Jobs at Home



|Lesson Synopsis: |

This is the second lesson in the Relating to Others: Family Unit. In this lesson students discuss some of the many roles and responsibilities that family members take on to maintain a properly functioning family. What is the difference between a need and a want? What do families need? What jobs need to be done in the family? Who does them? How have the jobs changed over time?

TEKS:

|1.8 |Economics. The student understands the concepts of goods and services. The student is expected to: |

|1.8A |Identify examples of goods and services in the home, school, and community. |

|1.8B |Identify ways people exchange goods and services. |

|1.10 |Economics. The student understands the value of work. The student is expected to: |

|1.10A |Describe the components of various jobs and the characteristics of a job well performed. |

|1.15 |Culture. The student understands the importance of family and community beliefs, customs, language, and traditions. The student is |

| |expected to: |

|1.15B |Explain the way folktales and legends such as Aesop’s fables reflect beliefs, customs, language, and traditions of communities. |

Social Studies Skills TEKS:

|1.18 |Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: |

|1.18A |Express ideas orally based on knowledge and experiences. |

|1.18 B |Create and interpret visual and written material. |

|Getting Ready for Instruction |

|Performance Indicator(s): |

• Illustrate two jobs you can do at home. Explain orally the criteria for doing the jobs well. (1.8B; 1.10A; 1.18A, 1.18B) [pic] 1C; 3D

|Key Understandings and Guiding Questions: |

• Los miembros de la familia contribuyen a la comunidad familiar y ayudan a la familia a satisfacer sus necesidades de diferentes maneras, las cuales con frecuencia cambian con el tiempo.

— ¿Cuáles son las necesidades de una familia?

— ¿Cuál es la diferencia entre un deseo y una necesidad?

— ¿Cómo se satisfacen esas necesidades?

— ¿Cuáles son algunos papeles y responsabilidades de los miembros de la familia?

— ¿Quién en mi familia hace ciertas tareas?

— ¿Qué pasa si las tareas no se hacen?

— ¿Hay consecuencias si no se cumplen las responsabilidades?

|Vocabulary of Instruction: |

• cuento popular

• deseos

• necesidades

• responsabilidad

• tareas

• consecuencia

• trabajo

• servicio

|Materials: |

• Refer to the Notes for Teacher section for materials.

|Attachments: |

• Teacher Resource: Sample Scenarios

• Teacher Resource: ABC Brainstorm

• Handout: Family Task Cards

• Handout: Coupons

• Handout: Family Responsibilities

• Handout: Family Member Stickers

•

|Resources and References: |

|Advance Preparation: |

1. Become familiar with content and procedures for the lesson including the idea that family members contribute to the family community and help the family meet basic needs in different ways, which often change over time.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Preview websites according to district guidelines.

4. Obtain a folktale that reflects chores and responsibilities.

5. Cut out cards with various chores and responsibilities on them.

6. Hang a pocket chart in your classroom for this lesson.

|Background Information: |

Family – a group of people that live together and care for each others needs.

Responsibility – a particular burden of obligation upon one who is responsible.

Definitions courtesy of the Social Studies Center [defunct]. (2000). Glossary. Austin: Texas Education Agency.

|Getting Ready for Instruction Supplemental Planning Document |

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

|Instructional Procedures |

|Instructional Procedures |Notes for Teacher |

|ENGAGE – Story Time |NOTE: 1 Day = 30 minutes |

| |Suggested Day 1 – 10 minutes |

|Read to students a folktale about chores and responsibilities, or the teacher could create|Materials: |

|an original story. |Folktale about chores and responsibilities |

|Retell the story and have students act out the story as you retell it. Create a class | |

|“Storyboard” of main events in the story. (Save to use later in the lesson.) |Purpose: |

|Allow students to follow the storyboard and retell the story themselves. Remind students |To familiarize students with a story that focuses on responsibilities |

|to use words such as first, next, last, etc. in retelling the story. Alternatively, |and consequences in the context of the folktale. |

|students could make/use puppets to retell the story. | |

|Discuss the story with students to emphasize the point about responsibility and |TEKS: 1.8A; 1.10A; 1.15B; 1.18A; 1.18B |

|consequences. | |

| |Instructional Note |

| |A storyboard is a sequence of drawings, typically with words of |

| |explanation, showing the sequence of a story. Graphic organizers for |

| |storyboards can be found by using an internet search using “storyboard” |

| |as the topic. |

|EXPLORE – Comparing the story to family responsibilities |Suggested Day 1 (continued) – 15 minutes |

|Ask: |Attachments: |

|Do situations like the one in the story occur in our families today? How does the story |Teacher Resource: Sample Scenarios |

|relate to your family and home? | |

| |Purpose: |

|Give examples of scenarios that might occur in the family home where members of the family|To help students understand the importance of sharing work among members|

|did not share responsibilities using Teacher Resource: Sample Scenarios.After each |of a family. It is the fair thing to do in order to ensure the family |

