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Economic Choices Part IHSS Kindergarten, Jobs

This is the first part of a two part unit on economics. This unit introduces students to the world of work and the reasons why people work. They also learn different jobs and the functions of those jobs.

These Model Curriculum Units are designed to exemplify the expectations outlined in the MA Curriculum Frameworks for English Language Arts/Literacy and Mathematics incorporating the Common Core State Standards, as well as all other MA Curriculum Frameworks. These units include lesson plans, Curriculum Embedded Performance Assessments, and resources. In using these units, it is important to consider the variability of learners in your class and make adaptations as necessary.

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Unit IntroductionSuggestions for implementation: This is the first part of a two-part unit on economics. This unit introduces students to the world of work and the reasons why people work. They learn different jobs and the functions of those jobs, including those that are paid and unpaid. Activities include composing a KWL (I Know-I Wonder-I Learned) chart, creating informational booklets, and opportunities for students to discuss content through “turn and talk.” Refer to Stages 2 and 3 of Understanding by Design (UbD) for more information on assessment and the learning plan for each lesson.

This unit includes a wide array of digital resources. Many of them are classics and some are more contemporary. Each resource is intended to provide visual connections to the content. However, this unit can be taught using other resources that may already be in your school or district.

Standards: The following standards are addressed in this unit: LSE8, LSE9,LSE10, W2,W7,W8, SL1, SL3, SL5, RI1, RI10.

Timeline: It is recommended that this unit be taught at the end of the year so that prerequisite skills such as guidelines for assessing tasks (using a rubric) and explicit instruction on the rules of discussion would be taught. It would be helpful to reinforce setting a purpose for viewing videos and teaching how to watch a video for learning.

The entire unit will take approximately 480 minutes to complete. Some activities such as the Why People Work and Jobs booklets; composing an interview; and Jobs research paper can be incorporated into the writing block to help with time. A suggested activity is to involve parents (or guardians/family members)—in addition to sharing their jobs with the classroom, parents/guardians/family members can share the reasons they work with their children, who can then share with the class.

Model Curriculum Unit connections: This is a great beginning unit for younger students to understand the basics of economics. Other Model Curriculum Units (MCUs) that address similar content are:

ELA grade 3 – Newspaper Reporting and Interviewing

HSS grade 6 Economics and Consumer Choices

U.S. History High School- Economies of the North and South 1800-1865

ELA grade 12 – work




Table of Contents

Unit Plan ……………………………………………………………………………………………..………………………………………………………………4-6

Lesson 1 …………………………………………………………………………………………………………………………..…………………………………..7-10

Lesson 2 ………………………………………………………………………………………………………………………………..…….……………………..11-16

Lesson 3 …………………………………………………………………………………………………………………………………………………………….17-21

Lesson 4 ………………………………………………………………………………………………….…………………………………………………………22-25

Lesson 5 …………………………………………………………………………………………………………………………………………………………….26-32

CEPA …………………………………………………………………………………………………………………………………..……….…………………….33

Unit Resources …………………………………………………………………………………………………………………………..……………………….34-37

First week pilot lesson outline……………………………………………………………………………………………………………………………..38


Stage 1 Desired ResultsESTABLISHED GOALS GMassachusetts History and Social Studies FrameworksLS E.8 Give examples of different kinds of jobs that people do, including the work they do at home.LS E. 9 Explain why people work.(e.g., to earn money in order to buy things they want).LSE.10 Give examples of things that people buy with the money they earn.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.W.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).W.8 Recall information from experiences or gather information from provided sources to answer a question.SL.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).b. Continue a conversation through multiple exchanges.SL.3 Ask and answer questions in order to seek help, get information, or clarify

TransferStudents will be able to independently use their learning to…Make informed economic choices.Apply concepts and systems of economics to participate productively in a global economy.

TMeaning

UNDERSTANDINGS UStudents will understand that…U1 Information, experience, and values help us make informed choices.U2 Different jobs have different responsibilities.U3 People work for different reasons.

ESSENTIAL QUESTIONS EQEQ1 Why do people work?EQ2 Why are some jobs paid with money and some are not?EQ3 What is a job?EQ4 What influences a job choice?

AcquisitionStudents will know… KK1 The reasons people work.K2 Different occupations and the work each requires.

Students will be skilled at… SS1 Asking and answering WH questions.S2 Writing informational text.S3 Reading informational text.



something that is not understood.SL.5 Create representations of experiences or stories using drawings or by adding other visual displays to descriptions to provide additional detail and explain them to others.RI.1 With prompting & support, ask and answer questions about key details in a text.RI.10 Actively engage in group reading activities with purpose and understanding.

