Aligned with Journeys Unit Lesson 1
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary / Activities/Materials/Resources
Week1 and 2: Unit: BuildingaLearningCommunity
Essential Question: What makesmeagoodcitizen?
GuidingQuestions:
A. What areyour rulesathomeandat school?
B. Whydowehaverulesathomeandschool andwhoenforcesthem?
C. HowdoyousaythePledgeof Allegiance?
D. Howcanyoushow responsibility? / WeeklyCorrelatedLessonPlan:
HarcourtTEUnit1p.27,31-43
HarcourtSocialStudiesLeveledReaders
IFollowtheRules
HarcourtWorkbookpg2
Use tradebookstoreadabout goodcitizens.
People Who Hold Positions of Authority
  • Custodian/Teacher/Principal/Secretary
The Pledge of Allegiance
Pledge of Allegiance Song:
( Click on Music to access song and sheet music.
Q1 Trade Books and Level Readers
Q1 Lessons and Resources
Social Studies Focus : / Literacy Focus:
Establishclassroom procedures, rulesandroutines.
Peopleinthefamilyandschool whoholdpositionsofauthority.
PledgeofAllegiance
RightsandResponsibilities / Skill:ListentoRhymes
Strategy: Listening
Genre: Rhymes
Writing: / Vocabulary :
Draw or write about how you show you are a good citizen at school.
Create a classroom rule book or chart. / Rules authority citizens routines
ritualscooperate sharechoices consequencesPledge Teacher Principal Counselor Custodian respect rights/responsibilities
ASSESSMENT:
Chooseoneof therulesfromtheclassbookor chart anddrawapictureof themselvesfollowingoneof therules.
Unit1Review pp.10-11
ID people of authority in school. Have sentence strips with names of people in authority (i.e. custodian) and pictures the teacher has of those people in the building. Have students match the title to the picture and tell what they do.
STANDARDS
Social StudiesSLE’s:
C.4.K.2Identifypeopleinthefamilyandschoolwhoholdpositionsofauthority. C.4.K.1Recognizetheneedfor rulesandtheconsequencesof violatingrules.
G.5.K.4Identifytheappropriateproceduresfor thedailyrecitationof thePledgeofAllegiance:
•Standupstraight
•Placerighthandover theheart
•Removehats
•Observe locationof theflag
C.5.K.2Discusstherightsandresponsibilitiesofbeingagoodcitizen.
CommonCoreStandards
CC.K.RI.3Withpromptingandsupport,describetheconnectionbetween twoindividuals, events,ideas,or piecesof informationina text.
CC.K.L.4Determineor clarifythemeaningofunknownandmultiple-meaningwordsandphrasesa. Identifynewmeaningforfamiliarwordsandapplythemaccurately
CC.K.L.5.Withguidanceandsupport fromadults, explorewordrelationshipsandnuancesinwordmeanings. a.sort commonobjectsintocategoriestogainasenseof theconceptsthecategoriesrepresent
AlignedwithJourneysUnit 1Lesson1
Essential Question(s)/GuidingQuestions/LessonFocus/Vocabulary / Activities/Materials/Resources
Week3: Unit 1: BuildingaLearningCommunity
Essential Question(s): Whyis it important toknowwhereI live?
What makesafamilyspecial?
GuidingQuestions:
A.WheredoI liveandattendschool?
B.Howdoesyourfamily worktogether, playtogether,eat together,celebratetogether, etc? / WeeklyCorrelatedLessonPlan:
Classdiscussionofwherestudents live. Arkansas---LittleRock---Address
JourneysLesson1flipchart p. 12,18 (Refertoliteracy mapUnit1What
MakesaFamilyandPoemsAbout FamilyBigBook—Week2)
Usethisstorytoteachabout families.
Discussnameof school—Harcourt TEArkansas Connections“YourSchool”. Drawapictureofyour schoolandwrite itsname.
Q1 Lessons and Resources
Q1 Trade Books and Level Readers
Social Studies Focus : / Literacy Focus:
. Draw a picture of the classroom and label the drawing.
Draw a picture of your school and identify the location of your classroom. Use directional words to explain your drawing.
Journeys TE53 Writing Labels---People in a Family. / Skill: Main Ideas
Strategy: Summarize
Genre: Informational Text, Realistic Fiction, Poetry
Writing: Nouns of people. Describe people, places, things and events.
Writing: / Vocabulary :
Draw a picture of the classroom and talk about its parts. Use words related to location. / Address
Family
Arkansas Community
ASSESSMENT:
Students draw a picture of where they live. State address.