|scenario, ask students to turn and talk about what could have been done differently to |runs efficiently with all members sharing the responsibilities. |

|help the family work more efficiently and meet everyone’s needs. While providing scenarios| |

|and examples, assess the students’ understanding of taking responsibility. |TEKS: 1.8A; 1.8B; 1.10A; 1.15B; 1.18A; 1.18B: |

|Ask about Scenario 2: | |

|Have you have ever been playing with a friend or sibling and had to clean up an area you | |

|were not playing in without any help? Have students respond by turning to neighbor and | |

|talk about that time. | |

|How did you feel when that happened to you? Lead class in discussion so they come to the | |

|conclusion that everyone has a responsibility. If each person doesn’t fulfill his/her | |

|responsibilities, then other people have to do their work or things that should be done | |

|will not get done. This will cause problems – at school, home and even at a job when they | |

|are older. Being part of a “group” means you have responsibilities to that group – whether| |

|it is a family group, school group, or another group. | |

| | |

|Direct discussion to conclude that families work best when everyone helps with the | |

|everyday tasks to keep things running smoothly. Sharing responsibilities among family | |

|members avoids problems. | |

|EXPLAIN – Share what we learned about family jobs |Suggested Day 1 (continued) – 5 minutes |

|Have students turn and talk to a friend about one responsibility they have in their |Purpose: |

|family. |To allow students to communicate what they have learned about family |

| |responsibilities in the explore section. |

|Allow students to share with the class. List responsibilities on chart paper. | |

| |TEKS: 1.8A; 1.8B; 1.10A; 1.15B; 1.18A; 1.18B |

|ENGAGE – What jobs do families need done? |Suggested Day 2 – 5 minutes |

|Ask: |Attachments: |

|What jobs need to be done in a family? |Teacher Resource: ABC Brainstorm |

| | |

|Brainstorm jobs that need to be done in the home. Use the ABC brainstorm strategy to have |Purpose: |

|students think beyond the “easy” chores. The teacher may have to closely guide this |To focus students’ attention on family jobs and allow them to brainstorm|

|activity as students may not yet understand words that begin with each letter of the |a list of jobs. Jobs may be similar or different depending on each |

|alphabet. |individual family. |

| | |

| |TEKS: 1.8A; 1.8B; 1.10A; 1.15B; 1.18A; 1.18B |

|EXPLORE – Which family member performs which service job? |Suggested Day 2 (continued) – 15 minutes |

|Ask: |Materials: |

|Most jobs in the home involve providing services needed for the family. What is a service?|Books to read aloud |

|(taking out the trash is a service, picking up your toys is a service) | |

|What services do people in your family provide for the family? (These are things that must|Attachments: |

|be done for the family to function and meet needs. To meet the need for food that family |Handout: Family Task Cards |

|members have, someone has to go to the grocery store; someone has to put the groceries | |

|away; someone has to plan and cook the meal; someone has to set the table; someone has to |Purpose: |

|clear the table; someone has to wash the dishes; someone has to put the dishes away; |To help students understand the meaning of “service job” and categorize |

|someone has to take out the trash.) |the services a family needs according to who completes the service. |

|Who does the jobs in your family? | |

| |TEKS: 1.8A; 1.8B; 1.10A; 1.15B; 1.18A; 1.18B |

|Model this categorizing activity for the class using about 3 task cards. (Sample cards | |

|attached. Make others to fit class or situation; use brainstormed ideas.) |Instructional Note: |

|Ask: |While groups are working, monitor and redirect if necessary. Many |

|In your family, who does which job? (In my family [teacher’s], XXX does this job; YYY does|students may get easily frustrated without categories. For these |

|this job; and ZZZ does this job.) |groups, the teacher may dictate the categories of “adult jobs” and |

|Does a different person do the job in your family? If so, who does that job in your |“children’s jobs.” After that initial categorization, the students may |

|family? |be more comfortable sorting the cards into NEW categories on their own. |

| | |

|Divide the class into group of 4 or fewer and give each group 4 or 5 Task Cards and 4-5 | |

|blank index cards on which to write category titles. Have the students determine who has | |

|the responsibility for each of the jobs at their home. (Do not give the students | |

|categories in which to sort. Let them come up with them on their own. Possible categories | |

|“parents” and “children” or more specific (Index cards are for category titles.) | |

|Discussion should lead to the discovery that not everyone’s family has the same chores, | |

|different people do chores in one family than in another family, some families have | |

|similar chores, etc. | |

|EXPLAIN – Share what we learned |Suggested Day 2 (continued) – 10 minutes |

|Students report to the class on their discussion and discoveries; each student in the |Purpose: |

|circle will “Tell One Thing.” |To allow students to use new language and vocabulary to share what they |

