Kindergarten Lesson: Career DayGrading Period/Unit (CRM): 3rd 9 weeks, CRM 3, Unit 4, Arc 1Estimated timeframe: 2 days

Lesson ComponentsLesson Objectives:The student will know: The names of different types of jobs in the home, school, and community How to explain why people work Different functions workers perform in various jobs

The student will be able to: Recall, identify, discuss and chart good citizens and their different types of jobs and

contributions to help the community. Identify jobs in the home, school, and community Describe jobs in the community and explain why we have community jobs Identify how others within one’s school, home and community are helpful Express how one feels about helping others

Language Objectives:Students will listen, speak and write about types of jobs during whole group and group activities where they are listing jobs in the home and community. Students will generate a list of jobs. Students will read nonfiction books about jobs. Students will write a journal entry about a person’s job and what they do at their job.Standards(Texas Essential Knowledge and Skills):(K.2) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to:

(K.2B) identify contributions of patriots and good citizens who have shaped the community.

(K.7) Economics. The student understands the value of jobs. The student is expected to: (K.7A) identify jobs in the home, school, and community; and (K.7B) explain why people have jobs.

Essential Questions: What are some of the basic human needs and wants? How are needs and wants different? How do people meet their needs and wants? How do people work together in a community to provide for their needs and wants? How is the community supported by the people who live and work in the community?Enduring Understandings: All people have needs and wants People work together in a community to provide for their needs and wants People support the community by being a contributing member through their work.

VocabularyEssential:firefighter/ bomber(a), police officer/ official de policía, doctor/ doctor(a), nurses/ enfermera, teacher/ maestro(a), principal/ director(a), librarian/ bibliotecario(a)other community jobs chosen, tools associated with chosen jobs, goods, services

Supporting:worker/ trabajador(a), authority figure/ las figuras de autoridad, work/ trabajar, jobs/ trabajos

Lesson PreparationYou tube video: Career Day by the Bazillions http://www.youtube.com/watch?v=CR71AhdHadM

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Suggested books:Career Day by Anne RockwellABC of Jobs by Roger Priddy

Additional trade books related to jobs

Materials:Chart paperConstruction paperWriting/drawing paperLetter to parents and community inviting them to discuss their jobsProps of costumes and tools for different jobs

Anchors of Support

s-media-cache-ak0.pinimg.com http://ecx.images-amazon.com/

Make a list of jobs.Lesson Cycle

EngageGuess My Job: show students props and tools from different jobs such as a stethoscope, policeman badge, fireman hat, etc.. Ask students to guess what job they are associated with. Tell students that they will be learning about different jobs this week

Creative Learning Initiative:Drama: Choose a tool or prop and act out the job to go with it.

Lesson StagesBooks:

Suggested books:Career Day by Anne RockwellABC of Jobs by Roger PriddyWhen I Grow Up by Tina LouiseWhose Tools Are These by Sharon Katz CooperAbecedario de profesiones y oficios por Yanitzia Canetti

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El baúl de los oficios por Julia ChaktouraOficios y mas oficios 2 por Beatriz BennettMi libro de los oficios por Maria Nosty HerroroAdditional trade books related to jobs

Day 1 :Read a book about jobs such as Career Day by Anne Rockwell or ABC of Jobs by Roger Priddy. Introduce vocabulary and create a word bank to add to throughout the lesson. Students will generate a chart listing jobs and their descriptions. During the read-aloud, have students (ELL) make connections to the book about jobs that a family member does by stating “My ______ is a ______.”For differentiation, provide pre-made pictures of jobs. Discuss the book and the jobs in the story. Students will think-pair-share why people have jobs and add their ideas to the chart. Also provide students with sentence stems as listed such as, “A job is _____. We have jobs because ______.” In small groups or in the drama center, if possible, students will role play different jobs from the list using props and costumes. Students can write a list of tools they need for their job. Provide pre-written words and pictures of jobs, tools.For ELL, have flash cards with the English and Spanish words of jobs or tools. (attached cards at the end of this document).

Brain Break: The Waiter1) Stand up.2) Lay a piece of paper or a spiral notebook on the top of your right hand without grabbing it.3) While balancing the spiral on your hand, tuck it between your right arm and waist so that the spiral will now be behind you.4) Flair your arm out away from you. Again, keep the spiral balanced on top of your hand.5) Keep turning your arm so that the spiral will get back to the original spot.6) If you have mastered this, try your other hand.

Day 2:Invite members from the community, school, and parents to discuss their jobs. Have volunteers bring in tools that they use. Students will ask them questions to learn about their jobs. Prior to volunteer visits, provide students time to practice questions with partners (ELL). Students will write a journal entry about the different jobs and community helpers that they learned about and what they want to be when they grow up. For differentiation, provide pictures of jobs and pre-written sentence stems/flashcards.An extension for learning (GT) students will research a job they would like to have in the future and write about it.Have students respond to questions regarding a person’s job and how the student would feel about helping others in this job (SEL component).