Describe one of the following: how your family works together; how they play together; or how they celebrate together.
Journeys TE 35--Retell the story “What Makes a Family”. Step Up to Writing p. 56
STANDARDS
G.1.K.1Identifyhomeaddress
G.1.K.2Identifytheschool attendedandthecityinwhichit islocated.
G.1.K.11 Illustrateamapof afamiliar place(e.g., bedroom,playground,school).
G.1.K.10Usewordsrelatedtolocation,direction, anddistance:
•Here/there
•Near/far
•Over/under
•Left/right
•Up/down
•Top/bottom
•Between
G.2.K.1Discusssimilaritiesanddifferencesinfamilies.
CommonCoreStandards
CC.K.L.4Determineor clarifythemeaningof unknownandmultiple-meaningwordsandphrasesa. Identifynewmeaningforfamiliarwordsandapplythemaccurately
CC.K.L.5. Withguidanceandsupport from adults,explorewordrelationshipsandnuancesinwordmeanings. a.sort commonobjectsintocategoriestogainasenseof theconceptsthecategoriesrepresent.
CC.K.W.2Useacombinationofdrawing, dictating,andwritingtocompose informative/explanatorytextsinwhichtheynamewhat theyarewritingabout.CC.K.RI.3With promptingandsupport,describetheconnectionbetweentwoindividuals,events, ideas, or piecesof informationinatext.
Aligned with Journeys Unit Lesson 2
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary / Activities/Materials/Resources
Week4: Unit 1: FriendshipandCitizenship
Essential Question: What makesmeagoodcitizen?
GuidingQuestions:
A.Howcanyoushow responsibility?
B. Whyisgettingalong important whenbeingagoodcitizen? / WeeklyCorrelatedLessonPlan:
JourneysBigBook“HowDoDinosaurs GotoSchool?TEpp108-114
After eachpagediscuss what wouldbeappropriatebehavior inthe classroom.
BookflixLessons (Use Smartboard to show books for lesson) (Click on Bookflix; Enter Library Card Number; Click Family and Community) Choose Crazy Hair Day/Let’s Be Friends (Book Pair) Lesson Plan
S.S Harcourt Practice book p. 3 & 5 Resources:
Optional Resources: Aesop’s Fable - Ant and the Grasshopper
Google Images- Children Getting Along
(Refer to literacy map Unit 1 Friends at School Read Aloud)
HMH: Vocabulary Readers:
At School--My School,--Let’s Have Fun--I Can!-- Playing Ball
Trade Books:
Lots of Feelings by Shelly Rotner
Do You Want to be My Friend by Eric Carle
My Friend and I by Lisa Jahn-Clough
A Color of His Own by Leo Lionni
The Mixed Up Chameleon by Eric Carle
The New Kid on the Block by Jack Prelutsky
Q1 Lessons and Resources
Q1 Trade Books and Level Readers
Notes:
Bookflix pairs fiction and nonfiction books. A lesson plan is provided for each pair. A library card is needed to access these books.
Social Studies Focus : / Literacy Focus:
.SchoolFriends
GettingAlong
GoodCitizenship / Skill:UnderstandingCharacters, ModelFluency, Pause for Punctuation
Strategy:Infer/Predict
Genre:Fantasy, InformationalText
Writing: Narrative—Writing About Us; Describe familiar people, places, things, events.
Writing: / Vocabulary :
Drawandwriteabout awaytoget alongat school.
Drawor writeaboutactivitiesyoudidwitha newfriend. / schoolruleclass
respectcooperate communitylaw decision participate
ASSESSMENT:
Drawandwriteabout your friendsat school(literacymap)
Inthestory“HowDoDinosaursGoToSchool”tellordrawapicturetoanswerthequestion: Howcan youtellthatDinosauris agood friend? Give threeexamples from thestoryofhow DinosaurwouldnotbeagoodcitizenandthreeexamplesofhowDinosaurwouldbeagood citizenat schoolandintheclassroom.
Read: The Important Book by Margaret Wise.
Create a class book called “A Friend”
Afriend likesto
A friendwill
A friendcan
But theimportant thingabout afriendisthat h/shelikeme.
STANDARDS
Social StudiesSLE’s:
C.5.K.2Discusstherightsandresponsibilitiesofbeingagoodcitizen.
C.4.K.1Recognizetheneedfor rulesandconsequencesof violatingrules.
