Family Roles
Brittany Barto
C&I 371-Social Studies
Social Studies Unit: Families
Integrated Lesson: Family Roles, Responsibilities, and Needs
Target Grade: Kindergarten
Essential Question: What makes a family?
Guiding Questions and Learning Objectives/Goals:
o Students will be able to think of the many roles that lie within family structures.
o Students will be able to identify the roles of their family members, as well as the roles that they are expected to take in their families.
o Students will be able to understand that established roles could be determined by the age of each family member.
Standards:
o Describe how all home and school members have rights and responsibilities.
o Describe themselves as unique individuals with both capabilities and limitations and demonstrate acceptance of others’ uniqueness.
o Identify similarities and differences in individual (i.e. actions, feelings, appearance, abilities).
o Demonstrate responsibility for their role within the school environment (i.e. school rules, respect the rights of self and others, appropriate behaviors).
o Identify customs, traditions, and celebrations that have special meanings for their family.
o IV. Individual Development and Identity
o V. Individuals, Groups, and Institutions
o VI. Power, Authority, and Governance
o Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
o Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Print many upper- and lowercase letters.
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
f. Produce and expand complete sentences in shared language activities.
o Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Materials:
o Mama’s Coming Home by Kate Banks
o Chores Chores Chores! by Salina Yoon
Procedures (Activities/Assignments):
Day One
o After the read aloud, we will have a small discussion and I will pose these questions to the students, while turning to the pages in the book:
§ What types of things are expected of you when you’re five? What things were brought up in the book?
§ Are there any other things people expect out of you when you’re five?
§ How do people expect you to act? What type of things do you do in your free time? What jobs are you expected to help out with?
o While going through the questions, I might take notes/draw pictures up on the board so students can visually see representations for the question answers.
o I will explain to students that these things are what make up their role as five year olds. Also explain to students that some of these roles may not describe their roles, as well as the fact that they may have different roles. I will also explain that the word role itself is the set of connected behaviors, rights, and obligations one has in a social situation.
o Ask students to think of the different people that make up our school “family”. The students should be able to think of the teacher, students, librarians, secretaries, principal, etc. as different members of this “family.
o For each of these members, we will create a column on the board where we will fill in the different rights, privileges, obligations, and roles each member of this community possesses and how those things directly relate to/affect other members in the school “family”. Depending on the group of students, you could approach the subject of equity and justice within this system, although it may get tricky when talking about the administration part of the equation. (Equity and justice will be brought up at a later time in reference to a subject students of this age might have more experience with.)
Day Two
o What does the word role mean when we talk about people?
o After this read aloud, I will ask the students, “What role(s) did each member of the family have in this story?”
o After talking about the roles of each family member, I will ask students if there are any similarities or differences in the roles between the family members in the book and their own families.
o At this point, it would be a good idea to call attention to gender roles/stereotypes the children may have, as well as who they think holds the power in making the decisions of each members role. We can also have a discussion on justice and equity by thinking about the roles and if they are fair in what is expected of each member.
§ Questions to ask may include:
· What did you think of the roles that each family member had?
· Why do you think each family member had the role they had?
· Was there anything in the book that surprised you? Did the roles that each member had surprise you? Why?
· Who or what do you think helped determine who would have what roles?
· Do you think the roles that each member has are fair and equal amongst the family? Why or why not?
· Is it okay if the roles and what is expected of member in a family are not equal/fair? In what situations might it be and not be?
o After the read aloud I will ask students, “What were all of the jobs/roles that the girl in the book had to complete? We will write/draw a list of these things up on the board as a reference to students. We will add it to the list generated from the previous read aloud in the children’s roles section.
o After we have written all of the jobs/roles of the child at home, I will ask students if they can think of any other roles/expectations/jobs/rights at home that we could add to the list.
o After writing down all of the roles, I will pose some questions to the students:
§ What did you think of all the jobs the girl in the book had?
§ Who do you think gave those jobs/the role of completing those list of chores?
§ Why do you think she was given all of those jobs to do? Why might have no one helped her with them?
§ Do you think it was fair that she had to complete all of those jobs/roles? Why or why not?
o After students have an idea of the different roles, responsibilities, and needs a family has, students will have a chance to create a collage of different roles, responsibilities, and needs that might be part of the family structure. They will use magazines to help them find pictures, using our brainstorming ideas, as well as new ideas, to glue to our large butcher paper.
o After students have pasted all of the pictures they have found, we will gather together to discuss what new roles, responsibilities, and needs were thought of during the process. We will also go through each of the roles, responsibilities, and needs with these questions that get to some more issues on equity and justice within the roles themselves, as well as the establishment of those roles:
§ What is the role, responsibility, or need?