Stage 2 – EvidenceEvaluative Criteria Assessment EvidenceAccurate recall

Well-crafted documentation (writing and/or drawing)Clear presentation

CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE TASKS) PT

Lesson 1: Why People WorkStudents will write an informational book about why people work, naming what they are writing about and including information derived from the video. i.e., “People work for.....money, betterment of community, to take care of family, God, fame, to feel good about themselves. (summative assessment)

Lesson 2: Jobs:Using information from the video and read aloud, students will write an informational book naming what they are writing about and accurately explaining 5 different jobs (including 1 job that is not paid). Book will include job names, at least one duty associated with each job, and an illustration. (summative assessment)

Lesson 4: Role Play:Through charades, students will be able to act out and identify jobs. (formative assessment)

Lesson 5: Conducting an Interview Based on their new learning about jobs students will compose a job posting naming the job and including 5 facts. Students will select a job and answer the interview questions as part of the interview process.



Completion of taskAccuracy of categorization

OTHER EVIDENCE: OELesson 3: Services and goodsStudents will match pictures of jobs with the service or goods they provide. (formative assessment)Children answer questions about what is neededOE 3-Brainstorm a list of “jobs” to earn money, and then complete the job(s) to earn money.

Stage 3 – Learning PlanSummary of Key Learning Events and Instruction

Lesson 1 – Students will learn the different reasons behind why people work, observing different jobs people do (through field trips, guest speakers, internet, books, videos)Lesson 2 – Students will describe different jobs and their responsibilities. They will create an informational book identifying 5 different jobs and responsibilities of each, including 1 job that is not paid.Lesson 3 – Students will learn the difference between goods and services.Lesson 4 – Students will experiment with different jobs and their functions through structured role play.Lesson 5 – Students will learn about interviews and how to create and conduct an interview for a job.

Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with Permission July 2012



Lesson 1: Why People Work

Brief Overview of Lesson: In this lesson students will learn the different reasons behind why people work. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: Established rules for group/class discussion; ability to recall information from listening, reading, or viewing material; ability to attend to task or listen with purpose (gather information to think critically)

Estimated Time: 90 minutes

Resources for Lesson: Pre-prepared KWL chartThe videos below show many representations of people doing different jobs. It is strongly suggested that teachers view each video and decide if that video will be suitable for your student audience. As you plan, consider the variability of learners in your class and make adaptations as necessary.http://www.youtube.com/watch?v=Ylmf0mexwCo&list=PLF8B7BF74A0BBB29C – People in Our Town by Sara McGeehttp://www.youtube.com/watch?v=LZbD4-usGm0 - English for Kids ESL Kids Lessons Jobs What do you dohttp://www.youtube.com/watch?v=ORGLQudvMWE - People work - LearnEnglish Kids British CouncilAccess to internet



http://www.youtube.com/watch?v=ORGLQudvMWE

http://www.youtube.com/watch?v=LZbD4-usGm0

http://www.youtube.com/watch?v=Ylmf0mexwCo&list=PLF8B7BF74A0BBB29C

Unit: Economic ChoicesContent Area/Course: Social Studies/ KindergartenLesson # and title: Lesson 1: Why People WorkTime: 90 minutes

By the end of this lesson students will know and be able to: Identify at least 4 different jobs and be able to describe the responsibilities of each through writing.

Essential Question(s) addressed in this lesson: EQ1 Why do people work? EQ3 What is a job?

Standard(s)/Unit Goal(s) to be addressed in this lesson:W.8. Recall information from experiences or gather information from provided sources to answer a question.SL.3. Describe familiar people, places, things, and events and with prompting and support provide additional detail.

Instructional Tips/ Strategies/Notes for Teacher: For specific accommodations that will meet your students’ needs, teachers should refer to your District’s Curriculum Accommodation Plan (DCAP). One example specific to this unit that was based on DCAP recommendations is: Teacher can pre-teach the content in the video to students by reviewing the video, pausing after each job is presented and summarize.

Anticipated Student Preconceptions/Misconceptions: Misconceptions: All jobs are paid with money; People can’t have more than one job; What is a job?

Lesson Sequence: The lesson sequence is designed around the instructional block being introduced in the following sequence:Activator: 5-10 minutes.Mini-lesson: 15 minutes.Student Engagement: 45 minutesWrap-Up: 5-10 minutes.

Activity 1Activator: Introduction to the topic through a video and conversation. Gather your group in a circle on the floor. “We will be studying jobs over the next two days. We are going to watch a video and read a couple of books together to learn the important information about Jobs and why people work. Then you will get an opportunity to write your own information books to show what you have learned.”