C.5.K.3Identifyvotingproceduresbyparticipatinginaclassroomvotingprocess
(e.g. whichbookstoread,whatgamestoplay)
CommonCoreStandards
CC.K.L.4Determineor clarifythemeaningof unknownandmultiple-meaningwordsandphrases.
a. identifynewmeaningfor familiarwordsandapplythemaccurately.
CC.K.L.5. Withguidanceandsupport from adults,explorewordrelationshipsandnuancesinwordmeanings. a. Sortcommonobjectsintocategoriestogainasenseof theconceptsthecategoriesrepresent.
Aligned with Journeys Unit Lesson 3
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary / Activities/Materials/Resources
Week5: Unit: National Symbols
Essential Question: Whataresomeimportantsymbolsof America?
GuidingQuestions:
Whyisfreedomimportant?
Howdofamiliesandcommunitiesmakedecisions? / Weekly Correlated Lesson Plan:
Harcourt p. 20-21
Harcourt TE p. A7 - Symbols of the US
(Can be used to make a booklet using high frequency words. E.g. “I see the American Flag)
Harcourt S.S. Unit 2 p.85
“My Country”
  • The flag that we have
  • Our leaders
  • Live with freedom
  • Make a choice by voting
Bookflix Lessons (Use Smartboard to show books for lesson) (Click on Bookflix; Enter Library Card Number)
  1. Otto Runs for President/Let’s Vote On It LessonPlan
  2. Duck for President/Election Day
LessonPlan
Resources:
CD 2, Track 6: “Battle Hymn of the Republic”
CD2, Track 11: “America the Beautiful”
Smart Exchange:
  • Be a Good Citizen by Cindy Walker
  • Friendship
Q1 Lessons and Resources
Q1 Trade Books and Level Readers
Notes:
Bookflix pairs fiction and nonfiction books. A lesson plan is provided for each pair. A library card is needed to access these books.
Social Studies Focus : / Literacy Focus:
.NationalSymbols
(ConstitutionDaySeptember 17) Citizenship
National/ Local Leaders / Skill: Setting
Strategy:Monitoring/Clarifying
Genre:RealisticFiction, InformationalText
Fluency: ReadingRate I
Writing: / Vocabulary :
Draw and write about things that are important to being a citizen.
T Chart—Chores students do at home and at school. / American Flag Bald Eagle
Statue of Liberty White House
United States Constitution
Voting Choice
ASSESSMENT:
Choose a class decision to vote on, like the class did in Let’s Vote on It! Re-create the process the class used. Review the steps of the process with the class before starting. Make a sequence chart together that shows what students will be doing at each step. i.e. Next book to read
U.S. Symbol Book
STANDARDS
Social Studies SLE’s:
C.5.K.1 Recognize national symbols that represent American democracy.
C.5.K.3 Identify voting procedures by participating in a classroom voting process(e.g. which books to read, what games to play)
Common Core Standards
CC.K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
a. Identify new meaning for familiar words and apply them accurately
CC.K.L.5. With guidance and support from adults, explore word relationships and nuances in word meanings.
  1. sort common objects into categories to gain a sense of the concepts the categories represent.
C.C.K.RI.3 With prompting and support, describe the connection between two individuals, events ideas, or pieces of information.
CC.K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
a. Identify new meaning for familiar words and apply them accurately
CC.K.L.5 With guidance and support from adults, explore word relationships and nuances in word meanings
Aligned with Journeys Unit Lesson 4
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary / Activities/Materials/Resources
Week 6
Unit: Our Community
Essential Question: Why do we work?
Guiding Questions:
A. What jobs do people in the community have?
B. How do people pay for goods and services?
C. What is a Producer or Consumer?( buyer and seller) / Weekly Correlated Lesson Plan:
Harcourt SS Unit 3 p.155-158 Lesson 1 Workers
Harcourt SS TE Unit 3 pp168-170 Money/Goods/Services
Community WorkersLesson
Journeys---Use the following stories in Journeys to teach economic concepts.
  • Everybody Works—Read Aloud (Consumers, producers, human resources, goods, services)
  • The Elves and the Shoemaker—Big Book pp 31-38 (Capital resources, human resources, services, goods, natural resources, tools, producer)
Video—How People Make Things (Sneakers)
Econ Lesson—Shoemakers Tools--
  • Pizza at Sally’s—Read Aloud Book (capital resources, natural resources, goods, services, consumer, producer)
Pizza at Sally’s EconomicLesson
How People Make Things Video (Sneakers)

Resources:
Kids Econ Posters
Econ Song Book
Community Helpers at Your Service-Econedlink Lesson
HMH Journeys Leveled Readers:
My Mom the Mayor
Animal Helpers
Hospital Workers
Vocabulary Readers: Trip to the Fire Station Lesson 30
Leveled Readers:
The Fire Fighter
Jobs on the Farm
Selling Things
Let’s sell things
Vet on a job
Roz the Vet
Trade Books:
Curious George Takes a Job by HA Ray (Discuss knowledge and skills George needs to accomplish each of his jobs.
