Responsibilities in the Family

Responsibilities in the Family First Grade Unit: 3 Lesson: 2 Suggested Duration: 4 days Lesson Synopsis: This is the second lesson in the Interacting with Others: Family Unit. In this lesson students discuss some of the many roles and responsibilities that family members take on to maintain a properly functioning family. What is the difference between a need and a want? What do families need? What jobs need to be done in the family? Who does them? How have the jobs changed over time? TEKS: 1.7 Economics. The student understands the concepts of goods and services. 1.7A Identify examples of goods and services in the home, school, and community; 1.9 Economics. The student understands the value of work. 1.9A describe the requirements of various jobs and the characteristics of a job well-performed; and 1.15 Culture. The student understands the importance of family beliefs, customs, language, and traditions. The student is expected to: 1.15B Retell stories from selected folktales and legends such as Aesop s fables. Process TEKS: 1.17 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: 1.17C Sequence and categorize information; 1.18 Social studies skills. The student communicates in written, oral and visual forms. The student is expected to: 1.18A Express ideas orally based on knowledge and experiences; and 1.18B Create visual and written material including pictures, maps, timelines, and graphs GETTING READY FOR INSTRUCTION Performance Indicator(s): Identify examples of home services performed by members of the family. Illustrate two jobs they can do, and explain the criteria for doing the jobs well. (1.7A; 1.9A) 3D, 3E Key Understandings and Guiding Questions: Families meet needs in different ways, and these ways often change over time. What are the needs of a family? How are those needs met? Family members contribute to the family community. What are some roles and responsibilities of family members? Who in my family completes certain tasks? What happens when it does not get taken care of? Are there consequences related to not taking responsibility? Vocabulary of Instruction: responsibility chore Materials: envelopes chart paper glue worksheet Resources: Teacher Resource: Rubric Teacher Resource: Sample Scenarios Teacher Resource: ABC Brainstorm consequence job scissors markers Index cards Pocket chart folktale Version of folktale of The Little Red Hen Blank sheet of 8 ½ x 11 paper 2008, TESCCC 08/14/08 page 1 of 15

Handout: Family Task Cards Handout: Coupons Handout: Family Responsibilities Handout: Family Member Stickers Advance Preparation: 1. Obtain a printable copy of The Little Red Hen. 2. Cut out cards with various chores and responsibilities on them. 3. Hang a pocket chart in your classroom for use today. Background Information: Family: a group of people that live together and care for each others needs. Responsibility: a particular burden of obligation upon one who is responsible. 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. A Microsoft Word template for this planning document is located at www.cscope.us/sup_plan_temp.doc. If a supplement is created electronically, users are encouraged to upload the document to their Lesson Plans as a Lesson Plan Resource in your district Curriculum Developer site for future reference. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Day 1 Tell students the folktale of The Little Red Hen. Retell the story and have students act out the story as you retell it. Create a class Storyboard of main events in the story. (Save to use later in the lesson.) Allow students to follow the storyboard and retell the story themselves. (Alternatively, students could make/use puppets to retell the story. If you have an old-fashioned flannel board, this is a good story to use with it.) Discuss the story with students to emphasize the point about responsibility and consequences. Ask questions such as: What needs were illustrated in the story? (need for food) How was that need going to be met? (food was being prepared) Should everyone have contributed to meeting the need? Which character took responsibility in this folktale? What did the other characters expect the Red Hen to do for them? Was this fair? Brainstorm other scenarios with students and continue to have students act out the situations, first ending in a problem, and then again doing something different so things work smoothly EXPLORE Do situations like the one in The Little Red Hen occur in our families today? How does the story of The Little Red Hen relate to your family and home? Give examples of scenarios that might occur in the family home where members of the family did not share responsibilities. (see attached examples) After each scenario, ask students to turn and talk about what could have been done differently to help the family work more smoothly and meet everyone s needs. While providing scenarios and examples, Notes for Teacher NOTE: 1 Day = 30 minutes Suggested time: 1/3 Day Resources may include: Online book such as The Little Red Hen at www.econedlink.org/lessons/em389/pop upactivity.html (great for a workstation or to share with class as a shared reading) An alternative to The Little Red Hen could be one of Aesop s fables such as The Ant and the Grasshopper. It would be also showing that there was a basic need to be fulfilled and that meeting a basic need should be everyone s responsibility and not to expect others to do it for them. This fable may be found at http://www.civprod.com/storylady/stories /AesopFables.htm. Suggested time: 1/2 Day While providing scenarios and examples, assess the students understanding of taking responsibility. Teacher Resource: Sample Scenarios 2008, TESCCC 08/14/08 page 2 of 15