Begin by asking students to answer the questions“What is a job?”“Why do people work?”Record their responses on the KWL chart



Mini-Lesson: Share the video clip from the video you selected and follow the lesson sequence below:

“Now let’s watch the video about why people work. I’m going to show the video twice. Watch and listen for what the video is teaching you. You may have questions about why people work and as we watch, you may get answers to some of your questions. You will have a chance to turn and talk to your neighbor after I show the video two times.

Show the video once through. “Now we’ll watch the video one more time. This time listen and watch carefully for information that you may have missed the first time through, and that may answer some of your questions that you may still have.

You may be wondering what is the teaching me about why people work? What do I want to remember about the reasons people work?”

Show the video a second time

“Turn and talk to your partner and say the important information you have learned from this video. (ELL students may use picture cards for the sharing). You may have some new wonderings about why people work.”

Student Engagement: Utilizing the information learned students will write an informational book about why people work? Naming what they are writing about and including information derived from watching the video.

Wrap –up: Bring students back together to discuss and record new learning, wonderings and yes, I got it right on the KWL chart i.e. people work for the money, they love their work, betterment, to serve, fame ,family, achievement, feel good about ourselves.

Any wonderings?

With our new learning, now let’s check what I think I know. Did we get it right?

Formative assessment: KWL chart- What I think I know KWL chart- Yes, we got it right.

Preview outcomes for the next lesson: Gather information through reading and viewing videos and identify 5 different jobs, including at least one job that is not paid, by creating informational text.

Summative Assessment: Students will accurately complete a three page informational booklet about why people work, answering the question: “Why do people work?” ie.- money, they love their work, betterment, to serve, family, fame, achievement, feel good about ourselves.



Lesson 2: Jobs



Brief Overview of Lesson: Students will describe different jobs and their responsibilities. They will create an informational text identifying 5 different jobs and what they do including one job that is not paid. As you plan, consider the variability of learners in your class and make adaptations as necessary.


Estimated Time: 90 minutes Resources for Lesson: Books related to jobs:

Berenstain Bears: Jobs Around Town by Jan BerenstainPeople Working by Douglas Florian Busiest People Ever by Richard Scarry A Day in the Life Community Helpers Book SeriesHelping Out by George AnconaAnd What Do You Do? By George Ancona

Picture / word cards of different jobs people doKWL chartVideos: Classic Sesame Street: What’s My Job? YouTube video http://www.youtube.com/watch?v=nzSZORHe7ow Classic Sesame Street-What do People do all Day? YouTube video http://www.youtube.com/watch?v=pVO6U7t6hqc Classic Sesame Street- People in Your Neighborhood YouTube video http://www.youtube.com/watch?

v=jwDq32MtOQU

Unit: Economic ChoicesContent Area/Course: Social Studies/ KindergartenLesson # and title: Lesson 2/ JobsTime: 90 minutes

By the end of this lesson students will know and be able to:



http://www.youtube.com/watch?v=jwDq32MtOQU

http://www.youtube.com/watch?v=jwDq32MtOQU

http://www.youtube.com/watch?v=pVO6U7t6hqc

http://www.youtube.com/watch?v=nzSZORHe7ow

Gather information through reading and viewing videos and identify 5 different jobs, including at least one job that is not paid, by creating informational text.

Essential Question(s) addressed in this lesson: EQ1 Why do people work? EQ2 Why are some jobs paid with money and some are not? EQ3 What is a job?

Standard(s)/Unit Goal(s) to be addressed in this lesson: LSE.8 Give examples of different kinds of jobs that people do, including the work they do at home.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.W.8 Recall information from experiences or gather information from provided sources to answer a question. SL.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).b. Continue a conversation through multiple exchanges. SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.SL.5 Create representations of experiences or stories using drawings or by adding other visual displays to descriptions to provide additional detail and explain them to others.RI.1 With prompting & support, ask and answer questions about key details in a text.RI.10 Actively engage in group reading activities with purpose and understanding.

Getting ready for the lesson:

*Create a KWL Chart to be used throughout the unit

What I think I know Yes, we got it right. New learning wonderings

*Display picture/word cards of jobs that will be discussed as well as picture/ word cards of the reasons why people work in an area that is visible for the ELL and students with disabilities.



*Equipment to show video clips of What kinds of jobs people do.*Books about Jobs*Write this question on chart paper: What is a job?

Anticipated Student Preconceptions/Misconceptions:All jobs get paid with moneyPeople can’t have more than one jobUnderstanding of what a job is

Lesson Sequence:Activator: 5-10 minutesMini-lesson: 15 minutesStudent Engagement: 45 minutesWrap-Up: 5-10 minutes

Activator: Ask the questions above to elicit responses to complete the KWL chart.Mini-Lesson:Read aloud People Working by Douglas FlorianTeacher will prompt student to answer questions about the main ideas and key details from the text. After the read aloud the teacher will engage the class in shared writing to create an annotated class drawing based on the information about jobs from the book. Allowing students to ask questions that they still have the different kinds of jobs.

