All About Me LP Set

Manda Boroson
All About Me Lesson
All About Me Lesson Set

Major Concept Grade/Subject
Creating an autobiography 3rd Grade/English
Learning Objective
Students will construct a self made storybook containing 6 pages and a title page, with
less than 5 grammatical errors.
TEKS
110.5. English Language Arts and Reading, Grade 3.
(3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to

different audiences for different purposes and occasions. The student is expected to:
(A) choose and adapt spoken language appropriate to the audience, purpose, and
occasion, including use of appropriate volume and rate
(15) Writing/penmanship/capitalization/punctuation. The student composes original
texts using the conventions of written language such as capitalization and penmanship
to communicate clearly. The student is expected to: (B) use capitalization and
punctuation such as commas in a series, apostrophes in contractions such as can't and
possessives such as Robin's, quotation marks, proper nouns, and abbreviations with
increasing accuracy (3).
Materials
1. White Board
2. Expo Marker
3. I’m Gonna Like Me: Letting Off a Little Self-Esteem
By: Jamie Lee Curtis
4. Pencil (per student)
5. Various colors of Construction Paper (6 sheets per
student)
6. 3-hole punch
7. Yarn (about a ft. per student)
8. Crayons (set per student)
9. Colored Pencils (set per student)
11. ‘Creating an Autobiography’ worksheet (per student) *attached
Lesson
Anticipation:
The teacher will ask the students, “do you know what an autobiography book is?”
The teacher will allow wait time and if a child has an answer let them answer if not move
on to lesson and come back to the question in the lesson.
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All About Me Lesson
Procedures:
The teacher reads aloud I’m Gonna Like Me: Letting Off a Little Self-Esteem By:
Jamie Lee Curtis. The teacher then asks the students, “what did this book teach you”.
(example student response: that it is ok to be different.)
The teacher then explains to the class that today they will be writing a story about
them and what makes them different. The teacher asks the class, “what kind of text is a
book about the person writing it (about the author)’? (Student response: an
autobiography) The teacher asks the class, “what are different things we could write
about? (Example student responses: where we live, who we live with, pets we have,
holidays we celebrate, etc.)The teacher writes the classes brainstorming on the white
board.
Application Activity
The will then pass out the ‘Creating an Autobiography’ worksheet and allow the
students to fill out the text of their autobiographies. As the students finish they will be
paired up with a classmate to peer edit before starting on their final drafts. After the
teacher looks over the peer edit the student can begin to construct their autobiographies
on construction paper using the colored pencils to write the text and the crayons to
illustrate the pictures. The teacher will then use the 3-hole punch to bind the book
together with the yarn.
Follow-up/Homework
The students will visit a Kindergarten or 1st grade classroom to read their
autobiographies.
Resources Used to Create this Lesson

Texas Education Agency. (2009). Chapter 110. Texas Essential Knowledge and
Skills for English Language Arts and Reading. Retrieved (October 10, 2009) from
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html
Manda Boroson
All About Me Lesson
Name: _______________________
Creating an Autobiography
Title Page: _______________________________________________________
Page 1: __________________________________________________________
________________________________________________________________
Page 2: __________________________________________________________
________________________________________________________________
Page 3: __________________________________________________________
________________________________________________________________
Page 4: __________________________________________________________
________________________________________________________________
Page 5: __________________________________________________________
________________________________________________________________
Page 6: __________________________________________________________
________________________________________________________________
Manda Boroson
All About Me Lesson

Creating an autobiography 3rd Grade/Mathematics
Learning Objective
Students will construct a Family Size pictograph based on information gather from
classmates with less than 3 errors.
TEKS
111.5. Mathematics, Grade 3.
(13) Probability and statistics. The student solves problems by collecting, organizing,
displaying, and interpreting sets of data. The student is expected to: (A) collect,
organize, record, and display data in pictographs and bar graphs where each picture or
cell might represent more than one piece of data; (B) interpret information from
pictographs and bar graphs;
Materials
1. White Board
2. Expo Marker
3. Magnets or clips
4. Mirror (per student)
6. Clipboard (per student)
7. Butcher paper (light color, about a yard)
8. Black Marker
9. Glue stick (per student)
10. Colored Pencils or Crayons (set per student)
11. Computer paper (per student)
12. ‘Eye picture’ (per student) *attached
13. ‘Family Size Data’ worksheet (per student) *attached
14. ‘Family Size Graph’ worksheet (per student) *attached
Lesson
Anticipation:
The teacher will ask the students, “what are some different kinds of graphs?”
(Suggestive student responses: pie graph, bar graph, pictograph) The teacher tells the
class that today they will be making a pictograph and bar graph.
Procedures:
The teacher places the butcher paper up on the white board using the magnets or
clips. The teacher instructs the students that they will be making a pictograph based on
the eye color of the students in the classroom. The teacher then asks the class if they
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All About Me Lesson
want the graph to be horizontal or vertical, based on what the class picks, the teacher
asks how to construct and label the graph. (Parts include creative title, number of
students, eye colors the class picks). The teacher will then pass out the mirrors and a
picture an eye for the student to color. The student will look at s/he eye in the mirror
and color, using the crayons or colored pencils, what s/he sees in the mirror. When the
student finishes coloring their eye they will glue in on the graph in the correct location.
When all student have there picture on the graph, the teacher will call on volunteers to
total up each eye color and the teacher will write that number above the pictures
The teacher explains to the class that they will be making there own graph about the
size of their class’ families. The teacher will review the key point to constructing a
pictograph. The teacher will then explain to the class that they will be going around
collecting the data using their indoor voices. The teacher will then pass out a clipboard
and a ‘Family Size Data’ worksheet. The student will go around asking classmates how
many family members are in there family and record that person’s name in the correct
box. When the student had finished taking data the teacher will check to make sure
they have the correct number of names listed (20 names for a class of 20) and will give
that student a ‘Family Size Graph’ worksheet to start on.
Follow-up/Homework
The students will present their Family Size graph aloud to the class.

