This is a book about a little boy with a crazy imagination! 8 year old Billy tells his class during show-and-tell about all of the exciting plans he has for his future!
Lesson Four: Thinking about the Future Essential Question: “How are the past and the present different?” Sub Question: How does the future relate to the past and the present? Grade Level: Kindergarten Time Frame: 1 class period; 15 min for read aloud/predictions, 10-15 min for activity **Integrated into reading for read aloud; Can also be integrated into writing Standard: SS.K–2.H.1 Understand people construct knowledge of the past from multiple and various types of sources. Understand past, present, and future time in relation to historical events. CCSS.ELA-LITERACY.RL.K.1 With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-LITERACY.W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Objective: Students will be able to take what they have learned in a given text and draw a picture of what they want to be when they grow up. Students will also be able to write a sentence about their picture using the term “future” Materials 1.When I Grow Up by Al Yankovic 2.Creative Writing paper 3.Pencil/Crayons Vocabulary: Future: Something that is going to happen **Review Past and Present terms as well **Introduce any terms in the book that the students might not know Anticipatory Set: The teacher will start by reviewing what has been previously taught in the unit. Then the teacher will introduce the idea of the “future.” Make sure the students know the past, present, and future all connect. Then the teacher will do a book walk with the students and read the first three pages and stop. Procedures: 1.The teacher will quickly review the previous lessons in the unit 2.The teacher will go over vocabulary and start with the anticipatory set 3.After the first three pages are read, the students will make predictions about things that the main character might want to be when he grows up. The teacher will write them on the board 4.The teacher will then continue reading the rest of the book 5.The students will have a discussion after the book about some of the occupations they listed- the discussion should include how they knew about the jobs they listed as well as if they think the same jobs were available in the past and if they think they will be available in the future. Tell the students that things can change throughout time and that the world continues to grow and make improvements. 6.The students will individually draw a picture of what they want to be when they grow up and then they will write one sentence about their picture (Writing prompt; ”When I grow up…”) 7.If there is time at the end, students can share their pictures with the class Modification **If students are struggling with the sentence writing, they can draw a picture and write what it is instead of writing a full sentence. Assessment/Evaluation: *The formative assessment for this lesson will be that the students participated in the discussion about the read aloud AND the picture of their future along with one sentence about their picture. The teacher will check each student’s papers to make sure they understand the idea of the “future.” The teacher will also check to see if both parts are there. This is an important assessment/strategy because it shows that students can take what they have learned about the past and the present and connect these ideas to future events. Resources: http://richland.k12.la.us/documents/common%20core%20standards/cc/k/ss/12286/Soc_K_FINAL.pdf