Games of the World



Kelly J RognholtGames of the WorldKindergarten Social Studies Lesson Plan5/6/2015An exploration of games played throughout the world and mapping their location of origin.Unit SummaryIn this unit Kindergarten children explore 5 games played in different countries in the world and will learn to locate on a map or globe the country where the game originated or is now commonly played. The overall goal of this unit is for children to explore the central concepts of socialization and basic geography. Students will also explore issues of democracy and economics. They will vote for their favorite game and put on a carnival for fellow students and parents. The unit seeks to help children answer these overarching essential questions: What do I have in common with others in the world? How do I interact with others in the world?Skills and StandardsStudents will work to master the following skills related to the Wisconsin Model Academic Standards for Social Studies:Find locations of countries where the games originated or are commonly played.Geography.A.4.2 Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land forms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national bordersCultural Awareness, expanding their horizons and understanding of other cultures by trying new games and compare and contrast these to known games. Behavioral Science.E.4.11 Give examples and explain how language, stories, folk tales, music, and other artistic creations are expressions of culture and how they convey knowledge of other peoples and cultures. Behavioral Science.E.4.9 Explain how people learn about others who are different from themselvesExplore our democratic society through rulemaking and participation in voting activities.Political Science and Citizenship.C.4.5 Explain how various forms of civic action such as running for political office, voting, signing an initiative, and speaking at hearings, can contribute to the well-being of the community Political Science and Citizenship.C.4.6 Locate, organize, and use relevant information to understand issues in the classroom or school, while taking into account the viewpoints and interests of different groups and individuals Wisconsin Standards for Social Studies Behavioral Science. E.4.6 Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events, and cultureExploring money and entrepreneurship though organizing and running a carnival: Economics.D.4.1 Describe and explain of the role of money, banking, and savings in everyday lifeDiscovering information about an event/activity through investigation of primary and secondary sources: History.B.4.1 Identify and examine various sources of information that are used for constructing an understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos, paintings, architecture, oral presentations, graphs, and chartsThroughout the unit students will work on reading, writing, and communication skills including content that meets the following Common Core State Standard in English Language Arts:CCSS.ELA.RI.K.1. With prompting and support, ask and answer questions about key details in a SS.ELA.RI.K.4. With prompting and support, ask and answer questions about unknown words in a SS.ELA.RI.K.10.Actively engages in group reading activities with purpose and understanding.SequenceLesson 1 RulesLesson 2 Map SkillsLesson 3 LottoLesson 4 Water Hopscotch Lesson 5 Marbles Lesson 6 QuiotsLesson 7 Hoops and ArrowsLesson 8 Favorite GameLesson 9 CarnivalLesson 1 RulesPreliminary InformationLesson 1 of 9 FORMTEXT ?????Date: 3/7/2015Grade: KindergartenNumber of Students: TBDCourse/Subject: Social StudiesUnit/Theme: Games of the WorldPeriod/Time: TBDEstimated Duration: 45 minWhere in the unit does this lesson occur?(Double click box to activate check mark.) FORMCHECKBOX Beginning of the unit FORMCHECKBOX Middle of the unit FORMCHECKBOX End of the unitStructure(s) or grouping for the lesson (Check any that apply) (Double click box to activate check mark.) FORMCHECKBOX Whole class FORMCHECKBOX Small group FORMCHECKBOX One-to-one FORMCHECKBOX Other: Specify: FORMTEXT ?????What are your goals for student learning, and why are they appropriate for these students at this time?Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?Why do we have rules? How are rules determined? Who decides what becomes will become a rule?Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?This is the first lesson of the unit to establish the concept of rules so all the children can understand the need to respect the rules while they play the games.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Ability to have meaningful communication with others.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. Students will be able to make work together to make rules for a game.Students will be able to explain the reason why rules exist and how they come to be.How you will communicate the learning objectives to students?After we play our initial game where the other students interrupt our classroom I will convey the learning objectives to the students verbally.Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. Exceeds: Student can give a clear description of why we have rules, student can provide more than one situation where there are rules (other than a game) and explain why it has rules and who decided.Meets: Student can give a clear description of why we have rules. Student can provide at least one situation beyond a game where there are rules.Below: Student is unable to explain why we have rules even with prompting and support. Student is not able to provide a situation beyond a game where there are rules.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. Through observation and anecdotal notes. I will be recording any on topic contributions or insights made to the group, any original ideas conveyed, any off topic remarks during the rule making activity. I will be looking to record evidence that the student understands the concepts of forming rules and deciding on them as a group.NameContributions made to group discussionOriginal ideas conveyedOff topic commentsStudent FeedbackHow will you provide students with feedback? Use academic language within your response.Verbal feedback to the entire group or individually if necessary.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.Wisconsin Model Academic Standards for Social Studies:E.4.6 Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events, and cultureAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?decide, voteHow will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. (Borrow some children from a 2nd grade classroom and make a plan with them prior to your lesson at the designated time have them enter the room and interrupt.) Tell student they are going to play their favorite indoor class game (Seven-up, Musical statues, etc.). Begin playing the game and have the older students come into the room and join but not follow the rules and mess the game up as much as they can. Have them announce they are the winner and take the “it” role. After a few minutes signal them to leave.ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.Discuss what happened with the class. Begin by using any statements children made during the game or by asking the children that got upset during the interruption. For example, “Jill, I heard you say that Jane from Mr. Blank’s class was not the winner? How do you know that?” “Peter, I heard you say you it was not fair and you weren’t playing anymore. How did you decide it wasn’t fair?” And other questions.Create a game with students. Tell them as a class you are going to invent a new game. Show them the plastic dip tray and bean bag balls. Ask them to help brainstorm rules for how to play the game that would be fair. Make a list on the board and then vote on which rules will be included. Have them vote by writing their top three choices for rules. To keep the game simple and on the age level of the children the first 3-5 rules to get the most votes will be used to play the game.After the game is created play it as a class.Break children up into groups and have them come up with a short description of why there are rules? Have them answer the questions: Thinking about other situations that have rules, how were those rules decided and who do you think decided them?ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.Have student share their group’s answers to the question and briefly discuss the answers. This is the information students have come up with avoid correcting them or saying something is right or wrong. Allow the discussion portion to determine those outcomes.Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?This is an activity where each person can contribute to the discussion based on their interpretation and understanding of the lesson. There are not right or wrong answers so all students should be able to participate without assistance. If it is a communication problem (blind deaf etc.) use appropriate methods to facilitate communication.What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?Children may get upset when the other students in class come in and join the game the lesson may need to be extended to allow time for kids to calm down and process the intrusion and its meaning to the lesson.Resources and MaterialsIdentify all resources and materials used for this lesson. notecards to use for votinga cardboard shoebox with a hole in top to use as a ballot boxwhiteboard and markers to write brainstorms and final decisionsbean bag balls Dip tray (available at the Dollar Store)Lesson 2 Map SkillsPreliminary InformationLesson 2 of 9Date: 4/19/2015Grade: KindergartenNumber of Students: TBDCourse/Subject: Social StudiesUnit/Theme: Game of the WorldPeriod/Time: TBDEstimated Duration: 45 minWhere in the unit does this lesson occur?(Double click box to activate check mark.) FORMCHECKBOX Beginning of the unit FORMCHECKBOX Middle of the unit FORMCHECKBOX End of the unitStructure(s) or grouping for the lesson (Check any that apply) (Double click box to activate check mark.) FORMCHECKBOX Whole class FORMCHECKBOX Small group FORMCHECKBOX One-to-one FORMCHECKBOX Other: Specify: FORMTEXT ?????What are your goals for student learning, and why are they appropriate for these students at this time?Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?Where am I in the world? What is a map? What is a globe?Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?The unit is on Games of the World and will explore the kinds of games played by children in other countries and where those countries are located. In order to have a point of reference we will first look at where we are located in the world and cover basic map skills to use in our unit.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Knowledge of directional words like near, far, above, below, left, right, etc.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. Students will describe the difference between a model of something and the real thing.Students will describe places they see on different maps.Students will explain the difference between a photograph of Earth and a globe; a map and a globe.How you will communicate the learning objectives to students?Verbally and on the white board at the beginning of the lesson.Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. Exceed expectations: Without prompting and support: Students is able describe difference and similarity between model and the real object and complete the sentences. Student can describe multiple places and symbols on the maps. Student can explain the difference between a photo of Earth and a Globe as well as a map and a Globe. Student is able to create a model of the classroom and explain their representation.Meets expectations: With prompting and support: Student is able to describe how a model and the real object are alike and tell why the model cannot be used the same as the real thing. Student can identify at least one symbol and/or place on the maps provided. Student can point to a globe and a map and identify them correctly.Below expectations: Student is unable even with prompting and support to identify the model and the real object it represents. Student is unable even with prompting and support to find symbols and places on the map. Student is unable even with prompting and support to identify a map and a globe when asked.