You are on page 1of 4

SIOP Lesson Plan Template 2

Kindergarten - Social Studies: Strand 5: Economics
PO 1. Discuss different types of jobs that people do.
PO 2. Match simple descriptions of work with the names of those jobs.
PO 3. Give examples of work activities that people do at home.

THEME: Economics
Students will individually read from informational books to conduct research on a particular
job that they have chosen.
Students will work in small groups to write information found in expository text on a poster
using pictures and labels.
In small groups students will orally present their chosen job research to the whole group.

As a whole group we will discuss different types of jobs, match simple descriptions of work
with the names of those jobs, and give examples of work activities that people do at
home. The students will engage in a conversation about the jobs both they and their
family do in their home.

LEARNING STRATEGIES: Introducing new vocabulary, linking background to new material,

graphs, varying reading options

KEY VOCABULARY: jobs, tools, volunteer, career

MATERIALS: White board and markers (for web), 3 or 4 books on police (Officer Buckle and
Gloria by Peggy Rathmann, Amazing Mr. Pelgrew by Miriam Shlein and illustrated by Harvey
Weiss, My Friend the Police Officer-Leslie Eckard, A Day in thee life of a police officer-Eric Arnold),
farmers (The Work People Do: Farmer by Betsy Imershein, The Quiet Farmer by Marni McGee and
Illustrated by Lynne Dennis, This is the Farmer by Nancy Tafuri, Farmer McPeepers and His
Missing Milk Cows by Katy S. Duffield and illustrated by Steve Gray), firefighters (My mom is a
Firefighter-Lois G Grambling, Fire Fighter!-Angela Royson, Fire Fighters-Robert Maass, Fighting
Fires-Seymore Simon), vets, and construction workers (Dig, Dogs, Dig by James Horvath,
Construction Zone 4 pack by JoAnn Early Macken, The Rock Quarry Book-Michael Kehoe),
journals, poster paper, and markers

(Building background)
Lesson preparation
We will use the web to go over/review the vocabulary from a previous lesson about our
Comprehensible Input:
We are going to be sharing what jobs our parents do, what tools they use, and what they wear
to do their job. Here is a web with jobs in the middle. I am a teacher so I am going to write
teachers and then think about the education requirements I needed to be a teacher and the tools
I need to be a good teacher.( Draw web with Jobs" in the middle. I will write teacher coming

2008 Pearson Education, Inc.

SIOP Lesson Plan Template 2

off of the web and will write from teacher four years of college. Then from another line I will
write tools. This will be done orally in a whole group. I will ask the students, turn to your elbow
buddy and talk about tools that teachers need to be a good teacher. This will be done in pairs.
Effective Strategies:
Call on each elbow buddy group and ask What is one tool that a teacher uses? After writing
down the tools ask why do teachers need __________ tool ( go down list and state tool- higher
order thinking strategies). This will be done orally in a whole group.
Student Interaction:
Refer to input and strategies above which includes:
-students interacting with peers (elbow buddies)
- teachers questions/students responses
Building backgound Comprehensible Input:
We are going to add to our web with the different jobs that your parents do. Ask your elbow
buddy what job his/her parent/parents do. This will be done in pairs. Then ask your elbow buddy
what tools their parents use to do their job, and finally ask what clothes their parents wear to
work. I am going to show you an example of what you're going to ask your elbow buddy and how
you could answer.( I will put up a picture on the board that represents each question).

Have Shyleigh ask me questions below and answer them clearly.

What do your parents do for a job?( picture of adult doing a job)
What tools do they use?( picture of tools)
What do they wear to their job?( picture of uniform)
Effective Strategies:
Ask four elbow buddy groups to share out what their partner said their parent does as a job, the
tools they use, and what they wear( Write the name of the job and then the tools and the clothes
they wear for their job.)
Student Interaction:
Teacher will give students sufficient amount of time to discuss what their parents do and the two
other questions. Teacher will walk around while elbow buddy groups are sharing what their
parents do and will ask questions to support their thinking and to improve interactions.

(Language and content objectives, comprehensible input, strategies, interaction, feedback)
First, the teacher will talk to the students about the objectives for the day (see objectives above).
Then explain the process and how the objective fit with the process. For example the teacher will
say: "We will be looking at books to find information on the job you chose. Our objective will be
"Students will individually read from informational books to conduct research on a particular job
that they have chosen.
After students complete job web and work in pairs building background discussing what their
parents occupations are, they will work in small groups (four small groups) learning about
predetermined community jobs. Each group will receive a stack of books based on one of the
following occupations:Police Officers, Fire Fighters, Veterinarians, or Construction. Each group
will have six tasks to complete. Using the presented books, poster board, and markers each
small group will:
1.Each participate looking through Community jobs books and as they do they will be prompted
to investigate what tasks and tools are associated with the specific job they are assigned AND
what site words they encounter within the texts
2.Discuss their findings as a group
3. Collaboratively illustrate a representation of the occupation and the necessary tools of the
4. Each group member will record (write out on the poster board) one of their ideas based on
their research of the topic

