Grade/Course

Social Studies

Unit: Lesson:

Lesson Synopsis:

In this lesson, students use a familiar rhyme to learn vocabulary relating to chronology. They examine the school day and use chronology vocabulary to describe the events of a day.

TEKS:

K.3

/ History. The student understands the concept of chronology. The student is expected to:
K.3A / Place events in chronological order.
K.3B / Use vocabulary related to time and chronology, including before, after, next, first, last, yesterday, today, and tomorrow.
K.4 / Geography. The student understands the concept of location. The student is expected to:
K.4A / Use terms, including over, under, near, far, left, right, to describe relative location.

Social Studies Skills TEKS:

K.15 / Social studies skills. The student communicates in oral and visual forms. The student is expected to:
K.15B / Create and interpret visuals, including pictures and maps.
Getting Ready for Instruction
Performance Indicator(s):
  • Create a pictorial timeline of the school day. Explain the timeline using vocabulary related to time and chronology, including before, after, next, first, and last. (K.3A, K.3B; K.15B)

1C, 2C, 3B

Key Understandings and Guiding Questions:
  • Los sucesos ocurren en orden y su relación entre sí se puede describir en términos de tiempo.

—¿Cuál es la relación de tiempo de los sucesos de una historia?

—¿Cuál es la relación de tiempo de los sucesos del día?

—¿Puedo poner sucesos en orden cronológico?

—¿Puedo utilizar términos cronológicos relativos (antes, después, luego, primero y por último) cuando se describe la relación de tiempo entre los sucesos?

Vocabulary of Instruction:

© 2009, TESCCC 01/30/10page 1 of 6

Grade/Course

Social Studies

Unit: Lesson:

  • patrones
  • cronología
  • orden
  • línea cronológica
  • antes
  • después
  • último
  • próximo/siguiente
  • primero

© 2009, TESCCC 01/30/10page 1 of 6

Kindergarten

Social Studies

Unit: 01 Lesson: 01

Materials:

©2012, TESCCC04/13/12 page 1 of 6

Kindergarten

Social Studies

Unit: 01 Lesson: 03

  • Refer to the Notes for Teacher section for materials.

©2012, TESCCC 04/25/13page 1 of 6

Kindergarten

Social Studies

Unit: 01 Lesson: 03

Attachments:

©2012, TESCCC 04/25/13page 1 of 6

Kindergarten

Social Studies

Unit: 01 Lesson: 03

  • Teacher Resource: “Hey Diddle Diddle” Illustration
  • Handout: “Hey Diddle Diddle” Sequencing Cards (1 teacher set and 1 set per student)
  • Teacher Resource: “Time” Vocabulary Flash Cards (1 set for teacher)
  • Teacher Resource: Sample Timeline Pictures (can be used on timeline)

Resources and References:
  • None identified

Advance Preparation:
  1. Become familiar with content and procedures for the lesson, including the idea that learning about rules is a precursor to understanding bigger ideas such as government and how societies operate.
  2. Refer to the Instructional Focus Document for specific content to include in the lesson.
  3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
  4. Preview available resources and websites according to district guidelines.
  5. Prepare materials and handouts as needed.
  6. Preparepictures of the school day to use on the timeline. Take photographs of the students performing classroom tasks to use instead of the Sample Timeline Pictures. Photos could include: students getting off of school bus, eating breakfast, hanging up backpack, participating in morning group time, art, music, P.E., recess instructional time, etc. One photograph from each daily activity should be included. Digital pictures should be printed and cut apart so they can be put in order. See sample clip art pictures are included as Teacher Resource: Sample Timeline Pictures.
  7. Preparesequencing cards for the nursery rhyme for teacher use. (If using “Hey Diddle, Diddle,” prepare the Handout: “Hey Diddle Diddle” Sequencing Cards).
  8. Preparesequencing card sets for use by students. (If using “Hey, Diddle, Diddle,” prepare theHandout:“Hey Diddle Diddle” Sequencing Card sets for use by students.) Cut apart the cards and place a set in each sandwich bag; label each bag with a child’s name and include a note to parents.
  9. Prepare a note to parents to send home, such as:“Dear Parents, Today we practiced placing pictures of events in order. We used these words to describe the order of the pictures: first, last, next, before, after, and last. Please let your child put these pictures in order, and listen as he/she tells the story! This is a great way to practice the skills we are learning at school.”
  10. Prepare a blank timeline using a strip of white paper upon which to glue pictures. Paper should be approximately half the size of an 11 x 17 sheet of construction paper, cut lengthwise (5 ½ X 17). The size may vary according to the number of pictures they wish to draw.

Background Information:

©2012, TESCCC 04/25/13page 1 of 6

Kindergarten

Social Studies

Unit: 01 Lesson: 03

Chronology– Chronology is the arrangement of events in order of time or occurrence. Relative chronology differs from absolute chronology in that relative chronology explains the relationship between events. The terms in TEKS K.3B (first, next, before, after, etc.) are terms that explain relative chronology.

