Kindergarten Unit 2, Lesson 11 Meeting Our Goals Step by Step Lesson 11 SOCIAL-EMOTIONAL COMPETENCY: Regulation of Self CONCEPTS Plans help with organization Organization is a process Preparation is key to organization INSTRUCTIONAL OBJECTIVES The students will be able to: Understand that positive outcomes result from preparation and organization. Employ a “step-list” to prepare for a task. Understand difference between a checklist and a step-list. COMMON CORE STANDARDS ELA & Literacy-Speaking and Listening SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. KEY VOCABULARY: organizational tool, task, plan, goal, museum, prepare, Step-List, order Materials/Visual Aids Preparation Ms. Hum and Ant puppet Visual Aid: I Can Be Prepared for Anything Visual Aid: How to Wash Our Hands Visual Aid/Worksheet: Ant’s Step List Prepare Ant’s Step-List according to how you plan to implement the activity If using hand-washing Visual Aid as a worksheet, make copies Make enough copies of weekly activity sheet for distribution. FIVE MINUTE PREPARING TO LEARN EXERCISE Muscle Relaxation: We are all going to make our bodies tight and stiff like robots, and then we are going to loosen them up until we become so relaxed that our bodies feel like floppy rag dolls. Can anybody show me what a robot looks like? What about a rag doll? [Call on volunteers to demonstrate.] Now let’s try it together, starting with our hands. Everybody make a tight fist—as tight as you can. Now tighten the rest of your arm, along with your fist…tighter, tighter, tighter…Now relax! Release your muscles and take a deep, slow breath. Let your arm fall—like a rag doll. Great!
Transcript
Kindergarten Unit 2, Lesson 11
Meeting Our Goals Step by Step Lesson 11
SOCIAL-EMOTIONAL COMPETENCY: Regulation of Self CONCEPTS
Plans help with organization
Organization is a process
Preparation is key to organization
INSTRUCTIONAL OBJECTIVES The students will be able to:
Understand that positive outcomes result from preparation and organization.
Employ a “step-list” to prepare for a task.
Understand difference between a checklist and a step-list.
COMMON CORE STANDARDS ELA & Literacy-Speaking and Listening
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. KEY VOCABULARY: organizational tool, task, plan, goal, museum, prepare, Step-List, order
Materials/Visual Aids Preparation
Ms. Hum and Ant puppet
Visual Aid: I Can Be Prepared for Anything
Visual Aid: How to Wash Our Hands
Visual Aid/Worksheet: Ant’s Step List
Prepare Ant’s Step-List according to how you
plan to implement the activity If using hand-washing Visual Aid as a
worksheet, make copies Make enough copies of weekly activity sheet
for distribution.
FIVE MINUTE PREPARING TO LEARN EXERCISE
Muscle Relaxation: We are all going to make our bodies tight and stiff like robots, and then we are going to loosen them up until we become so relaxed that our bodies feel like floppy rag dolls. Can anybody show me what a robot looks like? What about a rag doll? [Call on volunteers to demonstrate.] Now let’s try it together, starting with our hands. Everybody make a tight fist—as tight as you can. Now tighten the rest of your arm, along with your fist…tighter, tighter, tighter…Now relax! Release your muscles and take a deep, slow breath. Let your arm fall—like a rag doll. Great!
Kindergarten Unit 2, Lesson 11
INTRODUCE LESSON
Transition to CKCC (consistent transitional routine which may include a special announcement, song or poem. Ms. Hum’s song is provided as an option, and websites for adding American Sign Language to the song are provided in the first Student Engagement Strategy in Lesson 1)
Ms. Hum’s class is fun you’ll see, Playing, learning my ABCs. She’s so happy to see us today, Come to the garden for fun and play. Ms. Hum’s class is fun you’ll see, Playing, learning my ABCs.
Review (recent lesson, tool, and/or weekly activity, including applications)
State Objective(s) (in student-friendly language. i.e., "Today we will learn about...)
ACTIVATE PRIOR KNOWLEDGE
TEACH
Today, with the help of our Garden Friends, we are going to continue our discussion about getting organized by learning another organizational tool. Hold up the Ms. Hum puppet.
For the past couple of weeks during our CKCC lesson, Firefly helped Ant to get organized.
Who can tell me what it means to be organized? [Elicit responses and respond
accordingly]. Who remembers the two ways that Firefly taught Ant to help him get and
stay organized? [Putting things in their proper places and making checklists].
