Familiar People, Places, Things, and Events

How your brain learns to recognize familiar faces - earth.com

Contributor: Cailyn Sparks Sample NearPod Lesson

In this unit, Kindergarten students will know and be able to describe familiar people, places, things, and events. Learning about familiar things within their lives can be difficult for some students because they might not understand the different aspects of each person, place, or thing. Students may also find this difficult because they may not be able to relate to them. There will be different engaging activities for the students from lectures to projects, and other hands-on activities. Throughout this unit, there will be multiple digital tools and resources used to support the students’ learning. A few of those tools include but are not limited to; smartboards, chrome books, tablets, apps (Kahoot, Nearpod) and different educational articles geared towards their grade level. This topic is relevant to my students lives because these people, places, and things are part of the community that they are living in. Each of these play a vital role in the way that their community is composed.

Knowing and describing familiar people, places, things, and events with prompting this is a Speaking and Language learning expectation covered under Tennessee State Standards for Kindergarten, English Literacy Standards.

SL.PKI.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Community Helpers for Kids

Community Helpers for Kids I believe is a great way to end or check on my students’ progress throughout the lesson as it is being taught. This video is interactive and gives the students a chance to match the role of the person with their correct job description. By showing this video, I will be able to reach multiple learning styles that are present in my classroom.

YouTube. (2018, December 15). Community helpers for KIDS | Jobs & occupations for preschool and kindergarten | Kids academy. YouTube. Retrieved September 15, 2021, from https://www.youtube.com/ watch?v=jt2q1cHsH6E.

K.SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail.

Community Helpers Guess Who

Community Helpers Guess Who is a free app that would be a great fit for kindergarten students. This app is consisting of a matching game where you have to match the two familiar items from the community together. Each of the items or things on the matching list are all ones that would have been taught/ reviewed throughout the lesson.

Gildacaroline. “Memory Game - Community Helpers.” Wordwall, 7 Oct. 2020, https://wordwall.net/ resource/5049663/memory-game-community-helpers.

K.SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail.

Kid Pillar Community Helpers

Kid Pillar Community Helpers is a great article that should be read as a class. The content within the article is everything that the students need and more. I suggest that we read it together for a couple of reasons, the first reason is my students cannot read fluently yet, and it is a lot of information therefore, I would want to break it down over a few lessons.

“Community Helpers - Practical Life Activities for Kids.” KidPillar, 1 June 2021, https://kidpillar.com/ community-helpers-activities-kids/#2.

K.SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail.

People in our Community song is great way to start a lesson about familiar people, places, and things. Using this video to open my lesson will give me the chance to grab my students’ attention and get them excited about the lesson. This video is also great because it reaches more than just one learning style.

wearebusybeavers. (2012, December 2). "People in our community" - teaches jobs & occupations. YouTube. Retrieved September 15, 2021, from https://www.youtube.com/watch? v=mw6RBvUmayA.

K.SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail.

Time for Kids Community Helpers

Time for Kids Community Helpers is a great website for younger students. This website offers pictures along with a read aloud for the students who are struggling with reading. It also comes in Spanish for the ELL students in my classroom. Time covers in depth what each person does within our community in a way that children can understand.

“Community Helpers.” Time for Kids, 1 June 2021, https://www.timeforkids.com/k1/communityhelpers/.

K.SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail.

Tool Hint Community Helpers 1.

Tool Hit Community Helpers 1 is a free web app and a mobile app that is a great resource for the students to be able to use. This app tells the description of an occupation and the students will choose between two options to select the best fit. This app provides pictures and reads the question to the students. I would use this app as a fun way reinforce what has been taught.

Lampe, C. (2021, June 10). Community helpers 1. Free Games online for kids in Nursery by Cici Lampe. Retrieved September 15, 2021, from https://www.tinytap.com/activities/g2vtf/play/community-helpers-1

K.SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail.

Title: People in Our Community Song Source/Location: https://www.youtube.com/watch?v=mw6RBvUmayA Date: 2021 Subject Area: ELA Grade Level: Kindergarten Instructional Strategies: K.SL.PKI.4 Primary Use: Student or Teacher

Brief Description:

This song offers a surface level description of the variety of familiar people, places, and things that we see throughout our everyday life. I personally like this instructional video the best because it is an easy and interesting attention grabber for the students!

Standards/Outcomes/Objectives:

K.SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail.

