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Kindergarten

PYP Unit 1: WHO WE ARE Humanities Lesson Plan, Week 1 Lessons # 1-4

Weekly Content Purpose/Overview

As it’s the beginning of Kindergarten and many schools do two weeks of SLA for Kinder this week focuses on rules that keep us safe and healthy. This week’s lessons are very basic and focus on learning and modeling safety rules. Being
safe and healthy are important parts of Who We Are.

Weekly IB Framework
Transdisciplinary Theme and Descriptor: Learner Profile:
An inquiry into the nature of the self- beliefs and values; personal, physical, mental, social, and spiritual health; Reflective & Principled
human relationships including families, friends, communities and cultures; rights and responsibilities; of what it means
to be human.
How does this lesson connect to the Unit of Inquiry? How does this lesson connect to the Learner Profile?
Humanities Focus: Students are learning the rules that keep them safe at school and at home. Reflective: I am reflective when I think about my choices
Science Focus: Students are learning about their basic needs
Connections will be made in this unit as scholar connect how following rules to stay safe and meeting their basic Principled: I am principled when I can follow the rules
needs keep them healthy and safe.
Learner Attitudes:
What Lines of Inquiry are addressed in this week’s lessons? Respect – I will discuss with teachers and peers how everyone wants to be treated and why
• Edit to reflect individual PYP planner
What scholar questions will align to the Lines of Inquiry?
a. Edit to reflect individual PYP planner

Monday Tuesday Thursday Friday


Daily Objectives SWBAT identify, understand, and discuss the need SWBAT identify and discriminate between rule SWBAT understand and demonstrate rules SWBAT discriminate between those who follow and
for rules in school following vs. rule breaking do not follow the rules

Student What: Rules are guidelines that we follow to stay What: When you don’t follow a rule it means you What: Germs are tiny creatures that can make us What: You can tell when someone is following or
Understandings safe. Rules in school are set to help us learn. have broken the rule. and our friends sick. breaking a rule by looking at their actions.
How: Students will learn all the rules of the How: Students are learning what actions follow a Rules, like washing hands, exist to keep us safe and How: Students are beginning to connect the idea of
classroom and discuss why they are important. rule and what actions break a rule. establish order. rules to the actions and behavior of others.
Why: It is important to follow rules at school so you Why: When rules are followed everyone stays safe. How: Students will demonstrate following rules in Why: Following rules helps us reach our goals of
can learn new things. When rules are broken, people may not be safe. science and throughout the school day. being principled and productive citizens of the
Why: Following rules makes our communities better community
and healthier, for example: washing hands kill germs
so we don’t get sick

*SWBAT means Student will be able to… 1


*CW means Class will…
*TW means Teacher will…
Kindergarten PYP Unit 1: WHO WE ARE Humanities Lesson Plan, Week 1 Lessons # 1-4

ENGLISH AS A SECOND LANGUAGE OBJECTIVES AND SUPPORTS:
• Learning Strategies - ELPS C.1a use prior knowledge and experiences to understand meanings in English
• Listening - ELPS C.2a distinguish sounds and intonation patterns of English with increasing ease
• Speaking - ELPS C.3b expand and internalize initial English vocabulary by learning and using high-frequency English words for identifying and describing people, places, and objects, by retelling simple stories and basic information by
pictures, and communication lang
• Reading - ELPS C.4d use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
• Writing - ELPS C.5b write using newly acquired basic vocabulary and content-based grade-level vocabulary

How will this lesson connect to the ELPS or a Language Objective?


