Name: Edney Atkins Grade/Subject: ECSE Social Science Date: 07-12-2022

1. Texas Essential Knowledge and Skills (TEKS): (C2)

In Kindergarten, the study of the self, home, family, and classroom establishes the foundation for responsible citizenship in society.
Students practice problem-solving, decision-making, and independent-thinking skills.

2. Deconstructing/Unpacking the TEKS: (C2)

1. Verb: Study / Practice
2. Content: Self/ family/friends
3. Context: classroom establishes the foundation for responsible citizenship in society
4. Test: Problem solving, decision making, independent thinking skills.

3. SMART Objective(s): ECSE

(C3)
Essential Question:
What does it mean to
behave respectfully in group
activities?
Social Science
1. For the duration of free play time, students will interact with friends in a proper way through
keeping personal space, over a 3-week period.
2. Throughout recess students will share the ball with 1 or 2 peers for 5 minutes.
3. Students will establish problem solving skills by recognizing the problem and creating two
resolutions applicable to the situation

4. Central Focus
(C4)
How will this lesson link Students will develop self-awareness and self-management skills to reach school and life success.
with other lessons in the
unit?
I can evaluate how my ideas and emotions influence decision-making and behavior.
Learning Targets
I CAN statements that
Clearly show alignment I can create habits to build more positive feelings.
with TEKS
5. Academic Language
(C5) Language Function: Practice

Academic language
represents the language of
the discipline that students
need to learn and use to
engage in the content area
in meaningful ways.
There are 4 language
demands to consider as you
require students to read,
write, speak, listen,
demonstrate, and perform.
Vocabulary
For the social thinking vocabulary : expected and unexpected Cooperation,
trustworthiness, please, thank you, excuse me.
Say “please” when you want something.
Say “thank you” when someone does something nice.
Say “excuse me” when you bump someone or interrupt.
Discourse
-Class Discussion
- Partner Discussion
- Fill out a graphic organizer
Syntax
Sequence of events:
Raise your hand to speak when the teacher is talking.
Listen when others are talking.
Let speakers know you are listening by looking at them, nodding, smiling, and asking questions.
Wait your turn when others are talking.
Stay in your personal zone.
Offer to help people when working in small groups.
Rules of language

