Learning Team A Integrated Unit



Lesson One: Our Family Holiday TraditionsSummary: This lesson plan is divided into two days consisting of two 30 minute activities. The lesson plan is part of a four week Thanksgiving unit. The purpose of this lesson plan is to introduce students to Thanksgiving traditions and food celebrated during this month. Integration of Idea: This lesson plan integrates social studies, visual arts, language/literacy as well as mathematics across the curriculum. Reading and writing are used to develop literacy skills. Counting and identifying greater than and less than concepts integrates math skills into this Thanksgiving lesson. Social studies and history are represented through activities to create knowledge of traditions and food.Grade Level: KindergartenTime Frame: 2-45 minute classes Subjects: Social Studies, History, Language Arts, Visual Arts, and MathematicsTopics: Thanksgiving, Family Traditions Notes: The teacher will make sure to include own family Thanksgiving traditions. It may be helpful to bring in pictures of own traditions to share with students. Teacher Reflections: This lesson plan focuses on social studies and history with reading, writing and math. The focus is on Thanksgiving family traditions within the American home. The lesson plan will lead us into another lesson focusing on being thankful. Standards and Key ConceptsAZ-Arizona Academic StandardsSubject: Early Childhood EducationSubject: Language and LiteracyStandard 3: Writing: Children use symbolic representations to communicate for a variety of purposes and audiencesBenchmark 3.1 the child creates messages by drawing, dictating, and emergent writing. 3.1. a uses drawings and imitative writings to convey meaning.AZ- Arizona Academic StandardsSubject: MathSubject Grade: KindergartenStrand: Count and CardinalityConcept: Know number names and the count .5- Count to answer “how many” questions about as many as 20 things, arranged in a line, rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number form 1-20, count out that many objects..6-Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group e.g. by using matching and counting strategies. (include groups up to 10 objects). AZ Arizona Early Learning StandardsStandard: Social StudiesStrand 1: American HistoryConcept Skills: Research Skills The child demonstrates an understanding that information can be obtained from a variety of sources to answer questions about one’s life. Child seeks information from a variety of sources (i.e. people, books, videos, globes, maps, calendars, etc.).Child relates past events with current events or activitiesRelevance/Rationale/Enduring Learning" The relevance of these lesson plans is for students to be exposed to the differences in American traditions from the past to the present. These lesson plans also allow the student to understand the differences between the celebrations of Thanksgiving from the Native Americans to the Americans today. The rationale of these lesson plans are to correlate with previous lesson plans and integrate into a comprehensive unit.Vocabulary:Thanksgiving: a national holiday celebrated as a day of giving thanks. The holiday is celebrated in November. This vocabulary word will be taught in the initial lesson plan/activity, however the word will be used continuously through the unit. The word is used in books, writings, on calendars and songs.Cornucopia: “horn of plenty” –This vocabulary word is introduced in this lesson plan. Student will know this word as a horn of plenty. IT will be taught as a symbol of abundance and nourishment and used as a decoration in many family traditions. The word will be taught through illustrations, pronunciation, written on the board, and creating their very own cornucopia. It would be beneficial to reuse the word throughout the unit for recalling and repetition. Tradition: Handing down of statements, beliefs, actions, customs and information. This word will be taught throughout this lesson to get students to become familiar and aware of traditions used in this holiday. The students will become familiar with this word through discussions, stories, personal stories, personal drawings and writing. Celebrate: To participate in festivities for an event. The students will learn about the word celebrations through discussion of how their families are celebrating thanksgiving. Examples will be given for students to understand. Essential Questions: Why do we celebrate Thanksgiving?How do we celebrate Thanksgiving?What is a cornucopia?What is a tradition?What is greater than and less than?Student ObjectivesThe student will be able to determine the key foods related to current Thanksgiving celebrations in America. The student will be able to determine why we celebrate Thanksgiving.The student will understand and identify the cornucopia.The student will understand traditions.The students will demonstrate knowledge of a greater and lesser amount on a worksheetPerformance Task: The students will be able to understand family traditions in American today. The student will have gain an understanding of the cornucopia and will be able to identify it. The student will also gain an understanding of why we have family traditions and celebrate Thanksgiving.Performance Prompt: The teacher will use her own traditions to get the students thinking of their holiday traditions. The teacher will use photographs and stories to prompt the student’s cognitive skills. The teacher will open the lesson with background knowledge of Thanksgiving.AssessmentObservations: The students will be observed during their drawings and writings to determine their understanding of the word traditions and the concept of the Thanksgiving holiday.Performance Assessment: The students will turn in the cornucopia activity to assess their understanding of the food represented at Thanksgiving and used to display in a cornucopia. Journal writings will also be informally assessed to determine writing skills.Math/Comprehension Worksheet Assessment: The student will be assessed on the worksheet to determine comprehension of the story read and the concept of cardinal numbers, counting, and greater than and less thanLearning Experiences and ResourcesSequence of Activities:Anticipatory Set:Students will congregate on the meeting rug Prompt students by reviewing background knowledge with a question such as “Why is there a turkey on our calendar this month?: student should respond with similar answer as because its Thanksgiving, or we celebrate ThanksgivingWhat month do we celebrate Thanksgiving?What are we celebrating on Thanksgiving? The teacher will then read the book: What is Thanksgiving? by Michelle Adams or The Night before Thanksgiving by Natasha Wing The students will observe the holiday traditions and food throughout the story.What type of food do you see in the book that are the same as the food you have for Thanksgiving?What type of activities do you see in the story are performed to celebrate Thanksgiving?Review Objectifies The teacher will begin a discussion regarding family traditions in America and within their own homes.The teacher will ask students to list some of the things we do for Thanksgiving.The teacher will write some of the examples on the board.The teacher will discuss food, activities, travel, and family The teacher will tell of his/her own Thanksgiving traditions such as getting together with friends and family, cooking, playing or watching football, watching the parade on TV, and telling stories with family members.Lesson The teacher will inform students to create a drawing of their family traditions. The teacher will give some examples of what to draw. The student can draw a picture of their family playing a sport, performing an activity, eating together, travel or something related to Thanksgiving.The students will create their drawing in their journals. The teacher will observe and assistant the students during their creations of their family traditions at Thanksgiving. Upon completion of the drawing the students will obtain a writing sheet to write two sentences to describe their Thanksgiving holiday traditions based on their drawings. The