And From Their Differences Came Understanding Name: Jillian Findlay

Unit Overview
DAY #1: Read Aloud
Objective The students will identify
the major similarities and
differences between the
two main characters in
The Other Side by
Jacqueline Woodson and
apply similar concepts to
the way they make
friends.
DAY #2: SS Direct
Instruction
*Given examples of maps and
globes, students will be able to
identify map and globe
elements and then distinguish
their differences.
*Using a world map and globe,
students will differentiate the
land and water through an
interactive game and
“coloring” map activity.
DAY #3: SS Dynamic
After completing various
activities, students will be
able to define and distinguish
between wants and needs.
DAY #4: Science/ Art
*Given examples of various
species of sharks, students will
be able to create their own shark
species through mixed media.
*Using their shark artwork,
students will describe the
physical features of their shark
and compare it to a well-known
shark species.

Goals The students will be able
to recognize that despite
the differences between
the two main characters,
they became friends
because making friends
makes the world a better
place.
Standards IAS: K.RL.2.3. Identify
important elements of the
text (e.g. Characters,
settings, or events)
Students will be able to
recognize the difference
between maps and globes by
identifying oceans and land
through various activities.
*NCSS: III. People, Places,
and Environments
*IAS: K.3.2: Identify maps
and globes as ways of
representing Earth and
understand the basic difference
between a map and globe.
Students will be able to
recognize the difference
between wants and needs.
*NCSS: VII. Production,
Distribution, and
Consumption
*IAS: K.4.1 Explain that
people work to earn money
to buy the things they want
and need.
Students will be able to
recognize the common physical
features of sharks through
various activities.
*K.LS.2 Describe and compare
the physical features of common
living plants and animals.
*K.6.1 Use objects or animals
from the real world as subject
matter for artwork.