©2012, TESCCC 04/25/13page 1 of 6

Kindergarten

Social Studies

Unit: 01 Lesson: 03

©2012, TESCCC 04/25/13page 1 of 6

Kindergarten

Social Studies

Unit: 01 Lesson: 03

Getting Ready for Instruction Supplemental Planning Document

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

Instructional Procedures / Notes for Teacher
ENGAGE –Nursery rhyme / NOTE: 1 Day = 30 minutes
Suggested Day 1– 5 minutes
  1. Show students an illustration that goes with a nursery rhyme. (An online search can provide many options, or use the Teacher Resource: “Hey Diddle Diddle” Illustration.)
  1. Read the rhyme aloud and ask students if they have heard the rhyme before today.
  1. Read the rhyme again. Encourage students to recite the rhyme with you if they know it.
Ask:
  • What do you think is happening in this nursery rhyme?
  1. Allow students time to respond.
/ Attachments:
  • Teacher Resource: “Hey Diddle Diddle” Illustration
Purpose:
To catch students’ attention with rhyme and an illustration using a familiar nonsense rhyme with a sequence of events.
TEKS: K.3A, K.3B; K.15B
Instructional Note:
Any familiar nursery rhyme can be used. The rhyme “Hey Diddle Diddle” is used as a model in this lesson.
EXPLORE –Putting events in order / Suggested Day 1 (cont’d) –10 minutes
  1. Show the four sequence cards (Handout: “Hey Diddle Diddle” Sequencing Cards), each representing a part of the rhyme or “story”.
  1. Prompt students to discuss the rhyme. If using “Hey, Diddle, Diddle,” questions could include:
  • What is happening in this picture?(The cat is playing the fiddle.)
  • What is happening in this picture?(The dish is running with the spoon.)
  • What about this picture? (The dog is laughing.)
  • And what is happening in this picture? (The cow is jumping over the moon.)
  1. Model vocabulary related to time and chronology (TEKS K.3B: before, after, next, first, last, yesterday, today, and tomorrow) by asking questions such as:
  • Which picture goes first? (Place card in the pocket chart.)
  • Which picture goes after this one?
  • Which picture do you think goes next? (Place the next card in the pocket chart.)
  • And which picture is last? (Place card in pocket chart.)
  1. Explain that the process you just completed was “ordering the events in the pictures.” Together we put the pictures in order.
  1. Ask students to look at the pictures again.
  1. Say:
  • Look, this picture goes first. Hold up the flash card that says first.
  1. Point to the next picture and say, this picture goes next. Hold up the flash card with the word next.
  1. Complete this process with all four picture cards using the academic language as appropriate.
  1. Then ask:
  • What picture goes before the one where you see the cow jumping over the moon? Hold up the flash card that says before.
  1. Then ask:
  • What picture goes after the picture where you see the cow jumping over the moon? Show the word after.
  1. Hold up the flash cards.
  1. Explain that these words help us describe the order of events.
  1. Show the cards one at a time and allow students to read the words with you.
  1. Continue to display the flash cards on the pocket chart.
/ Materials:
  • pocket chart
Attachments:
  • Handout: “Hey Diddle Diddle” Sequencing Cards (teacher set)
  • Teacher Resource: “Time” Vocabulary Flash Cards (teacher set)
Purpose:
The purpose is to introduce sequencing and model use of vocabulary related to time and chronology by using a rhyme, such as “Hey Diddle Diddle.”
TEKS: K.3A, K.3B; K.15B
Instructional Note:
Reinforce these vocabulary words by pointing them out when reading books aloud to students, especially big books where the students can clearly see the text. When modeling writing, it is important to use these words and include them on the classroom word wall. Encourage their use in journal writing when students begin to write independently.
EXPLAIN –Practice putting events in order. / Suggested Day 1(cont’d) –10 minutes
  1. After modeling the language used to describe and sequence events in time, allow students to take turns telling part of the story using the appropriate vocabulary.
  1. Ask:
  • What happened in this part of the story?
  1. Allow an individual child to respond. Other students then repeat the correct answer.
  1. Continue with questioning until students have had an opportunity to answer, either individually or in unison with the group.
  1. Distribute to each child a sandwich bag with copies of the sequencing cards.
  1. Working with a partner, students put their pictures in order from left to right.
  1. After putting the pictures in order, the child tells the story to the partner using appropriate academic vocabulary terms. Then the other partner takes a turn putting the pictures in order and retelling the story using academic vocabulary.
/ Materials:
  • sandwich bag for take-home card set
Attachments:
  • Handout: “Hey Diddle Diddle” Sequencing Cards (1 set per student, cut apart, in sandwich bag)
Purpose:
To demonstrate understanding by placing the pictures in order and describing the order of the events using appropriate vocabulary.
TEKS: K.3A, K.3B; K.15B

