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Students will realize that people obtain rewards for
their work. |
Primary Learning Outcomes
What rewards will I obtain when I work?
Additional Learning Outcomes
Assessed QCC Standards:
Grade: 5
Guidance
B. Educational and Occupational Exploration
6
Topic: Skills to
understand and use career information.
Standard:
Describe work of family members, school personnel, and
community workers. Identify occupations according to data, people, and things.
Identify work activities of interest to the student. Describe the relationship
of beliefs, attitudes, interests, and abilities to occupations. Describe jobs
that are present in the local community. Identify the working conditions of
occupations (e.g., , inside/outside, hazardous). Describe ways in which
self-employment differs from working for others. Describe how parents,
relatives, adult friends, and neighbors can provide career information.
7
Topic: Awareness
of the importance of personal responsibility and good work habits.
Standard: Describe the importance of
personal qualities (e.g., , dependability, promptness, getting along with
others) to getting and keeping jobs. Demonstrate positive ways of performing
work activities. Describe the importance of cooperation among workers to
accomplish a task. Demonstrate the ability to work with people who are different
from oneself (e.g., , race, age, gender).
Procedures/Activities
Step:
1 Duration: 15 min.
On the first day introduce the activity. Discuss the following
items: What is work? Name some people who work. Why do people work? What does
“reward” mean? Name a reward for working. What are your school work tasks? Do
you color? Cook? Fix the light? Feed your pet? Make your bed? Read?
Step: 2 Duration: 5 min.
Explain that for the next four days the class will be learning
about different rewards for working. Then explain the assignment papers that
students are to complete in these sessions. Tell them that when the paper is
finished, each student will be paid with something—a treat. Show the fast
finishers what they may do while the others are still working. Bring raisins,
nuts, or other treats for each student.
Step:
3 Duration: 30 min.
On the second day, explain the paperwork. Tell students that
today’s reward is a special privilege. As each student finishes the paper, have
them draw a privilege slip from the hat. Read it aloud and let them do the
privilege activity. Be sure that everyone gets to spend at least ten minutes on
the privilege activity. Write up a list of special privilege activities (one per
student). They might be: · Sit at the teacher’s desk. · Play a game. · Chat with
the principal. · Talk with a friend. · Draw on the chalkboard. · Look out the
window. · Read a library book.
Step:
4 Duration: 30 min.
4. On the third day, explain the paperwork. Explain that
today’s reward is recognition: they will get attention for doing the work. Clear
a bulletin board and caption it “See What I Can Do!” Have them put their
completed papers on the bulletin board
Step:
5 Duration: 30 min.
5. On the fourth day, introduce the concept of personal
satisfaction. Have the class sit in a circle and name some work they have done
that made them feel good inside and proud. Tell them that satisfaction is also a
reward of work. It is a good feeling or pleasure that comes from inside and not
from anyone else.
Step:
6 Duration: 30 min.
6. On the fifth day, review the four kinds of rewards that the
class experienced during the week. Ask students to raise hands to show which one
they liked best. Also discuss: Are you happy inside when you finish work? Do you
feel good when you can show others your work? Is it important for you to be able
to do special things that others are not allowed to do? Have you ever worked at
something that was not appreciated by someone else? Does reward for you always
have to come from someone else?
Materials and Equipment
Treats, Pencil or pen, Crayons, felt-tipped pens, paints
Standards (Local and/or National)
Total Duration
5 periods
Technology Connection
Assessment
Students' participation in the activity will be
evaluated.
Extension
You could also have students interview five adult workers and
ask, “Why are you working?” “What rewards do you get from your job?”
Remediation
Ask students to write down a time that they were rewarded for
a job they did.
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.