§ Who might perform the role or responsibility, or who provides for that need, how?
§ Who might be excluded from performing the role or responsibility in the family and why?
§ Who performs this role or responsibility, or who provides for this need in your family?
§ Why might one family member have more roles and responsibilities than other family members?
*The roles, responsibilities, and needs that the students came up with will form the roles featured on the Individual Family Roles, Responsibilities, and Needs Sheet and the sheet will be sent home with the students after I have compiled the sheet itself.
Day Three
Assessment
o Students will be informally assessed on their knowledge of roles by being able to think of and find pictures that relate to family roles that are a part of their family, as well as others’ families during the collage activity.
o Students will be formally assessed on their understanding of their own family’s roles, responsibilities, and needs by the use of the Individual Family Roles, Responsibilities, and Needs sheet and creation of their individual books about the family roles, responsibilities, and needs of their family.
o Students will be assessed on their ability to write sentences using literacy standards for Kindergarten by the product of their individual books about the family roles, responsibilities, and needs of their family.
C&I 371-Social Studies
Social Studies Unit: Families
Integrated Lesson: Family Roles, Responsibilities, and Needs
Target Grade: Kindergarten
Essential Question: What makes a family?
Guiding Questions and Learning Objectives/Goals:
- What are our school “family” roles?
- What are family roles?
o Students will be able to think of the many roles that lie within family structures.
o Students will be able to identify the roles of their family members, as well as the roles that they are expected to take in their families.
- How or why might the roles for each family member be different?
o Students will be able to understand that established roles could be determined by the age of each family member.
- Literacy
Standards:
- MMSD Social Studies Standards
o Describe how all home and school members have rights and responsibilities.
o Describe themselves as unique individuals with both capabilities and limitations and demonstrate acceptance of others’ uniqueness.
o Identify similarities and differences in individual (i.e. actions, feelings, appearance, abilities).
o Demonstrate responsibility for their role within the school environment (i.e. school rules, respect the rights of self and others, appropriate behaviors).
o Identify customs, traditions, and celebrations that have special meanings for their family.
- NCSS Standards
o IV. Individual Development and Identity
o V. Individuals, Groups, and Institutions
o VI. Power, Authority, and Governance
- Common Core State English Language Arts Standards
o Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
o Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Print many upper- and lowercase letters.
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
f. Produce and expand complete sentences in shared language activities.
o Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Materials:
- Whiteboard/Markers
- Magazines
- Butcher paper
- Scissors
- Individual Family Roles, Responsibilities, and Needs sheet (to be developed within the taught lesson)
- Lined writing paper
- Writing sheet with box for drawing on top
- Crayons, markers, colored pencils, etc.
- Read Alouds
o Mama’s Coming Home by Kate Banks
o Chores Chores Chores! by Salina Yoon
Procedures (Activities/Assignments):
Day One
- Read Aloud- It’s Hard to Be Five: Learning How to Work My Control Panel by Jamie Lee Curtis and Laura Cornell
o After the read aloud, we will have a small discussion and I will pose these questions to the students, while turning to the pages in the book:
§ What types of things are expected of you when you’re five? What things were brought up in the book?
§ Are there any other things people expect out of you when you’re five?
§ How do people expect you to act? What type of things do you do in your free time? What jobs are you expected to help out with?
o While going through the questions, I might take notes/draw pictures up on the board so students can visually see representations for the question answers.
o I will explain to students that these things are what make up their role as five year olds. Also explain to students that some of these roles may not describe their roles, as well as the fact that they may have different roles. I will also explain that the word role itself is the set of connected behaviors, rights, and obligations one has in a social situation.
- Activity- School “Family” Roles
o Ask students to think of the different people that make up our school “family”. The students should be able to think of the teacher, students, librarians, secretaries, principal, etc. as different members of this “family.
o For each of these members, we will create a column on the board where we will fill in the different rights, privileges, obligations, and roles each member of this community possesses and how those things directly relate to/affect other members in the school “family”. Depending on the group of students, you could approach the subject of equity and justice within this system, although it may get tricky when talking about the administration part of the equation. (Equity and justice will be brought up at a later time in reference to a subject students of this age might have more experience with.)
Day Two
- To start of the lesson today, I will review with students what we learned the previous day. I will ask questions such as:
o What does the word role mean when we talk about people?
