About ME Unit

Big Ideas
1. How each of us are similar and different.
2. People have different physical characteristics such as; hair color, eye color,
height, weight, and skin color.
3. People have their own family culture that is loving, kind, caring, supportive, and
respectful.
4. Family makeup is different for everyone such as; parents, siblings, guardians,
stepparents, stepsiblings, adoptive parents, and extended family.
5. People come from a variety of families who bring with them their own traditions
and culture.

Thematic Objective
1. Students will identify their like, dislikes, strengths, and weaknesses.
2. Students will be able to Identify and explain the major bones and muscles in the
the body and which ones are used in different physical activity.
3. Students will identify different physical characteristics.
4. Students will create a letter that shows that they learned about diversity through
learning about their peers culture.
5. Students will create a picture of the different types of family members that are
within their families and peers.
6. Students will identify different family culture such as; traditions, foods, music, and
heritage.
7. Students will create a classroom chart to help map different cultures, heritage
and ancestral lineage that are presented in class.

Grade level
This unit is designed for students at the first grade level.

Write Unit Assessment
1. Ongoing portfolio with their writing assignments to see if they know why it is important
to understand the multicultural differences amongst our peers. They are writing about
what they are learning about themselves and how they relate to their peers within the
class and how they are different.
2. All About Me book with the artwork that the students will be creating throughout the
Unit.
3. Using the body parts tracing lesson to assess the students understanding of major
body parts and muscles.
4. Using the journals that the children are creating to see how their likes, dislikes, and
experience changes each day.
5. Understanding their family makeup and cultural background through an individual
KWL chart that we do at the beginning of the unit and at the end of the unit.

Curriculum Web



Planning Rationales:
1. Variety of ways for group strategies: Jessica
We have designed our lesson plans for students to work in various group
sizes. Ways that we will promote group work in our lessons for the All About Me
unit is by having the class work as a whole, in pairs, and small groups. The ways
that we setup our lesson are for students to learn about themselves and how
they are similar and different from each other in pairs, small jigsaw groups, and
the class a whole group. Our activities are hands on and having the students
learn to work as a cooperative group member and investigative a topic as a
team. For example, in the lesson Area of Study the students will be in small
jigsaw groups that are learning about an area of the body and some individual
work as well. Our group has made an unit plan that encourage and fosters a
variety of ways for working in a group that meets each students individual needs.




2. Integration of student life and culture: Sharon Garcia
Students will have the opportunity to examine the concept of culture and
to understand that all people have culture. For some students it may mean the
country of their ancestors and for others it may encompass areas including family
and community. Students will be actively involved in the learning process as well
as critically think and analyze the information themselves. In the lesson, My
Culture, students will be learning about their own culture as they see it from a
family members perspective. In the lesson How are we Similar or Different,
students will learn about other classmates similarities and differences (including
culture and family) through a letter they write to a family member. Through the
Family Portrait lesson, students learn about each classmates families through an
artistic representation. In the lesson Dance around the World, the students will
learn different traditional music as well as dances from different cultures around
the world and be able to perform. Students will be able to hear traditional stories
from other students immediate family member in the Family Traditional Stories
lesson. These lessons will help each student understand how they, the
community fit into the wider world.

3. Diversity in The Classroom: Tabitha Sutliff
In the Me Unit we are making sure that the lesson plans cover a variety of
learning styles. Because each student has different needs, it is important include
them in each lesson. Audio learners will learn best during the presentations and
story times. Kinesthetic learners will thrive during the hands on activities like art
and body movement lessons. Linguistic learners will benefit from the group
discussions and group work. The more we diversify our lessons the more our
students will gain from them. It can be as simple as using both auditory and
visual instructions, to get more students involved and understanding the lesson.

4. Creativity, play and inquiry: by Chelsea Mclaughlin
Our Me Unit is designed to give students opportunities to express creativity, play
and develop a sense of inquiry. Play complements a childs creativity and hunger for
knowledge. Doing student self-portraits will give the students a chance to express how
they view themselves in a creative way. We know children learn through play and are
active learners constantly soaking up information, and asking questions about their
surroundings from theorist Jean Piaget. We planned a variety of different lessons that
will teach students how important they are as individuals and how everyone is different.
People have different family structure, beliefs, traditions, learning styles, strengths
weaknesses, and talents that make us different from one another. The important thing
to remember one culture is not better than another just different. For example they will
be keeping a journal throughout this entire unit giving them a chance to express what
they cant through daily writing. By learning more about themselves and others around
them students will gain confidence and develop a remarkable classroom community.

