gather information about problems, and make lists to consider different options.
Students will be able to identify authority figures at school.
Students will be able to list how laws help communities.
Students will be able to give examples of rules and laws that establish order or provide security.
Students will be able to give examples of community and state leaders, including the mayor and governors.
Students will discuss and be able to explain how people become leaders.
Students will be able to construct a simple map using learned map skills.
Students will be able to recognize the use of symbols on maps to represent real things.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Same as weekly informational knowledge objectives.
Language Objective:
Same as weekly procedural knowledge objectives.
Main Activity:
Day 1 Activity.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Day 2 Activity.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Day 3 Activity.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Day 4 Activity.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Day 5 Activity.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that rules and laws guide people to live safely and be responsible individuals.
Students will learn why it is important to follow rules and how to help communities.
Students will learn how government services help us.
Students will learn how to show respect for others and themselves.
Students will know how to work together using appropriate social skills in a cooperative group.
Students will know the importance of fair play and good sportsmanship when working in a cooperative group situation.
Students will learn to show respect for the rights and opinions of others while planning and doing a group activity.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will know the vocabulary words of the unit and be able to use them both verbally and in written work.
Students will be able to understand that government services provide for a community’s needs.
Students will be able to identify examples of different services provided by a government.
Students will understand and be able to identify ways police officers help people follow rules and laws, keep safe, treat one another with respect, and be responsible citizens.
Students will be able to retell as well as understand the contributions of Rosa Parks to the Civil Rights movement and how she gained respect for African Americans.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Same as weekly informational knowledge objectives.
Language Objective:
Same as weekly procedural knowledge objectives.
Main Activity:
Day one Activity from the Book.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Day two Activity from the Book.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Day three Activity from the Book.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Day four Activity from the Book.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Review and follow up for next week's activities. QUIZ.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that government services provide for a communities' needs.
Students will know what a KWL chart is and be able to fill it out after researching about government.
Students will know to use visuals to determine meanings of words.
Students will learn the vocabulary words of the unit and know how to use them both verbally and in sentences.
Students will understand and know what the meaning or fairness is.
Students will know and learn to identify a problem.
Students will understand what it means to evaluate the effectiveness of a solution they chose.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to recognize the effects and causes of certain events.
Students will be able to recognize the cause and effect of certain actions.
Students will be able to interpret information from charts.
Students will recognize the needs for rules in school and come up with classroom rules for the class as a group.
Students will be able to understand and recognize the need for fairness in rules.
Students will be able to identify the school figures at school.
Students will be able to make a list of what school principal may need to be responsible for.
Students will work together to obtain information about a problem, list, and consider options for coming up with a solution for it.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Same as weekly Informational knowledge objectives.
Language Objective:
Same as weekly procedural knowledge objectives.
Main Activity:
Lesson on critical thinking skills. Page 14 to 15.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Lesson on community rules page 16-19.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Lesson on community rules page 16-19.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
Learning Objective:
Language Objective:
Main Activity:
Read, review integrate the curriculum. Practice and extend.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
None
* NO CLASS, INDEPENDENCE DAY *
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know what a simple map is and be able to construct one using map symbols.
Students will recognize use of symbols on maps to represent real things.
Students will learn the vocabulary words leader, mayor, city, government, and governor and be able to use them verbally properly.
Students will learn that government services help a community’s needs.
Students will understand and map out different workers who work for the government and understand the variety of services they provide.
Students will write letters using learned knowledge about social interactions.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use a map key to identify places on a map.
Students will be able to identify the roles and responsibilities of leaders at home, at school , and in our very own community.
Students will be able to know the difference between the mayor and the govenor.
Students will be able to grasp the concept of the democratic process of voting.
Students will be able to understand that we use voting as a way to make choices and decisions.
Students will make books about themselves and their classmates.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Same as weekly Informational knowledge objectives.