Students will be able to describe familiar people, places, things, and events with prompting and support.

Prerequisites:

According to the Tennessee Standards for Kindergarten students should have prior knowledge on knowing familiar people in their community on a surface level.

Strengths:

The strengths of this instructional video is that the students can listen to it just about anywhere. This would be a great resource for the students to have while they are out in the community to match the things they hear/see in the song to real life.

Limitations:

The limitations of this website would be that it does not go into full detail therefore, there could still be some questions about different people, places, and or things in the community.

Special Features:

A special feature that this instructional video had is closed captioning.

1.What is the name of your school? ___personalize for your school ___(1)

2.What is your teacher’s name? ___insert teacher’s name _____(1)

3.If you are in an emergency, what number will you call? 9-1-1 (5)

4.Where would you find a fireman? Fire Station (3)

5.What is the name of this restaurant? McDonalds (3)

6.Can you identify the police officer in the picture? Yes (4)

7.What do you use to call for help in an emergency? Telephone (5)

9.If your house is on fire, you will call your teacher. True or False (4)

10. Who do you go visit if you are sick? The Doctor (2)

Title: Virtual Career Day

Name: Cailyn Sparks Subject Area(s): Social Studies Duration of Lesson: 45 minutes Grade Level: Kindergarten

Analyze learners In my Kindergarten class at Cane Ridge Elementary School, there are twenty-two students in total ranging in age from five to seven. There eight females and 14 males in the classroom. The students come from different backgrounds including African American, Caucasian, Hispanic, and Arabic. There are seventeen English Language Learners, there are not any students with an official IEP but, there are three that are in the process of obtaining one. Each of these students get pulled from class every day for an hour to work with a ELL teacher to continue to help bridge the gap between their native language and English. Majority of the ELL students in the classroom are on a higher level than most. They can understand English and speak English, it is just broken English at times. The other students in my class are fluent in English. Overall, The school has more than 700 students in kindergarten through 5th grade, making it one of the largest elementary schools in the entire school district. The school has a diverse population and the students come from a variety of cultures and backgrounds; 44% of the students are African American, 26% of the students are white and 23% of the students are Hispanic. This is a Title l school there for, there are great extras such as; community garden, piano and keyboard lab, rock-climbing wall in PE and the Encore program for gifted learners and free/reduced breakfast and lunch. For this lesson to be a success, students must know some jobs or occupations that they have seen in their community. To complete this lesson students must know how to navigate their Chromebook and know how to press certain buttons. The students will have a sticker on the specific buttons that they will need to press to access the different information.

K.06 Recognize and describe different types of jobs, including work done in the home, school, and community

ISTE Standard:

1.1.b Students build networks and customize their learning environments in ways that support the learning process.

Behavioral Objective:

Given a website the learners will be able to click straight on a video that describes one of the different occupations that they were allowed to choose from. The kindergarten students will then use their piece of technology to act out a scenario pertaining to the occupation that they have chosen. I will create a list of different occupations; the students will then pick their occupation of choice which will determine the group that they will work in. This ensures that everyone was able to customize their groups and can work on a Job that they think is enjoyable! I will then create a list of tasks that they will have to complete in the group they will have to pick their top four (two of four task they will have to do, that is watching the video when they first are in their group and coming up with a video themselves). As a class we will then watch the videos and post them on our classroom portal for our families to see our very on virtual “Career Day”.

Language Objective:

Key Vocabulary:

Jobs - a paid position of regular employment.

Occupation - a job or profession

Act out - perform a narrative as if it were a play; translate something into action.

Perform - carry out, accomplish, or fulfill (an action, task, or function)

Career Day - an activity in which business partners from a variety of companies come together at a school to share information about their workplace and their job

Academic Language Functions:

To demonstrate understanding, students will use their knowledge that they have learned from this lesson to create a video. In the video, the students will be acting out the specific occupation that they have chosen. The vocabulary terms will be taught at the beginning of the lesson when we are in a whole group setting and then they will be reinforced throughout the lesson. To teach these words the students will be presented a slide with a definition on it, then the word and its definition will be added to the word wall in the classroom with all the vocabulary words from the year.

Linguistics Form:

I will assist the students in inserting a sentence before the start of the video telling us which occupation they have chose to perform. For an example the sentence frame might say, The Job I chose to perform is ____________. The student will have to type their answer in the blank. They are able to identify letters and letters sounds therefore they can use the keyboard on their Chromebook. The students will have multiple chances to practice fluency and the new language. Throughout the lesson they will repeating the sentence frame “ The Job I chose to perform is _______.”.