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. Student will complete sentences on models and share with a partner. I will collect the sentences and observe the sharing.Student will create a model of the classroom and submit that for my review.Student will be asked in the course of the lesson or one on one as needed to identify a map, globe, picture of a the earth, a symbol, and a place on the map. I will keep track of these on a checklist to make sure everyone has had an opportunity to be asked and to demonstrate knowledge or to have me observe in the course of the lesson that they demonstrate understanding.Student FeedbackHow will you provide students with feedback? Use academic language within your response.Written notes on their submission as well as verbal conference if needed on how they did with their work. Verbal feedback during the lesson indicating correct responses or encouragement and praise of answers given.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.Wisconsin Model Academic Standards for Social Studies A.4.2 Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land forms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national bordersAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Globe, Map, Map Skills, ModelHow will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. Introduce the concept of a model. ?Help students understand the concept of a model of something real. Show students miniature items representing things from their daily lives, such as a toy car or animal. Help students to describe the difference between the real objects and their miniature versions. Ask: How are these like a real car or animal? How are they different from a real car or animal? Provide students a model to make a comparison have them write the names of the objects and complete the sentence starters: This is a model ___________. The model ____________ is like the real ________________ because ____________. They model _____________ is different than the real ____________because _____________.Provide these on paper to be collected and have students complete the sentences to demonstrate their understanding of the concept.Have the students describe to a partner how the miniature versions looks like the real object and explain why people cannot use it the way they use the real object. ??ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.Activate students’ prior knowledge about why we use maps.?Show students the three provided maps: the Park Map, the Neighborhood Map, and the Community Map. (Below in resources.) As you project each, read its title aloud. Explain that maps are miniature versions or models of places on the Earth. Ask students to name what they see on the map. Explain that the small pictures are “symbols.” These are like the miniature version or models of the real things. Instead of a model of a house, there is a small picture.Zoom out from students’ school and community on an interactive map. Interactive Map Longfellow ElementaryLocate the students’ school using the search feature on a satellite map application such as Google Maps. Point out places on the map as in Step 2. Ask: Where are the roads? Where are the buildings? Where do you see water? Zoom out very slowly. Explain that the views of the land and water students are seeing are getting smaller as we see them from farther away. Have students imagine looking down at the ground from a rocket or shuttle going straight up in space. At different points ask students to describe what they are seeing. Zoom out until students can see the continents.ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next pare a picture of Earth and a globe.Show students the picture of Earth from space. Ask them to describe the shape (a ball). Talk about how the details on this image look similar to what they saw on the map before, for example, they may recognize the shapes of the continents and oceans. Next show the picture of the globe, and pass around a globe. Explain that globes are miniature models of Earth. Ask: What shape is a globe? (a ball) How is a globe like Earth? How is a globe different from Earth?Have students complete the worksheet Earth Shapes to hand in to demonstrate understanding of the shape of the globe/earth.Have students work collaboratively to build a model of their classroom using blocks, clay, or precut paper shapes.Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?By providing visual information in presenting the maps, verbal information in explaining the maps, written information in the worksheet and fill in the blank response to the model vs. real object comparison. Students will have the opportunity to communicate their thoughts both verbally and in written form and both individually and with a partner.What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?If the computer is not working I have pictures of the maps to use.Resources and MaterialsIdentify all resources and materials used for this lesson. Materials Crayons Blocks, clay, or precut paper shapes Globe Miniature items, such as cars or plastic animals Photos described in the activity modification Scissors Resources: Adapted from Exploring Maps and Models of Earth on National Geographic EducationNational Geographic Lesson PlansFigure SEQ Figure \* ARABIC 1 Neighborhood MapFigure SEQ Figure \* ARABIC 2 Park MapFigure SEQ Figure \* ARABIC 3 Community MapLesson 3 LottoPreliminary InformationLesson 3 of 9 FORMTEXT ?????Date: 2/21/2015Grade: KindergartenNumber of Students: TBDCourse/Subject: Social StudiesUnit/Theme: Games of the WorldPeriod/Time: TBDEstimated Duration: 45 minutesWhere in the unit does this lesson occur?(Double click box to activate check mark.) FORMCHECKBOX Beginning of the unit FORMCHECKBOX Middle of the unit FORMCHECKBOX End of the unitStructure(s) or grouping for the lesson (Check any that apply) (Double click box to activate check mark.) FORMCHECKBOX Whole class FORMCHECKBOX Small group FORMCHECKBOX One-to-one FORMCHECKBOX Other: Specify: FORMTEXT ?????What are your goals for student learning, and why are they appropriate for these students at this time?Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?What do I have in common with others in the world? How do I interact with others in the world?Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?This is the first game children will be learning in this unit 5 games will be learned from different countries along with something about the culture of that country and learning its location on the map.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Knowledge of the game Bingo. Prior participation in a game with rules.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. Students will be able to play a game with these skills; take turns, play fair, follow rules, and remain friendly.Students will learn a game called Lotto and students will be able to describe how it is similar to and different from bingo.Students will be able to find Italy on the map/globe.How you will communicate the learning objectives to students?Verbally and with handouts or PowerPoint.Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. See Appendix A: Assessment RubricsEvidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. I will observe students as they play the game and mark their progress based on the rubric using anecdotal notes. In subsequent lessons on remaining games I will use those observations to provide guidance and support to students who are not meeting expectations as they play future games. The game rubric assessment will not be complete until students have done all 5 games. It is expected that as they play I will see the scope of their learning process and see improvement they make from the first game to the last game lesson. I will make observations of students indicating the correct location of the map as we do each country and keep track of each student using a checklist. I will conduct a summative assessment on reading the map at the culmination of the unit after all countries have been learned.Student FeedbackHow will you provide students with feedback? Use academic language within your response.If I observe any problems I will ask them questions to help bring them on track to their own solutions. Questions such as: How do you think this game would work if everyone went at the same time? How do you think “Johnny” felt when you did/said that? What can you do to make this easier? How can you find out what you are supposed to do now? As students perform games and are doing well I will provide verbal feedback individual with phrases like: “Jill” I like how you were patient and waited your turn. “Jack” I know when “Jill” stepped over the line that you were frustrated I like how you were calm when you asked her to do it over. These statements will be phrased appropriately as the situation arises. I will keep a checklist of student names to make sure I provide feedback to each student.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.Wisconsin Academic Standards for social studies: A.4.2 Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land forms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national borders (countries)E.4.9 Explain how people learn about others who are different from themselvesE.4.11 Give examples and explain how language, stories, folk tales, music, and other artistic creations are expressions of culture and how they convey knowledge of other peoples and culturesAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Lotto, lotto frame, vertical, horizontal, caller, country, map, border, globe, Italy, ItalianHow will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. Have students recall playing the game bingo. Draw a simple bingo board on the whiteboard or overhead. Ask students: How do you play this game? How do you know when someone wins? Today we are going to play a game very similar to the game of Bingo; in fact you could say that this game is the parent of the game bingo meaning it is the original game that Bingo was created from. This game is called Lotto.ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.First we are going to talk about where the game Lotto came from. Does anyone know what country we live in? Is a country the same as a state? Can any one name another country that you know? Can you find USA on the map? How do you know where our country starts and ends what space it is on the map? Can you find USA on the globe? How did you know where the USA was on the globe?Lotto came from a country called Italy. Does anyone know where Italy is on a map? (Show Italy if they do not know.) Italy is a country across the Atlantic Ocean from our country it is often described as being shaped like a boot. Who wants to come up and trace the shape of the country? What lines do you have to follow to trace the shape? What are those lines called-think/pair/share with your partner? “Borders tell us where the edge of a country is on the map.” What do the colors on the map tell you? Is there more to Italy then just this boot shape? Now that we found Italy let’s talk about it in America we are called Americans, what do you think people in Italy are called-Think/pair/share? Do you think the people in Italy talk the same way we do? We speak English what language do you think they speak-think/pair/share? (Italian) In Italian this game is called il Gioco del lotto d’Italia Which directly translated to English means the Game of the lottery in Italy. By its shortened name it is Lotto.Before we learn how to play the game let’s talk about some general rules for playing games. Can anyone think of a good rule to have when playing a game? (Brainstorm a list of rules that help in playing games. Included in the list should be: Take turns, Speak one at a time, Listen to the game leader, Play fair, Body it your own space.Now we are going to divide up into groups of 5. Each group will have 4 players and one person who is the Caller. The Caller will have a set of cards and will call out/and show the pictures on the card. The players will try to find those pictures on their own game card. (Divide groups and send to tables, pass out game cards and Caller’s cards). Each player has a card in front of them that has pictures on it if you look at your cards you will see they are not the same as the person next to you. When the Caller calls out the picture he/she will hold it up so everyone can see it. Players look at your cards and if you have that picture raise your hand and the Caller will give you his card. Place his card on your game card matching it up to the picture you have. When someone fills there card they call “Lotto”. And that person becomes the new Caller he/she shuffles the cards and the game starts over.