Harcourt WB p.23, 25, 26
SMART Exchange: Community Helpers (by Amy Hite)
SMART Exchange: (All by Jennifer LarsonT
  1. Goods
  2. Introduction to Services
  3. Comparing Goods and Services 1
  4. Comparing Goods and Services 2
  5. Buyers and Sellers
Bookflix Lessons (Use Smartboard to show books for lesson) (Click on Bookflix; Enter Library Card Number)
  • Pets at the Vet
  • Goodnight Gorilla/Who Works at the Zoo
Q1 Lessons and Resources
Q1 Trade Books and Level Readers
Notes:
Social Studies Focus : / Literacy Focus:
.The Community
Community Helpers / Skill: Text and Graphic Features
Strategy: Analyze/Evaluating
Genre: Informational Text, Realistic Fiction, Traditional Tales
Writing: Personal Narrative—Action Sentence
Writing: / Vocabulary :
Draw a community helper providing a service to the community.
What job would you choose and why?
List natural resources in the story “Pizza at Sally’s”. / Money Purchase
Earn Resources
Tools Goods
Services Human resources
Producers Consumers
Capital resources
ASSESSMENT:
Write a verse to the song “We Are Workers” in the Community Workers Lesson
TE 158 Performance Activity—Act Out a Poem about Workers
Homework and Practice p. 25 Working for Money
Pizza at Sally’s Lesson Plan—Use activity page 3 to sequence process for making pizza.
STANDARDS
Social Studies SLE’s:
E.8.K.3 Discuss how people earn a living in the community and places they work.
E.9.K.3 Identify services people do for each other.
E.8.K.1 Identify human resources
E.9.K.1 Recognize that money is used to purchase items.
E.8.K.2 Discuss the roles of producers and consumers.
Common Core Standards
CC.K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (Buyers and Sellers)
Aligned with Journeys Unit Lesson 5 and 6
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary / Activities/Materials/Resources
Weeks 7 & 8
Unit: From Farm to Table
Essential Question: How do products go from the farm to the table?
Guiding Questions:
  1. What are good and services?
  2. How do people in the community depend on each other to satisfy their economic needs?
  3. What is life like on the farm and/or city?
  4. What is a producer or consumer?
  5. Where do people in other communities around the world buy things?
/ Weekly Correlated Lesson Plan:
Harcourt TE Unit 3 pp190-191 From Farm to Table
Harcourt TE Unit 3 pp180-183 Using Resources
Harcourt S.S. Unit 4 pp 255-256 “City and Farm Life”
Harcourt WB p. 28, 29, 39
Harcourt Unit 3 pp193-195 Goods Around the World
Journeys—Use to teach economic terms.
The Little Red Hen—Read Aloud Capital and natural resources used to make cake; ID steps to make cake.
Bookflix Lessons (Use Smartboard to show books for lesson) (Click on Bookflix; Enter Library Card Number; Click Family and Community) Giggle, Giggle, Quack/Living On Farms (Book Pair) Lesson Plan
Chores on the Farm-then andnow-(lesson plan)
Tortilla Factory by Gary Paulsen---Productive Resources—Natural/Human/Capital—Goods/Services
Living in Kansas Today Lesson—Rural/Urban Environment—
Photographs
Econ Song Book
Resources:
Virtual farm-



Smart Exchange:
Farms-then & now
Q1 Lessons and Resources
Q1 Trade Books and Level Readers
Notes:
Social Studies Focus : / Literacy Focus:
From Farm to Table
Goods/Services
Producers/Consumers / Skill: Sequence of Events/Compare and Contrast
Strategy: Questioning/ID Supporting Reasons
Genre: Folk Tale, Realistic Fiction, Informational Text
Writing: Opinion Piece
Writing: / Vocabulary :
Draw pictures of different kinds of crops and animals on a farm. Label pictures.
The best place to live is a farm/city because / human resources natural resources
community workers productive resources
capital resources (tools of the trade)
markets
economy services
economic goods
rural urban
ASSESSMENT:
Bookflix Story—“A Dairy Farm”—Draw pictures of the process that farmers use to milk cows.