teacher will write a sentence starter on the board for students to copy My Thanksgiving Tradition.Students should begin with capital letters and use periods.Students will be allowed to obtain writing boards and chose a comfortable spot to do the writing for example, on the meeting rug or at their desk.Check for UnderstandingTeacher and will observe and assistant students when necessary. The teacher will remind students to use the word wall words and the board to refer to words. Remind students to think about the initial sound of the word to look it up on the word wall words.2nd Day of Lesson PlanAnticipatory Set The teacher will talk about the student’s drawings and writings from the day before.Review Objectives The teacher will introduce the students to a new vocabulary word: CornucopiaThe teacher will show the students a picture of a cornucopia on the SMART board. The teacher will explain to the children the cornucopia or “horn of plenty” is another tradition used to express thanks for all that we have.The teacher will explain and show to students some of the foods that are used to fill a cornucopia such as ear of corn, fruits, vegetables, and nuts.Lesson/Purpose The students will then get to create their own cornucopia. The teacher will display her finished product of the cornucopiaThe students will first color their cornucopia and glue to a piece of construction paperThe students will then choose the correct food to fill their ?cornucopias with.The teacher will hand out cut out pictures from magazines (if time permits allow students to cut out their own food pictures from magazines) representing foods. Some foods included in the group are ice cream, cakes, fruits, vegetables, nuts, drinks, and candy bars.The students will determine which foods should go into the cornucopia to represent Thanksgiving!!The student will arrange the foods onto the cornucopia and raise their hand for teacher or assistant to check they have used appropriate food. The student can then glue the pictures down with the approval from the teacher.The teacher will display the finished pictures in the room or outside display board. Students will be instructed to meet on the rug. The teacher will handout worksheets to go along with the story and pencilsStudent will be instructed to follow along with the story and complete the worksheet that correlates with the story and integrates Math skills through counting. The teacher will go over the instructions of the worksheet before readingThe teacher will have the students name each food picture on the worksheetThe teacher will suggest to students to keep tally marks of each of the food represented on the worksheet. (Teacher can give out a prize i.e. candy, sticker, pencil to the student who gets the correct number for the food items on the worksheet). The teacher will then read I Knew An Old Lady Who Swallowed a Pie by Alison JacksonDuring the reading of the story the students will keep track of the total amount of food items mentioned. Check for Understanding The teacher will go over the worksheet and determine the correct answers for each food item.The students will go back to their seats to complete worksheet and determine the food item with the greatest amount and least amount. Students will cut the pictures out and turn in the worksheet. The teacher will evaluate the worksheets to determine students understanding of greatest amount and least amount. Differentiated Instruction: ELL- ELL students will use books, pictures, and other students to assist with words include in their writings. The teacher will write words on the board to refer to as well for food items and traditions. Visual aids will be used as well for introduction of the cornucopia. The books will provide visuals the student can see when reading the book. Special Needs student will be given additional time to complete the assignments or answer questions. The teacher and assistant will work independently with these students during writing periods to assist in organizing letter, words, or sentences. Gifted and Talented students will be asked critical thinking skills during whole group discussion times to expose other students to cognitive skills. These students can be involved in peer tutoring if needed. These student can also further their writing to include more sentences.Resources: The Night before Thanksgiving by Natasha WingWhat is Thanksgiving? By Michelle AdamsI Knew and Old Lady Who Swallowed a Pie by Alison JacksonI Knew an Old Lady Who Swallowed a Pie worksheetConstruction paperCornucopia pictureCrayon, markers, glue sticks, scissors, pencilsStudent journalsCornucopia SMART board pictureSMART boardLesson Two: The First ThanksgivingSummary:This lesson is designed for kindergarten students in the state of Arizona. Its purpose is to provide a synopsis of the first Thanksgiving, including some of the key historical facts and the modern-day concept of thankfulness. Through a series of centers over five days, students will explore a variety of activities relating to both the first Thanksgiving and the notion of being thankful.Integration of Ideas: This lesson integrates language arts components through an array of read-alouds as well as opportunities for students to express their ideas in drawings and in writing. The lesson also incorporates the mathematical concepts of one-to-one correspondence, counting, and sequencing.Grade/Level: KindergartenTimeframe: Five 45-minute time periodsSubject(s): Social Studies/HistoryTopic(s): The First ThanksgivingTeacher Reflections: In reflecting upon this lesson, any educator choosing to read aloud any of the proposed stories needs to carefully consider his or her audience. Not all images are suitable for all age groups, and the notion of how difficult the Pilgrims’ journey was may be explained effectively using age-appropriate vocabulary rather than showing troubling pictures of misery and disease. Additionally, teachers should make efforts to extend the idea of thankfulness and gratitude in the subsequent months immediately following the lessonimplementation. This could be done through a class- or school-wide food drive to collectcanned goods for a local food pantry.Standards and Key ConceptsStandards: AZ – Arizona Academics StandardsSubject: Early Childhood EducationSubject/Grade/Domain: MathematicsStandard 1: PATTERNS/RELATIONSHIPS (Algebra): Children explore, model, and describe patterns and relationships in daily problem solving and play situations.Benchmark 1.1: The child understands patterns and relationships.Indicator d: Sorts, classifies, and orders objects and describes their relationships.Subject: Social Studies (2006 Final)Subject/Grade/Domain: KindergartenStrand: Strand 1: American HistoryConcept: Concept 2: Early CivilizationsPerformance Objective: PO 1. Recognize that Native Americans are the original inhabitants of North America.Concept: Concept 3: Exploration and ColonizationPerformance Objective: PO 1. Recognize that explorers(e.g., Columbus, Leif Ericson) traveled to places in theWorld that were new to them.Performance Objective: PO 2. Recognize that explorationResulted in the exchange of ideas, culture, and goods (e.g., foods, animals, plants, artifacts).Subject: Educational Technology (2009)Subject/Grade/Domain: KindergartenStrand: Strand 1: Creativity and InnovationConcept: Concept 2: Models and SimulationsPerformance Objective: PO 2. Explore and identify modelsand simulations.AZ – Arizona Early Learning StandardsStandard: Language and Literacy StandardStrand: STRAND 2: PRE-READING PROCESSConcept: Concept 6: Comprehending Stories The child shows an interestin books and comprehends stories read aloud.Indicator: b. Asks and answers a variety of questions about storiestold or read aloud.Indicator: c. Relates stories to life experiences and feelings.Strand: STRAND 3: PRE-WRITING PROCESSConcept: Concept 1: Written Expression The child uses writing materials to communicate ideas.Indicator: a. Uses a variety of writing tools, materials, and surfacesto create drawings or symbols.Indicator: d. Organizes writing from left to write, indicating an awareness that letters cluster as words and words cluster