Instructional Procedures assess the students understanding of taking responsibility. Ask about Scenario 1: Have you have ever been playing with a friend or sibling and had to clean up an area you were not playing in without any help? Have students respond by turning to neighbor and talk about that time. Ask How did you feel when that happened to you? Lead class in discussion so that they come to the conclusion that everyone has a responsibility and if it doesn t get done, then things will fall apart in their lives at school, home and even when they are older on their jobs. Direct discussion to conclude that families work best when everyone helps with the everyday tasks to keep things running smoothly. If discussion does not lead in this direction, you may have to explain that just like playing and sharing in cleaning up the mess, the responsibilities of being a family should also be delegated in order for it to function properly. EXPLAIN Have students turn and talk to a friend about one responsibility they have in their family. EXPLORE Day 2 What jobs need to be done in a family? Brainstorm jobs that need to be done in the home. Use the ABC brainstorm strategy to have students think beyond the easy chores. (see attached) Most jobs in the home involve providing services needed for the family. (taking out the trash is a service, picking up your toys is a service). What services do people in your family provide for the family? These are things that must be done for the family to function and meet needs. To meet the need for food that family members have, someone has to go to the grocery store; someone has to put the groceries away; someone has to plan and cook the meal; someone has to set the table; someone has to clear the table; someone has to wash the dishes; someone has to put the dishes away; someone has to take out the trash. Who does the jobs in your family? Model this categorizing activity for the class using about 3 task cards. (Sample cards attached. Make others to fit class or situation; use brainstormed ideas.) Ask, In your family, who does which job? (In my family [teacher s], XXX does this job; YYY does this job; and ZZZ does this job.) Does a different person do the job in your family? Divide the class into group of 4 or fewer and give each group 4 or 5 Task Cards and 4-5 blank index cards. Have the students determine who has the responsibility for each of the jobs at their home. Do not give the students categories in which to sort - let them come up with them on their own - perhaps parents and children or more specific (Index cards are for category titles.) Discussion should lead to the discovery that not everyone s family has the same allotment of chores. EXPLAIN Students report on their discussion and discoveries; perhaps each student in the circle will Tell One Thing. Notes for Teacher Suggested time: 1/6 Day Suggested time: 2/3 Day Possible read aloud books include Pigsty or Clean Your Room, Harvey Moon. Teacher Resource: ABC Brainstorm A song on this topic can be found at http://www.uen.org/lessonplan/preview. cgi?lpid=10710 Scroll down and click on Task Song under Attachments to get to a song from the Utah State Office of Education While groups are working, monitor and redirect if necessary. Handout: Family Task Cards Suggested time: 1/5 Day 2008, TESCCC 08/14/08 page 3 of 15

Instructional Procedures EXPLORE/EXPLAIN Day 3 Are there reasons for and rules about the jobs in the family? There are probably some special jobs in our lists that are very important. Do any of the jobs have to do with keeping members of the family safe, for insuring order, or handling conflicts? What jobs are those? Who is responsible for those jobs? Students speculate and discuss. Lead discussions to an understanding of the need for rules and authority figures at home (be they parent, older sibling, etc.) What would happen if no one takes responsibility for jobs in the family? Give students an opportunity to turn and talk about the consequences of no one taking responsibility for jobs at home. Students then share. Ask students how they can help out with responsibilities at home. Think about all the jobs that we ve looked at that parents do. What job can you do? Choose a job you think you could do well that would be a help at home. What does doing the job well mean? What would be involved? When would you do the job (before school, before bed, when it needs to be done)? How would you measure if you did a good job or a not-good job? (One criterion should be to recognize the need for the job and accept responsibility for getting it done even if someone doesn t tell you to do it. If time, revisit the Scenarios from Day 1, role-playing to have them show people taking responsibility.) We re going to surprise your mom and dad by offering to help with the chores. Model for the students creating a coupon for their parents to say they will help with a certain task for a specified time (perhaps1 week). (See sample Coupon templates attached.) Allow time for students to share ideas about the jobs and the criteria of a job well done. (Steer students to choose appropriate chores make their beds, pick up their toys, choose their own clothes, etc.) After sharing, students return to their desks and create a coupon to give to their parents. On the back, with teacher s help, write some of the criteria for the job. With the class, write a letter to parents explaining the coupons. Then give each student a copy of the letter and an envelope so that they can take the coupon home to their parent. ELABORATE Day 4 Reread The Little Red Hen. With student input, consider how the story might change if other animals helped out. Indicate on the storyboard created in the Engage piece, the parts of the story that should change. (Perhaps the other characters are also working at jobs that are necessary - and are doing them well and not goofing off -, they should continue to do them. If at a barnyard meeting the chores were divvied up and all were doing what they were supposed to do, that would be fine if the little red hen s chore is cooking. Another idea might be that the other animals stop playing and pitch in to help.) Notes for Teacher Suggested time: 1 Day Handout: Coupons Discuss that doing a job well not only is about doing jobs at home. If you do what you are expected to, work well with others, dress appropriately at school, are on time, etc. then you are doing a job well. Suggested time: 1/3 Day Stress the importance of delegating responsibilities in order for everyone to contribute to the family so that one person does not have to do all of the work. 2008, TESCCC 08/14/08 page 4 of 15