Materials The book, The Other Side
by Jacqueline Woodson;
Poster paper or
whiteboard; Markers;
Venn Diagram; Cup with
student names
Management Students will begin at the
blue carpet for the read
aloud then remain in their
seats for the remainder of
the lesson. Give
expectations for listening,
completion, & volume
level. Allow students to
move their clip up for
those who participate.
Anticipatory Play Pictionary, drawing a
Set fence then discuss the
purpose of a fence. Then
examine and discuss the
cover of The Other Side:
What is on each side of
the fence? What do you
think those girls might be
thinking? Think of some
reasons why those girls
are not playing together.
Purpose “I am going to read you
this story, The Other Side
by Jacqueline Woodson. I
want you to pay close
attention to the main
characters and how they
are different and similar
Map Video: McDonald’s visor, jacket, & Shark Video:
https://www.youtube.com/watc name tag; Fake money; https://www.youtube.com/watch
h?v=D9NpWpr27Ak; Blue & PowerPoint; Printed out ?v=AUTbx_FcoXU; Shark
green sticky notes; Labeled image of suitcase (one per PowerPoint; Shark parts for
poster: “land” “ocean”; table group); 25 pictures for game (labeled); blindfold; Art
Inflatable globe; Globe; Maps: simulation activity (one set materials (listed in detail in LP);
pirate, bedroom, park, school per table group); Want vs. My Shark Discovery! worksheet
(IWU & Allen); Map Need worksheet (one per
Worksheet; Glue; Blue & student)
green pre-ripped construction
paper; Bowls for construction
paper (two per table group);
Sorting game (one per table
group)
During anticipatory set and During anticipatory set, During anticipatory set and
direct instruction, students willsimulation, and independent direct instruction, students will
be on the carpet. During practice students will be at be on the carpet. During
independent practice, students their seats. During the lesson independent practice, students
will be at their seats. Give presentation and guided will be at their seats or with
expectations for listening, practice students will be on teacher in small groups. Give
material usage, and volume the front carpet/ moving expectations for listening,
level. around room. Give material usage, and volume
expectations for listening, level.
material usage, and volume
level.
Students will think of a place Begin with a skit pretending Students will think of the animal
they love to visit (Grandma’s, to be a McDonald’s worker they are most afraid of and share
the park, etc.) & ponder if they who is excited about with the class. Students will then
believe they could make it receiving her first check and watch a clip from Finding Nemo
there on their bike without any contemplating what to buy. looking for the different types of
help. Students will then watch Exaggerate how badly wants sharks they see:
a short video looking for how the newest Disney CD but https://www.youtube.com/watch
the puppy used his map to help badly needs to buy groceries ?v=AUTbx_FcoXU
find his friend’s house: because stomach was After video ask: Do you think
https://www.youtube.com/watc growling and has only an you would have wanted to be
h?v=D9NpWpr27Ak apple in fridge. invited to the sharks’ party? How
After video ask: How did the did the 3 sharks look different
pup find his way to his friend’s from each other?
house? Do you think you
would need a map to find your
way to your friend’s house?
“Today we are going to learn “Today we are going to learn “Today we are going to learn
the difference between a map the difference between wants about the many different species
and a globe. It is important to and needs. This is essential of sharks. This is important to
learn about each of them so to learn because it is learn so you know how to
you know the information each important to be responsible recognize and compare the
item holds and when to use when making decisions when common features of sharks.”
them.” buying things.”
And From Their Differences Came Understanding
and how that affects the
way they become friends.”
Lesson INPUT: Read The Other
Presentation Side by Jacqueline
Woodson; have grand
conversation discussing
the emotions of the
characters.
OUTPUT: Collaborative
Venn Diagram comparing
the two main characters of
the story; Response
activity: students pull a
name of a classmate from
a cup and think of how
they are different from
that person yet why they
still love being their
friend.
Closure or After students have shared
Conclusion their response, have
students get up and give 5
friends a high five and
say, “I love being your
friend!”
Formative As a class the students
Assessment will reflect on how they
themselves are different
from their classmates, yet
they still love being their
friend for different
reasons. By hearing the
responses from other
classmates, they will
better understand that
being friends makes the
world a better place and
their classroom a safe
place to be.
Adaptations Remediation: Students
are table partners with
someone who can repeat
directions as needed.
Exceptional Needs:
Remind students of the
instructions and help them
with the name they pulled.
INPUT: Students are engaged
in exploratory direct
instruction using artifacts of
actual maps and globes; play
land vs. water game with the
blow-up globe: Students will
take turns catching the globe
and will determine if their
hands are covering mostly land
or water. A blue or green
sticky note will go on a poster
based on response.
OUTPUT: Students color an
outline of the map of the world
(land vs. water); Students will
complete a Map vs. Globe Sort
with their table groups.
Class Discussion about the
lesson: What was your favorite
part about learning about maps
and globes? How can knowing
about maps and globes help
you in real life? Can you think
of an example of when you
would need to use a map or
globe?
Asking questions during the
lesson presentation and guided
practice; observing students
complete their maps to see if
the students were grasping the
concept of the difference
between land and water;
checking student’s sorting
game; closing questions.
Remediation: Students are
table partners with someone
who can repeat directions as
needed. I will also come
around and check the progress
of N, C, A & B.
Exceptional Needs: A & B
tend to rush to finish an
activity because they missed
instruction or did not
understand and just want to get
it done. Remind them of the
instructions while other
students are working.
Name: Jillian Findlay
INPUT: Students are
engaged in a PowerPoint
introduction on the
difference between wants
and needs; Wants vs. Needs
game: based on a displayed
picture students will move to the Shark” game: display a large
one side of the classroom
dictating if it is a want or
need.
OUTPUT: In the simulation, have class help student find the
students will display their
understanding of wants vs.
needs by working
collaboratively to “pack” a
suitcase for going on a rocket explain to students they’ll be
to a new planet!; Lastly, the scientists who have just
students are given a
worksheet and asked if they
did go on this rocket, what is shark, tell where they found it,
one thing they would
absolutely need and one
thing they would absolutely
want to take with them.
Students were to draw their
ideas.
Students will share their
drawings of their want vs.
need worksheet to the class.
Asking questions during the
lesson presentation;
Watching which students
were grasping the concept
during the game/ guided
practice; seeing what items
each group decided to pack
in their suitcase
*Remediation: Students are
table partners with someone
who can repeat directions as
needed. I will also come
around and check the
progress of N, C, A & B.
*Enrichment: Have students
draw several things they
want and need instead of
only one. Instruct them to
label their drawings on their
Wants and Needs worksheet.
Ask students to give reasons
for why something is a
“need.”
*Exceptional Needs: A & B
tend to rush to finish an
activity because they missed
instruction or did not
understand and just want to
get it done. Remind them of
INPUT: Students are engaged in
a PowerPoint introduction on the
common features (parts) of a
shark and compare 6 well known
shark species and their
distinctive traits; “Pin the Part on
picture of a shark on the smart
board & for each body part have
one student come to the front.
Put a blindfold on the student
correct place for that part by
saying “hot” or “cold.”
OUTPUT: In small groups,
discovered a new species of
shark! They have to name their
what it looks like, size and color,
what it eats, and how it behaves
(using provided Shark Discovery
Worksheet). As a way to
incorporate an artist, introduce to
the students the artist/ children
book illustrator Ezra Jack Keats.
For their creation of their shark,
teach students how to use Ezra’s
marbling technique to bring their
sharks to life!
Students will present their shark
species using their craft and “My
Shark Discovery” worksheet,
and describe how their shark
differs from one of the sharks
learned from the PowerPoint.
Asking questions during the
lesson presentation; Pin the Part
on the Shark” game: see if
students recognize the common
parts of a shark and where they
belong on the body; Observe if
each student was able to
successful fill out their “My
Shark Discovery!” worksheet.
*Remediation: Students are
table partners with someone who
can repeat directions as needed. I
will also come around and check
the progress of N, C, A & B.
*Exceptional Needs: A & B
tend to rush to finish an activity
because they missed instruction
or did not understand and just
want to get it done. Remind them
of the instructions while other
students are working.
And From Their Differences Came Understanding Name: Jillian Findlay
the instructions while other
students are working. Ask
students who need extra help
to identify what they drew on
their worksheets, and label
their drawings for them.
Summative N/A N/A Each student will reflect their
Assessment understanding of wants vs.
(as needed) needs by completing their
worksheet and then
presenting their learning to
the class.
As a closing assessment, in
addition to the students being
able to describe their shark using
their My Shark Discovery
worksheet, students present to
their classmates how their shark
differs from one of the sharks
learned about in the presentation.
It will also be taken into
consideration if students are able
to include all the common
features/ shark parts on their
shark creation.