5. Connections to Standards and Framework: by Brittany Berg
In first grade the students are learning and exploring who they are as an individual.
Students have been learning what it means to be part of a community but now we are
taking a closer look at what makes each child special and unique. In large group and in
partners we have been discussing similarities and different characteristics that define us
as an individual. Our unit is laid out over a four week period; the first week theme is All
about me, the students will explore in depth their personal characteristics by drawing
self portraits and understanding fingerprints. The second weeks theme encompasses
the body, with body tracing the students can further their understanding of joints,
muscles and bone structures. The last two weeks theme is traditions and culture;
through family trees, family portraits and traditional stories. Our All about me unit will
help the students to take a closer look into their culture which will allow them to gain a
deeper knowledge of their family, their heritage and the students will gain a deeper
understanding for other cultural differences among the classroom.




Lesson Plans and Descriptions
Language Arts
1. Daily Journal
Students will explore and learn about themselves by writing in a journal about
their daily likes, dislikes and experiences. Each day there will be a different prompt.
2. My Culture
Students are going to learn about different charastics and what culture they
belong to by writing a letter to a family member.
3. Me Book
The students will each create an all about me page to create a class community
book. They will write at least 3 sentences describing what is important to them and
then they will illustrate their descriptions.
4. How Are We Similar Or Different
The students will each create a letter which talks about three ways they are
similar to a peer and three ways that they are different from their peers. Students are
writing about what they have learned about their physical characteristics, likes, dislikes,
family, and culture. They are using what they have learned through the All About Me
unit to compare and contrast themselves and their peers.

Science
1. Body Parts Tracing
Students will learn to identify different body parts and how they move. The
students will lay down on paper and have their partner trace the out of their body. The
students will then label the parts that they know and major bones and muscles. (Tabby)
2. Area Study
The students will study in depth about an area of the body. The teacher will
provide the books that are at the individualized reading level for the students. She will
also provide a list of examples for the children to choose from if the prompt is needed.
While studying about them the students will create their own bubble map on their
subject area and turn it into a paragraph and illustration to share with the class.
3. Finger Prints
Students will trace their hands on a piece of paper, then use non toxic ink pads to
add a print of each finger. Have each student observe the loops, arches and swirls that
are in each fingerprint using magnifying glasses. Then have the students observe each
others and write down as a class any differences and similarities they observed.

Arts
1. Self Portrait
Each month the students will have time to create a self portrait to asses their fine
motor skills and their change in perspective.
2. Me puppets
Have the students make sock puppets, focusing on the way they perceive
themselves and then group share.
3. Family Portrait
When students start to learn about family and the different meanings of family
and structure of families. Students will create a family portrait that represents what their
family looks like to them.
4. Shadow Art
Using an overhead projector, tape a piece of paper to the wall and have the
students trace each others body and then have the children cut out their own
silhouettes and then decorate. Place all silhouettes in an area for all to see.

Math
1. Joints
The students will manipulate their bodies to count how many joints they have in
their body and will categorize the 3 major joints, hinge, pivot, and joint.
2. Similarities and Differences
The students will be writing down four characteristics about themselves
such as; eye color, hair color, skin color, height (short/tall), gender, hugs, and
laugh, etc. After all students are done writing. I will write what they students wrote
down on the board. The students will count the tally marks by each physical
characteristic that the students wrote down. The students will create a bar graph
to see what the class as a whole similarities and differences. (Jessica)
3. Measuring Body Parts:
Give the students a length of string and have the students measure the length,
width, and circumference of different parts of the body in pairs. Challenge the students
to find differences and similarities in the measurements they make. Then as a class
write a chart that shows the measurements. (Sharon)

Social Studies
1. Utilizing Utensils
The students will analyze the different tools that are used to eat a meal. They
will also research the utensils to discover where they originated from. -Brittany
2. Family Tree
The students will create a family tree starting with them and working their way
back as far as they can go. The students will learn about the different symbols that are
used while creating their family tree. Students will explore the composition of their
family.
3. Family Traditional Stories
The students will Interview members of their family to discover traditional songs
or stories that are told in their family. They will write it down and any information that
they can find about it and share it with the class.
4. Recycling
Students will come to class knowing what or if their family recycles. They will
then learn about recycling in the class and bring home the tools that they learned to
teach their family about recycling. This will help them learn how they can benefit their
community and family.