2008 Pearson Education, Inc.

SIOP Lesson Plan Template 2

5. Each group member will record two different site words they encountered within the texts in
the Site Words box (this box will be pre-made on the poster board). All site words must be
6. Each group will report their findings during our whole group discussion. Each group member
will be responsible for reporting (orally to the whole group) their idea that they recorded on the
poster board to teach the rest of the class about the job and they must report two site words that
they found within the texts.
Comprehensible Input:
Our language and content objectives, as well as the students group tasks, will all be written on
the classroom white board for students to refer to throughout activity. We will also explain the
tasks using clear, slow, and appropriate language that we know our students are familiar with as
well as language that requires a cognitive comprehension stretch. We will know our student's
first languages and will have previously researched words in order to support the students using a
few words from their first language such as work/job, and the specific jobs names that we are
highlighting. We are also using hands on materials such as books, posters, and markers.
Effective Strategies:
We are providing the students with sufficient time and opportunities to practice their language
skills working in small groups and as a large group. We are using the scaffolding techniques of
students conducting their own research and developing their own understanding. They also have
the opportunity to teach one another during the group sharing session. Students will have the
opportunity to read, listen, speak, and write, all the while addressing the grade level academic
Student Interaction:
The students will have several opportunities to work in pairs and in small groups. They will also
have opportunities to collaborate as well as share their own ideas. During the large group
discussion the students will be participating in peer learning as they report their findings.


(Meaningful activities, interaction, strategies, practice and application, feedback)
For this part children will be researching about 4 different jobs (police, firefighters, vetrinarians,
and construction workers). Each child will choose the topic they prefer. Each topic will have 3 to 4
books that are about that job. If they can they will be encouraged to read the words on the page.
If they cannot yet read the words, they are encouraged to look at the pictures in the book. The
children will need to find out what that person does, what tools they use, and what they wear.
The children can number off in their group: 1 - will find what that person does, 2 - will find what
tools they use, 3 - will find what they wear. Each person must contribute at least one piece of
information. Once children have found their informationtheir are to compose a poster complete
with pictures and labels of the information they found. Once all the children have all the
information on their posters, they will show the whole class. Each person will have to present
some piece of information on the poster they created.
Comprehensible input:
Chinldren will have picture books to refer to, in order to complete research on their selected job.
Each task will only be explained as the previous task was completed. They will not be given all
instructions at once, as it may overwhelm them.
Effective strategies:
Children will be explained that the purpose of the books is to gain information. The purpose of
this activity and reading is to pull information from the text and pictures. Children will also be
creating a poster which will help them make sense of the information they are finding.
Children have to use social skills to be able to effectively work with their team members to create

2008 Pearson Education, Inc.

SIOP Lesson Plan Template 2

and present their poster.
Student interaction:
Students will be able to "show off what they know" when presenting. The children will also be
asked to not only find information, know about the pieces they find. For example, "Why do police
officers need hand-cuffs?" the children will also have to use both academic language (when
presenting) and social language (when working in a group).


(Review objectives and vocabulary, assess learning)
Part one of our closing activities will consist of the students playing charades in their small groups
based on the occupations that they just learned about. Each member of the small group will
receive a card with the name of one of the occupations that they learned and a picture of person
who does that job. They will have to act this part out in order for their group members to guess
the job.
Part two of our closing activities will consist of a whole group review. We will ask discussion
questions and have the students raise their hands to share answers:
What is a job?
What kinds of jobs do you know of?
What do for these types of jobs? (specified and re-asked for each job)
What kinds of tools do you use for these jobs? (specified and re-asked for each job)

The students will then be directed to fill out a worksheet that will state: "When I grow up I want
to be a _____________
because_____________________. Each student will receive the worksheet and we will read the
sentence together. WE will direct the students to find the "W". We will direct them to put their
finger on the "W" in the word "when" and tell them to use their finger to follow along and read
with us"When I grow up I want to be a (blank) because (blank)". We will let them know that they
need to fill in their own ideas in the blank spaces answering the questions. The students will
complete these worksheets individually. They will also create an illustration of their future
desired profession on this sheet. We will make sure to clarify that they can choose a job other
than those we have discussed.
Students will be given feedback during the presentation of their occupation storyboards and
during the Part one of the large group review based on their participation responses. We will
collect their poster boards and and written responses to their "When I grow up" papers. After the
lesson we will record anecdotal notes on the participation and work of each student during the
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content
Comprehensible for English Learners: The SIOP Model.)

2008 Pearson Education, Inc.