(Allow students to play game walk around taking anecdotal notes, answer questions, and provide support and guidance as they play.)ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.Okay everyone that was great I liked (offer positive feedback about things you saw during the game playing). Now everyone place your game cards in the center of the table and stack your Caller Cards up on top. Come join me on the rug.Tell me what did you like about this game? What didn’t you like? How is this game like Bingo? How is it different? When you played the game with your group tell me something you found challenging about playing with others? How did you solve it? If you had to teach this game to someone else, let’s say it is someone who does not speak your language, how would you teach them? Come up and demonstrate if you want.Who remembers where the game Lotto came from? Can you find it on the map? Can someone else find it on the globe? What were these lines around the country called again? What is the language of Italy?These game cards will be at the Help Yourself Table during choice time and you can play the game with a group of friends if you choose to. (State next activity or transition.)Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?As I speak about the game I will demonstrate how it is played by putting the Caller Cards onto the Game Cards. Go around and provide individual feedback and support while children play. During quiet times in the day (independent reading or choice time) talk with children that I observed having problems and work with them individually and make sure they understood concepts. Higher achieving students provide paper to write about what they did or make up a story about Lotto. Provide blank map for them to fill in. (All students would get these opportunities to choose to do.)What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?Children become disruptive about losing the game, take them aside and let the other continue to play. Resources and MaterialsIdentify all resources and materials used for this lesson. BIBLIOGRAPHY \l 1033 Grunfeld, F. (1975). Games of the World: How to make them-How to play them-How they came to be. Versailles, KY: Rand McNally Company.Lesson 4 Water HopscotchPreliminary InformationLesson 4 of 9Date: 3/1/2015Grade: KindergartenNumber of Students: TBDCourse/Subject: Social StudiesUnit/Theme: Games of the WorldPeriod/Time: TBDEstimated Duration: A few sessions in one day the first 15-20min, the second 30-40min and the third 15-20min. Assessment portion for the similarities and differences can be done the next day and as homework depending on the choices students make for their demonstration of knowledge.Where in the unit does this lesson occur?(Double click box to activate check mark.) FORMCHECKBOX Beginning of the unit FORMCHECKBOX Middle of the unit FORMCHECKBOX End of the unitStructure(s) or grouping for the lesson (Check any that apply) (Double click box to activate check mark.) FORMCHECKBOX Whole class FORMCHECKBOX Small group FORMCHECKBOX One-to-one FORMCHECKBOX Other: Specify: FORMTEXT ?????What are your goals for student learning, and why are they appropriate for these students at this time?Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?What do I have in common with others in the world? How do I interact with others in the world?Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?This is the second game children will be learning in this unit to learn about the culture of another country, to learn its location on the map, and to strengthen their ability to interact with others. They will add one more location on the map to their knowledge base.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Knowledge of the game Hopscotch, ability to jump or hop, balance, ability to toss an object lightly.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. Students will be able to play a game with these skills; take turns, play fair, follow rules, and remain friendly.Students will learn Water Hopscotch a version of the game from the Netherlands from its province Holland. They will be able to describe how it is similar and different from our version of Hopscotch.Students will be able to find the Netherlands on the map/globeHow you will communicate the learning objectives to students?Verbally and in writing with one on one explanations as needed.Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. See Appendix A: Assessment RubricsEvidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. I will observe students as they play the game and mark their progress based on the rubric using anecdotal notes. In subsequent lessons on remaining games I will use those observations to provide guidance and support to students who are not meeting expectations as they play future games. The game rubric assessment will not be complete until students have done all 5 games. It is expected that as they play I will see the scope of their learning process and see improvement they make from the first game to the last game lesson. I will make observations of students indicating the correct location of the map as we do each country and keep track of each student using a checklist. I will conduct a summative assessment on reading the map at the culmination of the unit after all countries have been learned.I will assess the student’s ability to differentiate between our hopscotch game and the one we learned. Students will be able to choose from the following projects to show their knowledge.Draw a picture to show the differences and circle or label things that are similar or different. Write a letter to a friend telling them how to play Water Hopscotch (hinkelbaan) and explain how it is a different comparing at least three points of difference or similarity.Dictate an explanation of the differences using a tape recorder or do it for the teacher.Discuss with a friend the differences and similarities between the two games and record the conversation on a tape recorder.Teach the game to a friend that is not in your class or to a younger sibling, have an adult video tape the teaching.Or children can demonstrate the similarities/differences using the American Hopscotch board and the Water Hopscotch board to physically show how the games are played.Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will give verbal feedback to students as they play the game. Physically demonstrate answers to questions as needed. I will give verbal and written feedback on their project.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.Wisconsin Academic Standards for Social Studies: A.4.2 Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land forms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national borders (countries)E.4.9 Explain how people learn about others who are different from themselvesE.4.11 Give examples and explain how language, stories, folk tales, music, and other artistic creations are expressions of culture and how they convey knowledge of other peoples and culturesAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Hopscotch, Water Hopscotch, Hinkelbaan, out, in, on, toss, hop, skip (as in skipping a space in the game), similar, different, Netherlands, HollandHow will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. First session done at Circle time: Show pictures of the two different Hopscotch boards (visual learners) ask the children, “does anyone know what these are?” Allow for discussion and brainstorming. Draw a picture on the overhead or whiteboard; ask “do you know what this is?” (children should most likely respond – hopscotch game)What would you say if I told you that these pictures were of the same thing? Discuss that with the person next to you?” (Interpersonal Learners)“What did you decide in your discussion? What do you think about these three pictures?” (Linguistic learners)I can indeed tell you that these three pictures all show Hopscotch game boards. Hopscotch is played in countries around the world. I am going to read you a bit of the history of Hopscotch I will put it on the overhead so you can follow along. (Auditory and Visual Learners)ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.Read this to children from overhead: Historical Background: According to most sources, hopscotch was developed centuries ago in Great Britain during the Roman occupation. Because the original hopscotch courts were used for military training, they were over 100 feet long! These long courts represented the long 400-mile journey on the Great North Road connecting London, England, to Glasgow, Scotland. Roman soldiers used this road frequently, so a military exercise was developed to condition them for it. Roman soldiers tested their strength on these hopscotch courts by carrying heavy loads or wearing full armor. Today, football players go through similar conditioning drills by running through rows of truck tires in full gear. It is reported that Roman children made their own smaller courts to imitate the soldiers. The children developed a scoring system for their games, and hopscotch was born and spread throughout Europe. (End Overhead)Now one of the countries where children played the game Hopscotch is the Netherlands. In the Netherlands they speak Dutch and the word for Hopscotch in Dutch is “hinkelbaan”. Everyone repeat that: hinkelbaan. They play using several different styles of the game their boards look different just like I showed you in the pictures earlier that there are different boards, the Netherlands game also looks different from ours. (Show photo of Water Hopscotch).Today we are going to learn to play the Netherlands type of Hopscotch, the game of hinkelbaan, in their Water Hopscotch version. 2nd session done after morning snack: Before we learn this game let’s review the rules we came up with yesterday for playing games…”Who can tell me one of the rules?” Keep discussing until all are listed. (Take turns, Speak one at a time, Listen to the game leader, Play fair, Body it your own space.)(In the gym have the Water Hopscotch boards premade with tape or drawn on the playground with chalk. There should also be a diagram of the American version that is most familiar to the children.)Now let’s take or list of rules and we will go to the playground/gym. To play the game.When you play Hopscotch you use a marker to show where you are in the game sometimes the marker is a rock you found on the playground, today we are going to use beanbags. (Distribute beanbags) We have two boards and in a minute we will divide up to play the game but first we have to discuss how you play.“Who can tell me or show me what the first thing is that you do when we play our American version of Hopscotch?”In Water Hopscotch we do the same thing. We throw our beanbag to the first number the number 1. Now that your beanbag is on the number one what do you do? Who can tell me or show me? In Water Hopscotch we do the same thing we jump over the square our bean bag is in and land in the number two square.What happen in American Hopscotch if you throw you bean bag on the line or miss the square? The same thing happens in Water Hopscotch if you miss your square or land on the line with your bean bag you lose your turn.How many feet can you land on in each square in American Hopscotch? Can someone tell me or show me? Right in our hopscotch you land on one foot if there is only one square and on two feet if there are two squares next to each other. Now here is where Water Hopscotch the Netherlands version is different. All of the squares are only one square to you can only land on one foot, watch me and I will show you. Now to make this fair you can switch feet if you need to as long as only one foot comes down. Like this (show them switching feet.)Let’s look at another thing that is different what is this letter in the corner of the 3, 6, or 9?That’s right it is an “R” in this game that means REST so when you jump into the 3, 6, or 9 if you want to you can use both feet.The last difference is this stripe in the center. Does anyone know what that says? (Hold up a card with the word water written the way the children normally see it since the board has a vertical version). That’s right it says Water, now what might it mean if that says WATER? Think-Pair-Share to come up with answer.Water is a danger you want to try to not jump into the water so if you do then you lose your turn just like if you land on a line with your bean bag or miss the spot with your bean bag.Now I know that was a lot of information and we are going to play the game now and I want each of you to help the others out. If you do not know what to do ask your team. TEAM when you are asked raise your hands if you have the answer and your teammate will call on you for help. I will be observing and helping you too.Divide children into groups allow them to play providing guidance and support as needed.End play and regroup the students talk about the new game. “What did you like? What didn’t you like? Tell me one thing that is different about Water Hopscotch from our game? Tell me one thing that is the same?” Return to classroom.ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.3rd session done after lunch: Children at tables pass out the blank maps. We played a game of the Netherlands version of Hopscotch outside/in gym today and now I would like to talk about where that country is on our map. Yesterday (or last time) we found Greece on the map this time we are looking for the Netherlands. Let’s think back to what we learned about the map when we found Greece, How did you know where Greece started and ended on the map? Tell me or show me. Good. Now the Netherlands is also near a body of water just Greece and it is actually straight up from Greece on the map. If I take my finger and put it on Italy and trace a line up I find the Netherlands. (Demonstrate). Now each of you take your finger and put it on Italy on your paper. Check with your neighbor to make sure you are correct, now write the word Italy on you map where the country is like this (demonstrate). Now trace your finger straight up to the Netherlands, check with your neighbor. This word is very long so I am not going to have you write the whole thing for now we will just put an N. I have little paper labels you can glue on at the start of free choice time.Well today we learned a lot about playing a new game from the Netherlands (touch map) do you remember what language we said they speak? (Dutch) Can anyone tell me the Dutch word for Hopscotch? (Hinkelbaan) What was the English translation of the game we played? (Water Hopscotch). Why is it called Water Hopscotch? What does the water mean? How many feet could you land on when you found a rest space? (two) What numbers had rest spaces? (3,6, & 9).This can be done the next day or later in the class as time permits: Now to finish up our learning of this game we are going to do some activities and you can choose which one you will do to show me what you know about the game of Water Hopscotch and how it is the same or how it is different from our American version. Give list of choices (found in assessment section above) and let students think about it. Offer more detailed individual explanations if needed.Ask children who chose to do a partner activity to sit with their partner. Write names down. Have short individual conferences with students and with the partner groups to record their choice of activity and answer any questions they may have. Allow time in class for students to do their projects.Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?I will provide choices for completing a project about the similarities and differences between the games.During my presentation I will use visual aids, auditory messages (reading content aloud), and demonstrations to show children what to do. Children will be encouraged to ask their peers for help. I will also provide individual instruction as needed.Breaking up the lesson into several parts to help students stay focused. The trip to the gym or outside is a great break for the students who have ADD/ADHD. The playing of the game is physical and great for Bodily-Kinesthetic learners. I also give students the opportunity to say what they think or to show what they think so they can demonstrate their knowledge in two ways. It is possible at a student can show me and then others fill in the verbal response as well. What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?If children have difficulty playing the game for physical reasons, lack of balance, can’t jump, visual problems or hearing problems I will work with them and even get the class to brainstorm solutions. Resources and MaterialsIdentify all resources and materials used for this lesson. Bean bags, tape or chalk2 or 3 Water Hopscotch boards depending on class: Premade in the gym or outside size.Blank map of the countries in Europe. BIBLIOGRAPHY \l 1033 Grunfeld, F. (1975). Games of the World: How to make them-How to play them-How they came to be. Versailles, KY: Rand McNally Company.KOREAN HOPSCOTCHBRITISH HOPSCOT5WATER R 647 R 3 82 R 9110WATER HOPSCOTCH ~ HINKELBAANLesson 5 MarblesPreliminary InformationLesson 5 of 9 FORMTEXT ?????Date: 03/22/2015Grade: KindergartenNumber of Students: TBDCourse/Subject: Social StudiesUnit/Theme: Games of the WorldPeriod/Time: TBDEstimated Duration: 2 – 45 min sessionsWhere in the unit does this lesson occur?(Double click box to activate check mark.) FORMCHECKBOX Beginning of the unit FORMCHECKBOX Middle of the unit FORMCHECKBOX End of the unitStructure(s) or grouping for the lesson (Check any that apply) (Double click box to activate check mark.) FORMCHECKBOX Whole class FORMCHECKBOX Small group FORMCHECKBOX One-to-one FORMCHECKBOX Other: Specify: FORMTEXT ?????What are your goals for student learning, and why are they appropriate for these students at this time?Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?What do I have in common with others in the world? How do I interact with others in the world?Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?The first two games played (lotto and hopscotch) are already somewhat familiar to the children. This 3rd game the game of Marbles is not as familiar and requires more instruction. Marbles is the first of the lesser known games we will play in this unit.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Able to hold a small object, able to drop a small object, prior participation in a game with rulesStudent Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. 1. Students will be able to identify a Shooter and a Mib and define Bombing and Pot.2. Student will be able to say when they can keep Mibs and when they must give up a Mib.3. Students will be able to play the marble game of Dropsies.4. Students will be able to find Germany on a map or a globe.How you will communicate the learning objectives to students?At the beginning of the lesson and then review it throughout the lesson. I will write objectives and read them to the students. We will review each objective as we learn it.Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. See Appendix A: Assessment Rubrics for Find That Country and Game PlayingAssessment of learning objectives done with Independent practice worksheet. Exceeds expectations: Answers all questions correctly. Pictures are clearly labeled. Complete sentences written. (spelling does not have to correct)Meet expectations: Answers at least 2 correctly. Writes words rather than just numbers or pictures to question 3 and 4. Does not meet expectations: Answers are incomplete or missing information. Cannot answer the questions verbally when going over the work with the teacher. Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. I will observe students as they play the game and mark their progress based on the rubric using anecdotal notes. In subsequent lessons on remaining games I will use those observations to provide guidance and support to students who are not meeting expectations as they play future games. The game rubric assessment will not be complete until students have done all 5 games. It is expected that as they play I will see the scope of their learning process and see improvement they make from the first game to the last game lesson. I will make observations of students indicating the correct location of the map as we do each country and keep track of each student using a checklist. I will conduct a summative assessment on reading the map at the culmination of the unit after all countries have been pletion of the worksheet that will be done in class as a formative assessment. Observation of the students playing the game as a Summative Assessment. Observation of students locating Germany on the map as a Summative AssessmentStudent FeedbackHow will you provide students with feedback? Use academic language within your response.We will do the worksheets together and review any independent work students complete as a class. I will provide individual feedback as children work on worksheet. I will give one-on-one feedback as needed for students who are struggling.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or SS.ELA.RI.K.1. With prompting and support, ask and answer questions about key details in a SS.ELA.RI.K.4. With prompting and support, ask and answer questions about unknown words in a SS.ELA.RI.K.10.Actively engages in group reading activities with purpose and understanding.Wisconsin Academic Standards for Social Studies: A.4.2. Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land forms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national borders (countries).E.4.9 Explain how people learn about others who are different from themselvesE.4.11 Give examples and explain how language, stories, folk tales, music, and other artistic creations are expressions of culture and how they convey knowledge of other peoples and culturesAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Marble, Shooter, Mib, Bombing, Pot, Player, turn, bumped, circleHow will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. Hold up a bag of Marbles. Ask students: Who knows what these are? Tell me what you do with them. Say to students: When I was younger we could not have marbles because we had babies in the house and my Momma was afraid the babies would swallow them. Did anyone else’s parents say they couldn’t have marbles? Well today we are going to learn a game of marbles that we can play.ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.Marbles are played all over the world but there is one country that was the best for years at making marbles. They made more marbles than anyone else in the world and made marbles by hand from the mid 1800’s to the early 1900”s when machines took over. That country was Germany so we will use Germany in our map exploration today. Does anyone know where Germany is located on the map? You see on our map we found the Netherlands last week. What if I told you Germany shared a border with the Netherlands? First let’s review what border means: a border is the edge of a country on the map and it is shown by a line drawn around a country? Now let’s find the border for the Netherlands. Can someone show me the border? Now we trace the border with our finger and we can see two countries share a border with the Netherlands. If I told you Germany was the larger of the two countries can you point to which on is Germany? Okay I will write Germany on our map.Now we have found Germany and we can move on to our lesson on playing marbles the game we are going to learn today is called Dropsies (write on board). I am going to hand out a reading packet to each of you and we will read together about playing marbles.On Page 1 we have our Vocabulary words when we say Vocabulary we mean these are words to know these are words we may not have had and we need to know to understand what we are reading.The first Vocabulary word is Shooter (point to it on document camera or write on board).Everyone read to yourself what a shooter is…now let’s read it together. The second word is Mib and our definition of shooter told us that a shooter is larger than a Mib. Let’s read together what a Mib is…Now look at the picture of the marbles. Find the word Shooter and trace your finger to what the arrow is pointing too. Find the word Mib and trace your finger to what the arrow is pointing to. Can anyone tell me how they know from the picture which marble is the shooter and which marble is the mib?The third word is Bombing that is a word many of us have heard. Think about what Bombing means and share that with your partner…Okay let’s read what our paper says about bombing. Is that anything like what you thought? Discuss with your partner.The final word is Pot, look at the picture and discuss with your partner what you think Pot means based on the picture…Now we will read together what it says a Pot is. Page 2 teaches us how to get ready to play the game. Everyone take a minute and read that page on your own…Okay turn to your partner and tell them many marbles each player starts with and tell them which marbles are the shooters and which are the Mibs…Now let’s read that sentence together as a class…Look at the next sentence raise your hand and show me with your fingers how many Mibs each player puts in the circle, in the Pot…Okay each player puts 3 mibs in the Pot. What do you have left in your hand after you put the 3 mibs in the pot?So we know that to get ready each player each person needs to have how many mibs? How many shooters? Each player gets 4 mibs and 1 shooter. Then each player puts how many mibs in the pot? Each player puts 3 mibs in the pot. And they are all ready to begin playing.Now we will look at Page 3 and read about how to play. Everyone read that page independently. Use what we have talked about with the vocabulary to understand what you are reading if you need to go back and look at the vocab list please do. Read the best you can underline anything you are really confused by so you watch for that information when we go over it as a group.Okay now we will read the page together if you underlined things watch for that this time and put a circle around it if you still have questions so you can ask me or a partner about it. (Read the entire page with the students, advanced readers may take a sentence to help with the reading.) We have finished that page turn and discuss what you read with a partner if you did not understand something ask them your question. If you still need help after talking to your partner raise your hand. (Discuss any questions as a class.)Don’t worry if you are confused about something we are going to continue to go over this material and then practice it so you will get all your questions answered as we go.(Hand out practice worksheets.) We are going to read these together. Go through the Review and Discussion sheet as a class reading each one together and having students write the answer in the blank.Good job everyone now we are going to divide up into our groups to play the game. You will have each other, your game worksheets, and your teacher to help you as you play so together we will all be able to do this. (Divide class into groups of 3 can be more if there are more students but 3 is an ideal number) Okay now each group move to your circle. (Once children are at a circle hand out marbles in plastic cups to help contain them mark the cups with a different color so there is a blue, green, and red in each group). Each of you has a cup with marbles in it you each have 4 Mibs, 4 smaller marbles and 1 shooter, 1 larger marble. Each person places how many marbles into the circle? Good 3, each player put 3 of your Mibs into the Pot into the circle. Blue cup you will be going first, then red, then green. (Write color order on board if needed).The Blue person is going first what do they have to do? That’s right they have to drop their marble onto the others in the circle this is bombing. Blue player drop your marble. Now look and see, if you had marbles go out of the circle raise your hand. Okay 3 of you did now what do you do with the marbles that went out. You pick them up so go ahead and pick up the marbles that when out and put them in your cup. You can also pick up your Shooter. Now for the one that did not have a marble go out what do you do? That’s right you have to add a Mib to the pot, so put one Mib one of your marbles into the pot and then take your Shooter and put it back in your cup.Now that we have done the blue player together Red will take their turn and I am going to stay quiet so you help each other figure out what to do during Red’s turn. (Allow kids to keep playing offering guidance and support as needed. When you see one group reach the end, all the marbles out of the circle stop the class.)Okay I see that in this group all the marbles are out of the circle their Pot is empty. Remember what we read how does this group decide who the winner is? Right, they count their marbles and see who has the most. (Offer plastic plates with sides to place marbles in for counting.) (Can allow students to keep playing and then do closure activity after a break like lunch or recess or stop the game and go directly to the closure lesson and the return to play. This will be determined by the mood of the class and the needs of the students.)ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.Everyone return to your seats and we are going to do an Independent practice so we can put together everything we learned today. (Pass out independent practice sheets). I will read the instruction for each of the questions one at a time and then give you time to work on it before we move the next one. (Read each instruction and give 3 min of work time. Children who read independently can work ahead.)Now that you have answered 1-4 for number 5 turn to your partner and discuss your answers. Make any changes to your paper you think are necessary. PENCILS DOWN.Discuss as a class the answers to the independent practice. No more changes to the sheet are allowed.Turn in your paper. (After students finish allow them to return to playing marbles if time permits)Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?For the assessment in the independent practice students write and draw so all levels can have a chance to answer. I will individually quiz or go over material with struggling students. It will be evident in how they play the game if they understand what we read or not. Pre divide the groups if possible to place an advanced reader with each group; spread out students with difficulties (emotional/physical) so they are a mix of abilities in each group.What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?Students throw marbles instead of drop them: Give one verbal warning. 2nd time remove the child from the game for 1 min and then allow them to return with the instruction that the marble should be dropped not thrown. The students are getting antsy. Break the reading of the game instructions up into smaller pieces taking breaks or doing other activities. The content does not have to be presented in one sitting. Resources and MaterialsIdentify all resources and materials used for this lesson. Pre-drawn or pre-made circles 18 inches in diameter drawn in dirt, with chalk, or with washable marker on the floor, or cut from butcher paper and taped down. (Circle edge should be flat as possible to allow marbles to roll out circle). If necessary 13x13 squares can also be used. Hula hoops to help contain rolling marbles especially if playing indoors.Document camera to share reading or white board to write key concepts on.Plastic plates with sides or some other container to dump marbles in for final counting.Plastic cups marked with different colors to denote who will go first, second, third, etc.History of MarblesVocabulary wordsHow to play DropsiesHow to Play DropsiesVocabulary - words to knowShooter - The marble you shoot with. It is larger than a mib. Mib - The marble you shoot at.11658607251700107442016891001699260-1905Mib00Mib1828800569595Shooter00ShooterBombing – A form of shooting; Dropping your marble onto other marbles.Pot - Group of marbles that every player adds to.20345401299845Pot00Pot15621001139825Page 1How to Get ReadyEach player has 1 Shooter and 4 Mibs.Each player puts 3 Mibs in the Pot by placing them in the circle. 190500147320009982202971800054102029718000139446013398500185166026035000130302013081000906780130810007239003619500174498026479500139446015494000464820495303 players: each put in 3 Mibs for a total of 9 Mibs in the circle.3+3+3=9003 players: each put in 3 Mibs for a total of 9 Mibs in the circle.3+3+3=9Page 2How to PlayPlayers take turns bombing by dropping their Shooter on the Mibs in the circle.Player picks up their Shooter.Any Mibs bumped out of the circle are kept by the player. 2484120102235Shooter player will pick up.00Shooter player will pick up.144780015748011125202336800011430011938000975360276225001577340444500025908002698750065532017843500338328066675Mibs won by player.00Mibs won by player.221742026670020116803124200022631402667002796540685805791202133600016230600001341120241300002049780355600018288031813500If no Mibs are bumped out of the circle they must put a Mib in the Pot.1211580309245001623060393700077724013843000320040368300017830803187700020955002089150010134603079750048768094615002651760241935Mib added by player.00Mib added by player.1783080196215157734045720001668780141605001242060141605005715002311409 Mibs in circle player must add 1 Mib for a total 10 Mibs in the circle. 9+1=10009 Mibs in circle player must add 1 Mib for a total 10 Mibs in the circle. 9+1=10Game EndsThe game ends when all the Mibs have been bumped out of the circle. The player with the most Mibs wins.Page 3Review and Discussion1) The marble you shoot with is a _________________________.2) The marble you shoot at is a ___________________________.3) Dropping your marble on to other marbles is called ___________________________.4) A _____________ is a group of marbles that every player adds to.5) How many Mibs do you start with? ______________6) How many Shooters do you start with? _________________7) Each player puts ______________ Mibs in the pot and keeps 1 Mib.8) To play you drop your Shooter onto the Mibs in the Pot this is called ___________________.9) You keep the Mibs that are bumped ________ of the circle.10) If no Mibs are bumped out of the circle you _______ a Mib in the Pot.11) When all the Mibs are bumped out of the circle the game will _____________.12) The player with the _________ Mibs wins.Lesson 6 QuiotsTeacher Candidate’s Name: Kelly RognholtPreliminary InformationLesson 6 of 9 FORMTEXT ?????Date: 04/05/2015Grade: KindergartenNumber of Students: TBDCourse/Subject: Social StudiesUnit/Theme: Games of the WorldPeriod/Time: TBDEstimated Duration: Click here to enter text.Where in the unit does this lesson occur?(Double click box to activate check mark.) FORMCHECKBOX Beginning of the unit FORMCHECKBOX Middle of the unit FORMCHECKBOX End of the unitStructure(s) or grouping for the lesson (Check any that apply) (Double click box to activate check mark.) FORMCHECKBOX Whole class FORMCHECKBOX Small group FORMCHECKBOX One-to-one FORMCHECKBOX Other: Specify: FORMTEXT ?????What are your goals for student learning, and why are they appropriate for these students at this time?Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?What do I have in common with others in the world? How do I interact with others in the world? Where do others in the world live?Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?This is the 4th game children will be learning in this unit. 5 games will be learned from different countries along with something about the culture of that country and learning its location on the map.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Prior experience playing a game with rules. Knowledge of the game of Horseshoes. Ability to toss an object.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. Students will be able to play a game with these skills; take turns, play fair, follow rules, and remain friendly.Students will learn Quoits using one of the versions played in Britain. They will be able to describe how it is similar and different from our game of horseshoes.Students will be able to find Great Britain on the map/globe.How you will communicate the learning objectives to students?During the lesson as we explore. It will not be at the beginning because I want them to try to discover Quoits through source documents.Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. See Appendix A: Assessment Rubrics for Find That Country and Game PlayingEvidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. I will observe students as they play the game and mark their progress based on the rubric using anecdotal notes. In subsequent lessons on remaining games I will use those observations to provide guidance and support to students who are not meeting expectations as they play future games. The game rubric assessment will not be complete until students have done all 5 games. It is expected that as they play I will see the scope of their learning process and see improvement they make from the first game to the last game lesson. I will make observations of students indicating the correct location of the map as we do each country and keep track of each student using a checklist. I will conduct a summative assessment on reading the map at the culmination of the unit after all countries have been learned.I will ask them to find England independently as an exit ticket for the washing up for lunch.Student FeedbackHow will you provide students with feedback? Use academic language within your response.Will be verbal as they work on source documents and play the game. One-on-one conferencing will be done as needed. StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.Wisconsin Academic Standards for Social Studies: A.4.2 Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land forms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national borders (countries)E.4.9 Explain how people learn about others who are different from themselvesE.4.11 Give examples and explain how language, stories, folk tales, music, and other artistic creations are expressions of culture and how they convey knowledge of other peoples and culturesB.4.1 Identify and examine various sources of information that are used for constructing an understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos, paintings, architecture, oral presentations, graphs, and chartsAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Horseshoes, Quoit, Stake, Ringer, Leaner, HobberHow will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. Today we are going to explore a new game. I am going to pass out some picture and let you examine them. Let’s get into our groups of 4 and you can look at these pictures and then discuss them with your group. Time allowed 3 min. (Pass out Figure 1, Figure 2 with no captions or titles) Now that you have examined these pictures what can you tell me about them? What do think is going on? Write brainstorm ideas for what student groups report discovering in the pictures. (3-5 min)We have a lot of ideas about these pictures we are going to look at some more things to see if we can discover more about what these pictures mean.ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.Pass out Figure 3 allow children to examine it in their groups. (1 min)Put your copy on the document camera and read to them information presented in Figure 3. Tell children that Figure 3 is related to what is happening in the pictures with this new information can them make any more guesses about what is going on? Write their guesses. Put Figure 1 on the document camera. Ask students if anyone can identify what is happening in this picture? What are the items around the stake? What game is being played? Identify the game as Horseshoes or confirm their answer if Horseshoes is offered. Ask: How is Figure 2 similar to Figure 4? Children should be able to make comparisons between the two pictures and determine that Figure 4 is a game similar to Horseshoes. Circle any information in the brainstorm that has been confirmed by the exploration so far. (3-min)Now as a class explore the other source documents using the WebViewer. Go through Document 1-5 reading the information to the children and helping them make connections with the documents and the Figures. Identify and define key vocabulary as you go through the documents. Explain that the Figure 1 & 2 they are playing a game called Quoits which is the parent to the game of Horseshoes. Tell them Document 1 is an excerpt from a book on games of the past called “The New Encyclopedia of Sports 1947”. Read the excerpt in document one and make a comparison chart with the children between the game of horseshoes and the game of Quoits. Remember to identify key vocabulary. “The game of Quoits was played with heavier metal disks which were harder to get over the stake because they did not have the open end of the horseshoe so the game required more skill and strength. Therefore, horseshoes was a game for boys and women and Quoits a men’s game.Both games were brought to America by English Soldiers and English Settlers. The soldiers used the Horseshoes since their horses wore them so they were always there to use they did not need to carry the extra Quoits equipment. The Settlers played Quoits because they did not travel like the soldiers and could keep the equipment in their homes.” (3 min)Discuss Document 3 & 4 and explain they are score cards used to keep track of the game. Compare them with Figure 3 they are the same, all score cards. Talk about why Figure 3 might have been put in the newspaper. (Use the WebViewer to look at the newspaper that Figure 3 was sourced from.) (1-2 min)After reading that what do we know about where Quoits came to America from? (Answer England)Who played Horseshoes? Why?Who played Quoits? Why?(Students will be able to find Great Britain on the map/globe.) “We know Quoits came to American from England. England is part of the country of Great Britain. Let’s look at the map we have been making; The Netherlands is here, if I said that Great Britain was an island (completely surrounded by water) near The Netherlands where might it be on the map?” Let children show it. Record the name of the country on the map. (3 min)(Students will learn Quoits using one of the versions played in Britain. They will be able to describe how it is similar and different from our game of horseshoes.) Show them the stakes and rings and tell them we are going to play Quoits. Write the vocabulary on the board to and identify items as you speak: Quoit and Stake. Tell children they are going to take turns pitching two rings at the stake. They will keep track of their score on the score card. Write the scoring vocabulary and draw a picture of what it looks like on the board when the Quoit is in each place.VocabularyQuoit: a round disk with a hole in the center that is thrown at a stake in the ground in an attempt to ring it.Stake: a small wooden or metal pole driven into the ground and Quoits are thrown at it.Pitch: To throw a Quoit at a stake.Ringer: when the stake is coming through the center of the Quoit. This is worth 3 points.Leaner: when a Quoit is touching the top of the stake and leaning against it. This is worth 2 points.Hobber: when a Quoit is touching the stake anywhere but not at the top. This is worth 1 point.Remind children about expectation for playing games. (Students will be able to play a game with these skills; take turns, play fair, follow rules, and remain friendly.)Have children play the game and walk around helping them keep score and answering any questions.ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.Bring children back together. Review the origin of Quoits and its location on the map. Ask children to tell you what they liked about the game? What they didn’t like? Point out examples of cooperation observed when children played the game. (How do I interact with others in the world?) Tell students the before we go wash up for lunch they will come up to my desk one by one and point to Great Britain on the map. Call students one at a time and record their answer according to the rubric to not their progress on map identification.Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?Quoits is played with different boards and the ability level and age of students determines which one the teacher should use. There is a Single target, 5 target, and 9 target game What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?There is no enough time: Skip the scoring and allow children to pitch and see if they can get a ringer. Some children will have trouble prepare to move the line they throw from forward so they can be successful pitching the Quoit. Figure 1, while historical, it is difficult to see what the men are doing it can be eliminated if desired.Resources and MaterialsIdentify all resources and materials used for this lesson. Soft ground to pound stakes or a thick piece of Styrofoam, purchased from a craft store, to set the peg in. Angle the pegs slightly forward. (If your set comes with a built in stand this is not needed.)A line drawn on the floor a reasonable distance from the target for the age and abilities of children. Official rules of Old English Quoits have the stakes 18 yards (54 feet apart). Prepare a line about 3-5 feet away from stakes for younger children. If children are having difficulties move the line closer for all children playing. Rules will vary based on what set is used for this lesson plan I used a 1 pin set to make it easier for children.Purchase a 1 Pin Quoits SetPurchase a 5 Pin Quoits Set 9 Pin Quoits Old EnglishPrimary and Secondary Source Documents To Explore On-Line With ClassDocument 1 Secondary SourceHistory of Quoits/Excerpt from "The New Encyclopedia of Sports" (Written quote from source document) The New Encyclopedia of Sports 1947 for purchase (Authentic document) Document 2 Primary SourceQuoits International 1920 Document 3 Primary SourceQuoits International 1920 Score Card English vs. Welsh Secondary Source Documents That Can Be Printed and Shared or Done On-lineDocument 5Newspaper page to view in its entirety where quoits score sheet was sourced.Figure 1 Figure2Oil on Canvas 1836Figure3Newspaper clipping of Quoits Scores to PrintFigure 4HorseshoesFigure 1 Pitching QuoitsWinslow Homer (February 24, 1836 - September 29, 1910) was an American landscape painter and printmaker, best known for his marine subjects.Figure 2 Painting, [Pitmen playing Quoits (The Disputed Shot)], / by Henry Perlee Parker, [c1836]. Oil on canvas - See more at: 3 -381002914650Figure 4 The Game of Horseshoes developed from the Game of QuoitsFigure 4 The Game of Horseshoes developed from the Game of Quoits-762000-838581000Document 1 The following is an excerpt from a 1947 edition of a book entitled "The New Encyclopedia of Sports" published by A. S. Barnes and Company, New York, which sums up the development of both quoits and horseshoes exceptionally well:“The sport found favor not only with the camp followers, and then the soldiers, but was taken up by the rich of the different nations.? It provided more than a means of sport; it was supposed to have value, due to the bending and lifting requirements in the case of obesity.? Eventually, the throwing of the light shoes was left to a few women, and youngsters, while the men threw a small discus, or the quoit of today, at stakes. Thus especially in England, the twin sports grew up together.? Horseshoe pitching was a boy's game; quoits for men.? But the soldiers, on the march, continued to use horseshoes, since they were always available.? The stay-at-homes, in England, preferred quoits, and the sport was in high favor in England, and certain other parts of Europe, through the 16th, 17th, and 18th centuries.English soldiers, arriving in the colonial New York area, introduced horseshoe pitching there.? Many settlers, who followed, brought along quoits. Thus, both games had devotees in the 17th and 18th centuries in America.? But, as was the case elsewhere, the American soldiers, in the Revolutionary War, settled upon the horseshoe game.? Quoits had to be carried along with the equipment; shoes were available whenever there was any camping and action by the "smithies”.History of Quoits/Excerpt from "The New Encyclopedia of Sports" (Written quote from source document)Score cardNameHow it landed. Circle it.ScorePitch 1Ringer (3pts) Leaner (2pts) Hobber (1pts)Pitch 2Ringer (3pts) Leaner (2pts) Hobber (1pts)Lesson 7 Hoops and ArrowsTeacher Candidate’s Name: Kelly RognholtPreliminary InformationLesson 7 of 9 FORMTEXT ?????Date: 4/12/2013Grade: KindergartenNumber of Students: Click here to enter text.Course/Subject: Social StudiesUnit/Theme: Games of the WorldPeriod/Time: TBDEstimated Duration: 45 minWhere in the unit does this lesson occur?