Skills for Mathematics. Retrieved (October 10, 2009) from
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All About Me Lesson
Model of Class Graph
C
Eye Picture
4
nts
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All About Me Lesson
Manda Boroson
All About Me Lesson
Manda Boroson
All About Me Lesson

Fingerprints 3rd Grade/Science
Learning Objective
Students will identify five different classmate’s finger print type (either arch, loop, or
whorl) with at least 75% accuracy.
TEKS
112.5. Science, Grade 3.
(2) Scientific processes. The student uses scientific inquiry methods during field and
laboratory investigations. The student is expected to: (B) collect information by
observing and measuring;
(4) Scientific processes. The student knows how to use a variety of tools and methods
to conduct science inquiry. The student is expected to: (A) collect and analyze
information using tools including calculators, microscopes, cameras, safety goggles,
sound recorders, clocks, computers, thermometers, hand lenses, meter sticks, rulers,
balances, magnets, and compasses
Materials
1. Hand lenses, magnifying glass (per student)
2. Index card (per student)
3. Black Ink Pad (per pair of student)
4. Baby Wipe (per student)
5. Black Marker (per student)
6. White board
7. Expo marker
8. Overhead
9. Overhead sheet of ‘Fingerprint Types’ *attached
10. Overhead sheet of ‘Classifying Fingerprints’ worksheet *attached
11. Overhead marker
12. ‘Classifying Fingerprints’ worksheet (per student) *attached
13. Record Fingerprints Data Sheet’ worksheet (per student) *attached
15. Clipboard (per student)
Lesson
Anticipation:
The teacher asks the students, “what is one thing that is completely unique and
original to you?” (Student response is fingerprints.) The teacher then asks, “do you
know of any ways to identify fingerprints.”
Procedures:
The teacher explains to the class that there are three basic fingerprint patterns: Arch,
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All About Me Lesson
Loop and Whorl. The teacher puts up the ‘Fingerprint Types’ sheet on the overhead.
The teacher shows the class the three different classifications of fingerprints and points
out the differences of the three. The teacher then passes out the ‘Classifying
Fingerprints’ worksheet. The students work independently for 7-10 minutes and then
with a partner for 5-7 minutes. The teacher puts the ‘Classifying Fingerprints’ worksheet
on the overhead and selects nine students to write their answers on the overhead for
the various fingerprints. Then the teacher goes over the various answers the students
came up with and then collects the practice worksheets. The teacher then explains to
the class that in order to determine if everyone’s fingerprint is different we must examine
the class’ fingerprints.
The teacher passes out an index card and black marker. The student will write their
name on the top of the non-lined side of the index card. The teacher then lists out and
reads aloud the directions for the activity on the white board before passing out the
materials.
Directions: 1. place your right thumb on the ink pad. 2. gently place it on right
side of the non-lined side of the index card. 3. clean off your thumb with the baby
wipe. 4. place your left index finger on the ink pad. 5. gently place it on the left
side of the non-lined side of the index card. 6. clean off your finger with the same
baby wipe.
The teacher will then give a baby wipe to each student and an ink pad per pair of
students and allow the students to begin. The teacher will collect the ink pads, before
hanging out the ‘Record Fingerprints Data Sheet’, clipboards, and magnifying glasses to
each student. The students will then go around to five of their classmate’s tables and
use a magnifying glass to identify their fingerprints type. The student will then write that
person’s name and fingerprint type on the ‘Record Fingerprints Data Sheet’. After each
of the students finish identifying five classmates s/he will turn in their data sheet.
Follow-up/Homework
The students will go home and analysis various family members’ fingerprints to see if
they are alike or different from their own, as a homework activity.