ELABORATE – Use relative location words

/ Suggested Day 1 (cont’d) –5 minutes
  1. Show students the Handout:“Hey Diddle Diddle”Illustration and say, let’s look at this picture and think about some other words we can use to describe it.
Ask:
  • Where is the cow?
  1. Model: The cow is over the moon.
Ask:
  • Where is the dog? (far from the cat and the fiddle)
  • Where is the spoon? (to the right of the dish)
  • Where is the moon? (under the cow)
  • Where is the dish? (to the left of the spoon)
  • Which animal is near the front of the picture? (the cat)
  1. If students have difficulty using the correct vocabulary, model the answer for the first few questions.
/ Attachments:
  • Handout: “Hey Diddle Diddle” Illustration
Purpose:
To provide a brief introduction to location vocabulary using a familiar picture.
TEKS: K.3A, K.3B; K.4A; K.15B
Instructional Note:
Questions may vary according to the actual picture being used. Be sure to include the terms over, under, near, far, leftand right. Relative location is addressed more substantially in Unit 2.
ENGAGE –Think-Pair-Share,review of Day 1 learning / Suggested Day 2– 2 minutes
  1. Arrange students in pairs.
  1. Point to the pocket chart from Day 1 and ask students if they remember the story.
  1. Point to the flash cards also displayed on the chart and read the words aloud as a reminder.
  1. Point to picture one. Student A will tell that part of the story.
  1. Point to the second picture and let student B tell that part of the story.
  1. Continue taking turns until the story has been told.
  1. Remove “Hey Diddle Diddle” pictures from pocket chart.
/ Materials:
  • pocket chart with pictures and flash cards (from Day 1)
Attachments:
  • Teacher Resource: “Time” Vocabulary Cards
Purpose:
To bring students’ attention to the previous day’s learning and have them recall the words used to tell the story.
TEKS: K.3A, K.3B; K.4A; K.15B
Instructional Note:
Reinforce these vocabulary words by pointing them out when reading books aloud to students, especially big books where the students can clearly see the text. When modeling writing, it is important to use these words and include them on the classroom word wall. Encourage their use in journal writing when students begin to write independently.
EXPLORE – Our school day / Suggested Day 2(cont’d) –10 minutes
  1. Ask:
  • Can you think of another time when you use these words? Allow for responses. We can use these words to tell what happens in our own lives, not just a make-believe story.
  1. Show the photographs taken on the first few days of school (or use the Teacher Resource: Sample Timeline Pictures). Make sure to have one photo of each time period in the school day.
  1. As each picture is shown, place it on the pocket chart. (Pictures should not be presented in chronological order.)
  1. Allow students to describe what is happening in each individual photograph.
  • Let’s put these pictures of our school day in order. Which picture goes first? Allow discussion and consensus.
  • Which picture is next? Again, allow ample discussion and encourage participation from all students.
  • Go through all of the pictures arranging them in chronological order with the students’ help.
  1. Ask a student volunteer(s) to “tell” the story of the school day. Prompt using the chart and academic vocabulary terms as needed. (For example: “First we get off the bus. Next, we walk to our classroom. After that we hang up our backpacks and go to circle time. Next we do the calendar.”)
/ Materials:
  • photographs of the first few days of school (similar to the Handout:Sample Timeline Pictures)
  • pocket chart
Attachments:
  • Teacher Resource: Sample Timeline Pictures
Purpose:
To apply learning to a new real-life situation.
TEKS: K.3A, K.3B; K.4A; K.15B
Instructional Note:
Reinforce these vocabulary words by pointing them out when reading books aloud to students, especially big books where the students can clearly see the text. When modeling writing, it is important to use these words and include them on the classroom word wall. Encourage their use in journal writing when students begin to write independently.
EXPLAIN –Practice putting events in order / Suggested Day 2(cont’d) –3 minutes
  1. Student pairs “tell” the story of the school day to each other using academic vocabulary terms.
  1. After students describe the events of the entire school day, ask questions to practice using other words. What happens before we go to lunch? What happens after recess?

ELABORATE – Relate to student life

/ Suggested Day 2(cont’d) –5 minutes
  1. Introduce the idea of using the same processes to describe events of life outside of school. Teacher models using events of her life.
  1. Student pairs take turns relating a sequence of events in their lives, using terms to explain the relative chronology of the events.

EVALUATE – Show what you know / Suggested Day 2(cont’d) –10 minutes
  • Create a pictorial timeline of the school day. Explain the timeline using vocabulary related to time and chronology, including before, after, next, first, and last. (K.3A, K.3B; K.15B)
1C, 2C, 3B
  1. Distribute a strip of paper and markers or colored pencils to students.
  1. Students draw a pictorial timeline of their school day using the photographs on the pocket chart to get ideas. They can choose 6 or more activities from the school day to draw in the correct order. (If they want to draw more than 6 pictures, they will need a second strip of paper.)
  1. Students explain, to the teacher or a partner, the pictures on their timeline, using the academic vocabulary for the lesson.
  1. Determine mastery using a rubric.
/ Materials:
  • pictures of activities of the school day (1 set per student)
  • strip of paper for timeline (5 x 17)
  • colored pencils or markers
Purpose:
To show mastery of sequencing pictures and use appropriate vocabulary to explain the sequence.
TEKS: K.3A, K.3B; K.4A; K.15B
Instructional Note:
In the pocket chart, use pictures of the classroom school day or the Handout: Sample Timeline Pictures.

©2012, TESCCC 04/25/13page 1 of 6