To incorporate the whole child, consider a WOW activity: So Many Jobs In Our Community or Vocabulary Dribblehttp://curriculum.austinisd.org/pe_health/elem/K5teachers/k/index.html

Differentiation StrategiesSpecial Education:Have premade pictures of jobs on a premade sheet for students to point to and identify jobs. (Content, process , and product differentiation areas)Students work collaboratively with partners to identify jobs. Discuss jobs with partners and explain responsibilities. (Environment differentiation area)

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Provide students with a rebus on jobs using pictures and sentence stems to facilitate discussion on jobs (content differentiation).Provide sentence stems for journal entries and discussions on jobs.A job is _____.___ is a job.We have jobs because _______.I would like to have a job as a ______.My favorite job is _______.A job in the community is _____.Students will use pictures to choose a job to role play.

English Language Learners:Flash cards with pictures and labels of jobs.Premade journal and book pages with sentence stems.Discussion and journal sentence stems will be provided such as:A job is _____.___ is a job.We have jobs because _______.I would like to have a job as a ______.My favorite job is _______.A job in the community is _____.

Have students create their own flash cards with the English and Spanish words of jobs.Have students make to connections to the books about jobs that their parents do by stating, “My ___ (mother/father) is a _____.”

Extension for Learning (GT):Students will research a job that they would like to have in the future and write about it.

Social and Emotional Learning (SEL):Identify how one helps others.Express how one feels about helping others.

Closure ActivityReview with students the different jobs that they learned about. If possible, watch a you tube video on jobs http://www.youtube.com/watch?v=CR71AhdHadM . Students will choose a job they would like to have, then draw and write 2 facts about it.Sentence stem: I can be a (name of job). I will (task or action of job). Example: I can be a firefighter. I will put out fires and help people.Can be assembled into a class book.

Students will write thank you cards to the visitors and write 2-3 facts that they learned about their jobs. .For differentiation, provide pictures of jobs and pre-written sentence stems/flashcards.

Check for Understanding (Evaluation)Formative:Discussions on jobs and tools including think-pair-shareQuestions on jobs, tools, and helping others.Journal entries on jobs and different visitors and their jobs

Summative:

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Student job choice drawing and facts (see closure activity)A thank you card to visitors and write 2-3 facts that they learned about their jobs.

College and Career ReadinessI: Interrelated Disciplines and Skills: D.: Change and continuity of economic systems and processes 1. Identify and evaluate the strengths and weaknesses of different economic systems. 2. Analyze the basic functions and structures of international economics.III: Interdependence of Global communities:

A. Spatial understanding of global, regional, national, and local communities 3. Analyze how and why diverse communities interact and become dependent on each other.

21st Century Skills Life and Career Skills

Communication and Collaborationo Communicate clearly

Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts.

Life and Career Skills Productivity and Accountability

o Manage projectsPrioritize, plan, and manage work to achieve the intended results

Global Awareness

English Language Proficiency Standards2. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas.• (F) listen to and derive meaning from a variety of media such as audio tape, video, DVD,

and CD ROM to build and reinforce concept and language attainment;3. Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas.• J. Respond orally to information presented in a wide variety of print, electronic, audio,

and visual media to build and reinforce concept and language attainment.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading.(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic

sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs;

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Dear Parents,

Our kindergarten (classes are /classroom is) planning a career day on ______________________________. We would like to invite parents, family members, and community members to share about their careers to the class. Our goal is to have volunteers give a short 15-20 minute presentation to the class about how they contribute to the community, display any tools they may use in their career, and answer questions that students may have about careers. Some possible presentations may include tools, videos, power-points, hands on activities, or company items.

If you are available on this day, please indicate the times you are available and whether you can present to other classrooms in the form below and return it to your child’s teacher. We are planning to rotate volunteers to different classrooms if possible to expose the children to many careers.

Name: ___________________________________________

Career: __________________________________________

Home Phone: ___________________________ Work Phone: _________________________________

Email: ______________________________________

Student name: __________________________________

Teacher name: ____________________________________

Available Times: _____________________________________________________

Available to present to other classrooms _____ yes _____no

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Estimados padres de familia,

Nuestra(s) clase(s) de Kinder planean un día de profesiones el ______________________________. Nos gustaría invitar a los padres, familiares y miembros de la comunidad para compartir acerca de sus carreras con nuestra clase. El objetivo es que los voluntarios den una presentación corta de 15-20 minutos sobre cómo contribuyen a la comunidad, mostrar los instrumentos que untilizan en su carrera, y responder a preguntas que los alumnos puedan tener acerca de su profesión. Algunas ejemplos podrían ser: demostrar las herramientas usadas en su profesión, vídeos, power-points, actividades relacionadas a su trabajo o materiales de su compañia.

Si está disponible este día, favor indique la hora en que está disponible y si se puede presentar a otros salones en el siguiente formulario y devuélvalo a la maestra de su hijo. Los planes son alternar a los voluntarios para que visiten todas las clases si es posible para exponer a los niños a diferentes profesiones.

Gracias por su cooperación.

Nombre: ___________________________________________ Trabajo: ___________________________

Teléfono de la casa: ___________________________

Teléfono del trabajo: _________________________________

Correo electrónico: ______________________________________

Nombre del Estudiante: __________________________________

Horarios disponibles: _____________________________________________________© Austin ISD K Department, 2015/2016

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Disponible para presentar a otras aulas ______ sí _____ no

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police officer

firefighter

teacher

garbage collector

cashier

doctor

mechanic

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soldier

chef

mail carrier

oficial de policía

bombero

maestra

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basurero

cajero

doctora

mecánico

soldado

cocinero

cartero

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