23 Chromebook with Wifi/Internet Connections (Student Centered)

75 Stickers (Student Centered)

1 Word Wall/ Word (Teacher and Student Centered)

1 Smart Board (Teacher Centered)

Utilize media and materials 1 Dry Erase Board (Teacher and Student Centered)

2 Dry Erase Markers (Teacher and Student Centered)

Occupation Video (Student Centered)

Sticky Notes (Teacher Centered)

23 Handout with requirements (Student Centered)

Jobs and occupations - vocabulary for kids - youtube. Smile and Learn - English. (2020, July 20). Retrieved November 9, 2021, from https://www.youtube.com/watch?v=ugsRzHMIF2o. The preparation for this lesson includes, previewing and approving the video on the different occupations to show the students. I will also need to check the smart board and the Chromebooks for any issues such as connection to the Wi-Fi. I will need to make sure that all materials I need while I give instruction are placed on my table beside the smart board such as; tape to hang the word on the word wall, dry erase marker, and sticky note to write down the different groups. I will prepare the learner for the instructional experience prior to using technology by connected what they have learned previously to what they will be learning today. We will review over familiar people, places, and things in their community before we go into details about the specific Jobs and their job description. During the presentation I will make sure to include the vocabulary words that they will need to know by the end of this lesson. After the presentation, the students will be able to pick what Job they would like to act out in their video for our virtual career day. Once the students are in their specific group, they will be given a rubric that has the requirements for the video. After the students have created their video with their prompted sentence, we will watch the videos as a class, and they will also be posted in our classroom portal for our families and friends to see.

1.Students will come into the classroom and have a seat in their assigned seating.

2.I will then teach the lesson on different occupations.

3.I will give instructions on what the assignment is that they need to complete

4.Students will choose an occupation and split into different groups after that

5.I will give instructions again about what the assignment is

6.Students will then take their chrome book and record and perform a specific job that we have just learned about.

7.I will help students save the video to their drive

8.I will upload the videos to the classroom portal. We will then all watch the videos as a class.

I am supporting the use of technology in this lesson by allowing students to use different forms of technology throughout the lesson. The students will be using chrome books and smart boards. Each of these pieces of technology will allow the students to be independent in creating their own video for virtual career day. The use of technology aligned with the ISTE standard 1.1.b because students were able to network and customize their learning environment by picking the different groups that they wanted to work in. They were also to choose what items they wanted to include in their video.

Formative Assessment (Process):

Throughout this lesson, there were multiple formatives assessments given. A few examples of those include but is not limited to; group observations while composing and completing the video and the oral responses to the questions being answered during the power point presentation. The formative assessment will be recorded on an individualized record not a group one. They are working together to come up with different ideas but, they are not all going to be in one video. Students will demonstrate understanding by creating a video of them acting out as one of the jobs that they learned about in the lesson. I will monitor student learning in this lesson by asking questions every or every other slide. This will serve as a check point to see where the students stand as I teach. I expect to see students collaborating with one another coming up with ideas for their videos. If someone does not know something or is trying to figure it out I would love to see them help each other on areas that they are struggling in rather than asking me first. I also expect to see them being respectful to each other and their ideas. The criteria that I will use for my students would be a grading rubric with a 1-3 scale. This is the same scale that we are using in the school now, therefore they are becoming familiar with it is. I will provide oral feedback for the students, and I will provide written feedback on their rubric so that their parents are able to see it. The assessment will determine if the students understood the lesson that I taught to them.

Summative Assessment (Product):

The evidence of student learning that I will collect will be the videos that the students must produce for the virtual career day. The video will document student achievement because it will allow them to illustrate everything that they know about the certain job that they have chosen. Considering that this is a performance-based assessment I believe that it does allow all of the students to show what they know or what they have learned. I might modify this assessment by narrowing down the groups and as a teacher having more of a hands-on approach when it comes to picking the different groups rather than allowing them to pick out everything themselves. If I did have students in my class who needed different modifications, I would follow their IEP or 504 plan to make sure that their needs are being met. My students will be able to reflect upon and selfassess their learning immediately because they will be watching their own videos as a class the same day or the next day. My assessments are aligned with my objectives.