• SWBAT make connections that we have rules at home and rules at school
• SWBAT show comprehension of spoken words and motions describing class rules
• SWBAT show comprehension of high-frequency English words identifying places in school
• SWBAT draw showing their understanding of rules

Assessment AND Exemplar Scholar Response:


See Daily lesson plans on TpT Store
Materials Needed for the week, integrated science and humanities:
• Book illustrating rules such as “David Goes to School” by David Shannon

*SWBAT means Student will be able to… 2


*CW means Class will…
*TW means Teacher will…
Kindergarten PYP Unit 1: WHO WE ARE Humanities Lesson Plan, Week 1 Lessons # 1-4

Monday Tuesday Thursday Friday
Lesson Type Discussion Discussion Discussion Discussion
Content Humanities Humanities Science & Humanities Humanities
Resources: 1. “David Goes to School” by David 1) “David Goes to School” by David Shannon 1) Paper, pencil, & crayons 1) Goofus & Gallant PPT (available on
Shannon 2) Goofus & Gallant PT (available on BlackBoard) BlackBoard)
2. chart paper; 3) Assessment: (available on BlackBoard) 2) IP (Available on BlackBoard)
3. Paper for Students & crayons

Vocabulary -Rules -Rules -Rules -Rules


• new or review
Lesson Intro What: What: What: What:
TW explain that today we are going to TW explain that sometimes events that we don’t have TW explain that one way we stay safe is by staying TW explain that we can tell if someone is breaking
learn all about how to stay safe at school. rules for happen. In those cases we have to use our healthy. Washing our hands helps keep us and a rule by looking at their actions. When we see
judgement to decide what the safe and healthy choice others healthy. By following the rules and keeping someone making a sad choice, we should make
is. ourselves and others safe, we make our school a the correct one.
better place. We must practice following the rules
in order to make sure we follow them every day.
How: How: How: How:
SW learn classroom rules and discuss why SW make observations of different pictures and decide SW model examples and non-examples of the SW examine pictures of people making sad
they think they are each important and which one shows rule following different class rules choices and decide what the correct choice
what could happen if the rules are not should be
followed.
INM or Concept/Skill What: What: What: What:
Development: CW discuss the importance of following SW learn to discriminate between what rule following CW discuss the importance of being healthy. TW explain that we can’t have rules for everything.
• How will you rules within the classroom and rule breaking look like Following rules, like remembering to wash our Sometimes we have to use our own brains to
allow Students hands, keeps us healthy. We must practice decide what the correct choice is. When we see
to explore a following the rules in order to make sure we follow friends doing something there is no rule for, we
new concept? them every day need to decide if we should do the same or not.
• How will you How: How: How: How:
explain a new TW read “David Goes to School” TW read “David Goes to School” CW review classroom procedures like lining up TW give examples of different situations for which
concept to CW discuss David’s choices. Do you think CW compare and contrast the actions of different safely, retrieving materials, sharing spaces, etc. we don’t have rules.
Students? David was making happy choices? What characters in the book. Which character is following
kind choices should we make? Why is the rules? How do you know? CFU: Ex: We don’t have a rule for how we use chairs.
making happy choices important? When it is time to line up, how should we get there? How should chairs be used?
CFU:
Check For Understanding (CFU): How do you know that David is not following the rules? ESR: CFU:
Why do you think David’s teacher told him How do you know that his friend is? Use our walking feet and no pushing! What does your brain tell you about how should
to keep his hands to himself? we use a chair? How do you know?
ESR:
Exemplar Student Response (ESR): Answers will vary. ESR:
David should keep his hands to himself so We should sit in chairs. I know because
he does get his friends dirty or hurt them. ___________.

*SWBAT means Student will be able to… 3


*CW means Class will…
*TW means Teacher will…
Kindergarten PYP Unit 1: WHO WE ARE Humanities Lesson Plan, Week 1 Lessons # 1-4

