ALEX Lesson Plan

     

Getting to Know You

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  This lesson provided by:  
Author:Somer Miller
System: Shelby County
School: Shelby County Board Of Education
  General Lesson Information  
Lesson Plan ID: 4018

Title:

Getting to Know You

Overview/Annotation:

The students will go on an in-school scavenger hunt to get to know the many kinds of people that make up an elementary school community. They will work in small groups and use digital cameras to take pictures of the workers they find. By completing the scavenger hunt, the students will gain a better understanding of how we are all dependent on one another in a small community.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 1
28 ) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.1.6]

English Language Arts
ELA2015 (2015)
Grade: 1
30 ) With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.1.8]

English Language Arts
ELA2015 (2015)
Grade: 1
34 ) Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. [SL.1.4]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.34- Describe familiar people, places, things, and events when communicating.


English Language Arts
ELA2015 (2015)
Grade: 1
35 ) Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [SL.1.5]

English Language Arts
ELA2015 (2015)
Grade: 1
36 ) Produce complete sentences when appropriate to task and situation. (See Grade 1 Language standard 37 for specific expectations.) [SL.1.6]

English Language Arts
ELA2015 (2015)
Grade: 1
37 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.1.1]

a. Print all uppercase and lowercase letters. [L.1.1a]

b. Use common, proper, and possessive nouns. [L.1.1b]

c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). [L.1.1c]

d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). [L.1.1d]

e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). [L.1.1e]

f. Use frequently occurring adjectives. [L.1.1f]

g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). [L.1.1g]

h. Use determiners (e.g., articles, demonstratives). [L.1.1h]

i. Use frequently occurring prepositions (e.g., during, beyond, toward). [L.1.1i]

j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. [L.1.1j]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.37- Demonstrate standard English grammar when writing or speaking.
ELA.AAS.1.37a- Print all uppercase and lowercase letters when writing or speaking.
ELA.AAS.1.37c- Use frequently occurring nouns and verbs when writing or speaking.
ELA.AAS.1.37f- Use adjectives when writing or speaking.
ELA.AAS.1.37g- Use the conjunctions and or when writing or speaking.


English Language Arts
ELA2015 (2015)
Grade: 1
38 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.1.2]

a. Capitalize dates and names of people. [L.1.2a]

b. Use end punctuation for sentences. [L.1.2b]

c. Use commas in dates and to separate single words in a series. [L.1.2c]

d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [L.1.2d]

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. [L.1.2e]

Digital Literacy and Computer Science
DLIT (2018)
Grade: 1
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Insight Unpacked Content
Evidence Of Student Attainment:
Students:
  • will demonstrate responsible uses of devices when given support and guidance from an adult.
  • will demonstrate responsible uses of software when given support and guidance from an adult.
  • will explain why safety is important when using computing devices and the internet.
Teacher Vocabulary:
  • personal information
Knowledge:
Students know:
  • how to use devices responsibly.
  • how to use software responsibly.
  • how to explain internet safety rules.
Skills:
Students are able to:
  • demonstrate responsible uses of devices such as keeping them clean, correct methods for use guided by an adult.
  • demonstrate responsible uses of software guided by an adult.
  • explain why safety is important when using computing devices and the internet.
Understanding:
Students understand that:
  • they must use and care for equipment carefully.
  • they should use software that an adult has approved.
  • rules are important to follow when using a computer for their safety.
  • Digital Literacy and Computer Science
    DLIT (2018)
    Grade: 1
    R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

    Insight Unpacked Content
    Evidence Of Student Attainment:
    Students:
    • will type and edit letters, words, and simple sentences correctly.
    • will use a digital tool to draw a simple picture.
    • will insert, move, and size a digital image.
    Teacher Vocabulary:
    • image
    • cursor
    Knowledge:
    Students know:
    • how to type letters, words, and simple sentences.
    • how to delete letters, words, and simple sentences.
    • place the cursor where they need to delete or add.
    • how to draw a simple picture digitally.
    • insert, move, and size an image.
    Skills:
    Students are able to:
    • type, review, and edit typed text.
    • create a simple drawing using digital tools.
    • select, size, and place images.
    Understanding:
    Students understand that:
    • an artifact they create using digital text, images, and drawings can be used to convey ideas and information.
    • because the artifacts are digital, they can be edited and revised easily.
    Digital Literacy and Computer Science
    DLIT (2018)
    Grade: 1
    13) Create a research-based product collaboratively using online digital tools.

    Examples: Find simple facts about a specific topic, create a slide that contains facts located in trade books or other sources.