Student Engagement:Gather your group in a circle on the floorReview yesterday’s lesson.“Boys and girls, yesterday we shared our knowledge about jobs “Today we are going to add our new learning onto our KWL chart”Do we have any new learning? Now let’s check what I think I know. Did we get it right?Watch any of the following videos or use recommended readings:Jobs people do videos: Classic Sesame Street-What do People do all Day?, People in Your Neighborhood, What’s My Job?Jobs People do Kidrhyme, Best Busiest People Ever video by Richard ScarryBooks related to jobs:People Working by Douglas Florian, Busiest People Ever by Richard Scarry, A Day in the Life Community Helpers Book Series, Helping Out by George Ancona,And What Do You Do? George AnconaPicture / word cards of different jobs people do as visual support for ELL and students with disabilitiesTaskStudents will write an information book naming what they are writing about and accurately explaining 5 different jobs including a job that does not get paid. They will use the information derived from the video or the read aloud.Wrap –up: Bring students back together to discuss and record new learning, wonderings and yes, I got it right on the KWL chart. In a full group, use a student writing sample that



uses a combination of drawing, dictating and writing as a model of informational text structure. Ask: Did the student name what they are writing about today? What evidence did they provide about the topic (jobs)?Extended Learning/Practice (homework):Research jobs by non-fiction text or guest speakers and write an informational text, Take a field trip, walk around school or neighborhood and identify jobs.

Formative assessment: Check in on student understanding using the KWL chart.

Preview outcomes for the next lesson: Recall information from experiences or gather information from provided sources to answer questions.Ask and answer questions in order to seek help, get information, or clarify something that is not understood.Describe familiar people, places, things, and events and with prompting and support provide additional detail.Distinguish the difference between a good and service.Explain what a producer does.

Summative assessment: Jobs book identifying and accurately explaining 5 different jobs, including one that is not paid.

Lesson 3: Goods and ServicesBrief Overview of Lesson: In this lesson students will learn about goods and services and the differences between

them. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: Established rules for group/class discussion; ability to recall information from listening,

reading, or viewing material; ability to attend to a task or listen with purpose (gather information to think critically)


Resources for Lesson:

• Scissors• Crayons• Pencils• Drawing paper• Old magazines• Computer and projector• Picture cards of goods and services (number depending on class size)• Glue/paste



Econedlink.org: http :// www . econedlink . org / lessons / index . php ? lid =642& type = educator Picture cards of goods and services (number of pictures depends on class size)Books - 20 in series, manipulative Mini Books -- Neighborhood and Community, Scholastic, Wilbooks.com

Unit: Economic ChoicesContent Area/Course: Social Studies/ KindergartenLesson # and title: Lesson 3/ Goods and ServicesTime: 60 minutes

By the end of this lesson students will know and be able to: Recall information from experiences or gather information from provided sources to answer questions.Ask and answer questions in order to seek help, get information, or clarify something that is not understood.Describe familiar people, places, things, and events and with prompting and support provide additional detail.Distinguish the difference between a good and service.Explain what a producer does.

Essential Question(s) addressed in this lesson: EQ1 Why do people work? EQ2 Why are some jobs paid with money and some are not? EQ3 What is a job?

Standard(s)/Unit Goal(s) to be addressed in this lesson:LSE 9. Explain why people work.(e.g.to earn money to buy things they want)LS E 10. Give examples of things that people buy with the money they earn.

Instructional Tips/ Strategies/Notes for Teacher: -Provide picture cue cards with symbols, words, and pictures for students to sort. Provide direct support to students based on need in utilizing the cards and assist them in making their choices (categorizing good and services)-Reduce the amount of cards to sort for students with attention issues

Anticipated Student Preconceptions/Misconceptions:That all jobs provide services or all jobs provide goods.


http://www.econedlink.org/lessons/index.php?lid=642&type=educator




















Lesson Sequence: Activator (10 minutes)1) Ask students to respond to the question: What is a job? Record their responses on chart paper.