Monday Tuesday Thursday Friday
Guided Practice: What: What: What: What:
• How will CW create “Essential Elements” CW review Goofus & Gallant PPT available on SW model examples and non-examples of SW view different actions and decide if those are
Students BlackBoard classroom rules and procedures happy or sad choices. If they are sad choices,
practice the they should decide on the correct action.
new skill? How: How: How: How:
• How will you TW lead discussion where Students CW discuss each slide of the PPT. CW review classroom procedures like lining up CW review Goofus & Gallant PPT (available on
promote suggest non-negotiables for their Who is following the rules, Goofus or Gallant? How do safely, retrieving materials, sharing spaces, etc. BlackBoard)
Students classroom. you know? TW invite Students to model appropriate behavior
discourse and T should write down all of the suggestions and to demonstrate non-examples. CFU:
inquiry? and then help Students combine similar CFU: How do you know that ______ is a sad choice?
ideas and eliminate some. How do you know that Gallant is the one following the CFU: Why is that not the right thing to do?
rules? What should our line look like?
TW create a FINAL chart paper with the ESR: ESR:
Essential Elements on it and allow Gallant is following the rules because he is sharing, ESR: Answers will vary.
Students to sign it. being nice, and polite. Hips and lips, quiet, and straight!

*Note: There should be 3-5 rules. Per


PYP, document should be labeled
“Essential Elements”*

CFU:
Why is (CHOOSE A RULE) important?
ESR:
Answers will vary.
Independent What: What: What: Students draw a picture illustrating what one What:
Practice: SW illustrate the Essential Elements on SW choose the picture of the scholar following the rule classroom rule should look like SW illustrate what action they would take in a
• How will (available on BlackBoard) situation for which there is no specific rule.
Students How: How: How: How:
practice the SW choose 1-2 of the essential elements SW circle the pictures of Students who are following SW illustrate what following a classroom rule looks IP available on BlackBoard. TW pose their own
new skill on to illustrate independently in order to rules and X those who are not. SW color the pictures. like situation that SW choose an action for.
their own? demonstrate their understanding.
CFU: CFU: Ex: The sheet on BlackBoard is about a ball going
CFU: What are rules for? I love that picture, what can you tell me about it? into the woods because we have a wooded area
Why did you choose to illustrate this rule? next to the playground at Summit. This is not a
ESR: ESR: relevant situation at most campuses.
ESR: Rules are made to keep us safe and healthy! Answers will vary.
Answers will vary. CFU:
Can you tell me about your picture? How would
you act in this situation?

ESR:
Answers will vary.

*SWBAT means Student will be able to… 4


*CW means Class will…
*TW means Teacher will…
Kindergarten PYP Unit 1: WHO WE ARE Humanities Lesson Plan, Week 1 Lessons # 1-4

Monday Tuesday Thursday Friday
Assessment/Evidence During IP, TW circulate around the room Assessment:: (Available on TpT Store) Assessment:: (Available on TpT Store) Assessment:: (Available on TpT Store)
of Learning: and ask Tell me about your drawing. SW choose the picture of the scholar who is following SW explain their drawing of one way to be a good During IP, TW circulate and evaluate Students’
What will we bring to TW evaluate & track scholar responses for the rules. school citizen understanding of how to use their own judgment
the table that will let understanding. based on their IP.
us know if Students
have learned/not
learned?
Lesson Closure: What did we learn today? Today, we What did we learn today? We learned what it looks like What did we learn today? We learned what it looks What did we learn today? There is not always a
How will Students agreed on big important rules we should when you are following a rule and what is looks like like and feels like to follow rules rule for everything. Sometimes we need to see
summarize what they follow in our classroom. when you are breaking one. Why is this important? Our classroom only keeps in what others are doing, use our brains, and make
learned today? How Why is this important? It is important to Why is this important? It is important to know what order if we all follow rules. our own choices.
will Students connect follow the rules so that we can stay safe safe and unsafe choices look like in order to make What will we do next with this information? We will Why is this important? There is not always a rule,
their work to the Unit and learn. sure we are making the correct ones follow the classroom rules every day. I have to depend on my brain to stay safe and
of Inquiry? What will we do next with this information? What will we do next with this information? We will use healthy.
We are going to practice these rules every this every day when we are choosing who to play with What will we do next with this information?
day of Kindergarten to help us reach our and how I behave SW use their own judgement on a daily basis to
big goal- to graduate from College! make safe choices.

**Don’t forget to reflect on these plans and take notes on what went well, what you’d do differently, etc.!

*SWBAT means Student will be able to… 5


*CW means Class will…
*TW means Teacher will…