Title/Focus
Teache
r
Date
Ria Beekman
Nov 17 14 (40 min)
CURRICULUM OUTCOMES
1.1 My World: Home, School, and Community
GLO:
Students will demonstrate an understanding and appreciation of how identity and self-esteem are enhanced by their
sense of belonging in their world and how active members in a community contribute to the well-being, growth and
vitality of their groups and communities.
SLO:
Values and Attitudes
1.1.1 value self and others as unique individuals in relation to their world:
appreciate how belonging to groups and communities enriches an individuals identity (I)
appreciate multiple points of view, languages, cultures and experiences within their groups and communities (C,
CC)
1.1.2 value the groups and communities to which they belong:
demonstrate a willingness to share and cooperate with others (C, PADM)
Knowledge and Understanding
1.1.3 examine how they belong and are connected to their world by exploring and reflecting upon the following
questions for inquiry:
What different types of communities or groups do you belong to? (CC)
What helps us to recognize different groups or communities (e.g., landmarks, symbols, colors, logos, clothing)? (CC)
In what ways do we belong to more than one group or community at the same time? (CC, I)
LEARNING OBJECTIVES
By the end of the lesson students will be able to:
1.
2.
3.
Identify what groups they belong to (and that they belong to more than one group).
Identify and recognize certain characteristics that the groups they belong to have.
Appreciate the groups that other students belong to.
ASSESSMENTS
Observations:
Key Questions:
Observe students throughout the lesson (are they on task, what are they
drawing, etc)
What group are you making a drawing of now? What do you do together?
What is something that you all like to do?
PROCEDURE
Attention Grabber
Introduction
Meet at the carpet.
Discussion:
o Last class we talked about how we dont
always need a specific symbol to
represent the groups that we belong to.
Does your family all wear a symbol on
their shirt to show that they are a part of
your family?
o Sometimes I hear some of you talk in a
different language to each other so I
know that you belong to a group of
people that talk the same language.
(What language do I hear?) People dress
differently, people have different color
skin and people do things differently
every day.
o When you go to the store you see lots of
different people that belong to different
Time
5 min
Assessment of Prior
Knowledge
Advance
Organizer/Agenda
Transition to Body
Learning Activity #1
Assessments/
Differentiation:
Learning Activity #2
Assessments/
Differentiation
Time
10 min
10-15
min
Learning Activity #3
Assessments/
Differentiation
CLOSURE:
Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
8 min
2 min
Time
4
What went well?
What changes would
you make in your
planning? What have
you learned to
improve upon future
instruction?
Te review, reading the book and the closure went really well
today! Students were engaged when I read the book - __________
asked what moccasins were and someone said shoes so he pipes
up: Im wearing moccasins! as he points to his blue and green
runners.
After reading on the carpet I kept students who werent here
yesterday on the carpet so that I could tell them about the
shields assignment. The students really appreciated the fact that
I created a model shield of the groups that I belong to.
At the end of the book I could have said something like: So, does
Jody have a specific symbol that connects her to her group? No.
We know that she belongs to a certain group because of the
things she does and says. This would have made the book even
more effective.
Closure today was great! I had everyone put their papers in the
center of their desks and line up. My TA said the movement break
was good for them. Once they were in line I provided the closure.
To be honest It was an after thought but this seemed to be quite
effective so might use it again!
Goals for future lessons:
- Summarize the book and take out the main points