This History lesson is an ongoing study of the days, weeks, and months of a year.  Students will gain an understanding of how many days, weeks and months are in a year and what their respective names are.  This lesson can be conducted daily to achieve memorization, and includes a calendar for each student to track the days of the year.

Title of Lesson

Days, Weeks, and Months of the Year

Course

First Grade History

Living and Working Together in Families and Schools

Standard(s)

1 – H2.0.2            Use a calendar to distinguish among days, weeks, and months.

Objectives

I can: Identify the days, weeks, and months in a year. (Bloom’s: Understand, Repetition)

Materials

Yearly calendar that includes days, weeks, and months; calendar printout for each student (image attached below);

Songs (Youtube):
Days of the Week Song
Months of the Year Song

Essential Question(s):

How many days are in a week? (7)

How many weeks are in a year? (52)

How many months are in a year? (12)

Inclusion Activity

Watch the following videos in order of teaching:

How many days are in a week?
Days of the Week Song

How many months are in a year?
Months of the Year Song

Sequence of Activities

  1. Review these songs often: these can be reviewed daily for repetition and memorization.
  2. Show a large yearly calendar to the class and distribute printouts of the yearly calendar to each student. These should be kept in their daily folders (or something that they use every day).
  3. After the Days of the Week song, ask students how many days there are in a week.
    1. Have students count the days in a week, then recite (choral, led by teacher) the day names. As memorization progresses, students will recite on their own.
    2. Discuss the abbreviation of each day name (MTWTFSS) and, as a class, spell them out on their papers together.
  4. Have students count how many weeks are in a year. Each line is a week – teacher should lead the counting.
  5. View the Months of the Year song.
    1. Have students count how many months are in a year. Have students recite (choral, led by teacher) the month names.  As memorization progresses, students will recite on their own.
  6. Have students mark off each day on the calendar as the year progresses.
  7. Extension activity: each day when students mark off the day, write the date on the board to practice writing it correctly. Have students refer to the calendar for proper form and spelling.  As the year progresses, they will memorize the form and begin to tell the teacher what to write.  For example: Monday, January 2, 2017.
    1. Summative assessment: as the year progresses, students can write this date on their papers to apply their learning. Teacher can leave the date written on the board for reference.
  8. Extension activity: have students number the weeks (52) and months (12). On Mondays of each week, ask the students what number week and what number month we are in.

Instructional Strategies

Visual instruction (writing on whiteboard, viewing calendars)

Large group (teacher-class)

Assessment

Formative: Encourage all students to contribute to the discussion.  Choral recitation will ensure student memorization, and teacher can assess who is not participating in the choral recitation simply by viewing students’ participation.

Summative:  Students’ completion of marking their maps.  Students’ writing of the date on their worksheets throughout the day.

Differentiation

Students who struggle with these concepts or may require reminding of classroom rules might need reinforcement and reminding (such as those with IEPs or 504s).

If students are not memorizing, take time to work individually or have them work with partners.  They can practice singing, repeating line by line, the songs provided.

Teacher can lead the calendar markings so that students can watch what to do before they do it.  Other students may go ahead and do it on their own.

Summary, Integration, and Reflection

Daily integration of this activity will ensure memorization and understanding of the concept.  At the beginning of the year this should be teacher-led and conducted as a quick class activity.  By mid- to end-of-year, students should be able to do this individually without much reference.

yearly calendar