Transition Outline – 5th Grade
Grade 5
Lesson 1- Middle School Students Visit with 5th Graders
Lesson 2- Web of Yarn and Locks
Lesson 3- Study Skills and Time Management
Lesson 4- Peer Pressure
Lesson 5- Keys to Success in 6th Grade
Lesson 6- Goal Setting
UNIT: Transition Grade 5
ACTIVITY: Middle School Students Visit Lesson 1
with 5th Grade Students
Personal/Social Standards:
A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.
Academic Development Standards:
A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school across the life span.
Competencies:
PS:A1 Acquire self knowledge
A:A1 Improve academic self-concept
A:A2 Acquire skills for improving learning
Indicators:
PS:A1.5 Identify and express feelings
PS:A1.11 Identify and discuss changing personal and social roles
A:A1.5 Identify attitudes and behaviors that lead to successful learning
A:A2.3 Use communication skills to know when and how to ask for help when needed
Materials:
· Decorated shoe box with slit on top for the card/slip of paper
· Student portfolios
· Class offerings and schedule from your feeder middle school/s. (Please check with the middle school counselor.)
Vocabulary:
Gathering:
Ask students to open their portfolios to the first page of the transition unit (the first page with the thermometers). Explain that for the next several weeks we will be talking about transitioning/going to middle school. Explain the thermometer scale, making sure they understand the feeling words. Ask them to fill in according to what they are feeling right now about going to middle school.
Review Agenda/Before the Lesson:
Explain that a panel of middle school students will share their middle school experience. The counselor will explain the schedule. They will be able to ask questions after the panel. Have the students keep their portfolios with them to take notes.
During the Lesson:
Panel speaks. Students will have an opportunity to ask questions or use the note cards with questions that students wrote earlier.
After the Lesson
· Use venn diagram following the panel discussion to process similarities and differences between 5th and 6th grades.
· Popcorn around room, getting as many responses as possible: What did you hear about responsibilities that 6th graders will have in middle school?
· Now that you’ve had a chance to ask questions and hear more about middle school, fill in the thermometer on the bottom of the page in your portfolio. How are you feeling about middle school right now?
Checking Out What You Learned/Assessment:
Comparing your old thermometer to your new one, what have you noticed about your feelings? Did they change? What caused them to change? Did they stay the same? Why do you think that is?
Closing:
If you have any further questions or concerns, write them down and place in the shoe box, which will be left in the counselors’ office. We’ll do our best to answer them during the next few weeks.
Reflective Questions
What did my students gain from this lesson?
How did it impact their thinking, attitudes and abilities?
What things did I do well? How did I know?
In what way did the strategies I used enhance learning?
How does my assessment meet my lesson objective?
Notes:
* You may want to give students index cards/paper to write questions one week prior to first lesson.
UNIT: Transition Grade 5
ACTIVITY: Web of Yarn and Lock Combinations Lesson 2
Personal/Social Standards:
A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.
B: Students will make decisions, set goals and take necessary action to achieve goals.
Competencies:
PS:A1 Acquire self knowledge
PS:B1 Self-knowledge application
Indicators:
PS:A1.5 Identify and express feelings
PS:B1.5 Demonstrate when, where and how to seek help for solving problems and making decisions
PS:B1.11 Use persistence and perseverance in acquiring knowledge and skills
Materials:
· 15 combination locks, congratulatory note (attached)
· Student Portfolio
· Ball of yarn
Vocabulary:
Gathering:
Have students complete the thermometer assessment on top of page in portfolio, asking “How are you feeling about middle school?”
Review Agenda/Before the Lesson:
Today we are going to be working on something that we know kids are concerned about—opening combination locks. We will also take some time to discuss concerns and feelings about middle school.
During the Lesson:
Split class in half and do each lesson with teacher help.
Part 1: Locks
· Hold up your poster of a combo-lock and ask who knows how to open one of these? Note those that do.
· Then have students stand up and pair as much as possible those who know how to open a lock and those who don’t.
· Let’s go through the steps for opening the lock together (refer to chart on the wall) and then you will have time to practice with your partner. (Review steps then monitor partners practicing locks and help as needed—5-10 minutes)
· Bring practice to a close by asking everyone to give a thumbs up or down if successful or not and collect locks. Tell students the locks will be available in the counselor’s office if they would like to practice more. (You may choose to use congratulatory tabs on locks. When they open, students can keep the tab.)