PE
1. Hop, Skip and Jump
After learning where the different muscles are they will explore movement in
different forms such as running, jumping and skipping to learn about when their muscles
are being used.
2. Dance Around the World
Students will learn about different cultures traditional music and dances. They will
learn a traditional dance in class as a whole. Then students will be broken up into
different groups and will learn a different traditional dance that they will perform to the
class. (chelsea)

















Sharon Garcia
EDEC 437
Ms. Pollack
Lesson Plan:Jigsaw Group

Lesson Plan-Measuring

Subject(s): Math
Grade: 1
st
grade
Description: Students will be investigating the measurements of different body
parts.
Planning Rationale: Students will learning about themselves in concept of body
parts, and how the students are different and similar from each other.
Objectives:
1. Students will: investigate and make connections to length, width, and
circumference of different parts of the body.
2. Students will find differences and similarities in pair measurements, then in class
measurements.
Standards addressed:
Math:
Measurement and data (1.MD)
1. Order three objects by length, compare the lengths of two objects indirectly by
using a third object.
2. Express the length of an object as a whole number of length units, by laying
multiple copies of a shorter object (the length unit) end to end; understand
that the length measurement of an object is the number of same-size length units
that spani it with no gaps or overlaps.
4. organize, represent, and interpret data with up to three categories; ask and answer
questions about the total number of data points, how many in each category, and
how many more or less are in one category than in another.

English Language Arts:
(writing standards)
8.with guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
(Speaking and Listening standards)
1.Participate in collaborative conversations with diverse partners about grade 1 topics
and texts with peer and adults in small and larger groups
Materials:
Licorice the length of them in height
A piece of paper to write down measurements (length, width, circumference and
body part)
A ruler (to write down the inches from the string)
ME Journal (if students finish early)
~pencils
~crayons

Procedure:
Introduction:
start with a hook:
Are my arms, legs, feet and head longer/bigger than yours?
Why do you think so?
How do you think we can measure this?
Do you think this is true for every person? For every student?
The teacher will introduce the term length, width and circumferencewith the
class. The teacher indicated she wants to know the how long, wide and round the
students body parts are. The teacher reviews concepts covered in previous lessons
(inches), and meshes them cohesively into this lesson about measurements.

Instruction/Activity:
All the students will receive 10 pieces of licorice (the size of them in height) then
they will receive a worksheet that has different body parts, and on the worksheet it will
have the length and width and circumference for each body part. The students will
break up in pairs and scatter around the room. Then each pair will measure the body
part indicated in the worksheet using the licorice and then write it down (2 licorice for
length etc.) then the pairs will use the ruler, place the corresponding licorice next to the
ruler and write down the number in inches. Then have the students write down this
number on the worksheet. Remind the students not to eat this licorice, that after the
assignment they will be able to eat licorice that has not been used to measure their
body. If the students finish measuring the body parts before other classmates tell them
to color the person in the worksheet and have them cut the lower half of the worksheet
that have the measurements and glue them to their ME journal. Have the students write
about what they found interesting and new, writing at least four sentences.

Closure:
As the class is winding down have the the pairs share what body parts they
found were similar in length, width or circumference. Then have each student on the
board write down the measurement for their right arms length. Once every student has
gone back to sit down in their desk, ask them what they learned, noticed or wondered
about measurements. Have the students reorder the numbers from the smallest to the
longest and then tell the students the number on the bottom is the longest and the
number on the top is the shortest. Ask them what the word length means, then tell the
class that we will keep this graph by the math corner for the them to revisit. Then pass
out 2 pieces of licorice and have them enjoy.

Differentiation:
For those students with sight impairment have them use their hands to measure
from one corner of a body part to the other. The teacher would assist the students when
using a ruler to get a numeric value. For students who are hearing impaired, have the
instruction attached to the worksheet, so the children will be able to read them as they
work with a peer.

Assessment:
Using students written work in their measuring worksheet. Note if any students were
able to understand any relationships, during class discussions and class graph. Walk
around while the students are measuring and ask the students if they enjoyed
measuring themselves. Obtain informal and formal assessment throughout the activity.

Possible Extensions:
Have the students use the actual measurements they recorded and using
yarn/string available make a life size person of themselves, have the children
color, draw, use any collage material to make themselves the way they see themselves.
This would be great for back to school night where there would be a representation of
the students in their seats without them being physically there. The Teacher could even
add a photo of them making their collage self's.