into phrases or sentences by use of spacing or marks.Indicator: e. Uses inventive writing to form words to convey ideas or to tell a story.Strand: STRAND 1: ORAL LANGUAGE DEVELOPMENTConcept: Concept 1: Listening and Understanding The child listens withUnderstanding to directions, stories, and conversations.Indicator: b. Follows directions that involve One step, Two steps, aseries of unrelated sequences of action.Standard: Social Studies StandardStrand: STRAND 1: AMERICAN HISTORYConcept: Concept 1: Research Skills The child demonstrates an understanding that information can be obtained from a variety of sources to answer questions about one’s life.Indicator: b. Child relates past events with current events or activities.Standard: Mathematics StandardStrand: STRAND 1: NUMBER SENSE AND OPERATIONSConcept: Concept 1: Number Sense The child uses numbers and countingas a means to determine quantity and solve problems.Indicator: c. Counts groups of objects using one-to-one correspondence.Indicator: g. Matches numerals to the quantities they represent.UnderstandingsStudents will understand that Thanksgiving is a holiday that originated a long time ago and will learn about its historical basis. Students will discuss the concept of being thankful and developideas about things to be thankful for in their own lives.Relevance/Rationale/Enduring Learning:The aim of this lesson is to expose children to both a developmentally-appropriate historical perspective of Thanksgiving as well as the abstract concept of thankfulness.Vocabulary:Mayflower: a ship that carried the Pilgrims from England to America.Native Americans: people who live in the Americas before Columbus arrived. Sometimes referred to as American Indians, Native Americans are groups of people with a unique culture and traditions. Their kindness helped the Pilgrimssurvive the first harsh winter in America.Pilgrims: a group of people that traveled to America from England seeking religiousfreedom.Thankful: feeling happy or grateful for something you have, whether it is a person, place,or thing.Thanksgiving: a holiday that takes place in America at the end of every November. It honors the first Thanksgiving and serves as a reminder to feel gratitude.Essential Questions:When and why was the first Thanksgiving celebrated?What traditions were started at the first Thanksgiving that we still use today?Why and how do we celebrate Thanksgiving in America today?Student Objectives: The students will be able to understand that the holiday of Thanksgiving has a historical basis and will be able to retell the basic story of the first Thanksgiving.The students will be able to identify things they are thankful for in their own lives.Knowledge and SkillsStudents will have the opportunity to practice multiple skills during the course of these lessons. They will practice listening and oral comprehension skills based on stories the teacher will read about Thanksgiving. They will practice relaying this knowledge through the center activities. Students will engage in writing activities, tangible mathematics practice, and sequential sequencing, with which they will use the knowledge they have gained combined with a series of pictures to “tell” the story of Thanksgiving.Performance TaskAt the end of this lesson, students will be able to assert a basic understanding of the facts surrounding the origin of Thanksgiving and will be able to express their comprehension of the concept of thankfulness. Performance PromptPrior to the start of the lesson, the teacher will introduce students to the Scholastic website “The First Thanksgiving” (scholastic_thanksgiving/). Together, the teacher and students will participate in “virtual field trips” that allow them to trace the journey of the Mayflower from England to America, compare and contrast food and clothing of the Pilgrims and Native Americans, and listen to audio facts about the origin of Thanksgiving while viewing pictures depicting the first Thanksgiving.Assessment/RubricsThe student will be informally assessed during each center and at the completion of the unit.Formative and/or Summative Assessment Criteria for SuccessA checklist will be used to determine whether or not the student has met the standards set for each lesson (Appendix B).Sequence of ActivitiesAnticipatory SetThe teacher will ask the students if they know what important holiday falls in the month of November.The teacher will ask the students to think about what they know about Thanksgiving.The teacher will ask the students to consider what it means to be thankful and what they are thankful for in their own lives.Review ObjectiveStudents will demonstrate knowledge of the origin of Thanksgiving. Students will also indicate their understanding of gratitude in their own lives.PurposeThe students will listen to stories about the first Thanksgiving and the meaning of Thanksgiving. They will use this information to complete activities based on the themeof Thanksgiving.LessonThe teacher will begin the week with a whole-group activity that allows the students to participate in completing the first two columns of a KWL about Thanksgiving. Each day, the teacher will select an age-appropriate book to read about Thanksgiving (see Resources).Students will be divided up into groups of 3 or 4 to rotate through various centers based on the theme of Thanksgiving.Center 1 will be a math center. There will be ten paper plates numbered one through ten and a bowl with kernels of unpopped yellow popcorn. The students will be asked to put the corresponding number of corn kernels onto each plate (four kernels for 4, seven kernels for 7, and so forth).Center 2 will be a language arts center. Each student will get a paper plate and colored markers to make a “gratitude plate.” They will be asked to draw and/or write about the things they are thankful for in their own lives. They will be encouraged to take their time and complete their work neatly, as the plates will be laminated and sent home to the families as Thanksgiving gives.Center 3 will be a math center. Each student will be given a paper with pictures representing the events of the first Thanksgiving (Appendix A). The students will be instructed to cut out each picture and glue them on a sentence strip in sequential order (first the Pilgrims decided to leave England, then they sailed on the Mayflower, then they endured a harsh winter, and so forth). The sentence strip can then be stapled into a Thanksgiving headband that each student can wear.Center 4 will be a language arts center. Each student will choose a colored piece of construction paper and draw or write about their own family’s Thanksgiving tradition. These pages will then be combined into a class book.At the end of the week, the students will regroup to finish the KWL with what they have learned about Thanksgiving. Checking for UnderstandingThe gratitude plates will inform the teacher about whether or not students understand theconcept of thankfulness, and the sentence strip headbands will let the teacher know howmuch of the story of the first Thanksgiving the students understand and remember.Guided PracticeThe teacher will rotate through each center every day of the lesson to ensure that the students understand the standard-based concepts that are being practiced in each activity.Closure/Reflection for StudentsThe completion of the KWL and the reading of the assembled class book of family Thanksgiving traditions will serve as closure and reflection of this unit.Independent PracticePrior to stapling the sequenced sentence strip, the teacher will ask each student to use the pictures to tell the story of Thanksgiving.Bloom’s TaxonomyThe lesson begins at the base level of Bloom’s taxonomy by asking the children to remember which holiday occurs in November. It progresses to introducing the students to the history of the first Thanksgiving and the concept of thankfulness and has them show understanding through Center 2 and Center 3 activities. The students then use their understanding to apply and evaluate what they are thankful for and represent it in the page of the class book they create.Differentiated InstructionMultiple