6. Targeted Language Language Function

Supports (C5) Students will be able to explain what strategy they used to solve a problem.
The resources, Students will be able to describe a situation.
representations, and
strategies you will provide
to help students understand,
use, and practice the
concepts and language they
need to learn within the
discipline
BICS - (Basic
Interpersonal
Communication Skills)
ELL learners
7. Assessment/
Evaluation (C6)
Assessment(s) must be
aligned to the TEKS,
and objectives.
8. Hook (C7)
Closure (C7)
Student Assets (C7)
Vocabulary Strategies - (GO TO Page)
1. Words and phrases with subject-specific meanings used in everyday life: play, share, friends, space,
etc.
2. General academic vocabulary used across disciplines: compare, analyze, evaluate, describe, sequence,
classify
Discourse strategies - (GO TO Page)
-Write: Making graphic representations.
-Talk: Interpreting a definition based on comparing examples and non-examples of social skills.
Syntax - (GO TO Page)
1. organizing words or symbols together into phrases, clauses, sentences, or visual representations.
2. organize language in order to convey meaning.
Making Content Comprehensible (R9)
- Used slowed speech to enunciate words and make clear distinctions between words.
- Point to objects while we talk about them.
- Repeat and rephrase as needed.
- Use tons of visuals or real objects.
Assessment of your TEK
Formative:
• Discussions in class
• Homework assignments
• Presentations in classrooms
• Hands-on activities
Summative:
• Final projects
• Show and Tell
Assessment of your language demands:
Formative:
- Assessing how a child communicates with others and how they relate to the rest of society and
what they perceive as social norms.
Summative:
Standardized questionnaires and social style scores.
Hook activity: Songs related to the topic.
Closure Activity: Making a Poster of the lesson.
Personal assets: Have a conversation with the students, to learn who they are, what they like, what they
do.
Cultural assets: Intentionally taking an inclusive approach, creating meaningful assignments.
Community assets: Understanding the surrounding community.
9. Body of Lesson/
Teaching Strategies and
Learning Task(s)
(C9)
Be sure to include:
How will students learn and
use academic language?
Summarizing
introduce academic
vocabulary
diagram similarities and
differences
10. Resources and
materials needed (C9)
(E7)
I DO – This phase involves teaching strategies such as informing, explaining, modeling, and providing
examples. Introduce and explain effective tools to regulate emotions, model several tools, for example,
taking a few deep breaths, moving your body, etc. (Robert Marzano's research on Identifying similarities
and differences)
WE DO – This second phase involves practicing the skills and tools with the students. Role-play difficult
situations, have students choose which tool seems more appropriate and discuss outcomes. Based on
Cooperative learning (Robert Marzano)
YOU DO – This phase involves the student practicing the tools independently. Observe how students
handle classroom conflict. Do they use any of the self-regulation tools? Reinforcing effort, providing
recognition and practice (Marzano)
Differentiation
o Second Language learners / Cultural Diversity: Visuals, differentiate homework, flexible groups,
etc.
o Gifted / advanced learners: problem solving resources ready, independent work.
Technology:
Blooming’s app: storytelling
Higher Order Thinking Questions (GO TO page)
1. Analyze (comparing) and Synthetize (Identifying)
2. Apply – Demonstrating
3. Create - Constructing
Grouping / Partnering Technique: (Hattie)
- Small Group Discussions
Potential misconceptions and your plan to address it:
Make the class a monologue: Making sure the students play an active role in the process through dialogue
and interaction with peers and the teacher.
- Diverse classroom material: toys, paper, pencils, glue, paper of various kinds, plasticine,
cardboard, stories, textbooks, etc.
- Audiovisual Materials: slides, photographs, magazines, movies, videos, etc.
- Technological Materials: computer programs, web pages, etc.
- Material for Students with Speech Impairment: flash cards, wall visuals, wall mirror, electric typewriter,
etc.
-Material for Students with Hearing impairment: recording-reproduction systems, materials that helps to
develop language, visual systems of lip reading, etc.
-Material for students with motor impairment: in addition to the own material for physiotherapy, they need
a series of specific material or adaptation of the ordinary, like removal of architectural barriers, walkers,

11. Classroom
Management Strategies
(CBM5)
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?
Add 3 procedures
12. Academic Supports
for Students (E6)
What instructional
strategies and planned
supports, will you employ
to meet the needs of each
student that has identified
special learning needs?
(E11)
adapted tables and chairs, adaptive scissors and pencils, electronic typewriters and computers with
adaptations.
-Material for visually impaired students: three-dimensional objects, braille books, visual stories, special
boards, etc.
SUBMIT LPG and SELF EVALUATION RUBRIC – C9
The Clap-In (or Snap-In): To use applause, simply choose a pattern to applaud and have
students repeat it. As more students join, applause spreads throughout the room until all students
participate in the applause and finish their conversations.
Give Me Five 5s: This is a great option that not only helps get students back on top of you, but
also gives them the opportunity to work together to get everyone back on track. To get attention,
raise your hand so students can see it. When each student sees the sign, they will also raise their
hand. This will continue to spread until all students raise their hands silently and look toward
you for further instructions.
Countdown for the whole class: This strategy is similar to give me 5 in that it has a cascading
effect in the classroom when students come together to refocus their attention on the teacher. To
employ this strategy, the teacher initiates a countdown, usually from 10, but teachers can adjust
as needed for their individual groups; and when students listen to the countdown, they join until
all students participate. Once the whole class reaches zero, all students are silent and refocus
their attention on the teacher.
Accommodation(s)- (A change that helps a student overcome or work around obstacles):
1. Learn content from audiobooks or videos instead of reading print versions.
2. Work with fewer items per page.
3. Set an outline of the lesson.
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Different project assignments and homework
2. great in different standards.
3. Be excused in particular assignments.
Strategies for ELLs (strategies that support language acquisition)
• 1. Use specific morning routines, such as lunch count, turning in homework,
putting things away, morning greetings, ect.
• 2. Speak more slowly, enunciating carefully while still using a natural tone
and rhythm.
• 3. Use adequate wait time to help an ELL formulate a response in a large
group context.
• 4. Allow the student to talk with someone about an idea before writing to
activate needed ideas and vocabulary.
• Word Walls