*Lesson 4: What needs and wants are you thankful for?
![Picture](/uploads/1/8/3/8/18381737/4251836.jpg?273)
Essential Question of Unit: What are needs and wants and how do we incorporate them into our daily lives?
Guiding Question(s) for the Lesson: What needs and wants are we thankful for? Why are we thankful for these needs and wants? What is the difference between needs and want?
Identify Desired Results/Learning Outcome/Essential Question:
*After the lesson, students should be able to tell the difference in a need and a want. They will be able to name things that they are thankful for. They will have used their body parts in dance/movement to keep rhythm to express these thankful feelings.
NCSCOS Standards:
K.E.1.1 Explain how families have needs and wants.
*K.CP.1.4 Create dance movement to represent words, ideas, experiences, and feelings.
*K.CP.2.1 Understand how to control body and voice in personal and general space.
*K.MR.1.1 Use singing, playing, and/or moving to respond to a variety of musical ideas.
Assessment Plan:
Students will converse and collaborate through class discussions. Students will ask and answer questions about needs and wants. They will write what they are thankful for and categorize it as a need or a want. Students will be able to express what they are thankful for through song and dance.
Prior Knowledge/Connections:
Students will know things that they are thankful for from previous lessons the week before. They will know needs and wants, but will not necessarily know how to categorize them. Students will make the connection that Thanksgiving is a time for giving thanks and that they are thankful for both needs and wants.
Lesson Introduction/Hook:
· Set expectations: Let students know that during this lesson their eyes should be on the teacher, hands in their laps, mouths closed, sitting on their bottoms, and ears listening. Teacher will only call on students that are raising their hands.
· The teacher will introduce the book, Thanksgiving is for Giving Thanks written by Margaret Sutherland and illustrated by Sonja Lamut. The front cover of the book should immediately get students’ attention because it is colorful and has a picture of kids, around their age, on it.
· The teacher will ask students to listen carefully to the story and try to think of things that they are thankful for.
· The teacher will read the story.
Differentiation/Same-ation:
Students are first hooked to the lesson by the book. The pictures in the book will help students who are English Language Learners follow along with the story. When the students are writing on their individual leaf, they have the option of using an example from the board (class examples) or coming up with one of their own. Using the class examples will help students who are not at the point of sounding out words quite yet. When students go back to their tables to work on the thankful leaves, other students at their table can help students with special needs. This will be of value to the student with special needs to have someone explaining the concepts to him or her and guiding them along. It will also benefit the other student by reinforcing what they know about the subject.
Lesson Development:
· After reading the story, the teacher will explain that needs are things that we have to have to survive and be healthy and wants are things that are nice to have but we don’t need them.
· I Do: Here are some examples that the kids from the book were thankful for (sticky note certain pages-dad & mom/someone to take care of us-need, room/shelter or home-need, hot chocolate-want, dogs/pets-want, lollipops-want.). Write on board/poster paper in a t-chart: needs vs. wants.
· We Do: What are some examples of things that you are thankful for? (Call on raised hands) Add to board/poster paper.
· You Do: Have students go back to seats to write something that they are thankful for on pre-cut leaves. Students may write something they are thankful for from the board or think of their own example. Have them write first in pencil, then trace in marker.
· Teacher circulates the room helping spell and keeping students on task. Try to make it to everyone before sitting down to help one student a lot.
· Collect hands and bring students back to carpet. Go through each word on handprint and sort into a need/want on the “Thankful Tree” (big tree drawn on butcher paper)
· *Go over expectations of controlling our body parts, keeping in our own personal spaces, and controlling our voices by using inside voices.
· *Sing “We Are Thankful” song to the tune of London Bridge is Falling Down using student examples from leaves and make up a dance movement to match (using the Show versus Tell best teaching practice). Explain to the class that they will be using time and rhythm to keep the beat of the song. Rhythm means pulse or beat. Also, talk about which body parts will be used in each dance move. Ex: Put arm around friend/classmate and sway while singing: “We are thankful for our friends, for our friends, for our friends. We are thankful for our friends. We like to play with them.” (Can use instrumental version of London Bridge if you want: https://www.youtube.com/watch?v=a5jx1EarkDM )
· Review what a need is and what a want is. Talk about a few examples from the song. We are thankful for needs and wants.
Specific Questioning:
What is a need?
What is a want?
How are needs and wants different?
How are needs and wants the same?
What are some things that we are thankful for?
Of the things we are thankful for, which are needs?
Of the things we are thankful for, which are wants?
New Vocabulary:
The lesson focuses on needs and wants that we are thankful for.
Need: something you have to have to survive
Want: something you would like to have, but do not have to have to survive.
Thankful: grateful, appreciative
*Rhythm: pulse or beat
*Body Parts: head, neck, torso, arms and elbows, hands and wrists, fingers, legs, knees and feet.
Concluding the Lesson/Closure/Debriefing:
After the song/dance, get the class’ attention and go over what they have learned about needs and wants and what we are thankful for. Review questions from the Specific Questioning section and review vocabulary.
Materials/Resources:
Thanksgiving is for Giving Thanks by Margaret Sutherland and illustrated by Sonja Lamut
Chart Paper/White Board/SmartBoard (to write class examples)
Butcher paper to make Thankful Tree
Leaf cutout for each student (24)
Pencils
Markers
Tape
Follow-Up Activities/Parent Involvement
Students can talk about what they are thankful for and whether it is a need or a want at home with their parents over the Thanksgiving holiday.