IntelligencesThis lesson clearly addresses five of Gardner’s multiple intelligences. It addressesinterpersonal students to work independently at each center and also intrapersonal intelligence through the class collaboration on the KWL. The lesson addresses students with visual intelligence by showing them the Scholastic website and those with verbal/linguistic intelligence through the read-alouds and writing opportunities. Logical/mathematical intelligence is addressed through the corn kernel counting center as well as the activity that requires sequencing.ELLELL students will benefit from the many opportunities to display their knowledge and understanding throughout this lesson. The first math center has a hands-on component and be completed without regard to language skills. The second math center requires sequencing of pictorial representations of a story, which also appeals to ELLs and allows them to demonstrate their knowledge of what happened in sequential order without worrying about speaking or writing abilities. Both language arts centers can also be completed without consideration of expressive oral skills. Students struggling with receptive language abilities may require the teacher to model or demonstrate each center to them for full task comprehension to occur.Special NeedsSpecial needs students will be able to get extra assistance with any or all of the activitiesas the teacher rotates throughout the room. Those struggling with fine motor delays mayreceive help cutting at the sequencing center, whereas those with speech delays may complete this portion of the assessment by listening to the teacher tell the story and pointing to the corresponding picture when the teacher arrives at that part of the story. Those lacking strong writing abilities may complete the class book page and gratitudeplate solely with illustrations.Gifted StudentsStudents who are advanced in their reading and writing abilities may use their page in theclass book to describe in detail their family’s Thanksgiving traditions. Students who are advanced mathematically may be given a blank paper plate and be allowed to write a numeral of their choosing and then pair the corresponding number of corn kernels with that plate.ResourcesThe First Thanksgiving by Lisa HaywardThis First Thanksgiving Day: A Counting Story by Laura Krauss MelmedThe Thanksgiving Story by Alice DalglieshThanksgiving is for Giving Thanks by Margaret SutherlandThe Pilgrims’ First Thanksgiving by Ann McGovernpaper craft platescolored markers12-ounce bag yellow popcorn kernelsassorted colors 9” x 12” construction paper3” x 24” manila sentence stripschart paperstaplersafety scissorsglueSmartBoardcomputerInternet accessLesson Three: What Does It Mean to Be Thankful?Summary:This lesson is prepared for kindergarten students and is designed to provide the child with an understanding of what it means to be thankful. Intended as part of a Thanksgiving unit, the students will be taught the importance of being thankful for the good in their lives in a way that allows them to express their gratitude. Integration of Ideas: The students will use language arts skills to listen to stories, complete writing opportunities, and share with their classmates. Children will also incorporate their development of fine motor skills with the integration of artwork activities in this lesson. Grade/Level: KindergartenTimeframe: Five 45-minute time periodsSubject(s): Social Studies/History, Language Arts, ArtTopic(s): Being ThankfulNotesCommon Core Standards: The Arizona state standards are used in this lesson rather than Common Core. Teacher Reflections:Reflecting on this lesson, there are things that could be changed or enhanced depending on the goal the teacher has for the lesson. This lesson might be elaborated and used as an introduction to Thanksgiving lessons, added to the end of a different lesson on the concept of thankfulness, or be used as a follow-up lesson. Some of the lessons could be expanded or might be adapted to be used to teach manners rather than focusing on the topic of Thanksgiving. While I enjoy using baking and cooking lessons when teaching children, the ability to complete this part of the lesson depends on the class or school setup; the teacher might not be able to bake pies with the students but could choose to bring in a pie, cake, or other treat for the class to share rather than making their own. StandardsAZ- Arizona Early Learning Standards Standard :?Language and Literacy StandardStrand :?STRAND 2: PRE-READING PROCESSConcept :?Concept 5: Vocabulary Development The child understands and uses increasingly complex vocabulary.Indicator :?a. Identifies familiar objects, people, and events. Indicator :?c. Uses new and expanding vocabulary and grammar, including: positional and directional words (e.g. in, on, out, under, off, beside, behind). temporal words (e.g. before-after ) comparative words (e.g. faster-slower, heavier-lighter). Indicator :?d. Uses multiple word sentences with grammatical complexity to describe ideas, feelings, activities, and experiences. Concept :?Concept 3: Sounds and Rhythms of Spoken Language (Phonological Awareness) The child hears and understands the different sounds of spoken language.Indicator :?a. Recognizes words that rhyme in familiar games, songs, and stories. Strand :?STRAND 1: ORAL LANGUAGE DEVELOPMENTConcept :?Concept 1: Listening and Understanding The child listens with understanding to directions, stories, and conversations.Indicator :?b. Follows directions that involve One step, Two steps, A series of unrelated sequences of action.Concept :?Concept 2: Speaking and Communicating The child uses verbal and nonverbal communication to share ideas for a variety of purposes (e.g. ask questions, express needs, and obtain information).Indicator :?b. Recites finger plays, rhymes, songs, or short poems. Indicator :?c. Makes relevant responses to questions and comments from others. Indicator :?f. Uses appropriate tone and inflection to express ideas, feelings, and needs. Standard :?Mathematics StandardStrand :?STRAND 2: DATA ANALYSIS*Concept :?Concept 1: Data Collection and Organization The child collects, organizes, and displays relevant data.Indicator :?a. Gathers data about self or the environment. Indicator :?b. Organizes and displays information by shared attribute or relationship.Standard :?Science StandardStrand :?STRAND 1: INQUIRYConcept :?Concept 1: Observations, Questions, and Hypotheses The child asks questions and makes predictions based on observations of events in the environment.Indicator :?h. Predicts the outcome of investigation based on observation.Concept :?Concept 2: Investigation (Scientific Testing) The child tests predictions through exploration and experimentation.Indicator :?a. Uses a variety of appropriate tools and materials to complete a planned task or investigation. Concept :?Concept 3: Analysis and Conclusions The child forms conclusions about his/her observations and experimentations.Indicator :?c. Identifies cause and effect relationships. Standard :?Fine Arts StandardStrand :?STRAND 1 – VISUAL ARTConcept :?Concept 1: Creating Art The child uses a wide variety of materials, media, tools, techniques and processes to explore and create.Indicator :?a. Uses a variety of materials/media to create original works of art (i.e. paper, rocks, sand, clay, plaster, fabric, fiber, salt, dough, crayons, markers, paint, chalk, charcoal, pencils, glue, and cardboard). Indicator :?b. Uses a variety of tools to create original works of art (i.e. cotton swabs, small/large brushes, drinking straws, sponges, sticks, fly swatters, stamps, fingers, scissors, plastic needles, rollers, and stapler). Indicator :?c. Uses a variety of techniques and processes to create original works of art (i.e. drawing, painting, sculpting, printing, weaving, braiding, cutting, construction, collage, bending, folding, sewing, tearing, stapling, and taping). Indicator :?e. Creates art work with details which represent the child’s ideas, experiences and feelings. Strand :?STRAND 2: MUSIC AND CREATIVE MOVEMENTConcept :?Concept 2: Music and Creative Movement in Context The child uses