Skills for Science. Retrieved (October 10, 2009) from
CyberBee. (2009). Fingerprints. Retrieved (October 10, 2009) from

http://www.cyberbee.com/whodunnit/classify.html
Manda Boroson
All About Me Lesson
F
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All About Me Lesson
C
Define the
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Clas
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Reco
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All About Me Lesson

rd
Making a Family Tree 3 Grade/Social Studies
Learning Objective
Students will create a family tree, going back two generations, with less than 2 errors
and less than 3 grammatical errors.
TEKS
113.5. Social Studies, Grade 3.
1. (16) Social studies skills. The student applies critical-thinking skills to organize and
use information acquired from a variety of sources including electronic technology. The
student is expected to: (E) interpret and create visuals including graphs, charts, tables,
timelines, illustrations, and maps
2. (17) Social studies skills. The student communicates effectively in written, oral, and
visual forms. The student is expected to: (C) use standard grammar, spelling, sentence
structure, and punctuation.
Materials
1. Computer paper (per student)
3. White Board with Expo marker
5. Notebook Paper (per student)
5. Overhead
6. Overhead sheet of ‘Small Family Tree’ *attached
7. Overhead sheet of ‘Joyful Family’ *attached
8. Overhead marker
Lesson
Anticipation:
The teacher will write the following words on the white board and ask the class to
define them on their own sheet of notebook paper: grandmother, grandfather, aunt,
uncle, maternal, paternal. After allowing wait time for students to finish teacher will call
on students to give answers while writing them on the board. (Suggestive answers:
grandmother: the mother of one's father or mother. grandfather: the father of one’s
father or mother. aunt: the sister of one’s father or mother. uncle: the brother of one’s
father or mother. maternal: related through a mother. paternal: related through a
father.)
The teacher will then write the following words on the white board ask the class to
define by raising their hands: maternal grandfather, paternal uncle, paternal
grandmother, maternal aunt. (Suggestive answer’s: maternal grandfather: your
mother’s father, paternal uncle: your father’s brother, paternal grandmother: your
father’s mother, maternal aunt: your mother’s sister.)
The teacher will then show an example of a family tree on the over head and ask the
Manda Boroson
All About Me Lesson
class if they know what it is. After teacher allows for wait time, teacher calls on a
student.
Procedures:
The teacher points through the Small family tree, defining selective members of the
Small family (example self, mother, father) The teacher then labels this on the family
tree on the space provided. Then the teacher asks students to define member of the
Small family (example maternal grandmother, paternal uncle.) and the teacher labels
this on the family tree on the space provided.
The teacher will display the overhead sheet of the Joyful family. The students will
create a family tree for Ashley Joyful on computer paper just like the Small family tree.
The teacher will leave the words on the white board as a word bank the students can
refer to.
Follow-up/Homework
Students will make their own family tree going back two generations on computer
paper just like the Small and Joyful family trees, as homework.

Skills for Social Studies. Retrieved (October 10, 2009) from
Manda Boroson
All About Me Lesson
Manda Boroson
All About Me Lesson

Learning a Cultural Dance 3rd Grade/ Physical Education
Learning Objective
Students will demonstrate the steps to the salsa with less than 2 errors.
TEKS
116.5. Physical Education, Grade 3.
(1) Movement. The student demonstrates competency in fundamental movement

patterns and proficiency in a few specialized movement forms. The student is expected
to: (A) travel in forward, sideways, and backwards and change direction quickly and
safely in dynamic situations;
(4) Physical activity and health. The student knows the benefits from involvement in
daily physical activity and factors that affect physical performance. The student is
expected to: (D) identify principles of good posture and its impact on physical activity.
(7) Social development. The student develops positive self-management and social
skills needed to work independently and with others in physical activity settings. The
student is expected to: (A) follow rules, procedures, and etiquette; (B) persevere when
not successful on the first try in learning movement skills; and (C) accept and respect
differences and similarities in physical abilities of self and others.
Materials
1. Computer with internet access
2. Projector
3. Advanced Salsa Dance video clip:
http://www.youtube.com/watch?v=poBmj_njhQA
4. Steps to Salsa Dance video clip:
http://www.youtube.com/watch?v=poBmj_njhQA
5. Traditional Salsa Music CD or video clip:
http://www.youtube.com/watch?v=J6zzXCfa61Y&translated=1
6. Serena: The Salsa Fairy By: Daisy Meadows
7. Spacious Room, like a gym.
8. Dear Parent/ Guardian Letter *attached
Lesson
Anticipation:
The teacher will read aloud to the class Serena: The Salsa Fairy By: Daisy
Meadows. The teacher will ask the students, “what was the name of the dance Serena
did?” (Student suggestive response: Salsa) The teacher then asks the class, “would
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All About Me Lesson
you like to see an authentic salsa dance.”
Procedures:
The teacher explains to the class that Salsa is an important dance in some cultures
and then plays the Advanced Salsa Dance video clip. The teacher then asks the class,
“would you like to learn the step to the salsa dance.”
The teacher then plays the ‘Steps to Salsa Dance’ video, walking around aiding
those that need assistance.
The teacher pause the video at key points, asking review questions, such as what
are the steps to the salsa (Suggestive student response: Right Left Right Hold Left Right
Left Hold).
The teacher then plays the Traditional Salsa Dance music video clip to allow the
students to practice the salsa steps they learned.
Follow-up/Homework
The students will go home and perform the salsa steps to a parent or guardian and
have then bring the slip saying they have preformed the steps.