Guiding Question(s) for the Lesson: What needs and wants are we thankful for? Why are we thankful for these needs and wants? What is the difference between needs and want?
Identify Desired Results/Learning Outcome/Essential Question:
*After the lesson, students should be able to tell the difference in a need and a want. They will be able to name things that they are thankful for. They will have used their body parts in dance/movement to keep rhythm to express these thankful feelings.
NCSCOS Standards:
K.E.1.1 Explain how families have needs and wants.
*K.CP.1.4 Create dance movement to represent words, ideas, experiences, and feelings.
*K.CP.2.1 Understand how to control body and voice in personal and general space.
*K.MR.1.1 Use singing, playing, and/or moving to respond to a variety of musical ideas.
Assessment Plan:
Students will converse and collaborate through class discussions. Students will ask and answer questions about needs and wants. They will write what they are thankful for and categorize it as a need or a want. Students will be able to express what they are thankful for through song and dance.
Prior Knowledge/Connections:
Students will know things that they are thankful for from previous lessons the week before. They will know needs and wants, but will not necessarily know how to categorize them. Students will make the connection that Thanksgiving is a time for giving thanks and that they are thankful for both needs and wants.
Lesson Introduction/Hook:
· Set expectations: Let students know that during this lesson their eyes should be on the teacher, hands in their laps, mouths closed, sitting on their bottoms, and ears listening. Teacher will only call on students that are raising their hands.
· The teacher will introduce the book, Thanksgiving is for Giving Thanks written by Margaret Sutherland and illustrated by Sonja Lamut. The front cover of the book should immediately get students’ attention because it is colorful and has a picture of kids, around their age, on it.
· The teacher will ask students to listen carefully to the story and try to think of things that they are thankful for.
· The teacher will read the story.
Differentiation/Same-ation:
Students are first hooked to the lesson by the book. The pictures in the book will help students who are English Language Learners follow along with the story. When the students are writing on their individual leaf, they have the option of using an example from the board (class examples) or coming up with one of their own. Using the class examples will help students who are not at the point of sounding out words quite yet. When students go back to their tables to work on the thankful leaves, other students at their table can help students with special needs. This will be of value to the student with special needs to have someone explaining the concepts to him or her and guiding them along. It will also benefit the other student by reinforcing what they know about the subject.
Lesson Development:
· After reading the story, the teacher will explain that needs are things that we have to have to survive and be healthy and wants are things that are nice to have but we don’t need them.
· I Do: Here are some examples that the kids from the book were thankful for (sticky note certain pages-dad & mom/someone to take care of us-need, room/shelter or home-need, hot chocolate-want, dogs/pets-want, lollipops-want.). Write on board/poster paper in a t-chart: needs vs. wants.
· We Do: What are some examples of things that you are thankful for? (Call on raised hands) Add to board/poster paper.
· You Do: Have students go back to seats to write something that they are thankful for on pre-cut leaves. Students may write something they are thankful for from the board or think of their own example. Have them write first in pencil, then trace in marker.
· Teacher circulates the room helping spell and keeping students on task. Try to make it to everyone before sitting down to help one student a lot.
· Collect hands and bring students back to carpet. Go through each word on handprint and sort into a need/want on the “Thankful Tree” (big tree drawn on butcher paper)
· *Go over expectations of controlling our body parts, keeping in our own personal spaces, and controlling our voices by using inside voices.
· *Sing “We Are Thankful” song to the tune of London Bridge is Falling Down using student examples from leaves and make up a dance movement to match (using the Show versus Tell best teaching practice). Explain to the class that they will be using time and rhythm to keep the beat of the song. Rhythm means pulse or beat. Also, talk about which body parts will be used in each dance move. Ex: Put arm around friend/classmate and sway while singing: “We are thankful for our friends, for our friends, for our friends. We are thankful for our friends. We like to play with them.” (Can use instrumental version of London Bridge if you want: https://www.youtube.com/watch?v=a5jx1EarkDM )
· Review what a need is and what a want is. Talk about a few examples from the song. We are thankful for needs and wants.
Specific Questioning:
What is a need?
What is a want?
How are needs and wants different?
How are needs and wants the same?
What are some things that we are thankful for?
Of the things we are thankful for, which are needs?
Of the things we are thankful for, which are wants?
New Vocabulary:
The lesson focuses on needs and wants that we are thankful for.
Need: something you have to have to survive
Want: something you would like to have, but do not have to have to survive.
Thankful: grateful, appreciative
*Rhythm: pulse or beat
*Body Parts: head, neck, torso, arms and elbows, hands and wrists, fingers, legs, knees and feet.
Concluding the Lesson/Closure/Debriefing:
After the song/dance, get the class’ attention and go over what they have learned about needs and wants and what we are thankful for. Review questions from the Specific Questioning section and review vocabulary.
Materials/Resources:
Thanksgiving is for Giving Thanks by Margaret Sutherland and illustrated by Sonja Lamut
Chart Paper/White Board/SmartBoard (to write class examples)
Butcher paper to make Thankful Tree
Leaf cutout for each student (24)
Pencils
Markers
Tape
Follow-Up Activities/Parent Involvement
Students can talk about what they are thankful for and whether it is a need or a want at home with their parents over the Thanksgiving holiday.
Pictures from: http://successfulmommyadvice.com/wp-content/uploads/2013/10/Thankful-Tree.jpg
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http://d.gr-assets.com/books/1347797488l/1043474.jpg