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Kate Freeman Professor Hendricks, Cooperating Teacher: Mrs.

Hopke 10 AM-10:30 AM, October 3, 2013 Mott Elementary School ELE 301-02

1. Title or Topic of the Lesson and Grade Level Nobody is Just Like Me, Kindergarten 2. Lesson Essential Question(s): How can we address conflicts that arise with people who are different than one another using proper strategies and in an appropriate manner?

3. Standards:
2.1.2.E.2 Determine possible causes of conflict between people and appropriate ways to prevent and resolve them. 4. A. Learning Objectives and Assessments: B. Assessments: Learning Objectives Students will be able to describe the meaning of the word different and will describe differences about themselves orally. Assessments Students will complete their Nobody Is Just Like Me! booklets, which will be assessed by the instructor. They will also be informally assessed orally for their responses to the question What is something special that you like to do? What is different about you?

5.

Materials: Standards/Objectives on Sentence Strips Theres Magic in Me (by Evangeline Nicholas) Nobody Is Just Like Me (30 Copies) 10 baskets (filled with crayons, 2 per table) Thirty Pencils Popsicle Cup (with each students names) Chart Paper/Marker

6 . Pre-lesson assignments and/or prior knowledge: Students have been practicing their letters, and will be able to write their names on their Nobody Just Like Me booklets. Students have previously discussed diversity, and know that each of them are different, and that these differences are acceptable. 7. Lesson Beginning:

I will engage learners with the read aloud of the book, Theres Magic in Me. As preparation for this read aloud, I will discuss diversity, and student differences. I will then read the book, and ask for student examples of their differences (different things that they enjoy doing). 8. Instructional Plan: I will begin my lesson by asking students to come to the carpet, and sit in their rows criss-cross applesauce with their hands in their laps. I will display/read my objectives for the lesson aloud to students, and will explain that by the end of the lesson students should be able to explain what differences they have. I will put this up on a sentence strip at the front of the room. I will introduce the topic of diversity, or differences; I will talk about why it is ok to be different than your peers. I will ask students What strategies we have learned about/that you think you could use to deal with bullying for our differences? We will discuss walking away, getting an adult, and using our words to stop bullying, and any other student suggestions. The teacher will make a list of these things on the chart paper. I will read Theres Magic In Me to my students. After reading this book, I will use the popsicle cup to call on all students of the class. I will ask students the question, what is something that you like or enjoy to do? After students respond, we will talk about how even though all of these things are different, they are all ok. I will then introduce the Nobody Is Just Like Me book. I will explain that similarly to how students enjoy doing different things, they also look different than one another. I will display my example (and completed Nobody Is Just Like Me! book) to students I will explain what students need to do on each page of this booklet. On page one (the title page) students need to write their first names. On page two, students need to draw their nose with a crayon. On page three, students need to draw their hair with a crayon. On page four, students need to draw their eyes with a crayon. On page five, students need to draw their ears with a crayon. On page six, students need to draw their mouth with a crayon. On page seven, students need to draw their entire face with a crayon. On page eight, students need to color the crayon their favorite color, and draw the amount of candles that represent their age. I will ask students to sit properly on the carpet (criss cross apple sauce with their hands folded on their lap), to show me that theyre ready to be dismissed to their tables. I will dismiss students one by one to their tables. (materials will be waiting at their tables) Once students are at their tables I will instruct them to raise their pointers, and find the blue one on the page. I will instruct the class to write their names on the first page of their booklets. Next, I will instruct students to turn the page, raise their pointers, and find the blue two on the second page. I will instruct the class to draw their nose on the second page of their booklets. Next, I will instruct students to turn the page, raise their pointers, and find the blue three on the third page. I will instruct the class to draw their hair on the third page of their booklets.

Next, I will instruct students to turn the page, raise their pointers, and find the blue four on the fourth page. I will instruct the class to draw their eyes on the fourth page of their booklets. Next, I will instruct students to turn the page, raise their pointers, and find the blue five on the fifth page. I will instruct the class to draw their ears on the fifth page of their booklets. Next, I will instruct students to turn the page, raise their pointers, and find the blue six on the sixth page. I will instruct the class to draw their lips on the sixth page of their booklets. Next, I will instruct students to turn the page, raise their pointers, and find the blue seven on the seventh page. I will instruct the class to draw their faces on the seventh page of their booklets. Next, I will instruct students to turn the page, raise their pointers, and find the blue eight on the eighth page. I will instruct the class to color the crayon on the page their favorite color. I will then instruct students to draw the amount of candles that is representative of their age. (i.e. a five year old would draw five candles) I will then walk around the room, and will survey student work samples. When students are sitting appropriately (hands folded) I will ask them to return to the carpet. Once students have returned to the carpet, I will ask them to share their booklets with the class. I will ask students a post assessment question: Is being different a good thing? Students will put thumbs up if they agree and thumbs down if they disagree. This will allow the teacher to assess if students understand differences/that they are acceptable. o Differentiation: If students are struggling to color, or count when working in the independent activity for the Nobody Is Just Like Me booklet, the instructor will assist them. Early finishers will be allowed to get independent reading books from the class library.

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o Questions: How should we treat people who are different than us? What do you like to do outside of school? Why do we know that our differences are ok? Classroom Management: To regroup students, get the class attention, or quiet them down, the teacher will clap out a rhythm that the students know to repeat and quiet down when they hear. (*clap-clap-clapclapclap*) The student booklets, crayon baskets, and pencils will be distributed at the students tables while they are sitting at the carpet so class time isnt wasted when the students are ready to work. I will use the popsicle cup to call on students when they are sitting on the carpet to avoid students volunteering by shouting/talking over their peers. The students will sit quietly with their hands folded when they are finished as opposed to raising their hand or shouting out Im done!. When the teacher sees the student with their hands folded she will know they are finished working. Students will be reminded to not call out before questions are asked. Transitions: First transition: Students will be asked to come and sit on the carpet criss-cross apple sauce for the start of the lesson. The teacher will teach them on the

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carpet about diversity. Second transition: After given directions for what they will be doing at the tables, the teacher will dismiss students who are sitting and waiting quietly to go back to their seats. Third transition: Students will sit with their hands folded to show they are finished with their work. A teacher will come to look over their work and then ask them to return to the carpet to share their work. They will then be given a short thumbs up, thumbs down post assessment.

9. Closure: The instructor will walk around, and observe student work. They will only do this once students have shown that they are ready to be observed. The instructor then ask students to come to the carpet to share their work. The class will share individually. Then, the instructor will ask students Is being different a good thing? Students will answer with thumbs up or thumbs down. The teacher will use this to assess student understanding of acceptance of diversity.