unit lesson plan - identity
TRANSCRIPT
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Social Studies Unit Plan Grade Primary
December 1st, 2013
Sara Arseneault
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UNIT TOPIC: IDENTITY GRADE:Primary Unit #: 1
Unit goals 1. Students will be expected to demonstrate an understanding of themselves as uniqueand special
2. Students will be expected to identify needs and wants that are common to all children
3. Students will be expected to identify and describe groups to which they belong
4. Students will be expected to demonstrate an understanding that the need for co-operation is an important part of being a member of a group
Lesson Title Specific Objectives Cross Curricular
Subjects
Methods/Activities Resources Assessment
Strategies and
Criteria
Lesson 1: I like me!The importance ofbeing unique.
P.1.1. demonstratean understanding ofthemselves as uniqueand special
- identifycharacteristics aboutthemselves that makethem unique andspecial persons
- develop anawareness that allindividuals havecharacteristics that
Language Arts
Visual Arts
Read the class the book I
Like Me! By Nancy
Carlson and discuss
characteristics that makethem unique (i.e. hair
color, talents) The
students will get to
decorate the template of a
child to make it look
unique just like them.
I Like Me!By Nancy
Carlson
Assessed on a 1-5scale:
- Ability to respect
others
- Ability to followdirections
- Ability to contributeto class discussions
- Ability to participatein classroomactivities
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make them uniqueand special
Lesson 2:Introduction toWants versusNeeds A trip tothe grocery store
P.1.2. identify needsand wants that arecommon to allchildren
- identify the
difference betweenneeds and wants
P.1.2. identify needsand wants that arecommon to allchildren
- recognize thatchildren (local,national, and global)have special wantsthat relate to theirneeds
- give examples ofthemselves asconsumers satisfyingneeds and wants
Language Arts Read the students the
book Something Goodby
Robert Munsch and
discuss with them the
differences between
wants and needs (doing aclass table, classifying
them items into
categories).
Something Goodby
Robert Munsch
Enough Legal sized
paper divided into
Wants and Needs forthe class
Glue sticks and/or
tape
Board to write on and
utensils to write with
Assessed on a 1-5
scale:
- Ability to respect
others
- Ability to follow
directions
- Ability to contribute
to class discussions
- Ability to participate
in classroom
activities
Lesson 3: All IReally Need.
P.1.2. identify needsand wants that arecommon to allchildren
- identify thedifference betweenneeds and wants
Language Arts Play the song All I Really
Need by Raffi. Then,
read through the lyrics
slowly again. Have a
discussion about the
concept of needs.
Start a discussion about
CD containing the
song All I Really
Need by Raffi, or a
computer to access
the song on Youtube
Board to write on (i.e.
white board) and
Assessed on a 1-5
scale:
- Ability to respect
others
- Ability to follow
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- develop anawareness that allchildren have basicneeds and wants
wants and needs among
the class (i.e. What are
some of the needs
mentioned in the song?).
Make a list of these needs
on the board. As a
concluding activity, have
the students draw a
picture of something that
they need and have them
print the following
sentence (I need) filling
in the last few words
according to their picture
(I need water.)
utensils to write with
Paper ( blank,
lined) for their writing
activity
Pencils, pencil
crayons or wax
crayons
directions
- Ability to contribute
to class discussions
- Ability to participate
in classroom
activities
Lesson 4: We areFamily
P.1.3. identify anddescribe groups towhich they belong
- identify theattributes of a familygroup (local, national,and global)
Language Arts
Visual Arts
The book Whos in a
Familyby Robert Skutch
will be read to the class.
Discuss characteristics of
a family (i.e. loving). Have
the class make a family
tree using a template of a
tree and cut out leaves to
draw each of their family
members.
Whos in a Familyby
Robert Skutch
Picture of own family
Own family tree
Photocopied sheets
with a tree on it
Glue sticks
Pencils and pencil
crayons/wax crayons
Cut out leaves
Assessed on a 1-5
scale:
- Ability to respect
others
- Ability to follow
directions
- Ability to contribute
to class discussions
- Ability to participate
in classroom
activities
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Lesson 5: Sports,Clubs and othertypes of Groups
P.1.3. identify anddescribe groups towhich they belong
- develop anawareness thatgroups form for avariety of reasonsand have a variety of
purposes
- identify positive andnegative feelingsassociated withbelonging to wantingto belong to a group
Language Arts Day 1:
Introduce students to the
topics of groups. Provide
a few examples of groups
(i.e. sports teams, art
clubs). Read the children
the book Franklin Plays
the Gameby PauletteBourgeois and Brenda
Clark. Have the students
draw a picture of a group
they are part of/would like
to be part of.
Day 2:
Have a few parent
volunteers come into the
classroom to talk to the
children about their jobs
(jobs are groups too).
Children may ask the
parents questions.
