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Students will recognize that there are different methods
for getting tasks accomplished. |
Primary Learning Outcomes
What is a plan? What is an agenda? How can I use these to help
me get tasks accomplished?
Additional Learning Outcomes
Assessed QCC Standards:
Grade: 1
Guidance
B. Educational and Occupational Exploration
4
Topic: Awareness
of the benefits of educational achievement.
Standard: Describe how academic skills can
be used in the home and community. Identify personal strengths and weaknesses in
subject areas. Identify academic skills needed in several occupational groups.
Describe relationships among ability, effort, and achievement. Implement a plan
of action for improving academic skills. Describe school tasks that are similar
to skills essential for job success. Describe how the amount of education needed
for different occupational levels varies.
Procedures/Activities
Step:
1 Duration: 5 min.
Introduce the word “plan”: What is a plan? Do you know someone
who makes plans? Why do people make plans? (So they can work together)
Step: 2 Duration: 5 min.
Explain that many different people work to build one house.
There has to be a plan. First, the basement needs to be dug by a bulldozer
operator. Then cement is poured to make a foundation. Then the carpenters build
the wood frame. Then other workers come and finish the rest of the
house.
Step: 3 Duration:
If there was no plan, the workers might come at just any time.
It might go something like this: First, a carpenter builds the wood frame. Then
the bulldozer operator comes and digs the big hole for the basement next to the
wood frame. He stands back to take a look. Something is wrong. He knows the
frame should be on top of the hole that he dug for the basement. So he uses the
bulldozer to push the house into the hole. Then the cement workers come an pour
the foundation cement on top of the house in the hole. A great big
mess!
Step: 4 Duration: 10
min.
4. Introduce the word “agenda.” Tell the children that an
agenda is a plan for using time. It is a schedule. Talk about your daily
schedule. Use the words “before” and “after” in your questions. For example,
what comes just before lunch? What comes after recess?
Step: 5 Duration: 5 min.
Discuss some of the tasks they do. Do they have an agenda or
plan when they do these tasks? Note that there are two ways to get a task done,
have a plan or to do it without thinking about it.
Materials and Equipment
Standards (Local and/or National)
Total Duration
30 min.
Technology Connection
Assessment
Students' answers to oral questions will be assessed for
accuracy.
Extension
Have students write down an agenda for their day. Help them
make a schedule including times and things that they do at each time.
Remediation
Ask students to make a plan for a family member's birthday
party. Ask them to write down all of the items that they will need and what
things they need to do to prepare.
Accommodation
Modification
For students with significant disabilities, what changes can
be made in instruction and teaching delivery to allow students to participate in
classroom instruction while working on IEP objectives and off grade level QCC
standards. Below are suggested modifications correlated to the procedures of
this lesson plan.