creative movement and music as he/she begins to make sense of the environment and community.Indicator :?a. Listens/responds to different types of music, (e.g. rock, classical, jazz, reggae, Native American chants, gospel, bluegrass, lullabies, marches and country music). AZ- Arizona Academics Standards Subject :?Language ArtsStandard :?Standard 3: Listening and SpeakingGrade Range :?READINESS (Kindergarten)Performance Objective :?LS-R2. Follow simple directions Performance Objective :?LS-R3. Share ideas, information, opinions and questions Performance Objective :?LS-R4. Listen and respond to stories, poems and nonfiction Subject/ Grade/ Domain :?WritingGrade :?Kindergarten Strand :?Strand 1: Writing ProcessConcept :?Concept 1: Prewriting Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.Performance Objective PO 1:? Generate ideas through class discussion. Performance Objective PO 2:? Draw a picture about ideas generated through class discussion.Subject :?Visual Arts (2006)Subject/ Grade/ Domain :?Visual ArtsStrand :?Strand 1: CreateConcept :?Concept # 2: Materials, Tools, and Techniques- The student will use materials, tools, and techniques in his or her own artwork .Grade :?Beginning Performance Objective :?PO 002. Use materials, tools, and techniques appropriately in his or her own artwork .Subject :?Social Studies (2006 Final)Subject/ Grade/ Domain :?KindergartenStrand :?Strand 3: Civics/GovernmentConcept :?Concept 4: Rights, Responsibilities, and Roles of Citizenship Performance Objective :?PO 2. Recognize the rights and responsibilities of citizenship: a. elements of fair play, good sportsmanship, and the idea of treating others the way you want to be treated b. importance of participation and cooperation in a classroom and community c. why there are rules and the consequences for violating them d. responsibility of votingPerformance Objective :?PO 3. Discuss the importance of students contributing to a community (e.g., helping others, working together, cleaning up the playground). UnderstandingsAt the completion of this lesson, students will understand that the idea of being thankful is something that is important and that they should remember to be thankful not only during a holiday such as Thanksgiving but at all times. Relevance/Rationale/Enduring Learning:This lesson is designed to give students concrete experiences with the concept or idea of being thankful. They will have the opportunity to make an idea a reality that they can understand and put into practice. Vocabulary:New vocabulary words will be introduced at the beginning of the lesson. The words will be written on the board, and the teacher will review all of the words and their definitions with the students. Vocabulary words in this lesson are:Thankful—A feeling or way of showing gratitude. Gratitude—A feeling of being grateful.Helpful—Doing things for others, helping someone, making something easier for them.Respectful—A feeling or understanding that someone or something is important and treating them in a nice way. Appreciative—Showing that you are grateful for someone or something.Essential Questions:What does it mean to be thankful for something or someone?What things or people are you thankful for in your lives?How can you show someone that you are thankful for them?Knowledge and SkillsThe students will use the information they learn from stories and from the lesson overview to understand being thankful and will practice expressing gratitude verbally and with writing and art activities. Student Objectives: The students will be able to define what it means to be thankful.The students will express their gratitude for the good they have.Students will understand the importance of saying “thank you” when someone does something or when you are grateful for something.Performance Tasks and AssessmentPerformance TaskAfter completing the lesson, students will be able to understand the importance of being thankful and will be able to express gratitude. Students will understand that doing something for a friend or helping with a task can also be expressions of gratitude.Performance PromptThe teacher will gather the class and read the book Thanks for Thanksgiving by Julie Markes. (Other books will be used for story time throughout the week for the students to continue to understand the topic.) The teacher and the students will discuss what it means to be thankful, and the students will share some of the things and people that they are most thankful for. The teacher will remind the class that Thanksgiving is a holiday that reminds us to be thankful but that this is not the only time when we should express our gratitude. At the beginning of each day’s lessons, the children will watch and listen to songs from Little Mandy Manners. Each song demonstrates using “please” and “thank you,” and other topics such as helping others clean up and how to behave properly. The songs are found using .Assessment/RubricsThe students will be informally assessed during the unit. Formative and/or Summative Assessment Criteria for SuccessThe attached rubric will be used to assess the child’s ability to understand the concepts taught in the lesson (Appendix C).Sequence of ActivitiesAnticipatory SetThe teacher will gather the students and read the introductory story.The teacher will ask what it means to be thankful, appreciative, or grateful.The teacher will ask the students to list things that they are grateful for in their lives.Review ObjectiveThe students will demonstrate their understanding of the concept of being thankful and will use the activity to create something tangible that can be used to express their gratitude. PurposeThe students will be able to understand the idea of being thankful and will be able to express gratitude appropriately without prompting. They will be observed in centers to determine if they are remembering to use kind words with their classmates and to express their gratitude when someone does something to help them or to be kind to them.LessonDirect InstructionThe teacher will begin with a discussion about what it means to be thankful. Students will help to make a chart of all of the things that they are thankful for. Students will add a tally mark if they are thankful for something that is already shown on the class chart and will add something new if it is not already on the list.Stories for the week will include books about being thankful and about being polite. Students will work in different groups to complete the tasks throughout the week.Each day the teacher will review what has already been discussed and build on what the new activity will be.Art: The students will work to create a large tree of thanks. Each group will work on decorating one part of the tree so that the entire class has participated in creating the base and branches of the tree. The students will practice taking turns, asking for supplies by using the words “please” and “thank you” and will be reminded to wait patiently and help each other during the activity. For the second part of the art project, students will be asked to work independently. They will complete a leaf pattern worksheet that asks what they are thankful for. Teacher will help the students if necessary to complete the sentence and write what they are thankful for on their leaf. After the sentence is finished, the students will be allowed to decorate their leaf. The leaves will be added to the class tree to complete the class tree of thanks.Students will use printouts to create a “thank you” card for their parents. The cards will be sent home to the parents as a surprise thank you for all that they do for their children. Each student will be asked to give their cards to their parents during their thanksgiving celebrations at home.Students will work together to bake a pie for class snack. The students will use math skills help to measure the ingredients and will work as a group to complete the project. When the pies are cooled, the teacher will cut the pies and put the pieces onto paper plates. The students will be called to come and pick a piece and give it to another student. The student will tell their friend something nice and