Franklin Plays the
Game by Paulette
Bourgeois and
Brenda Clark
Parent volunteers
Paper
Pencils, Pencil
Crayons/Wax
Crayons
Flip chart and
markers
Assessed on a 1-5
scale:
- Ability to respect
others
- Ability to follow
directions
- Ability to contribute
to class discussions
- Ability to participate
in classroom
activities
Lesson 6: Conflictresolution
P.1.4. demonstratean understanding thatthe need for co-operation is animportant part ofbeing a member of agroup
-identify and practice
Language Arts The book Talk and Work
it Out (Learning to Get
Along) by Cheri J.
Meiners will be read to
introduce conflict
resolution.
As a whole group, have
Talk and Work it Out
(Learning to Get
Along) by Cheri J.
Meiners
Flip chart and
markers
Assessed on a 1-5
scale:
- Ability to respect
others
- Ability to follow
directions
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skills that would helpthem resolve conflict
students brainstorm some
example of common
classroom conflicts. Make
a list of these conflicts to
the display in the class.
- Ability to contribute
to class discussions
- Ability to participate
in classroom
activities
Lesson 7: Rules P.1.4. demonstrate
an understanding thatthe need for co-operation is animportant part ofbeing a member of agroup
- develop anawareness of rulesand why they aremade
-identify and analyzeformal and informalrules
Language Arts Read the book Lillys
Purple Plastic Purse by
Kevin Henkes. Ask the
students about why they
think Lillys purple purse
was confiscated. As a
class, compile a good list
of classroom rules (i.e. be
kind to your friends, help
clean up your mess).
Avoid Do not.. rules as
these are negative. Post
this list of Classroom
Friendly Rules for the
students to see on a daily
basis.
Lillys Purple Plastic
Purse by Kevin
Henkes
Flip Chart and
markers
Assessed on a 1-5
scale:
- Ability to respect
others
- Ability to follow
directions
- Ability to contribute
to class discussions
- Ability to participate
in classroom
activities
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Name: Social Studies Ms. Sara Arseneault
Grade(s): Primary Subject(s) Social Studies: Unit One - Identity
Time Required: Unit 1: Lesson 1 - 50-60 minutes
Student Grouping (Individual, Pairs, Groups, Whole): Individual and in Pairs
Curriculum Expectations: (consider thepossibility of cross-curricular connections)
Social StudiesP.1.1. demonstrate an understanding ofthemselves as unique and special
- identify characteristics about themselvesthat make them unique and special persons- develop an awareness that all individualshave characteristics that make them uniqueand special.
Language Arts
GCO 1: Students will speak and listen to explore,clarify, extend, and reflect on their thoughts, ideas,feelings and experiences.Emergent1.1 Students will be expected to express feelings
and give simply descriptions of pastexperiences
1.2 Students will be expected to begin to ask andrespond to questions, seeking information
1.3 Students will be expected to express opinions (Ilike; I dont like)
1.4 Students will be expected to listen to the ideasand opinions of others
Early1.1 Students will be expected to express thoughts
and feelings and describe experiences1.2 Students will be expected to ask and respond
to questions to clarify information or gatherfurther information
1.3 Students will be expected to express opinionsand give simple explanations for some of theiropinions (I like because)
1.4 Students will be expected to listen to othersideas and opinions.
Visual Arts
1.1. Students will be expected to demonstrate thatpersonal feelings, ideas, and understandingscan be expressed through art making
2.1. Students will be expected to work individuallyand with others in art making.
Enduring Understanding(s)/Big Idea(s):
By the end of this lesson, students should havegained the knowledge to develop a sense ofself-esteem. Each student should be able torecognize characteristics they have that makethem unique individuals. They should learn tobe accepting of their differences, as well as thedifferences of others.
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Complete List of Unit Materials- I Like Me! By Nancy Carlson- Two distinct pictures of fictional students to demonstrate differences- Template of a Child (simple outline drawing)- Crayons- Board to write on (White Board, Chalk Board, Flip Chart, etc)
Equity/ Diversity and Social Justice (Teacher Actions)
The purpose of this lesson is to teach children the concept of diversity and acceptance.Through demonstration and explanation, the teacher will provide students will a solidfoundation upon which they can begin to understand the uniqueness of all individuals.Through this lesson, the teacher will focus primarily upon physical differences, such asskin color or eye color. However, through these differences, the teacher will be able toeducate students about diversity among their peers. The teacher will also use thislesson to reinforce self-esteem in students, helping them to develop skills needed to fullyaccept themselves and their unique qualities.
This lesson is appropriate for all learners. Prior to the lesson, the teacher could surveythe classroom to identify the diversities of his/her students in order to edit this lessonappropriately. For example, if there are students with physical disabilities in theclassroom, or of several different nationalities, the teacher could emphasize thesedifferences, in demonstrating each childs unique qualities and equal importance in theclassroom.
Context:This lesson will serve as the introductory lesson for the first unit, Unit 1: Identity. By discussingthe unique characteristics of their peers and any individual, the teacher will be helping studentsby laying a foundation upon which their later knowledge regarding identity can be built.