Mini lesson (15 minutes)2) Compare and contrast: Teacher/ bakerHow are they the same? 1

st Qtr

2nd Qtr

3rd Qtr

4th Qtr

0

How are they different?3) Record their responses using a Venn diagram4) Scaffold the new languagePeople who make goods and provide services are producers.You are a producerPeople who use goods and services are consumers.You are a consumer

Student engagement (30 minutes)5) The students will match pictures of jobs with the service or the goods they provideThis can be done through this interactive lesson on econedlink or through a picture sort:Picture sortStudents are given a picture card of either a service, good or job for the purpose of finding their match. Students may hold more than one card if needed to make a matchEconedlink.org http :// www . econedlink . org / lessons / index . php ? lid =642& type = educator Interactivity activityMatch the pictures to what job they provide

Wrap up (5 minutes)6) Students will show accurately sorted pictures to the class.

Formative assessment:Students will listen and recall a responseConfirm understanding of informationAnswering questions about key details and requesting clarification if something is not understoodStudents will sort pictures of jobs by whether they provide a service or a good

Preview outcomes for the next lesson: Know some different jobs and their responsibilities.Name different jobs and the work they do.



Lesson 4: Role Play

Brief Overview of Lesson: In this lesson students will experiment with different jobs and the functions of different jobs. As you plan, consider the variability of learners in your class and make adaptations as necessary.



Resources for Lesson: Picture word cards with various jobs including jobs that do not get paid (amount may vary depending on your class size). In order to differentiate, select jobs according to the level of difficulty in acting them out. Props, i.e. fireman’s hat, lab coat, stethoscope, chef’s hat, etc.



Unit: Economic ChoicesContent Area/Course: Social Studies/ KindergartenLesson # and title: Lesson 4/ Role Play Time: 90 minutes

By the end of this lesson students will know and be able to:Know some different jobs and their responsibilities.Name different jobs and the work they do.

Essential Question(s) addressed in this lesson: EQ1 Why do people work? EQ4 What influences a job choice?

Standard(s)/Unit Goal(s) to be addressed in this lesson:LSE 8. Give examples of different kinds of jobs that people do. W 8. Recall information from experiences or gather information from provided sources to answer a question.SL1 a.b. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.SL3. Describe familiar people, places, things, and events and with prompting and support provide additional detail.

Instructional Tips/ Strategies/Notes for Teacher: Provide students with physical disabilities or sensory disorders with clothing nd props that they are able to use independently and comfortably (ie smocks or shirts that open in the back so that the student can easily slip on or costumes made with soft materials and no tags.

Anticipated Student Preconceptions/Misconceptions: Students may not be able to apply their knowledge of jobs and the work people do in a new situation ie. charades.

Lesson Sequence:

How to Play Charades: Rules and Tips Basically, the game of Charades is pantomime: acting out a word or phrase without speaking. For example, "football" could be broken down into "foot" and "ball." Charades can be played with any type of word or phrase, but for today’s lesson children will use the category jobs

Charades: Getting Started•Divide your class into groups of two or three if needed, and move them into separate areas •Think of a bunch of titles to be acted out, and write each title on a separate slip of paper. Remember the importance of differentiation when grouping children and selecting the job. Write the students names on the back of the card.



Activator (15 minutes):1) What job do you think you are best suited for? Or have the student brainstorm/ recall names of jobs/careers they’ve learned throughout the unit during the previous lessons.

Mini-lesson (20 minutes):2) Teacher models with a student how to play the game. First you will decide who will act out which part i.e. Dentist, someone can be the patient and the partner could be the dentist. Decide what props you may need. ( I store a collection of props in my drama center) Model the sign that will show the children you are ready to begin. (I use a chime) also model how you want the children to guess. I have them raise their hand and place their other pointer finger against their lips to remind them not to shout out. It is important to establish these rules as excitement sets in. When a student raises their hand, the actor points at that person and nods their head to indicate "yes!" If they are correct. If it is an in- correct response the actors can either continue the pantomime or choose another child with their hand raised.

Student engagement (45 minutes- time for all students that want to participate to have a turn):3) Ready to play:Children group with their partners in separate areas and cooperatively decide how they want to act out the job and select what props they may need.4) When everyone is ready they return to the meeting area. The teacher can decide whose turn it is to go first. The rotation after that is decided on by whoever guess the right job. The game is over once everyone has had a turn.

Wrap-up (10 minutes)5) Re-visit the activator question and ask them to name the jobs/careers they can know identify after playing charades.

Extended Learning/Practice (homework):Drama center can be turned into a career centerPowerPoint job activity (children match jobs with the necessary equipment)

Formative assessment:Students match pictures of jobs with the tools they need. Preview outcomes for the next lesson: Recall information from experiences or gather information from provided sources to answer questions. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Describe familiar people, places, things, and events and with prompting and support provide additional detail.Create representations (through writing-speaking-drawing) and explain them to others using visual displays to provide additional detail. Speak audibly and express thoughts, feelings and ideas.