| |have learned about service jobs and who in their families perform those |

| |jobs. |

| | |

| |TEKS: 1.8A; 1.8B; 1.10A; 1.15B; 1.18A; 1.18B |

|ENGAGE- Service jobs: who does them? |Suggested Day 3 – 5 minutes |

|Access learning from previous two days by facilitating a discussion where students talk | |

|about service jobs and the family members who perform those jobs from previous lesson. | |

|EXPLORE/EXPLAIN - Coupons |Suggested Day 3 (continued) – 25 minutes |

|Ask: |Materials: |

|Are there reasons for and rules about the jobs in the family? |Envelopes, one per child |

| |Chart paper |

|Say: | |

|There are probably some special jobs on our lists that are very important. Do any of the |Attachments: |

|jobs have to do with keeping members of the family safe, for ensuring order, or handling |Teacher Resource: ABC Brainstorm |

|conflicts? What jobs are those? Who is responsible for those jobs? |Handout: Coupons |

|Students speculate and discuss. Facilitate a discussion that will lead to an understanding| |

|of the need for rules and authority figures at home (be they parent, older sibling, etc.) |Purpose: |

|List the jobs on chart paper that have to do with keeping the family safe, for ensuring |To help students understand the reason we have rules in the family (keep|

|order, or handling conflicts |family members safe, ensure order and handling conflict) and the reasons|

|Ask: |we have jobs in the family. This part of the lesson also encourages |

|What would happen if no one takes responsibility for jobs in the family? |students to begin thinking how they can contribute to the family by |

| |assuming one or more of the family jobs. |

|Give students an opportunity to turn and talk about the consequences of no one taking | |

|responsibility for jobs at home. Students then share. |TEKS: 1.8A; 1.8B; 1.10A; 1.15B; 1.18A; 1.18B |

|Ask students how they can help out with responsibilities at home. Use words such as: | |

|Think about all the jobs that we’ve talked about that parents do. What jobs can you do? |Instructional Note: |

|(answers may include taking out trash, cleaning own room, picking up belongings, helping |Discuss that doing a job well is not only about doing jobs at home. If |

|care for pets, helping care for younger siblings, setting the table, washing dishes, etc.)|you do what is expected of you, that is, work well with others, dress |

| |appropriately at school, be on time, etc., then you are doing a job well|

| |at school. |

|Say: | |

|Choose a job you think you could do well that would be helpful at home. What does doing | |

|the job well mean? What would be involved? When would you do the job (before school, | |

|before bedtime, when it needs to be done)? How would you measure if you did a good job or | |

|a not-good job? (One criterion should be to recognize the need for the job and accept | |

|responsibility for getting it done – even if someone doesn’t tell you to do it. If time | |

|permits, revisit the Scenarios from Day 1, role-playing to have students show people | |

|taking responsibility.) | |

| | |

|Say: | |

|We’re going to surprise your mom and dad by offering to help with the chores. | |

| | |

|Model for the students creating a coupon for their parents to say they will help with a | |

|certain task for a specified time (perhaps1 week). Use Handout: Coupons. | |

| | |

|Allow time for students to share ideas about the jobs and the criteria of a job well done.| |

|(Guide students to choose appropriate chores – make their beds, pick up their toys, choose| |

|their own clothes, etc.) | |

| | |

|After sharing, students return to their desks and create a coupon to give to their | |

|parents. On the back, with teacher’s help, write criteria for the job. | |

| | |

|With the class, write a letter to parents explaining the coupons. Then give each student a| |

|copy of the letter and an envelope so that they can take the coupon home to their parent. | |

|ENGAGE – Reread |Suggested Day 4 – 5 minutes |

|Reread the story from Day 1. | |

|ELABORATE – How might the story have happened differently? |Suggested Day 4 (continued) – 5 minutes |

|With student input, consider how the story might be changed so that everyone contributes |Instructional Note: |

|and helps the family or group.. Indicate on the storyboard created in the Engage piece, |Stress the importance of assuming responsibilities in order for everyone|

|the parts of the story that should change. |to contribute to the family so that one person does not have to do all |

| |of the work. This also applies to jobs done outside the family. |

| |Regardless of the setting, sharing responsibility is important. |

|EVALUATE – Draw two jobs you can do at home |Suggested Day 4 (continued) – 20 minutes |

|Illustrate two jobs you can do at home. Explain orally the criteria for doing the jobs |Attachments: |

|well. (1.8B; 1.10A; 1.18A, 1.18B) [pic] 1C; 3D |Handout: Family Responsibilities |

| |Handout: Family Member Stickers |

|Distribute a copy of the Family Responsibilities sheet to each student and several of the | |

|Family Member Stickers. | |

| | |

|Students glue the proper family member(s) in the space provided. Teacher can read aloud | |

|the statements. | |

| | |

|On the back of the paper, students draw pictures of themselves competently doing a | |

|household chore and then explain the drawing to the teacher, including the criteria of | |

|doing the job well. | |

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