Now, can anyone name some tools you would find in a toolbox? [hammer, screwdriver, saw,
etc]. Tools help us to get something done well and more easily. The tools we find in a
toolbox may help us to build things. Having special places to put things, and using
checklists are also types of tools because they help us to get tasks, like our schoolwork,
done well and more easily. They are called “organizational tools,” and there are a number
of them.
Kindergarten Unit 2, Lesson 11
Hold up the Ant puppet.
Hello boys and girls. I want to tell you about something exciting that happened
in the Garden School. The Garden Friends got a sudden, surprise invitation to
go on a special trip to a museum. It seems that, at the last minute, a different
class couldn’t go so they offered the trip to us. But we had to hurry, because
the bus was waiting outside.
Since it was going to be a very long and busy day, I decided that my students
should pack extra snacks from the snack food we had in our classroom. Each
garden friend got to choose one from a choice of three snacks: apple, raisins,
or pretzels. We have a special basket that we always keep our snacks in, and
we decided that we would fill up our snack basket and bring it to the museum
with us. The bus was leaving in 15 minutes, so our goal was to be all packed in
10 minutes.
Snail looked worried because we were in a rush, and he usually moves so slowly.
Some of the other Garden Friends said that they felt confused about what to
do first. The next thing I knew, Ant came to the rescue.
Hello, everyone. I am so happy to see you today. I have been busy learning
how to get organized so that I will always feel prepared.
You may remember that a couple of weeks ago I had a tough day. I lost my
pencil and my homework was ruined… I used Firefly’s great ideas and they
helped me get organized! I got a great new folder and I have been using my
checklist to prepare my backpack for school every day. And since then, I’ve
had my pencil every day.
Do you remember what a checklist is? [Elicit responses]. You’re right! A
checklist is a tool you can use for remembering things that are important.
Ant used the word “prepare.” Let’s be sure we remember what that word
means.
Kindergarten Unit 2, Lesson 11
Student Engagement Strategy: Turn and Talk Ask students to turn to a partner and discuss what “prepare” means. Have one or two pairs share out.
Invite children to sing the song “I Can Be Prepared for Anything!” to the tune of “If You’re Happy and You Know It.” Access the song and begin by modeling the first verse. Then ask the children to sing along with you. I can be prepared for anything! [clap, clap] To learn, to play, to dance, to sing! [clap, clap]
I will follow a plan I know, and when I do, I’m ready to go! I can be prepared for anything! [clap, clap] Hold up the Ant puppet next to the song.
Tell students that a step-list helped the Garden Friends to get their snacks prepared on time to go to the museum. The first part of making a step-list is thinking of everything that has to get done; the next part is making sure that each step is in the correct order. Student Engagement Strategy: Picture Sort Access Visual Aid: Hand-washing. This activity can be done as a whole group activity, or in small groups or pairs with worksheets. You may ask students to cut out the pictures, or simply to number them. Students’ job is to rearrange the pictures in the correct “step-by-step” order, to demonstrate a step-list. Then, to stress the importance of order, ask students what would happen if we put the soap on after we dry hands. Student Engagement Strategy: Brain Buzz Have students think of all the things Ms. Hum’s class had to do to prepare their snacks and get on the bus on time. They do not need to think of the activities in order, as this will be their next task, using Ant’s Step-List.
Great thinking! To prepare for something means to get ready to be part of an
activity. Being prepared helps us to be organized.
Wow friends! What a great song!
Today I have a new tool to help you get organized and prepared. I call it a
Step-List, because is a special checklist for remembering the important steps
you have to take to do something like preparing a snack, washing your hands, or
even baking a cake! I number each step on my step-list, and then I can
remember what to do first, second, third, and on and on. A step-list tells me
the order to do things in!
Kindergarten Unit 2, Lesson 11
Student Engagement Strategy: Sentence sort Access Ant’s Step-List and tell the group that these were Ant’s ideas about what had to be done, and it will be our job to put his ideas in the correct order. Begin as a large group activity on a Smart Board or felt board, showing students Ant’s steps in mixed up order. Then, you may either continue as a large group or students can work in small groups, cutting out the strips, putting them in order, and gluing them on to a blank piece of paper.