Lesson 5: Conducting an InterviewBrief Overview of Lesson: In this lesson students will learn about interviews and synthesize what they have learned about jobs and the duties and responsibilities of those jobs to participate in an interview. As you plan, consider the variability of learners in your class and make adaptations as necessary.


Estimated Time: This unit should be done over two days, allowing approximately 60 minutes for the first day and 90 minutes for the second day.

Resources for Lesson: Chart paperInterview script (example provided within the lesson)Job postings created through shared writing

Please preview the video and decide if this video is appropriate for your students. As you plan, consider the variability of learners in your class and make adaptations as necessary.Mrs. Roemer’s first grade Windsor helper interviews http://www.youtube.com/watch?v=spyQQnw9cMc&feature=em-share_video_user

Extension Activity: Students can visit the library and research on a job that they have interest in. Students can complete a research paper on jobs. They can share out papers and explain what skills are needed to interview for this job (see Unit Resources, Lesson 5 for template).



http://www.youtube.com/watch?v=spyQQnw9cMc&feature=em-share_video_user

Unit: Economic ChoicesContent Area/Course: Social Studies/ KindergartenLesson # and title: Lesson 5/ Conducting an InterviewTime: Total time 150 minutes over 2 days

By the end of this lesson students will know and be able to:Recall information from experiences or gather information from provided sources to answer questions. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Describe familiar people, places, things, and events and with prompting and support provide additional detail.Create representations (through writing-speaking-drawing) and explain them to others using visual displays to provide additional detail. Speak audibly and express thoughts, feelings and ideas. Essential Question(s) addressed in this lesson: EQ4 What influences a job choice?

Standard(s)/Unit Goal(s) to be addressed in this lesson: SL1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g .listening to others and taking turns speaking about the topics and texts under discussion).b. Continue a conversation through multiple exchanges.

W8- Recall information from experiences or gather information from provided sources to answer a question.LSE.8 Give examples of different kinds of jobs that people do, including the work they do at home.* Understand that information, experience and values help us make informed decisions. *Different jobs have different responsibilities

Anticipated Student Preconceptions/Misconceptions:People choose jobs based on what skills they possess.

Lesson Sequence:Activator (5 minutes)

1) Gather the student in a circle on the floor. Explain to the children that today we are going to apply all of our new learning about the different jobs that people do including the work they do at home. So that you can make your own decision about what type of job you would like to perform and why you would be the right person for that job. But first let’s review the different kinds of jobs that people do.

2) Record the student’s responses on chart paper. Use pictures and words for each response.



Mini lesson (15 minutes)

3) Select a job to model how to create a job posting using pictures and words. The link below will lead you to more pictures that you can use with your students. http://static.bbci.co.uk/schoolradio/images/ic/qe/width/960/schoolradio/earlylearning/stimulussounds/cropped_960x540/jobs_960x540.jpg

Name the jobSupply 5 facts about itWhat kinds of goods or services does it provide?What special skills are needed to perform the job?What kind of person would make a good _______________?

Example

Nurse

Take care of people when they are sick

Works in hospitals, schools and doctor offices

They go to college to learn how to be a nurse

They teach us how to live healthy lives

Must be nice to people.

Student engagement (30 minutes)4) Using a combination of drawing dictating and writing, partners will create a job posting from the list generated.


http://static.bbci.co.uk/schoolradio/images/ic/qe/width/960/schoolradio/earlylearning/stimulussounds/cropped_960x540/jobs_960x540.jpg

http://static.bbci.co.uk/schoolradio/images/ic/qe/width/960/schoolradio/earlylearning/stimulussounds/cropped_960x540/jobs_960x540.jpg


Wrap up (10 minutes)5) Review the newly created job postings

Day 2 Lesson

Activator (10 minutes)What is an interview?Record children’s responses on chart paper and clear up any misconceptions.

Mini lesson (20 minutes)Share the video Mrs. Roemer’s first grade Windsor helper interviews http://www.youtube.com/watch?v=spyQQnw9cMc&feature=em-share_video_user

“Now let’s watch a video about interviewing. I am going to show the video twice. Watch and listen for what the video is teaching you. You may have questions about the video and as we watch, you may get answers to some of your questions. You will have a chance to turn and talk to your neighbor after I show the video two times.”Show the video once through.” Now we will watch the video one more time. This time listen and watch carefully for information that you may have missed the first time through, and answer some of your questions that you may still have.” You may be wondering, what this is teaching me about an interview?What do I want to remember about what’s happening in the interview?Turn and talk to your partner and say the important information you have learned from this video.