thank them for being a good friend. The student will remember to say “thank you” and will then pick a piece to give to another student until everyone has a piece to eat.ModelingThe teacher will use the words “please” and “thank you” when asking students to complete a task and will model for the students how to show appreciation for things that they do throughout the day. Checking for UnderstandingThe teacher will be able to assess the students understanding of the concepts as they complete each activity. The worksheets used to create the thank you cards will be used to assess if the child understand the lesson. Guided PracticeThe teacher will lead by example and will move from group to group and thank the students for their behavior or for being a good helper, etc. as they are working on their activities.Closure/Reflection for StudentsThe students sharing pie will be the final chance for the teacher to remind them about the importance of sharing and doing things out of gratitude. This will be the final activity in the series of lessons and will be something that is fun for the students, but will remind them about how nice it feels to share and to be thankful. Independent PracticeThe teacher will watch students at play and in other centers and will give children a sticker when they notice them saying thank you or telling a friend that they appreciate something they did without being prompted. Bloom’s Taxonomy Using Bloom’s taxonomy, the children are asked to remember manner words of “please” and “thank you.” Students listen to introductory lessons that teach other ways to express thankfulness and understand its meaning. Based on their understanding of the concept of being thankful they are asked to apply what they have learned by using the appropriate words at appropriate times, such as saying “thank you” when someone does something they appreciate. Students will analyze and evaluate what they are thankful for and what is important to them when completing activities such as creating their individual leaves for the class thank you tree and thank you notes for their parents. Differentiated InstructionMultiple IntelligencesThe activities in this lesson address students’ learning using the theory of multiple intelligences. Lessons will be enhanced for Kinesthetic learners who will be able to engage in hands-on-activities, interpersonal students will benefit from activities that involve independent work, and intrapersonal students will benefit from the group projects, such as creating the tree and creating the class chart. The use of music and video clips from Little Mandy Manners will address students who learn visually and musically, while reading of different stories and writing activities will address verbal skills for students. Logical intelligence is incorporated in the baking activity as well as organization of the class chart using tick marks.ELLELL students will benefit from the inclusion of music and video to reinforce the lesson being taught. Centers that incorporate art will be enjoyed without worry about understanding of using proper writing skills, however verbal skills will be reinforced during the activity, allowing the ELL student to practice proper social speaking and will allow the teacher to assess their understanding of being thankful in the way they interact with other students. Teachers will be able to assist students who are struggling with language development during the writing components of the lesson activities. Special NeedsSpecial needs students and those who might be unable to complete the writing assignments on their own will be provided with assistance. The students who struggle with writing can verbally answer the questions that are on the worksheet and the teacher will help them to write their answers. Those who are able will be asked to copy or trace what the teacher has written. Gifted StudentsStudents who are advanced will be asked to write their own sentences for the thank you card without the use of the worksheet. They will be asked to use full sentences and to elaborate on why they are thankful. ResourcesThanks for Thanksgiving by Julie MakerLarge roll of paperBrown paints of various shadesMarkersLeaf pattern (Appendix B)safety scissorsgluepencilsThank you Card Template (Appendix C)construction paperother art suppliespie ingredients and oven (or store bought pie)paper platesplastic knives and forksLesson Four: Sharing and Caring LessonSummary This lesson will put into action the information the children have learned in the unit. The children have learned about Native American traditions, thanksgiving, and being thankful. Now the students will apply what they have learned and carry out a project that will help the community. They will share as the Native Americans and pilgrims. Since the parents are a part of the community the students will serve them. Students will learn how they are a part of small and large communities. They will learn that their classroom is a small community, the school is a larger community, and the neighborhood in which they live is largest of all. They will understand that they can make a difference in every community.Integration of Ideas: This lesson will integrate writing, art, and math into civics. The children will write and color signs for neighboring classrooms. Students will create cornucopia center pieces with fake food to be used as decor for the parents during their program. Students will also practice one-to-one counting by counting out one knife, fork, spoon, napkin, plate, and cup for each parent.Grade Level: KindergartenTime Frame: 45 minutes for two days, 75 minutes one day, and 2.5 hours on day fourSubjects: Writing, Art, Math, CivicsTopics: Sharing, Caring, CommunityNotes:Teacher Reflections: Teacher should be sure to check technology used in the lesson before class begins. Print out any necessary papers. Though the teacher is sticking to a time frame, be flexible. The teacher may need more time to ensure student comprehension of vocabulary words and abstract concepts. Be sure to go over the rules before entering the hallway. Students may try to play in hallway. The teacher may have to cut the trip short. The teacher should put hangers on no more than five doors and choose students to hang them before entering the hallway in order to cut down on misbehavior. Teacher will need to stand by serving trays/table to make sure children do not turn it over on accident. Have a broom and mop readily available for spills. To extend the idea of community the teacher could began a unit about community helpers: firefighters, police officers, nurse, doctors, etc. They could take a tour of a fire station Standards and Key ConceptsStandards:Region: AZ- Arizona Academics Standards Subject: Social Studies (2006 Final) Subject- Grade- Domain: Kindergarten Strand: Strand 3: Civics/Government Concept: Concept 4: Rights, Responsibilities, and Roles of Citizenship PO 2. Recognize the rights and responsibilities of citizenship: a. elements of fair play, good sportsmanship, and the idea of treating others the way you want to be treated b. importance of participation and cooperation in a classroom and community c. why there are rules and the consequences for violating them d. responsibility of voting PO 3. Discuss the importance of students contributing to a community (e.g., helping others, working together, cleaning up the playground). Subject: Visual Arts (2006) Subject- Grade- Domain: Visual Arts Strand: Strand 1: CreateConcept # 1: Creative Process- The student will develop, revise, and reflect on ideas for expression in his or her own artwork . Concept # 2: Materials, Tools, and Techniques- The student will use materials, tools, and techniques in his or her own artwork .Subject: Language Arts Subject- Grade- Domain: Reading Grade: KINDERGARTEN Strand: Strand 1: Reading Process Concept: Concept 1: Print Concepts PO 3:?Start at the top left of the printed page, track words from left to right, using return sweep, and move from the top to the bottom of the page.PO 6:?Recognize that spoken words are represented in written language by specific sequences of letters.PO 8:?Demonstrate the one-to-one correlation between a spoken word and a printed word.Concept: Concept 6: Comprehension Strategies PO 1:?Make predictions based on title, cover, illustrations, and text.Subject: Mathematics (2010) Subject- Grade- Domain: Kindergarten Strand: Counting and Cardinality (CC) Concept: Know number names and the count sequence. Standard: .4. Understand the relationship between numbers and quantities; connect counting to cardinality. a.) When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. b.) Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. c.) Understand that each successive number name refers to a quantity that is one larger.?AZ – Arizona Early Learning StandardsStandard: Language and Literacy StandardStrand: STRAND 2: PRE-READING PROCESSConcept: Concept 6: Comprehending Stories The child shows an interestin books and comprehends stories read aloud.Indicator: b. Asks and answers a variety of questions about storiestold or read aloud.Indicator: c. Relates stories to life experiences and feelings.Strand: STRAND 3: PRE-WRITING PROCESSConcept: Concept 1: Written Expression The child uses writing materials to communicate ideas.Indicator: a. Uses a variety of writing tools, materials, and surfacesto create drawings or symbols.Indicator: d. Organizes writing from left to write, indicating an awareness that letters cluster as words and words cluster into phrases or sentences by use of spacing or marks.Indicator: e. Uses inventive writing to form words to convey ideas or to tell a story.Understandings: Children will learn how to be appreciative of the world around them. Students will learn how small gestures mean a lot to other people. Children will begin to understand that it is important to think about others and make others feel special. They will also learn that they need to take care of the community they live in and be a good neighbor. They will think of different ways to share, care, and help others on a regular basis.Relevance/Rationale/Enduring Learning: Students will learn the importance of becoming a caring community member who shares things and themselves with the classroom, school, family, and neighborhood community. They will learn how to help others everyday and take pride in their environment.Vocabulary: Share: something you give to someone that belongs to you. You can share time, toys, hugs, etc.Care: showing people what they mean to you or making sure something is safe or neat. For example, we take care of our classroom through keeping it clean, not breaking things, and following the munity: is the place you live, work, and play.Help: to give assistance to someoneEtiquette: the rules that tell us the proper way to behave in certain situationsThe vocabulary chosen for this lesson specifically pertains to language students need to know to complete the civic tasks of this lesson. The students will use the vocabulary in their everyday language. The children will also use the vocabulary in clozed sentences and identify each in picture form.Essential Questions: How did the Native Americans share? How can we share? What is our community? How can we help our community? How can we show we care?Knowledge and Skills: Student Objectives Students will be able to brainstorm ways to help in the classroom, school, and local community.Students will be able to understand sharing and caring.Students will be able to serve others using proper etiquette.Students will be able to demonstrate sharing and caring.Students will be able to understand what a community is.Students will be able to create artwork that exhibits sharing, caring, and helping others.Performance Tasks and AssessmentPerformance Task: For day one students will demonstrate care for the classroom by completing their helper duties for the day. For day two students will demonstrate care for others in the school by placing “Thank you” door hangers and stacking chairs at the end of the day for a neighboring class. For day three students will be critiqued on their ability to set the table for the event the next day on a work sheet. For day four students will be critiqued on how well they present and serve their parents.Performance Prompt: Teacher should remember to send a letter to parents about homework and the class program. Teacher will remember to bring refreshments and decorations on the last day of the lesson for parents. Teacher will show children how to properly set up the tables and serve the parents. Remember to make room messy for the first day of the lesson.Assessment/Rubric: Teacher will use anecdotal notes, checklist, and a rubric. The children will be assess on how well the sing and speak during the presentation to the parents. The students will also be assessed by how well they serve the parents their refreshments during the program at school. Did they remember how to set the table and use proper table manners during the Thanksgiving program? Students will also be assessed on their behavior and participation in classroom sharing and caring activities i.e. walking quietly in the hallway to place door hangers on classroom doors, help others clean up when center time is over, participation in stacking chairs for another class at the end of the day.Sequence of ActivitiesAnticipatory SetAs children walk into the class, teacher will ask the students to look around the room to see if anything is different.Teacher will take some labels down and make the room a little messy. (Be sure the mess will not cause any children to be harmed by tripping).Class will discuss their findings.“I am going to clean up now. Can you help me clean our classroom community?” Teacher will begin cleaning the class and see if students will join. Teacher will review the rules of the classroom and rules for the centers. She will also discuss how important it is for them to complete their helper duties.“Did you see how fast we got the room clean when everyone helped? What happens if we do not help each other?”Review ObjectiveRead and explain objectives or “Big Idea and Question” of the day. “What is community?” “How can I help?” PurposeStudents will review how the Native Americans helped the pilgrims. They will understand how they helped their community. They will relate this to how they can share and care for others in their community. They will listen to Rain School, a story about children who helped to build their school.LessonDirect InstructionTeacher will read Rain School.Begin by allowing children to do a picture walk.Use table on whiteboard to compare and contrast how the children in the book cared for their school to how Native Americans showed care for the Pilgrims.What did the Native Americans help the pilgrims?Why did they decide to have Thanksgiving?Discuss sharing, caring, helping, and community.Sharing is something you give to someone that belongs to you. You can share time, toys, hugs, etc.Caring is showing people what they mean to you or making sure something is safe or neat. For example, we take care of our classroom through keeping it clean, not breaking things, and following the munity is the place you live, work, and play.Helping means you assist others with something.Etiquette is the rules that tell us the proper way to behave in certain situationsModeling1. Teacher will demonstrate different ways to show people caring, sharing, and helping others. She will ask students to volunteer to help her demonstrate.2. Teacher will use template from Strong Armor Blogspot (2012) to show children how to set a table.a. First the teacher will write the words for each object on the whiteboard: fork, spoon, knife, plate, glass, and napkin.b. Teacher will show children how to set food on the table and proper table etiquette.Checks for UnderstandingStudents will brainstorm ways to share with others and show they care in the classroom, in the school, and at home in their neighborhood. Children will tell the teacher the right and wrong way to behave at the table. Teacher will write answer on the whiteboard. Students will draw a picture. One half of the construction paper the students will draw a picture of bad etiquette and on the other side good etiquette. They will write one or two sentences stating what is