Tabitha Sutliff
EDEC 437
Ms. Pollack
Lesson Plan- Whats in My Body

Subject(s): Science
Grade: 1st grade
Description: Students will be investigating the main structure of their body.

Planning Rationale:
Students will be learning about where different bones and muscles are in the human
body.
Objectives:
Students will learn to identify different body parts and how they move.
The students will lay down on paper and have their partner trace their body.
The students will then label the parts that they know and major bones and
muscles.
The students will record their data of what and how many they found to be in
their body.
Standards addressed:
Science:
Standard Set 4: Investigation and Experimentation
Draws some pictures with features that are being described.
Record data with pictures, numbers or written statements.

English Language Arts: Speaking and Listening standards
1. Participate in collaborative conversations with partners with peer and adults in
small and larger groups

Materials:
Paper at body length
Markers
pencils
crayons
Book about the body
ME Journal for students who finish early

Procedure:
Introduction:
I will introduce the lesson by reading the class a story about muscles and bones. Then
the students will have time to talk to their table group about the things that they learned
and any questions that they have. We will then go into a whole class discussion about
what they talked about. I will answer their questions and expand on their knowledge.

Instruction/Activity:
The students will get in their group and trace one of their peers. Together they will
write, draw and label different parts of their body. The students can use the boos that
we have been reading in class to help them label and draw on their body outline.

Closure:
At the end each group will present their work to the class. They will describe what they
drew and labeled.

Differentiation:
For students who have extreme anxiety when it comes to presenting to the class they
will have an alternative option to not speak in front of the class but present the project to
me during recess.

Assessment:
The children will be assessed on group cooperation. They will also be assessed on if
they are able to answer reasonable questions about their art and project.

Possible Extensions:
Possible extensions can be a group focus area project. After doing the overview project
the class will be divided into new groups and will have a focus area (head, arm, leg,
foot, hand) of the body to learn about. This will allow the groups to go more in depth and
have more time to learn about the parts of the body.

















EDEC 437 Pollack
Jessica Banales
Unit Lesson Plan
Lesson Plan- Math
Subject(s): Math
Grade: 1st
Description: Similarities and Differences
The students will be writing down four characteristics about themselves such as;
eye color, hair color, skin color, height (short/tall), gender, hugs, and laugh, etc.
After all students are done writing. I will write what they students wrote down on
the board. The students will count the tally marks by each physical characteristic
that the students wrote down. The students will create a bar graph to see what
the class as a whole similarities and differences.
Planning Rationale: I will read the book Marvelous Me to my students to
introduce the topic of similarities and differences. Students are learning about
their characteristics about themselves such as; eye color, hair color, skin color,
height (short/tall), gender, hugs, and laugh, etc. The students are then going to
learn what they have in common with their peers and what they dont have in
common with their peers. The students will be working on collecting data by
grouping the information into different categories. Then the students will create a
bar graph and tally chart to calculate what the students said they like or disliked.
Objectives:
Students will write down their characteristics about themselves such as; eye
color, hair color, skin color, height (short/tall), gender, hugs, and laugh, etc.
Students will use their writing to create class tally chart to see what each
students have in common and dont have in common with each other.
The students will use the data collected from the tally chart to create a bar graph
that shows how many students have physical characteristic in common for each
category.
Students to learn how each of us are similar and different by creating a tally chart
and bar graph with the data they collected from the whole class.
Standards addressed:
Math
1.0 Students organize, represent, and compare data by category on simple
graphs and charts:
1.1 Sort objects and data by common attributes and describe the categories.
1.2 Represent and compare data (e.g., largest, smallest, most often, least often)
by using pictures, bar graphs, tally charts, and picture graphs. Materials:
Marvelous Me book
Writing paper for the students to write down their four characteristics about
themselves
Handout that has a chart for them to put tally marks in and fill in the categories
Handout for the bar graph and fill in blanks for the categories they are graphing
Pencils
Procedure:
Introduction:
I will introduce the assignment by reading the book Marvelous Me?
After reading the book I will then tell the students to come up with four
characteristics about themselves and write them down.
Then I would introduce the math lesson about creating a tally chart and bar graph
with the data all the students wrote about themselves.
Instruction/Activity:
I would go over what I want the students are going to write about by giving
examples of characteristics about myself.
I would then have the students write down the four characteristics they thought
of.
I would go over the tally chart and bar graph handouts about the different
categories the whole class wrote down about themselves.
I would also address the class that we will be doing the tally chart together then
start the bar graph with them but have them finish the bar graph handout by
themselves.
Closure: debriefing:
As the students begin to finish their writing about the four characteristics they
wrote down turn them let me look them over so I can write them on the board to
create our class tally chart.
After we as a class create the tally chart I will start the students with creating the
bar graph handout.
After the students finish the bar graph handout I will have them come to the
carpet area and then we will discuss what we learn from the bar graph handout
and what we have in common with each other and differences we have.
Differentiation:
For those students who need more support in their math skill creating a bar
graph. I will have them work with me or another adult in the classroom to help
them. For students who need more of a challenge I could ask them to help a
fellow peer or write each category in order from most students to least students.
Assessment:
Students work
Observe students working on their handouts
Possible Extensions:
Having the students create a portrait that illustrates them.
An activity that the students write a journal entry about what they have in
common with their peers and what is unique about themselves.