Student engagement (50 minutes)

Record the new learning The person being interviewed listened to the question and then gave a responseThey followed agreed upon rules for discussion, listening to others, taking turns speaking about a topic They continued a conversation through multiple exchanges The person being interviewed used their knowledge about a job to answer and ask questions related to the jobThe adult had a question for the interviewer.

Explain to the children that they will have an opportunity to view the job postings displayed throughout the classroom for the purpose of choosing a job they would like to interview for. “Boys and girls, as you look at the different jobs posted throughout the room, I want you to think about what kinds of special skills are needed to perform those jobs. Ask yourself- Do I have the skills to be a _________? Why do I want that job?

Model an interview for the students. If you do not have two adults in the classroom, select a student to ask the questions and the teacher can be the candidate for the job.Display the job posting you are interviewing for in an area visible to the students.


http://www.youtube.com/watch?v=spyQQnw9cMc&feature=em-share_video_user


Sample Interview:

Why do you want to be a nurse?I want to be a nurse because I like to help people and I am good at science.

What kind of skills do you have to perform this job?I have many important skills that are needed to be a nurse. I know how to care for people who are sick by giving them the right medicine they need. I went to the University of Massachusetts and graduated with a degree in Nursing.

Why should we hire you for this job?I think you should hire me for this job because I am a hard working person and a very good nurse.

Do you have any questions about this job?Yes, are you looking for a nurse to work in the daytime or at night?

Now turn and talk What did you notice about the interview?The interview process can be facilitated in many ways. It is up to the discretion of the teacher. Some options may include conducting interviews across several days, dividing the students into small groups and conducting them simultaneously, using older children as peer partners.The following Interview script will be used for this activity:: Why do you want this job? What kind of skills do you have to perform this job? Why should we hire you for this job? Do you have a question about this job?

Wrap up(10 minutes)Turn and talk Share your thoughts and feelings or ideas about the interview process What went well?What was challenging?Any new learning?

Pre-assessment/ Formative assessment:Use “ wh” words to ask questionsListen and recall a responseFollow agreed upon rules for discussion (listening to others, taking turns speaking about a topic)Continue a conversation through multiple exchanges



Confirm understanding of informationAnswer questions about key details and request clarification if something is not understood

Preview outcomes for the next lesson: In the follow up unit, Economic Choices II, students will learn about buying and selling, producing and consuming, and will manufacture and advertise products for a school store as a culminating activity/assessment.

Summative Assessment (optional): Assess students’ ability to apply their knowledge about a job by answering and asking questions related to the topic.



Curriculum Embedded Performance Assessment (CEPA)Lesson 1: Why People WorkStudents will write an informational book about why people work, naming what they are writing about and including information derived from the video. i.e., “People work for.....money, betterment of community, to take care of family, God, fame, to feel good about themselves.” See Lesson 1 Writing Rubric in unit resources.

Lesson 2: Jobs:Using information from the video and read aloud, students will write an informational book naming what they are writing about and accurately explaining 5 different jobs (including 1 job that is not paid). Book will include job names, at least one duty associated with each job, and an illustration. See Jobs Book rubric in unit resources.Teacher Instructions: Each student makes a book to tell classmates about different jobs. Each student chooses five jobs to include in the book. Students show or explain one duty that is part of each job. The book should include words (phonetically spelled) and at least one complete sentence. (Students may dictate the sentence.) The teacher helps students assemble and create their books. Students use drawings or pictures from magazines or other sources to make their books. When the books are completed, students share their books with the entire class or with a small group. Each student orally describes the content of the book. (What jobs are described in the book and what is one duty for each job?)These pictures that can be used to help students learn about different jobs. https://www.google.com/search?newwindow=1&rlz=1C1CHFX_enUS469US469&tbm=isch&q=different%20jobs%20clipart&revid=877530730&ei=NOQLUvOeApWp4AOMg4GoCQ&ved=0CA0QsyU&biw=1440&bih=781

Lesson 3 Service and Goods:Students will sort pictures of jobs by whether they provide a service or a good.

Lesson 4: Role Play:Through charades, students will be able to act out and identify jobs.


https://www.google.com/search?newwindow=1&rlz=1C1CHFX_enUS469US469&tbm=isch&q=different%20jobs%20clipart&revid=877530730&ei=NOQLUvOeApWp4AOMg4GoCQ&ved=0CA0QsyU&biw=1440&bih=781




Lesson 5: Conducting an InterviewBased on their new learning about jobs, Students will compose a job posting naming the job and including five facts. Students will select a job and answer the following interview questions as part of the interview process: Why do you want this job? What kind of skills do you have to perform this job? Why should we hire you for this job? Do you have any questions about this job?