Instructional Procedures EVALUATE Identify examples of home services performed by members of the family, illustrate two jobs they can do, and explain the criteria for doing the jobs well. Notes for Teacher Suggested time: 2/3 Day Handout: Family Responsibilities Handout: Family Member Stickers Teacher Resource: Rubric Hand each student a copy of the Family Responsibilities sheet and several of the family member stickers. Students paste the proper family member(s) in the space provided. (Teacher can read aloud the statements.) On the back of the paper, students draw pictures of them competently doing a household chore. Explain the drawing to the teacher, including the criteria of doing the job well. 2008, TESCCC 08/14/08 page 5 of 15

Rubric Identify examples of home services performed by members of the family, illustrate two jobs they can do, (1.7A; 1.9A; 1.18A B) 1 2 3 4 Student answers very few answers correctly. Some answers to questions on front are correct. Some explanation provided. Nearly all answers to questions on front are correct and most explanations provided. All answers on front are correct and explained appropriately. Illustrate two jobs they can do (1.7A; 1.9A; 1.18A B) Student does not illustrate a job they can do. Pictures do not indicate jobs student can realistically do or the picture doesn t address the subject. Pictures show appropriate jobs the student can perform. Pictures were carefully conceived to indicate relationship to idea. Explain the criteria for doing the jobs well. (1.7A; 1.9A; 1.18A B) Student does not explain criteria for doing the jobs well. Criteria would not result in the job well done. Incomplete or inappropriate response. Explanation clearly delineates criteria and indicates an understanding of the job and the concept of doing a job well. Explanation clearly indicates an understanding of the job and the concept of doing a job well. Includes statement of ownership for task or indication of being self-regulated. 2008, TESCCC 08/14/08 page 6 of 15

Sample Scenarios Scenario 1 You were supposed to feed the cat while Mom was at the store. When Mom came home you were watching televisions and Mom was met at the door by a cat that was meowing very loudly and there is no food in the bowl. What need was there? Was the need met? Whose responsibility was it? What might have been done differently? Scenario 2 You had a friend over to play. You were playing in the living room. After your friend left to go home, your mom and her friend wanted to sit in the living room and visit, but the floor was covered with your toys. What need was there? Was the need met? Whose responsibility was it? What might have been done differently? Scenario 3 Your sister is supposed to empty the dishwasher. Your job before supper is to put the silverware on the table. When you go to the silverware drawer, the drawer is empty. What need was there? Was the need met? Whose responsibility was it? What might have been done differently? 2008, TESCCC 08/14/08 page 7 of 15

ABC Brainstorm Brainstorm ideas that begin with each letter of the alphabet. A N B O C P D Q E R F S G T H U I V J W K X L Y M Z 2008, TESCCC 08/14/08 page 8 of 15

Family Task Cards Mop the floor Wash the dishes Go to Work Do the laundry Make the bed Feed the pets Mow the lawn Rake the lawn Empty the trash Clean the bathtub 2008, TESCCC 08/14/08 page 9 of 15

Go to the Pay the bills grocery story Set the table Cook the meals Read bedtime story Wash dishes Drive to soccer practice Bathe the dog Fold clothes Plant flowers Care for when sick Fix broken things 2008, TESCCC 08/14/08 page 10 of 15

Tuck someone Put dishes away in at night Pack a lunch for school Iron clothes Fill the car with gas Bring in the mail Pick up your toys 2008, TESCCC 08/14/08 page 11 of 15

Coupons Family Job Coupon Family Job Coupon Family Job Coupon 2008, TESCCC 08/14/08 page 12 of 15

Family Responsibilities Name: Date Directions: Read the following sentences and decide which family member(s) in your family complete the task described. Then, use the attached picture sheet to cut the picture that represents that family member, paste it in the space provided, and write the family member s name below the picture. Depending on your family, more than one picture may be cut and pasted for the responsibility described. 1. Who in your family does 2. Who in your family most of the cooking? cleans your room? 3. Who in your family 4. Who in your family mows the lawn? washes the clothes? 5. Who in your family tucks 6. Who in your family you into bed at night? helps you when you are sick? 2008, TESCCC 08/14/08 page 13 of 15

Family Member Stickers Mom Grandfather Grandmother Girl Dad Boy 2008, TESCCC 08/14/08 page 14 of 15

Bibliography Websites: Online book such as The Little Red Hen at www.econedlink.org/lessons/em389/popupactivity.html Task song: http://www.uen.org/lessonplan/preview.cgi?lpid=10710 Books: Pigsty, Mark Teague, Scholastic, Inc. Clean Your Room, Harvey Moon, Pat Cummings, Simon and Schuster Children s Publishing. 2008, TESCCC 08/14/08 page 15 of 15