September

3 weeks: Community, school,

classroom responsibilities, rules
and routines
Activities:
Explain attention getters
http://educationtothecore.com/20
15/09/25-attention-getters-toquiet-a-noisy-classroom/
Class writes own classroom rules
and discuss what respect of
others should look like
- Explain that making the class
rules is like a democracy
because every student has
the right to vote on it
Discuss school rules and what
they may look like out on the
playground
Community rules: Have a local
police office come into the
classroom to teach kids about the
local rules and the importance of
having them
Standards:
1.1: 2. Understand the elements of fair
play and good sportsmanship, respect
for the rights and opinions of others,

October
4 weeks: My Community
Activities:
Start by asking students what is a
community?
KWL chart
Know
Want to
Learn
What do
What do
What did
students
students
they learn
already
want to
about
know
know
their
about
about
communit
their
their
y?
communit
communit
y?
y?
Have students explore their own
community (go to the store, library,
post office, ect.) and write about their
experience and what they learned
Once students are done exploring their
communities, have them complete a
ven diagram where they compare and
contrast as a class to show how even
though they come from different
communities, they hold similarities

November
1 week: Laws, Voting and
Election Day
Activities:
Twin Text
If I Ran for President

Why Are ELections Important?

and respect for rules by which we live,

including the meaning of the Golden
Rule.

Read book From There to Here

Standards:
Social Studies 1.5 Students describe the
human characteristics of familiar places and
the varied backgrounds of American citizens

Students will write about

what they would do if
they were president
Students can create a
storyboard to go with
their writing, giving a
visible description of
what they would do
Class discussion on why
voting is so important
and
Compare how rules of the
classrooms are like laws
(how we get them is by
voting)
What is the Declaration
of Independence?

and residents in those places.

1. Recognize the ways in which they are
all part of
the same community, sharing 3 weeks: Community Jobs
principles, goals, and traditions despite their
varied ancestry; the forms of diversity in
Activities:
their school and community; and the
Bring in locals from the
benefits and challenges of a diverse
school community to tell
population.
students about their jobs
within the community
ELA Standards: 2.0 Reading
- Police officers
Comprehension
- Firefighters
2.2 Respond to who, what, when, where,
- Post office workers
and how, questions
- Grocery store
2.6 Relate prior knowledge to textual
workers
information
Students can go home
and ask their family
about their jobs and how
2.0 Writing Applications
it contributes to the
2.2 Write brief expository descriptions of
community
a real object, person, place, or event using
Students will hold their
sensory details
own career day where
they will come dressed
up in what they want to
be when they grow up
Students will do a journal
write about what they
want to be
Standards: Standards:
Social Studies 1.1 Students
describe the rights and

individual responsibilities of
citizenship.
1. Understand the rulemaking process in a direct
democracy (everyone votes on
the rules) and in a
representative democracy (an
elected group of people make
the rules), giving examples of
both systems in their
classroom, school, and
community.
1.3 Students know and
understand the symbols, icons,
and traditions of the United
States that provide continuity
and a sense of community
across time.
1.3:3. Identify American
symbols, landmarks, and
essential documents, such as
the flag, bald eagle, Statue of
Liberty, U.S. Constitution, and
Declaration of Independence,
and know the people and
events associated with them.
ELA Standards:
1.0 Writing Strategies

Students write clear and

coherent sentences and
paragraphs that develop a
central idea.
Their writing shows they
consider the audience and
purpose. Students progress
through the stages of the
writing process (e.g.,
prewriting, drafting, revising,
editing successive
versions).
1.1 Select a focus when
writing.
1.2 Use descriptive words
when writing.
1.3 Print legibly and space
letters, words, and sentences
appropriately.
2.0 Writing Applications
(Genres and Their
Characteristics)
Students write compositions
that describe and explain
familiar objects, events, and
experiences. Student writing
demonstrates a command of
standard American English

and the drafting, research, and

organizational strategies
outlined in
2.1 Write brief narratives
(e.g., fictional,
autobiographical) describing an
experience.
1.0 Written and Oral
English Language
Conventions
Students write and speak with
a command of standard English
conventions appropriate
to this grade level.
December
January
3 weeks: Compare and contrast
2 weeks: Maps and globes
world families customs and
Activities:
traditions
Students will create a map of their
Students will make a family tree
community where they will draw
where they will include
any stores, librarys, and other
- Family members
significant places within their
- Traditions
community
- Celebrations
Students will be given little globes
- Various Ethnicities
and asked to put it in their books
Students should have both
- Explain to students how maps
visuals and writing on their family
are globes for books
tree and create a story about
Explain how colors on a
their favorite family
map/globe are important because
it shows what is land and what is
water
Salt Dough Map
http://hubpages.com/education/s
alt-dough-maps

February
3 weeks: Black history
month & brotherhood
Talk about famous figures
such as Martin Luther
King Jr., Rosa Parks,
Jackie Robinson, the
Freedom Riders and
Obama
Discuss with students the
idea of dreams
What dreams do students
have?
Create a dream board

tradition/celebration
Students can compare their
family trees noting how family
customs are similar and different

Read, The Family Book ,to

explore how families come in
different shapes, forms, and

colors
Standards:
Social Studies
1.5 Students describe the human

filled with dreams

students have/want to
accomplish
Martins Big Words

Standards
Social Studies compare and contrast the
absolute and relative locations of places and
people and describe the physical and/or
human characteristics of places.
1. Locate on maps and globes their local
If A Bus Could Talk
community, California, the United States, the
seven continents, and the four oceans.
2. Compare the information that can be
derived from a three-dimensional model to
the information that can be derived from a
picture of the same location.
3. Construct a simple map, using
cardinal directions and map symbols.