- Read Aloud- Mama’s Coming Home by Kate Banks
o After this read aloud, I will ask the students, “What role(s) did each member of the family have in this story?”
o After talking about the roles of each family member, I will ask students if there are any similarities or differences in the roles between the family members in the book and their own families.
o At this point, it would be a good idea to call attention to gender roles/stereotypes the children may have, as well as who they think holds the power in making the decisions of each members role. We can also have a discussion on justice and equity by thinking about the roles and if they are fair in what is expected of each member.
§ Questions to ask may include:
· What did you think of the roles that each family member had?
· Why do you think each family member had the role they had?
· Was there anything in the book that surprised you? Did the roles that each member had surprise you? Why?
· Who or what do you think helped determine who would have what roles?
· Do you think the roles that each member has are fair and equal amongst the family? Why or why not?
· Is it okay if the roles and what is expected of member in a family are not equal/fair? In what situations might it be and not be?
- Read Aloud- Chores Chores Chores! by Salina Yoon
o After the read aloud I will ask students, “What were all of the jobs/roles that the girl in the book had to complete? We will write/draw a list of these things up on the board as a reference to students. We will add it to the list generated from the previous read aloud in the children’s roles section.
o After we have written all of the jobs/roles of the child at home, I will ask students if they can think of any other roles/expectations/jobs/rights at home that we could add to the list.
o After writing down all of the roles, I will pose some questions to the students:
§ What did you think of all the jobs the girl in the book had?
§ Who do you think gave those jobs/the role of completing those list of chores?
§ Why do you think she was given all of those jobs to do? Why might have no one helped her with them?
§ Do you think it was fair that she had to complete all of those jobs/roles? Why or why not?
- Activity-Family Roles, Responsibilities, and Needs Collage
o After students have an idea of the different roles, responsibilities, and needs a family has, students will have a chance to create a collage of different roles, responsibilities, and needs that might be part of the family structure. They will use magazines to help them find pictures, using our brainstorming ideas, as well as new ideas, to glue to our large butcher paper.
o After students have pasted all of the pictures they have found, we will gather together to discuss what new roles, responsibilities, and needs were thought of during the process. We will also go through each of the roles, responsibilities, and needs with these questions that get to some more issues on equity and justice within the roles themselves, as well as the establishment of those roles:
§ What is the role, responsibility, or need?
§ Who might perform the role or responsibility, or who provides for that need, how?
§ Who might be excluded from performing the role or responsibility in the family and why?
§ Who performs this role or responsibility, or who provides for this need in your family?
§ Why might one family member have more roles and responsibilities than other family members?
*The roles, responsibilities, and needs that the students came up with will form the roles featured on the Individual Family Roles, Responsibilities, and Needs Sheet and the sheet will be sent home with the students after I have compiled the sheet itself.
Day Three
- Students will be required to bring back their Individual Family Roles Sheet to school by a certain date, if a students forgets his or hers, they will have to think of some of the roles in their heads so they can start the literacy component for this lesson.
- Using lined writing paper, each student will use their Individual Family Roles Sheet to help them develop sentences about each family member’s role and responsibilities within their family. Students should try to incorporate at least two roles/responsibilities for each family member. Some students will need more time depending on the size of their family. They might also choose needs their family has and who is responsible for providing for those needs.
- As the students complete the writing of their sentences, they will come and read their sentences to me. We will work through the literacy writing elements and make sure they are using literacy skills that they know.
- Once their writing has been looked at by me and I have worked with each student on editing their writing, they will recopy their sentences down in premade books that use the writing sheet with a box on top for drawing.
- AFTER students have completed writing their sentences on the lines of the paper in their book, they will be able to draw pictures in the drawing box of their paper. These pictures should help to show what their writing says. After this is done, students have completed their book of family roles, responsibilities, and needs.
- Students will have the opportunity to share their books with the whole class if comfortable doing so. By sharing their books, students will have an opportunity to see how roles, responsibilities, and needs might be similar or different from family to family, which will also connect to who gives the roles/establishes rules, who performs these roles, who is excluded from performing these roles, how gender or age may be a factor in what roles you are given/take, and if the roles given/assumed by each member are fair and just.
Assessment
- Informal
o Students will be informally assessed on their knowledge of roles by being able to think of and find pictures that relate to family roles that are a part of their family, as well as others’ families during the collage activity.
- Formal
o Students will be formally assessed on their understanding of their own family’s roles, responsibilities, and needs by the use of the Individual Family Roles, Responsibilities, and Needs sheet and creation of their individual books about the family roles, responsibilities, and needs of their family.
o Students will be assessed on their ability to write sentences using literacy standards for Kindergarten by the product of their individual books about the family roles, responsibilities, and needs of their family.