WRAP UP
Student Engagement Strategy: Brain Buzz/Make Your Own Picture Have students brainstorm ideas of tasks that a step-list may be useful for. Then, if time allows, they may draw and label a step-list of their own. They can create one for an activity they engage in daily or occasionally. Examples may include washing hands, getting dressed, or making a sandwich.
CHECK FOR UNDERSTANDING
Focus Questions Use the focus questions to help students understand the difference between a checklist as learned last week, and a step-list, as learned today.
Who can tell me what a checklist is?
Who can tell me what a step-list is?
What is the important difference between a checklist and a step-list? [A step-list is a special type of checklist that has a specific order, while it doesn’t necessarily matter the order of the items on a checklist. ]
Great job! My plan of making and using a step-list helped the Garden Friends
prepare their snacks quickly so that they could meet their goal of getting on
the bus on time!
Since last week, we’ve been learning a lot about being organized. Last week, we learned
about checklists, and today we learned about a special type of checklist called a step-list.
A step-list tells us the steps we have to take, in order, so that we can accomplish our
goals. If we follow a plan, like Ant’s Step-List, we can be ready for anything.
Kindergarten Unit 2, Lesson 11
How can checklists and step-lists be helpful? [A check-list is helpful when you need to be sure you have everything; A step-list is helpful when need to follow steps in order, like building something out of blocks, washing hands, making a sandwich, baking a cake.]
When and where can we use checklists and step-lists? [Encourage students to think about using checklists and step-lists at home and in school.]
BRINGING CKCC HOME: WEEKLY ACTIVITY
Send home the CKCC weekly activity sheet. Ask students to work with a special adult to make a step-list for a family activity like setting the table or getting ready for bed. Have students bring their signed step-lists back to school.
CONNECT & APPLY
Reading
Read aloud one of the suggested stories about various activities that require following steps and being organized. Discuss what the characters do in the story and what happens as a result of the character’s behaviors. If there are characters in the book behaving consistent with following or not following steps, discuss their actions and the consequences of their behavior as well.
Suggested Read Aloud for this Lesson:
Froggy Bakes a Cake by Jonathan London
Additional Read Aloud Books on the Topic:
Llama Llama Nighty Night by Anna Dewdney
The Line Up Book by Marisabina Russo Writing and Art
Distribute the Step-List worksheet and have students create their own plans for personal activities with assistance if necessary. Students may write and/or draw their intended action.
Speaking and Listening
Review the I Can Be Prepared for Anything song.
Classroom Management
If there is something in your classroom that needs restructuring, create a step-list as a group to assist with the project.
Kindergarten Unit 2, Lesson 11
The “I Can Be Prepared” Song
(to the tune of “If You’re Happy and You Know It”)
I can be prepared for anything [clap, clap]
To learn, to play, to dance, to sing! [clap, clap]
I will follow a plan I know, and when I do, I’m ready to go!
I can be prepared for anything! [clap, clap]
Kindergarten Unit 2, Lesson 11
How to Wash Our Hands
Directions: These five steps are in mixed-up order. To make a proper step-list, put them in the correct order.
STEP NUMBER_______
STEP NUMBER_______
STEP NUMBER_______
STEP NUMBER_______
STEP NUMBER_______
Kindergarten Unit 2, Lesson 11
Ant’s Step-List
(Our goal=make an organized “Step List” by arranging the steps in proper order)
Garden Friends’ Goal= to make snacks for themselves for their special museum trip
Here are the steps in mixed up order: -------------------------------------------------------------------------------------------------------- Put my snack bag in the big snack basket that is going to the museum with us -------------------------------------------------------------------------------------------------------- Write my name on the bag --------------------------------------------------------------------------------------------------------- Put my snack in the bag --------------------------------------------------------------------------------------------------------- Get a bag for my snack ------------------------------------------------------------------------------------------------------------ Choose which snack I want: apple, raisins, or pretzels ------------------------------------------------------------------------------------------------------------
Here is my Step-List with the steps in the correct order:
Instructions: The four steps below are in mixed up order. Work with a special adult to make an organized step-list for making a peanut butter and jelly sandwich. If you would like, make a sandwich together at home. Bring this signed sheet back to school. Goal: To make a peanut butter and jelly sandwich.
Step # _______. I spread jelly on the other slice of bread.
Step # _______. I put the two slices together. My sandwich is ready!
Step # _______. I spread peanut butter on one slice of bread.
Step # _______. I gather all of the items I need (ingredients). Signed: _________________________________ _________________________________ Student Special Adult