Part 2: Web of Yarn
Ask students to sit in a circle respecting personal space. Explain that during this activity, each person will have an opportunity to share their feelings/thoughts about middle school, including similarities and differences from elementary school, increased responsibility and moving on. The first person shares while holding the ball of yarn. When finished, that person holds onto the end of the yarn and rolls the ball to someone across from them. Works best to hold the yarn up about a foot in the air. The process continues until all have shared (encourage not passing) and a spider web has been created.
After the Lesson:
Student reflective writing in portfolio
Checking Out What You Learned/Assessment:
Do thermometer assessment at bottom of portfolio page.
Closing:
Reflect on changes in the thermometers. Are there changes from the thermometer done at the beginning to the one done in the end? What caused those changes? If none, why do you think that is?
Reflective Questions:
What did my students gain from this lesson?
How did it impact their thinking, attitudes and abilities?
What things did I do well? How did I know?
In what way did the strategies I used enhance learning?
How does my assessment meet my lesson objective?
Notes:
Optional: Make a lock out of folder using a fastener to demonstrate lesson.
Directions for Locks
Turn right 2-3 times. Stop at 1st number.
(clockwise)
Turn left one full turn past 1st number.
(counter-clockwise)
Stop at 2nd number.
Turn right and stop at 3rd number.
(clockwise)
Smoother Sailing Transition – Grade 5, Lesson 2
1
Summer 2009 Curriculum Update
CONGRATULATIONS!!
You did it! Way to go! /
CONGRATULATIONS!!
You did it! Way to go!
CONGRATULATIONS!!
You did it! Way to go! /
CONGRATULATIONS!!
You did it! Way to go!
CONGRATULATIONS!!
You did it! Way to go! /
CONGRATULATIONS!!
You did it! Way to go!
CONGRATULATIONS!!
You did it! Way to go! /
CONGRATULATIONS!!
You did it! Way to go!
CONGRATULATIONS!!
You did it! Way to go! /
CONGRATULATIONS!!
You did it! Way to go!
Smoother Sailing Transition – Grade 5, Lesson 2
1
Summer 2009 Curriculum Update
UNIT: Transition Grade 5
ACTIVITY: Study Skills and Time Management Lesson 3
Academic Development Standards:
A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school across the life span.
B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college.
C: Students will understand the relationship of academics to the world of work and to life at home and in the community.
Competencies:
A:A2 Acquire skills for improving learning
A:B2 Plan to achieve goals
A:C1 Relate school to life experiences
Indicators:
A:A2.1 Apply time-management and task-management skills
A:B2.1 Establish challenging academic goals in elementary, middle/junior high and high school
A:C1.1 Demonstrate the ability to balance school, studies, extracurricular activities, leisure time and family life
Materials:
· 4 class assignments
· 1 list of extra curricular activities (get from each school)
· Overhead markers—fine point—different color for each subject
· 6 transparencies of planner page with extra-curricular activities
· Student portfolios
Vocabulary:
Gathering:
Answer any cards that have been placed in the shoebox since lesson 1.
Have students complete the first thermometer on today’s lesson page of the portfolio.
Review Agenda/Before the Lesson:
Why do we use planners? When do we use planners? Do you use your planner?
During the Lesson
Divide class into four groups. Each group receives a class assignment, an overhead transparency of a planner page, and one marker. Tell the groups that their assignment is to decide what their tasks are to complete the assignment and to put tasks on planner page. Use planner with extra-curricular activities already typed on each day. Students in groups could work from printed planner.
Allow up to 15 minutes. Bring group back together, collect transparency pages and one at a time lay on the overhead. With each addition ask for observations (everything will be supposed to be done the same day). Take off layers of transparencies, and taking one group at a time, ask “Which of these things cannot be changed?” Begin by adding those to a fresh transparency. Explain that what we are looking at now are things that are out of your control and what is left are things that you can control, or plan, so that you can accomplish all of the tasks. Taking one class assignment at a time, list tasks that can be controlled on the board. Looking at all of them, with whole class participation, begin to fill tasks in our planner transparency so that all tasks can be accomplished.
After the Lesson:
Define for students that what they just accomplished is called time management. What do you need to know to be able to do this kind of planning? (Students need to see all assignments, extra-curricular activities, and adult resources). Give students time to visualize by themselves and then write their own goals to accomplish middle school tasks.
Checking Out What You Learned/Assessment:
Reflect in your portfolio about the benefits of using a planner. Write about what you have learned and how your planner can help you in middle school.