Is there a Connection for Students? Connections to other Curricular Areas
This lesson will have a deep connection for students, as it will allow them to identifycharacteristics of themselves. Also, this lesson makes connections to other curricular areas aswell. This lesson covers both language arts and visual arts outcomes. Please see theOutcomes section of the lesson plan to identify the outcomes covered.
Unit Preparation
Prior to this lesson, the teacher should have prepared the appropriate number of Templates of aChild for the children to complete in the concluding section of the lesson. Also, the teacher
should ensure that he/she has a copy of the book required for the lesson (please see theComplete List of Materialsat the beginning of the lesson).
Time Allotment: 10-20 minutes
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PART 1:a) Minds On: Activating Prior KnowledgeBefore beginning to read the book to the class, the teacher should prompt a
discussion about differences among the class. She/he could have a picture
of two students (fictional students) taped to the board, asking the students
to distinguish the differences between these students (i.e. One student hasbrown hair, one student has blond hair. One student is tall and one student
is short). These differences will be written down on the board for a visual
reference. The differences that the students provide will allow the teacher
to assess what knowledge they bring from previous experiences. It is this
knowledge upon which the lesson will be built. After having pointed out a
variety of differences, the teacher could discuss with the students how each
of these individuals is unique, in that they have characteristics that make
them different from everyone else.
Having the students point out the differences between the pictures allows
the teacher to evaluate their prior knowledge regarding differences andunique qualities. While some students may be able to identify differences,
others may not be able to recognize them. Using this knowledge, the
teacher will be able to expand their knowledge of differences through this
lesson.
Time Allotment: 5-10 minutes
b) Introduction to a new topic
Following the discussion of differences, the teacher will begin to read thebook for this lesson, showing the students the pictures along the way.Following the completed reading, the teacher will return to a question andanswer period with the students. She will pose questions specific to thebook. (For example: In the book, the little pig had a best friend. Who wasthat best friend? AnswerHerself. What was the little pig good at doing?What are you good at doing? The little pig is good at riding her bike. Sherides it very fast. Sam is good at hockey. He can skate very fast. These areunique characteristics of Sam and the little pig.)
Time Allotment: 10-15 minutes
MaterialsPictures of fictionalstudents
I Like Me! By NancyCarlson
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PART 2:Action :
Students will be handed out a template of a child. On this template, theywill color and draw to make it look unique just like them. They can usepencil crayons or wax crayons for this. They can then draw in something
next to the person to show something they like to do. After having finishedtheir drawing, if time permitted, the students will get in pairs to share withanother student what makes them unique. They can share their physicaldifferences (what they drew on the template) as well as their uniquecharacteristics (i.e. what they are good at).
Time Allotment: 20-25 minutes
Materials
Template of a child(line drawing)
Pencils, pencil
crayons/waxcrayons
PART 3:Consolidation and Debrief
To end this lesson, as a whole group, debrief the students on thedifferences in their classrooms. Reinforce the idea that, although eachstudent is different, every student is an individual and is equally important.
Time Allotment: 5-10 minutes
Materials
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Differentiated Instruction (Content/ Process/ Product)
This lesson is appropriate for a wide variety of learners. It encompasses awide variety of learning methods (i.e. kinesthetic, visual, auditory). Having awide variety of methods used in the activity and pre lesson will allow theteacher with a means to assess all students.
Accommodations and Modifications
Accommodations and Modifications can be made based on therequirements of a particular student. For example, if the student is unableto depict their characteristics through a drawing, simply have the studentshare their characteristics orally with other student.
Materials
Assessment of Learning
Students will be assessed based on their listening skills. In order to assess their listening, the
teacher will ask comprehension questions regarding the story. Students should be prepared to
answer such questions after having been read the book. This will provide the teacher with the
knowledge of what concepts they have learned during the lesson and from the reading of the
book.
Students will be assessed based on the quality of their own work. Students are expected to puta effort into their work. A child submitting a rushed drawing will be asked to return to their seatsand to draw more.
Students will be assessed based on their discussions of unique qualities with their classmates.The teacher will circulate during the activity and take note of each childs participation andcontribution to the activity.
Conclusion of Lesson
In order to conclude the lesson, the teacher will gather the students as a whole group. They willdiscuss the results of their activity. Based on the results, the teacher should be able to take noteof what was effective during this lesson and what could be changed.
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Next Steps
After having completed this lesson, we will be moving on to Lesson 2 of the Unit plan. Thislesson will cover the topic of wants and needs. Lesson 1 serves to be a strong foundation forthe Unit of Identity, as it first allows students to identify with themselves.
Additional Notes
**Note: This section, and the three that follow are to be completed only once the lessonhas been completed.
Self Reflection
What went well? What did not go so well? What do I need to change?
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Appendix: Lesson One Materials
1. Template of a Child
2. Pictures of Fictional Students
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