All about Time
Overview
This lesson will help children relate the concepts of past, present and future to their own lives. This lesson will be 45 minutes and include discussions, book reading and coloring. The children will learn the vocabulary words: time, yesterday, today and tomorrow. They will be able to relate this to personal experiences in their own lives.
Materials:
- Calendar
- White board, white board markers
- Houghton Mifflin Social Studies Teacher Edition Level K My World
- Worksheets for all 15 students
- Pencils and crayons
Big Ideas / Essential Questions:
- What is the difference between last year, this year and next year?
- Can you describe some of these differences using examples from your own life?
Content Objectives:
By the end of the lesson, students will understand the difference between yesterday, today and tomorrow and will be able to draw a picture of something that will happen tomorrow when asked about a girl named Jill on a worksheet. Students will be able to use examples from their own life to further understand these concepts (i.e. I went to the store with my mom yesterday, today I rode my bike and tomorrow I will go to my friend’s house).
Academic Language Objectives:
Content Specific:
- Time: how long it takes for something to happen
- Yesterday: the day before today
- Today: this day
- Tomorrow: the day after today.
Instructional:
- Explain
- Discuss
- Draw
Standards:
- RI.K.1. With prompting and support, ask and answer questions about key details in a text.
- SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
· Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
· Continue a conversation through multiple exchanges.
Introduction
I will introduce this lesson by having the Big Book open to the page we will be reading. I will also have the students sit around the calendar so they can all clearly see. I will remind students that we sit “criss- cross applesauce” and we raise a quiet hand if we want to speak because we do not want to shout out. I will begin with saying “1, 2, 3 eyes on me” and the students will say back, “1, 2 eyes on you.” Students know that this means it is time to listen.
I will tell the children that today we are going to be discussing what time means and what the difference between yesterday, today and tomorrow is. I will tell them that we will be drawing a picture at the end but if they do not listen they will not understand what they are supposed to draw and will miss out on important things.
Procedure:
(10 minutes) The opening routine will include a calendar activity. I will point out yesterday, today and tomorrow on a calendar. I will allow a few kids (who are sitting quietly) to tell me something they did yesterday, something they will do today and something they plan to do tomorrow. For instance Leila might raise her hand and tell me that she went shopping with her aunt yesterday. Then Hollis might say he is going to the movies tomorrow. I will allow 4 children the chance to share and tell the other kids they will have a turn later. Then as a class we will review the vocabulary we will be using. I will write on the board:
Time includes days. Today is this day. Yesterday is the day before today. Tomorrow is the day after today.
I will read these aloud to the class and then we will say them all together.
(20 minutes) I will then read from the Big Book (this is provided with the curriculum for Social Studies) that has three pictures. The first is a young girl and underneath in big letters it says “Sally was five years old yesterday. The next photograph is the same girl with birthday balloons and it says, “Sally turns 6 years old today.” The last photo is the same girl looking at a calendar, underneath it says, “Sally will still be 6 years old tomorrow. Next year she will be seven.”
I will read the sentences first and then as a class we will read all together out loud. After we read this short story I will ask the children some questions: How old was Sally yesterday? How old is she today? How old will she be next year? How do people change over time?
The students will get the chance to think-pair-share about these questions for one minute. Then as a class I will call on students and ask them to tell me what their partner said. I will call on 3- 5 students depending on time.
With the students I will then make a chart on the board divided into three sections: yesterday, today and tomorrow. We can connect back to what we discussed in the opening routine about things they did and put them in the correct boxes. For instance Lily might say she played soccer yesterday and Kace might say he is going to play basketball today and then Jaden might say he will go to the library tomorrow with his grandmother. I will write down some of the student’s answers so they can see the difference between yesterday, today and tomorrow.
(15 minutes) How I will assess the students on what they have learned is by a worksheet they can draw a picture on. The worksheet will say this at the top: “Yesterday Jill played soccer. Today Jill plays baseball. Tomorrow Jill will play basketball.” I will read this out loud to the students and show the worksheet on the smartboard. I will then ask the students: “What will Jill do tomorrow?” The kids will then do another think-pair-share with the person next to them and discuss their thoughts for one minute. Next I will hand the paper to the kids and allow them to work individually at their desks. I will walk around and help the students who may be struggling. The drawing should be a girl playing basketball or holding a basketball in some way. If the students seem confused I will ask them to talk quietly with their table partners to help them. If a student is still confused I will go over what the worksheet says again and we will look at the definitions we wrote on the board and why Jill is playing basketball and not baseball or soccer.
Clean-up:
I will give the students a 5 minute warning and then a two minute warning as our time for this lesson comes to an end. At the 2 minute warning I will tell the students they need to bring their papers to my desk when they are finished. Then their job is to put their crayons and pencils away. Once they are all finished cleaning I want them to meet me back on the mat sitting criss- cross and show me how kindergarteners sit quietly.
At the one minute mark I will tell students that even if they are not finished they still must bring me their papers and clean up their areas.
Assessment/Evaluation:
The worksheets the children draw on will be what helps me know if they understand the concept of yesterday. However, the discussions throughout the lesson will help me know who is still struggling and might need more time with this subject.
Closure:
The students and I will meet back at the mat for a quick overview of what we discussed and read in the lesson. I will pick 3 more students to tell me things they did yesterday, today and plan to do tomorrow to reinforce the vocabulary we discussed earlier.