    Insight Unpacked Content
    Evidence Of Student Attainment:
    Students:
    • will show what they learned using a digital tool.
    Teacher Vocabulary:
    • display
    Knowledge:
    Students know:
    • how to display information they learned about a topic using a digital tool.
    Skills:
    Students are able to:
    • work with others to display information learned about a topic on a digital platform such as a slide, a blog entry, or a video.
    Understanding:
    Students understand that:
    • they can learn about a topic from more than one resource, for example a trade book, podcast, website, and/or video.
    • they can show what they learned through many different digital platforms such as video, audio, and/or text.

    Local/National Standards:

     

    Primary Learning Objective(s):

    Students will gain an understanding of roles of people within a school setting. Students will describe ways people are interdependent utilizing appropriate listening and speaking behaviors. During the use of the digital cameras and Alphasmarts (portable keyboards), students will demonstrate proper care of the equipment. Students will use accurate terminology to talk about digital cameras and Alphasmarts. Students will produce a developmentally appropriate multimedia project.

    Additional Learning Objective(s):

    Students will gain cooperative learning skills through their work in small groups.

     Preparation Information 

    Total Duration:

    61 to 90 Minutes

    Materials and Resources:

    Students will need a teacher-created sheet (see attachment) that lists all of the roles/jobs of people in the school that the students are to locate. Clipboards for the students would be helpful.

    Technology Resources Needed:

    Digital Cameras - create small groups of children to share a camera or spread the first part of this activity over several days if only one camera is available.

    Alphasmarts (portable keyboards) *Children could use word processors on classroom computers or in the computer lab if Alphasmarts are not available.

    Background/Preparation:

    Parent volunteers or upper-grade students who can accompany a small group would be helpful for the "hunt" phase of this project. The students will also need to be trained to use digital cameras safely and without any fear. Knowledge of the Alphasmart can be taught along with this lesson (which will lengthen finish time), or the teacher can do mini-lessons about using the Alphasmarts prior to this lesson.

      Procedures/Activities: 
    1.)Talk about what a member is. Relate it to "members of a class" or "members of a family." Then introduce the idea that there are also members of our school, and we are some of those members. Have the students brainstorm some of the members of our school and list on the board. Pass out the scavenger hunt lists.

    2.)Read the scavenger hunt sheet to the students. The sheet should include the following directions: "Find these people in our school. Take a picture of them and write down their names. Then ask them this question: "What is your job?" Write their answer to your question on your paper. Teacher: Make a separate sheet for each group to use. One could include: Principal, Custodian, Librarian, Lunchroom Worker, and Secretary. The other could include other members of your school such as: P.E. Teacher, Volunteer, Student, Registrar, Assistant Principal, etc. You can choose the ones you feel are important in your school. To keep it simple for kids, make the entries look as follows:
    1. Principal's name______________________________
    What is your job?____________________________________________

    3.)Break the students up into small groups and pair with one adult or older student partner to work on their scavenger hunts. Give each group a digital camera. Be sure that there are no more than 2-3 children per group so that every child will have a turn taking a picture. Send the students out into the school with their papers, clipboards (optional), digital cameras, and pencils. Give them a time limit to stick to and have them return to the room afterwards. (In some situations it might be more feasible to have one group at a time go out to take pictures while the rest of the class works on another project in the classroom. When all pictures have been taken the teacher can continue with the remaining steps of this lesson. Visits could be spread over more than one class period or day if necessary. If no partners or volunteers can be found to accompany the groups, an alternative is to invite the various members of the school community into the classroom to talk about their jobs and let the students take turns taking pictures. Another option is to take the camera with you when the class travels about the school to lunch or to P. E. and let one of the students take a picture when the various workers are encountered in the halls, cafeteria, etc.)

    4.)Once all children are back to the classroom, list all of the information they found on the board. Have each group tell who they needed to find, what their names were, and what they said their jobs are in the school. Collect the digital cameras and diskettes for use for the final projects.

    5.)The following steps could be done in one day or on separate days, depending on your personal preference.

    6.)Using the Alphasmarts or word processing software, have the groups of students work together to turn their scavenger hunt information into short paragraphs. Here is an example: This is Mrs. Smith. She is our custodian. She is here to help keep our school clean. She also makes sure that we have what we need to keep the school clean.

    7.)The teacher will print out the pictures for the final product. The students will make "People Posters" using the digital images and the print-outs of their writing. They will then be able to put the names with the faces in our school. Each group of students will complete one poster as a group. (The activity could be modified to allow each child to make a poster of his or her own.)


    Attachments:
    **Some files will display in a new window. Others will prompt you to download.
      Assessment  

    Assessment Strategies

    The teacher will collect the scavenger hunt sheets to see if the students found the people that matched their roles. The teacher will also check to see that the students answered the questions that go with the list. The teacher will assess the students' use of cameras and word processors by observing the final products.

    Acceleration:

    The posters can be displayed inside or outside of the classroom. After the display is removed, they can be donated to the principal to use at orientation. New students could also use the posters to get to know the people in the school.

    Intervention:

     

    View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.