(Double click box to activate check mark.) FORMCHECKBOX Beginning of the unit FORMCHECKBOX Middle of the unit FORMCHECKBOX End of the unitStructure(s) or grouping for the lesson (Check any that apply) (Double click box to activate check mark.) FORMCHECKBOX Whole class FORMCHECKBOX Small group FORMCHECKBOX One-to-one FORMCHECKBOX Other: Specify: FORMTEXT ?????What are your goals for student learning, and why are they appropriate for these students at this time?Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?What do I have in common with others in the world? How do I interact with others in the world? Where do others in the world live?Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?This is the 5th game children will be learning in this unit. We come full circle in our lesson because we started by talking about our location on the map.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Know what a Hula Hoop is and ability to balance and role it. Ability to throw and object.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. Students will be able to play a game with these skills; take turns, play fair, follow rules, and remain friendly.Students will learn Hoops and Arrows using one of the versions played by Native Americans. Students will be able to find the United States on the map/globe.How you will communicate the learning objectives to students?Verbally after the beginning Hook activity. Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. See Appendix A: Assessment Rubrics for Find That Country and Game PlayingEvidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. I will observe students as they play the game and mark their progress based on the rubric using anecdotal notes. In subsequent lessons on remaining games I will use those observations to provide guidance and support to students who are not meeting expectations as they play future games. The game rubric assessment will not be complete until students have done all 5 games. It is expected that as they play I will see the scope of their learning process and see improvement they make from the first game to the last game lesson. I will make observations of students indicating the correct location of the map as we do each country and keep track of each student using a checklist. I will conduct a summative assessment on reading the map at the culmination of the unit after all countries have been learned.I will ask them to find United States independently as an exit ticket for the washing up for lunch.Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will give them verbal feedback and encouragement as they play the game.I will stamp their hand with a stamp of their choice after they identify the country location.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.Wisconsin Academic Standards Social Studies: A.4.2 Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land forms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national borders (countries)E.4.9 Explain how people learn about others who are different from themselvesE.4.11 Give examples and explain how language, stories, folk tales, music, and other artistic creations are expressions of culture and how they convey knowledge of other peoples and culturesAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Plains Indians, Native American, United States, Hoop, Arrow, artifactHow will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. I will hold up a hula hoop and ask children to tell me what it is. I will tell them that Native Americans also played games with a Hoop but they used there hoop a bit differently. I will tell them I am going to read a book about a hoop and see if they can discover what it is used for along with me.I will read the book “The Magic School Bus Shows and Tells.” (This a longer book so I will either begin reading it in advance of starting this unit or I will paraphrase up to relevant point of the book. When Arnold begins presenting his artifact at the Show and Tell competition that is where the relevant content begins. He has an aunt who is an architect and he brings a Hoop and Arrows from an Indian game and then talks through the artifact and how to determine what it is.) I will ask questions throughout the reading to scaffold the children’s comprehension and clarify that they understand.ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.Briefly discuss the book and what Native American means. Show children a map/globe of North America. Tell them the Native Americans we are talking about today lived in areas that are now part our country the United States (show figure 1). Can anyone find our country, the United States on the map? (Figure2)Now we are going to look at a few pictures together from the Internet that show us more about what the hoops and arrows looked like and how Native American Children used them. Explain as we look at the pictures that they rolled the hoop along the ground and then threw arrows at it trying to get them through a hole in netting woven in the hoop.Hoop and Arrows Sioux, Northern PlainsHoops and Arrows, LakotaHoops and Arrows, Eastern Woodland IndiansWe have seen a few examples of Indian children playing with their hoop and arrows and now we are going to try it. Because we are new at this game we will not use a hoop with a woven netting we will throw our arrows through an open hoop. Our arrows will be these dowel rods.Let’s all go outside. To play this game we will divide the class into 3 groups and each one will have hoop and a dowel (arrow) to throw. (Get students in groups.) I want to you to line up in your team. (Show students where to line up (a pre-marked spot is good to have ready) have each line a good distance apart to avoid collisions. It is best to play on blacktop. But this can also be done in a gym.) The first person in each line will roll the hoop and the second person will run alongside the rolling hoop and throw the dowel. (Demonstrate) Then the roller goes to the end of the line, the person that threw the dowel rolls the hoop, the next person in line throws the arrow. And you keep rotating jobs until everyone has a turn to roll the hoop and to throw the arrow. (Work with children and monitor line progress to help them take turns. After a run or two they should have the rotation down if not make adjustments as needed.) Allow children to play until time runs out or boredom/unrest sets in.ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.Return to the classroom. Discuss the map locations again. Ask a student to point to the United States.Discuss the book, what did Arnold show at the Show and Tell convention? What was his artifact his object used for? Who played with the artifact? How was the game we played outside like the game the Native Americans played? Why might they play such a game? Have students return to their seats. Tell them that starting with table (x) they will come up one by one and point out the United States on the Map and then they can go line up to get read to visit the bathroom for lunch.Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?Some students may need to throw at a stationary target I can hold a hoop still for them to toss the dowel/arrow. Some may be very good at it so I will have smaller hoops so they can roll them with a partner and throw at the smaller target.What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?Students might not be able to roll the hoops effectively so I can choose a few good rollers to do it rather than rotate the roller if needed. Students might decide to hit with the dowels so I will need to explain that using them on other students will result in having to sit out away from the group and miss a turn.Resources and MaterialsIdentify all resources and materials used for this lesson. 3-5 Hula Hoops and 3-5 ? inch dowels (depending on class size)A large open areaThe book: The Magic School Bus Shows and Tells by Johanna Cole 1 Range of the Plains IndiansFigure 2Lesson 8 Favorite GamePreliminary InformationLesson 8 of 9 FORMTEXT ?????Date: 4/26/2015Grade: KindergartenNumber of Students: TBDCourse/Subject: Social StudiesUnit/Theme: Game of the WorldPeriod/Time: TBDEstimated Duration: 30-45minutesWhere in the unit does this lesson occur?(Double click box to activate check mark.) FORMCHECKBOX Beginning of the unit FORMCHECKBOX Middle of the unit FORMCHECKBOX End of the unitStructure(s) or grouping for the lesson (Check any that apply) (Double click box to activate check mark.) FORMCHECKBOX Whole class FORMCHECKBOX Small group FORMCHECKBOX One-to-one FORMCHECKBOX Other: Specify: FORMTEXT ?????What are your goals for student learning, and why are they appropriate for these students at this time?Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?What do I have in common with others in the world? How do I interact with others in the world?Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?The students have learned a variety of games now for this lesson we will democratically choose which game to play for our final day of our unit. Students will collect data on what game was most popular and then vote from the two highest choices.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Knowledge of all the games we learned this unit, counting, one to one correspondenceStudent Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. Students will create a tally sheet to determine which two games are the most popular.Student will prepare a brief argument for or against the top two games.Students will cast a ballot for their favorite game from the two most popular choices.How you will communicate the learning objectives to students?At the beginning of the lesson I will say the objectives and write them on the board.Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. Exceeds expectations: Student respectfully voices their opinion on the game choice for or against one of the final choices. Student accepts the final vote as an indication of the wishes of the majority of the class. Meets expectations: With prompting and support student voices their opinion on the game choice for or against one of the final choices. Student accepts the final vote.Does not meet expectations: Student is unable or unwilling to give an opinion even with prompting an support. Student rejects final game choice made by the majority of the class.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. I will monitor the student work and look for student to voice opinions and participate in the voting process.Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will give verbal feedback as need during the lesson. StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.Wisconsin Academic Standards Social Studies: C.4.5 Explain how various forms of civic action such as running for political office, voting, signing an initiative, and speaking at hearings, can contribute to the well-being of the communityC.4.6 Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking into account the viewpoints and interests of different groups and individualsAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Vote, poll, tallyHow will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. Read Amelia Bedelia’s First Vote by Herman ParishDiscuss how the students made decisions by voting. Tell students that we are going to vote today in order to select the game we will play for our last day on our Games of The World UnitExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.First we need to gather some information to find out which games were enjoyed the most by the students in our class. We played 5 games in this unit. I have written the names of those five games across our chart paper. Everyone is going to get a chance to go up to the paper and make a tally mark under their favorite game. Remember a tally mark is just a straight line on the paper and after all the marks are completed we will count them.Allow children to make their tallies. As a class count the number of tallies under each game and write the number down. Discuss with the students which two games had the biggest number. Write those two games on the board. (If there is a tie for first or second place have student tally again using just the top 3 games to narrow the choice down to 2 games).These 2 games are the most well-liked by students in our class. But not everyone chose those two games so now we are all going to get a chance to let the rest of the class know our opinions on the final voting choices. So if you really do not like one of these games this is your chance to tell everyone why.Pass our opinion sheets. Place a copy of the sheet on the document camera. Read it with the students and answer any questions they have before they fill out their sheet. Let them know if they dislike both games or like both games they can give an opinion on each. Make extra sheets available for those who have more to say. Remember they are only discussing the top two games that emerged when the tally was done.After everyone has filled them out go around the room and allow student to share their sentence(s). Once each student has had an opportunity to have their voice heard it is time to vote.Explain to the students that they will get a sheet, called a ballot, to mark their vote for the game that should be played. They will have 3 choices Game 1 (name) Game 2 (name) or NONE OF THE THESE. They will need to write in the name of the games by copying them from the board. Then tell them to mark their choice fold the paper and stick it in the ballot shoe box.Tally the ballots and announce the winner.ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.Before going out to play the game.Review: The process they used to discover the top two games is called a poll, when you gather information about people’s opinions and tally the results you are taking a poll. Vote means to make a choice. A Ballot is a paper that you mark your choices on. Explain that in our government we make laws and chose our leaders by voting for them.Then go play the game.Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?For non-readers I will go around the room and provide support in completing their sentences and reading the tally chart to make their choices. Where appropriate I will assign a student that reads well to assist some of the non-readers.What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?Students are unhappy with the choice and do not want to play the game? I will offer and alternate activity if they are very opposed to playing.Resources and MaterialsIdentify all resources and materials used for this lesson. Amelia Bedelia's First Vote Large sheet of chart paper or white boardshoe box with slit cut on topBallot paperOpinion SheetOpinion SheetI really like __________________ game. I think we should play it because__________________________________________________________________________________________________________________________________________________________________.I really do not like ______________ game. I think we should not play it because _________________________________________________________________________________________________________________________________________________________________________.Ballot? Game 1 _____________________? Game 2 _____________________? None of TheseLesson 9 CarnivalPreliminary InformationLesson 9 of 9 FORMTEXT ?????Date: 5/3/2015Grade: KindergartenNumber of Students: TBDCourse/Subject: Social StudiesUnit/Theme: Games of the WorldPeriod/Time: Two sessions: one is planning for the carnival, two is having the carnival. The Carnival will occur a week (or less as it works out for the situation) after the first session.Estimated Duration: 45 min; 1-2 hrs.Where in the unit does this lesson occur?(Double click box to activate check mark.) FORMCHECKBOX Beginning of the unit FORMCHECKBOX Middle of the unit FORMCHECKBOX End of the unitStructure(s) or grouping for the lesson (Check any that apply) (Double click box to activate check mark.) FORMCHECKBOX Whole class FORMCHECKBOX Small group FORMCHECKBOX One-to-one FORMCHECKBOX Other: Specify: FORMTEXT ?????What are your goals for student learning, and why are they appropriate for these students at this time?Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?What do I have in common with others in the world? How do I interact with others in the world?Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?Children have been working on learning new games and connecting them to places in the world where other children live and play those games. They have learned about globes, finding places on a globe, the purpose of rules, how to democratically select games to play and in this final lesson they will organize and implement a carnival as an economics lesson.Ideally this unit on games would be done April/May so games can be played outside. The carnival should be in May for good weather and so the students have had a whole year of learning about numbers/math and learning how to be a good contributor in a classroom community.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Knowledge of how to play the games presented in this unit. Ability to work as a member of a team. Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. Students will with prompting and support, determine the goal for their fundraising effort and determine the price of entry to the carnival.Students will create advertisement flyers/posters to market their carnival.Students will run the games and teach others how to play.Students will total their earnings and determine the outcome of their carnival venture.How you will communicate the learning objectives to students?Verbally and in writing at the beginning of the LessonExpectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. Exceeds expectations: Student contributes to voting for the goalStudent collaborates with peers to make a flyerStudent helps run the gamesStudent is able to count money with the teacher. Student understands that the more tickets they sell the more money they makeStudent demonstrates understanding of the concept of want vs. needMeets expectations: Student is able to do/understand at least 3 of the items listed for exceeds.Below Expectations: Even with prompting and support student cannot do/understand at least 3 things from the list in Exceeds.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. Observation will be used to assess progress in expectations 1-5Expectation 6: Make a want/need chart again and go around the room have each student give one item that is a want and one item that is a need.Student FeedbackHow will you provide students with feedback? Use academic language within your response.Verbal feedback will be ongoing during the lesson. Students with difficulty will be taken aside for one on one discussions as needed during or after the lesson.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.Wisconsin Academic Standards for Social Studies: D.4.1 Describe and explain of the role of money, banking, and savings in everyday lifeAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Want, Need, Goal, CarnivalHow will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. Show a 1-2 clip of runners doing a fundraising race in the local community and briefly describe how people contribute money to run in the race and that money is used to buy something that is needed by a group in the community.ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.Session 1Tell students since we have learned all these games we are going to raise money for something we need. People will pay to play games in our carnival and we will use the money to buy what we need. Define need and want: Brainstorm a brief list of things that are an example of need/want for each category to make sure students understand the difference. Provide a list of things the classroom can use that include needs and wants (example more paint but if they already have lots of paint that is a need, if the paint is running low that is a want). Keep the number of items 6 or less. After you write things down in the need/want column for classroom items erase the want column. Tell students the class is focusing on getting something that they need. By show of hands quickly vote on the items in the need list. Put the price of that item up on the board. (Hint: Choose items to put on list that have simple numbers that can be divided by 2, 5, or 10.)Discuss with students how much people need to pay for tickets to their carnival in order to reach their goal number. For example: If tickets cost a dime and 20 people play they will make $2.00. Write the ticket prices and possible earning on the board. Cap the amount at no more than 25 cents. (Arrange ahead of time to have students from other classes plan to attend this carnival (provide the money for the students to use) also invite parents.)Ask students to vote by show of hands for the ticket price.Divide students into groups and assign them a game to be in charge of running during the carnival there can be more than one set of each game for Hopscotch and Marbles. (Arrange to have other adult volunteers to be present for carnival day.) Have student make a poster about their game and to invite people to the carnival. Hang posters in the hallway to advertise the carnival.Select two students to be money collectors at the start of the carnival. Session 2Have carnival. Allow children to show the carnival attendees how to run the games with an adult volunteer to lightly assist. ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.After all the games are played return to the classroom and count the money in the collection container. Have students assist with the counting based on their skill level. Write the amount on the board. Discuss with students and determine if they met their goal or not.If not brainstorm ideas on how they might earn the rest of the money.Make a want/need chart again and go around the room have each student give one item that is a want and one item that is a need.Celebrate their hard work on the carnival with punch and cookies.Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?Students will have different levels of math skills and understanding. Prepare to discuss the concept with individual students ahead of this unit/lesson during their math time to support their understanding and build background knowledge. What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?The students are confused and unable to process the math for this lesson: The carnival will be a week after the prices setting portion of the lesson. Work with individual students to assist them in their understanding during the week before the carnival.Resources and MaterialsIdentify all resources and materials used for this lesson. Collection box for moneyPoster Paper to create munication/collaboration with other teachers to make sure there are students to attend the munication/collaboration with parents to determine how many can attend and to get volunteer workers.Assemble volunteers.A controlled entry point to the carnival so attendees have to pass the collection boothAdmission Tickets (optional)Appendix A Assessment RubricsI will observe students as they play the game and mark their progress based on the rubric using anecdotal notes. In subsequent lessons on remaining games I will use those observations to provide guidance and support to students who are not meeting expectations as they play future games. The game rubric assessment will not be complete until students have done all 5 games. It is expected that as they play I will see the scope of their learning process and see improvement they make from the first game to the last game lesson.3=Exceeds Expectations, 2=Meets Expectations, 1=Working Toward Meeting Expectations, 0=BelowI will make observations of students indicating the correct location of the map as we do each country and keep track of each student using a checklist. I will conduct a summative assessment on reading the map at the culmination of the unit after all countries have been learned.Blank Map Students will point out countries in Europe that we learned. On the second map students will find the United States (from the Hoops and Arrows lesson). Exceeds expectations: Student is able to correctly locate all of the countriesMeets Expectations: Student is able to correctly locate at least 3 of 5 countries without assistance or with prompting and support student is able to correctly locate all countriesBelow Expectations: Student cannot correctly locate any of the countries. ................
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