Closing:
Complete the thermometer at the bottom of today’s portfolio page regarding how you are feeling about middle school now. Process as a group: Are there any changes in the thermometers? Why? Why not?
Reflective Questions:
What did my students gain from this lesson?
How did it impact their thinking, attitudes and abilities?
What things did I do well? How did I know?
In what way did the strategies I used enhance learning?
How does my assessment meet my lesson objective?
Notes:
* May take two weeks.
/ Math AssignmentMonday, March 14, 2005
Due Wednesday, March 16
Complete problems 1 – 30 and
Create a bar graph for problem 35
Study for Unit Test held on Friday, March 18
Time planning
Problems – 45 minutes
Can do problems by your self
Graph – 30 minutes
Need graph paper from teacher
Study for test – two hours
Could study for test with friend
Calendar
Sunday through Thursday bedtime 9:00
Daily – Arrive home from school at 3:45
Daily – brother gets computer from 6:00-7:00
Daily – parent arrives home from work at 5:00
Mondays – walk to piano lesson after school 4:00-5:00
(allow 15 minutes both ways to walk)
Tuesdays and Thursdays basketball practice 4:00-6:00
(be at neighbor’s house for ride at 3:45
Wednesdays – church group 6:00-8:00
Thursdays – favorite T.V. show on from 7:00-8:00
Friday – March 11, spend the night with a friend
Saturday night and all day Sunday (March 12 and 13) visit at Grandma’s house
/ English Assignment
Monday, March 7, 2005
Due Wednesday, March 16
Book Talk for Holocaust book
Due Friday, March 18
Written Book Report on Holocaust book
Time Planning
Finish reading book (ten chapters to go; about four hours)
Outline and practice Book Talk – 60 minutes
Outline Book Report – 1 hour
Type report on computer – 30 minutes
Calendar
Sunday through Thursday bedtime 9:00
Daily – Arrive home from school at 3:45
Daily – brother gets computer from 6:00-7:00
Daily – parent arrives home from work at 5:00
Mondays – walk to piano lesson after school 4:00-5:00
(allow 15 minutes both ways to walk)
Tuesdays and Thursdays basketball practice 4:00-6:00
(be at neighbor’s house for ride at 3:45
Wednesdays – church group 6:00-8:00
Thursdays – favorite T.V. show on from 7:00-8:00
Friday – March 11, spend the night with a friend
Saturday night and all day Sunday (March 12 and 13) visit at Grandma’s house
/ Social Studies
Monday, March 7, 2005
Due, Thursday, March 17, 2005
Research Project on White House
Requirements: 5 page written report
Use five sources from library, including an encyclopedia
Use a visual for an A+
Time planning
Two trips to public library – 2 hours each
Need a ride from parent
Type report on computer – 90 minutes
Make Diorama of White House – 2 hours
Need ride to art store from parent – 30 minutes
Calendar
Sunday through Thursday bedtime 9:00
Daily – Arrive home from school at 3:45
Daily – brother gets computer from 6:00-7:00
Daily – parent arrives home from work at 5:00
Mondays – walk to piano lesson after school 4:00-5:00
(allow 15 minutes both ways to walk)
Tuesdays and Thursdays basketball practice 4:00-6:00
(be at neighbor’s house for ride at 3:45
Wednesdays – church group 6:00-8:00
Thursdays – favorite T.V. show on from 7:00-8:00
Friday – March 11, spend the night with a friend
Saturday night and all day Sunday (March 12 and 13) visit at Grandma’s house
/ Science
Monday, March 7, 2005
Due Friday, March 18, 2005
Group Science Project
Teacher supplies materials
Time Planning
Whole group planning at neighbor’s house – 2 hours
Whole group builds project – 4 hours (Must be separate day)
Calendar
Sunday through Thursday bedtime 9:00
Daily – Arrive home from school at 3:45
Daily – brother gets computer from 6:00-7:00
Daily – parent arrives home from work at 5:00
Mondays – walk to piano lesson after school 4:00-5:00
(allow 15 minutes both ways to walk)
Tuesdays and Thursdays basketball practice 4:00-6:00
(be at neighbor’s house for ride at 3:45
Wednesdays – church group 6:00-8:00
Thursdays – favorite T.V. show on from 7:00-8:00
Friday – March 11, spend the night with a friend
Saturday night and all day Sunday (March 12 and 13) visit at Grandma’s house
Smoother Sailing Transition – Grade 5, Lesson 3