Skills for Physical Education. Retrieved (October 10, 2009) from
NY Salsa Baby. (2008). Salsa First Steps. Retrieved (October 10, 2009) from
http://www.nysalsababy.com/SalsaFirstSteps.html
You Tube. (2009). Salsa Dancing in Birmingham UK. Retrieved (October 10, 2009)
from http://www.youtube.com/watch?v=poBmj_njhQA
You Tube. (2009). Best Beginner Salsa Dance Lesson. Retrieved (October 10, 2009)
from http://www.youtube.com/watch?v=ku4m823r3RY
You Tube. (200). Salsa Music Mix 2009. Retrieved (October 10, 2009) from
http://www.youtube.com/watch?v=J6zzXCfa61Y&translated=1
Dear Parent or Guardian,
Today for Physical Education, we learned the steps to the Salsa: Right Left Right Hold
Left Right Left Hold. For homework please ask your child to perform the steps and sign
and return this slip.
X______________________________________________________________
Manda Boroson
All About Me Lesson

Parts of a play 3rd Grade/ Creative Arts
Learning Objective
Students will define the following words with 80% accuracy. Actor, actress, play,
lines, audience.
TEKS
117.5. Creative Arts, Grade 3.
(2) Creative expression/performance. The student interprets characters, using the

voice and body expressively, and creates dramatizations. The student is expected to:
(A) demonstrate safe use of movement and voice; (B) participate in a variety of roles in
real life and imaginative situations through narrative pantomime, dramatic play, and
story dramatization;
(4) Historical/cultural heritage. The student relates theatre to history, society, and
culture. The student is expected to: (A) illustrate similarities and differences in life and
theatre through dramatic play; and (B) reflect historical and diverse cultural influences in
dramatic activities.
Materials
1. Spacious room, like a stage.
2. Master Maid: A Tale of Norway script (per reader)
http://www.aaronshep.com/rt/RTE13.html
3. The Magic Brocade: A Tale of China script (per reader)
4. The Baker’s Dozen: A Saint Nicholas Tale script (per reader)
Lesson
Anticipation:
The teacher will ask the students, “what is an actor?” and “what is and actress?”
(Student suggestive response: a male who acts/ a female who acts) The teacher then
asks the class, “would you like to be actors and actresses today?”
Procedures:
The teacher explains to the class that actors and actresses act out in plays, a play is
the stage representation of a story. The teacher then goes on to explain that actors/
actresses must practice their lines many times before performing, line are what actors
say during a play. The teacher also explains that the audience is the people watching
the play/movie.
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All About Me Lesson
The teacher then divides the class into 3 groups and assigns each group a play to
practice.
The students will have 20-25 minutes to practice their plays before performing it to
the class.
Each group will have their turn to be the performing play while the rest of the class is
the audience.
Follow-up/Homework
The students orally tell the teacher during practice time the definition of the following
words. Actor, actress, play, lines, audience.

Skills for Creative Arts. Retrieved (October 10, 2009) from
Shepard, Aaron. (1995-1997). Reader’s Theater. Retrieved (October 10, 2009) from
http://www.aaronshep.com/rt/RTE.html
Merriam-Webster’s Word Central. (2009). Dictionary. Retrieved (October 10, 2009)

from http://www.wordcentral.com/

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(3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to

Resources Used to Create this Lesson

Title Page: _______________________________________________________

All About Me Lesson Set

Resources Used to Create this Lesson

Model of Class Graph

All About Me Lesson Set

Resources Used to Create this Lesson

CyberBee. (2009). Fingerprints. Retrieved (October 10, 2009) from

All About Me Lesson Set

Resources Used to Create this Lesson

All About Me Lesson Set

(1) Movement. The student demonstrates competency in fundamental movement

Resources Used to Create this Lesson

Dear Parent or Guardian,

All About Me Lesson Set

(2) Creative expression/performance. The student interprets characters, using the

Resources Used to Create this Lesson

Merriam-Webster’s Word Central. (2009). Dictionary. Retrieved (October 10, 2009)

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