happening in the picture. They will turn it in and teacher will check for understanding. Students will also work in pairs as “Classroom Helpers.” They will be designated specific task each day in the room to complete.Guided PracticeTeacher show children the technique for counting the letters in the words to set the table. The children will work in small groups using a copy of the table setting template. Students will also use one-to-one counting to ensure there are enough plates, forks, spoons, etc. for each person in the group. Teacher will walk around the room to check. Students will practice witting at a table with no elbows on the table and using “please” and “thank you.” Each student will practice bringing food to the table.Students will decorate form door hangers with words “Thank You for Being a Good Neighbor!” on them. The teacher will walk them through the hallway to deliver the hangers.Students will listen to Sharing by Little Mandy Manners on YouTube. They will read the words to the song (they are on the screen). They will learn the song to sing to their parents at the parents program.Teacher will show students some pictures of sharing, caring, and poor behavior. Students will need to identify and categorize each. Teacher will place three baskets in the front of the room with the labels “Sharing, Caring, and Poor Behavior.” The teacher will demonstrate how to categorize the pictures. Then the students will come up and place the picture in the correct basket with the help of their classmates (if needed).Students will create a card about sharing and caring for their parents.Closure/Reflection for StudentsWrap-Up: Students will review ways to show they share and care for their classroom. “I am sending you home with a letter about an important program we will do later this week. Please remember to give the letter to your parents.”Students will think about what they want to write in their card to their parents. The card about how much they care about their parents will be given on the last day of the lesson during the presentation.Independent PracticeStudents will be encouraged to ask their parents to help set the table at home. They will also practice sharing and caring at home. They will report what they did the next day, each day of class.Bloom’s TaxonomyStudents will have to apply their knowledge of vocabulary words and the meanings to draw pictures. Students will also remember how to set a table. Students will be asked questions to show their understanding of the vocabulary. Students will apply what they have learned to create cards for their parents. Students will analyze and evaluate pictures of sharing, caring, and bad behavior to decide which basket they will go in.Differentiated InstructionMultiple IntelligencesTactile learners will benefit from helping around the room and practicing sharing and caring in the community. They will also benefit from setting the table and moving around the school to hang door hangers. Visual learners will benefit from categorizing the pictures that show the vocabulary words. Logical learners will enjoy counting the number of items needed for the place setting. Many of the activities are done as a large group such as preparing tables, singing to the parents, and hanging the door hangers will benefit interpersonal learners as well as working in pairs to be “Classroom Helpers.” Intrapersonal learners will be able to reflect on ways to share, care for, and help others. Musical learners will enjoying learning and singing a song for the parents.ELLEnglish Language Learners will have opportunity to work with the teacher in small groups or with another student on their assignments. They will benefit from working in small groups to set the table. They will also be able to reference the template.Special NeedsSpecial needs with physical disabilities will not be responsible for picking this up off the floor if they are a helper. I would also be careful to have them focus on setting the table, instead of serving food that they could drop. They will have another job like passing out papers. These students will also be allowed to work with the teacher or another student on assignments if necessary. I would allow students with emotional issues to go home with their parents after the presentation if they wanted so they would not be upset.Gifted StudentsGifted Students would be required to write more sentences about sharing and caring. They would also be asked to interview someone at home about how they help in the community and write about it. These students will assist ELL and special needs students where needed.ResourcesTable Setting TemplateCrayonsMarkersFoam StickersGlueJewelsPictures of sharing, caring, poor etiquette, good etiquetteThree basketsFoam door hangersFoodTable clothesForks, spoons, knives, cups, plates, and napkinsReferencesBarto, M.?(n.d.).?Bridging the gap for ELL students in the academic classroom.?Retrieved from kids .?(2000-2013).?Retrieved from , K.?(2012).?Preschool printables: Thanksgiving race to the top.?Retrieved from Tuffelmire, D.?(2013).?What are the benefits of using a thematic approach with kindergarten students?.?Retrieved from – Little Mandy Manners. (Jun 29, 2013). Retrieved from Kids How to Set the Table. Friday, August 10, 2012. Retrieved from The First Thanksgiving Sequencing Appendix BThe First Thanksgiving Assessment Checklist Yes NoThe student is able to match the correct _______ _______ number of corn kernels with the correspondingnumeral on the plate.The student demonstrates an understanding _______ _______ of what it means to be thankful through illustrations and/or written expressions.The student is able to correctly order the _______ _______pictorial sequence of events as they relate to the first Thanksgiving.The student is able to state at least one _______ _______fact he or she learned through the courseof the lesson.The student shows mastery of fine-motor _______ _______skills with cutting, gluing, and correct writing utensil grip when writing or drawing.Appendix CRubric for Being Thankful LessonsDIRECTIONS: Use this form to evaluate the students’ understanding of the materials presented in the lesson. Children will be assessed based on their listening skills and ability to complete the activities in the lessons as well as their understanding of the concepts presented. Using the scale, answer the questions for each student.1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong1. The student listens attentively during lessons and during stories.1 2 3 4 52. The student pays careful attention to relevant verbal information.1 2 3 4 53. The student asks effective questions to clarify verbal information. 1 2 3 4 54. The student responds to teacher and other students using the correct “please” and “thank you” words. 1 2 3 4 55. The student has expressed gratitude and thankfulness to others without prompting by the teacher.1 2 3 4 5Additional Comments:____________________________________________________________________________________________________________________________________________________________Student Name: ________________________________________ Date Assessed: ____________-2361320Appendix -654281-124691Appendix D (Thankful)Appendix E (sharing/caring)Appendix (sharing/caring)Table Setting ChecklistDid student place the following in the proper place?ObjectYes NoPlateForkKnifeSpoonGlassNapkinAppendix (sharing/caring)Parent Presentation RubricCriteria1- Unsatisfactory2- Basic3 - Proficient4 - AdvancedSing SongChild did not know song or did not sing songChild forgot 50% or less of the words or child did not sing 50% or more of the words.Child remembered more than 90% of the words. Child sang clear and loud enough to be heardChild remembered all of the words. Child sang loud and clear enough to be heard and understoodEtiquette: Manners, no burping, elbows off the table, used utensils.Child did not use proper etiquetteChild used some etiquette.Child displayed most of the etiquette. Child displayed proper etiquette during the meal.Serving ParentsChild did not serve parents. Child served parents. ................
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