unit lesson plan - identity

8/11/2019 Unit Lesson Plan - Identity

1/17

Social Studies Unit Plan Grade Primary

December 1st, 2013

Sara Arseneault


2/17

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


3/17

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


- 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:


others

- Ability to follow

directions

- Ability to contribute

to class discussions

- Ability to participate

in classroom

activities

Lesson 3: All IReally Need.


- 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:


others

- Ability to follow


4/17

- 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




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:


others

- Ability to follow

directions




in classroom

activities


5/17

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:


others

- Ability to follow

directions




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:


others

- Ability to follow

directions


6/17

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.




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:


others

- Ability to follow

directions




in classroom

activities


7/17

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.


8/17

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


9/17

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.


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.)


MaterialsPictures of fictionalstudents

I Like Me! By NancyCarlson


10/17

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).


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.


Materials


11/17

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.


12/17

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?


13/17

Appendix: Lesson One Materials

1. Template of a Child

2. Pictures of Fictional Students


14/17


15/17


16/17


17/17

unit lesson plan - identity

Documents