Barack Obama: Son of Promise,

Child of Hope

characteristics of familiar places and

the varied backgrounds of American
citizens and residents in those places.
1. Recognize the ways in which
they are all part of the same
community, sharing principles, goals,
and traditions despite their varied
ancestry; the forms of diversity in their
school and community; and the
benefits and challenges of a diverse
population.
3. Compare the beliefs, customs,
ceremonies, traditions, and social
practices of the varied cultures,
drawing from folklore.
ELA Standards: 2.0
Speaking
Applications (Genres and Their
Characteristics)
2.2 Retell stories using basic story
grammar and relating the sequence of
story events by
answering who, what, when, where,
why, and how questions.
2.3 Relate an important life event
or personal experience in a simple
sequence.
2.4 Provide descriptions with careful
attention to sensory detail.

1 week: Famous Americans

Students will choose a
famous American and do
a wax museum at the
end of the week
Standards:
Social Studies 1.3:2
Understand the significance of
our national holidays and the
heroism and achievements of
the people associated with
them.
ELA Standards: 2.0
Speaking Applications
(Genres and Their
Characteristics)
2.1 Recite poems, rhymes,
songs, and stories

1.0 Listening and Speaking

Strategies
Comprehension
1.1 Listen attentively.
1.2 Ask questions for clarification
and understanding.
1.3 Give, restate, and follow simple
two-step directions.
1.4 Stay on the topic when
speaking.
1.5 Use descriptive words when
speaking about people, places, things,
and events.

2.2 Retell stories using

basic story grammar and
relating the sequence of story
events by
answering who, what, when,
where, why, and how
questions.
2.3 Relate an important life
event or personal experience in
a simple sequence.
2.4 Provide descriptions
with careful attention to
sensory detail.

March

3.0 Literary Response and

Analysis
3.1
Identify and
describe the elements of plot,
setting, and character(s) in a
story, as well as
the storys beginning, middle,
and ending.
3.3 Recollect, talk, and
write about books read during
the school year.
May

April

2 weeks: Classroom Economics Project

Show me the money project
http://kindergartenboomboom.blo
gspot.com/2014/03/money-flipbook-freebie.html?m=1

3 weeks: Earth Day & Conservation of

Resources
Activities:
Discuss ways to protect our Earth
Plant class garden
Watch/Read The Lorax
Writing prompt: What would you do if
you had the one and only Truffula
seed?

3 weeks: City & Farm Life

KWL chart about what
students know, and want
to know, about the city
and farm
Field trip to a farm
Field trip to a museum or
somewhere in city
Students share about
what they learned
Draw pictures with
descriptive words about
what they saw
Standards:
ELA 2.0 Writing
Applications
2.1 Write brief narratives
(e.g., fictional,
autobiographical) describing an
experience.
2.2 Write brief expository
descriptions of a real object,
person, place, or event, using
sensory
details.
Written and Oral Enlgish
Language Conventions 1.01.8

Standards: 1. 6 Students understand

basic economic concepts and the role
of individual choice in a free-market
economy.
1. Understand the concept of
exchange and the use of money to
purchase goods and services.
2 weeks: Transportation
Students compare and contrast
how transportation was different
years ago
Just as a community changes, so
does means of transportation
Read The Little House to show
how times change, so does
communities and transportation

Students will also discuss the

various modes of transportation

1 week: Significant People

in our lives (Mothers Day

Class bulletin board of ways we can

Go Green and have students make a
pledge of individual ways they plan to
do this

they know of (car, bike, airplane

ect.)

Students could do a journal write

or draw a picture of what means
of transportation they would use
if they could travel anywhere in
the world
Standards:
Social Studies 1.4 Students compare
and contrast everyday life in different
times and places around the world and
recognize that some aspects of people,
places, and things
change over time while others stay the
same.
2. Study transportation methods of

Standards:
ELA 2.0 Writing Application
2.1-2.2
1.0 Writing Strategies
1.1-1.3
2.0 Reading Comprehension
2.1-2.7

earlier days.

June
1 week: Flag Day
Who Was Betsy Ross?

Flags and Stars math activity

https://www.teachervision.com/tv

/printables/MC-64.pdf
Star Spangled Banner
Pledge of Allegiance

Standards:
Social Studies 1.3 Students know and
understand the symbols, icons, and
traditions of the United States that
provide continuity and a sense of
community across time.
1. Recite the Pledge of Allegiance
and sing songs that express American
ideals (e.g., My Country Tis of Thee).

1 week: Fathers Day

Students will create a fathers

day newspaper

Standards: Written and Oral

English Language Conventions 1.01.8