List of Unit Resources

Lesson 1: “Why Do People Work?” Writing Rubric

Informational Reading and Writing Rubric-Kindergarten

Kindergarten Reading RubricAssessing Task 2

Level 1-Novice

Level 2-Intermediate

Level 3-Proficient

Level 4-Above Proficient

R. Standard K.1 R. Standard K.1With prompting and support, asks and answers questions about key details in a text.With prompting and support, responds through writing, drawing and in interviews to questions about key details in a text or video

Through writing, drawing and dictation may include information connected to the general topic but does not capture any key details from the text or video in writing, drawing, or in interviews.

Through writing, drawing and dictation, includes at least one key detail explicitly stated or implied in the text. (Teacher may note direct copying from text.)With prompting in an interview, student demonstrates a partial or inaccurate understanding of the details included.

With prompting and support, asks and answers questions about key details in a text.Through writing, drawing and dictation includes key details from the text. Student demonstrates through his/her writing and drawing and through prompting in an interview, an accurate understanding of 4 key details included.

Without individual prompting, student demonstrates, through his/her writing and drawing, an accurate understanding of several key details, asking and answering the question: what information is this text teaching us?

Looking across all of the child’s writing, drawing and dictated writing about the topic decide which of the four levels described above best represents the majority of the child’s work.

Lesson 2: Jobs Book Rubric



Knowledge of Jobs: Students receive 1 point for each job and 1 point for each accurate duty.

Rating DescriptionExcellent Response demonstrates a thorough understanding of five different jobs. The

book includes five jobs with one duty for each job accurately described orally, with pictures or in writing). (10 points)

Very Good Book includes at least four jobs with one duty for four jobs accurately described orally, with pictures or in writing. (8-9 points)

Good Book includes at least three jobs with one duty for three jobs accurately described orally, with pictures or in writing. (6-7 points)

Satisfactory Book includes at least two jobs with one duty for two jobs accurately described orally, with pictures or in writing. (4-5 points)

Needs Improvement Book includes at least one job. (1-3 points)

Use of LanguageRating Description

Excellent Response demonstrates fluent use of language. The book includes some words written by the student. (1 point) The book includes one complete sentence (may be dictated). (1 point) Student provides a fluent and detailed description of the book’s content.

(2 points)Good Response demonstrates appropriate use of language. (3 points)Satisfactory Response demonstrates simplistic use of language. (2 points)Needs Improvement Response demonstrates limited use of language. (1 point)



Lesson 5 Extension Activity

Jobs Research Project

Name______________________________________________________________

The job that I am choosing to research is:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

What skills do you need to perform this job?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

What types of tools/equipment do you need to perform this job?

__________________________________________________________________________

__________________________________________________________________________

________________________________________________________________________

This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Draft 8/ 2013

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Draw a picture of the tools/ equipment you need for this job.

After researching this job do you still think you would like to do this job? Yes or No? Why?

_________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

What is the title of the book used to find this information?

__________________________________________________________________________

__________________________________________________________________________

This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Draft 8/ 2013

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Pilot outline – 1st week (Possible breakdown of first week of the unit.)Monday Tuesday Wednesday Thursday Friday

Connection: Theme Question? Why People Work?

Teaching Point Introduce topic through video and conversation about the different reasons why people work.

I Do: Watch Video Why People Work? Start a KWL chart Discuss focus question

We Do: After watching video discuss focus questions fill in KWL

You Do: Turn and talk with a partner about the important information that we learned from this video

Connection:

Focus Question? Why People Work?

Teaching Point: Recalling information from video

I Do : Show video again and discuss focus questions

We Do Continue to discuss what we learned so that we can fill in KWL chart with new information.

Step by step review what students need to do to write an informational book.

Connection:

Teaching Point: Recall details from an informational text or video.

I Do: Read one of the trade books or watch Jobs People Do or People in your Neighborhood videos.

We Do: Review KWL chart. Review step by step instructions on how to write informational booklet.

You do – Utilizing the information learned students will write an informational book about why people work? Naming what they are writing about and including information attained from watching the video, discussions and KWL chart.

Connection:

Teaching Point: Asking and Answering Questions

I Do: Discuss What is a good and what is a Service

We do Venn diagram of which jobs provide goods and which provide services.

You Do: Give students an opportunity to do econedlink.org interactive activity matching pictures to which job that matches it. ( Do either on elmo, smart board in library or individually.

Inquiry Day

Connection: Revisit Class Conjectures.

Teaching Point:

Class Inquiry Project

Inquiry question? What kinds of Jobs are in our school?

Take a walking field trip to collect information on different jobs in our school. Give them clipboards and pencils to write down jobs. Bring information back to class. Discuss inquiry question.



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