Bookflix Lessons (Use Smartboard to show books for lesson) (Click on Bookflix; Enter Library Card Number; Click Family and Community) Click Clack Moo: Cows That Type/Dairy Farm LessonPlan
Use picture p. 190 Harcourt text. Have students retell steps in tortilla making process. The Tortilla Factory by Gary Paulsen KidsEcon Literature Lesson (Resource to support)
STANDARDS
Social Studies SLE’s:
E.9.K.4 Recognize that people choose among a variety of goods and services.
G.2.K.2 Discuss the location of community and the ways that location affects the people of the community.
E.8.K.5 Discuss capital resources
E.8.K.2 Discuss the roles of producers and consumers.
E.9.K.6 Understand that markets exist in a community.
Common Core Standards
CC.K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Aligned with Journeys Unit Lesson 7
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary / Activities/Materials/Resources
Week 9
Unit: Columbus Day/ Exploration
Essential Question: What is an explorer?
Guiding Questions: Why do we celebrate holidays? / Weekly Correlated Lesson Plan:
Lesson 4 p. AR16 exploring the past(Columbus)
Harcourt S.S. Unit 4 Lesson 1 pp228-229
Columbian Exchange—Whose Lunch Is It Anyway

Resources:
Columbus Video

Book flicks: (need library card)
Where do you think you’re going, Christopher Columbus? Jean Fritz
Christopher Columbus by Lisa Wade McCormick
Google search: The Columbian Exchange by Alfred W. Crosby- access Smithsonian.com - ecological impact of Columbus’ landing in 1492 “How the Potato Changed the World”
Columbus Sailed the Ocean Blue Unit Lesson 1-5 Relate to Columbus
Notes:
Social Studies Focus : / Literacy Focus:
. Columbus Day/ Exploration
Geography—Land/Water / Skill: Understanding Characters
Strategy: Analyze/Evaluate
Genre: Informational Text, Realistic Fiction
Fluency: Pause for Punctuation Writing: Sensory Words/Opinion Piece
Writing: / Vocabulary :
Harcourt TE p 231 Performance Activity
Student draws picture of themselves doing something on land and water. Write a sentence about what they are doing.
The most important thing we got in the New World after Columbus was ______. Why? / explorer
discovery
Columbian Exchange
ASSESSMENT:
What did Columbus see? Have students draw a picture of what Columbus might have seen when he landed.
Compare/contrast land and water. Venn diagram of things you can do on the water and things you can do on land. Identify things you can do on both.
STANDARDS
Social Studies SLE’s:
H.6.K.10 Discuss Christopher Columbus and his discovery of America. (The impact of Columbus coming to the Americas: trade, Columbian Exchange, and interactions between Europeans and the Native Americans.)
H.6.K.1 Recognize celebrations and holidays as a way of remembering and honoring events and people of the past.
H.6.K.6 Discuss how historical events relate to present day.
Common Core Standards
C.C.K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases.
a. Identify new meaning for familiar words and apply them accurately
C.C.K.L.5 With guidance and support from adults, explore relationships and nuances in word meanings.
a. sort common objects into categories to gain a sense of the concepts the categories represent

8

Aligned with Journeys Unit Lesson 8
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary / Activities/Materials/Resources
Week 10
Unit: Long Ago and Today- Transportation
Essential Question: How do people travel long ago and today?
Guiding Questions:
  1. What are some ways we can travel today?
  2. What were some ways people travelled long ago?
/ Weekly Correlated Lesson Plan:
Journeys Big Book
Wheels Long ago and Today Lesson 9 TE pp290-291
SMART Exchange-Transportation ( byP. Sands)
Harcourt AR pp18-19 Lesson 5: Here and There
Columbus Sailed the Ocean Blue Unit Lesson One and Appendix A-E support transportation.
Resources
Harcourt Leveled Readers:
In the city
The Hay ride
Going Fast
Going for a Hay Ride
SMART Exchange-Transportation ( by P. Sands)
My Blue Suitcase Activity
Q1 Lesson and Resources:
Q1 Trade Books and Level Readers
Notes:
Arkansas Tab of Teachers Edition has additional lessons and the pages are numbered AR 1-16.
Social Studies Focus : / Literacy Focus:
. Long Ago and Today- Transportation / Skill: Details
Strategy: Visualize
Genre: Writing: Opinion
Writing: / Vocabulary :
T Chart—Draw pictures of transportation Now and Long---Label pictures / Past Train