Chelsea Mclaughlin
EDEC 437
Lisa Pollack
Lesson Plan: Jigsaw Group
Lesson Plan: Dance Around the World
Subject: Physical Education/Performing Arts
Grade: 1
st
Grade
Description: Students will learn about the different types of music as well as dances
known throughout the world.
Planning Rationale: Students will learn about different cultures traditional music and
dances. This lesson will expand on cultural differences in relation to themselves.
Objectives:
Students will expand on different types of cultures traditions as well as their own.
Students will learn about different types of dance.
Students will understand the importance of dance and music in other cultures.
Standards Addressed
Physical education
1.3 Change speeds in response to tempos, rhythms, and signals while traveling in
straight, curved, and zigzag pathways, using the following locomotor movements:
walking, running, leaping, hopping, jumping, galloping, sliding, and skipping.
5.6 Identify and demonstrate effective practices for working with a group without
interfering with others.
Performing Arts
2.8 (Creative Expression) Work with others in a group to solve a specific
dance problem (e.g., design three shapeshigh, medium and low; create slow
and fast movements).
3.4 (historical and cultural content) Use developmentally appropriate
movements in responding to music from various genres, periods, and styles
(rhythm, melody, form).
Materials
Music tapes
Wardrobe (optional)
KWL Big chart paper and pens
Introduction
We will introduce this lesson in week four that focuses mainly on culture and
family traditions. We have been learning about different cultures and their traditions.
The teacher will start by asking the students a series of questions. (First discuss
ideas with a partner then share with the class). Have you observed or participated in
different types of dances? Do you think dance is apart of culture? Where can we see
these types of dances expressed?
Procedure:
We are going to split up into groups of five, and each group will be performing a
dance of the ethnicity/ culture of their choosing. Once the group has picked a culture
they will research the location and traditions of that culture, and discover what type of
music and dance that group identifies with. They will have time to pick music and
choreograph dance moves to go along with it (we want them to be able to move as a
group). Each group of five will then present what they have learned to the class. Each
group will present the location, traditions, and, cultures music and dance they identify
with and why.
Closure:
After each presentation the class will discuss what they have learned, want to
learn, and already known. We will do this with a class KWL chart on each culture
presented. Putting all the information learned on a big class poster will help the students
retain what they have learned.
Differentiation:
For students struggling retaining dance moves will do their best to support the
group their in and perform. The dance will be short, just enough to give the rest of the
students an idea of the dance, music and traditions a certain culture identifies with.
Assessment:
Our class KWL chart will portray the class knowledge of the lessons.
The student presentations will be an example of what they have researched together
and what they have found that is important to their groups culture.
Possible extensions:
We could perform our dances for the entire school. We also could write about the
importance of music and dance in culture.







Brittany Berg
EDEC 437
Ms. Pollack
Lesson Plan: Jigsaw Group
Lesson Plan Social Studies: Utilizing Utensils
Subject(s): Social Studies
Grade: First grade
Description: In this activity, students will explore and analyze different utensils that are
used in various cultures to eat a meal.
Planning Rationale:
The students will research utensils to discover where they originated from. Then they
will observe the similarities and differences they noticed. After the students feel they
obtained enough knowledge, they will take what they learned by manipulating the clay
into creating their very own, unique utensil. Once they are finished, as a wrap up the
students will have a class picnic to test the tools they created.
Objectives:
1. Students will explore the question, What utensil do I use the most? and What is
it used for?
2. Students will experiment with how well their tools actually work.
3. Students will learn what country the utensils originated from.
4. Students will use language when discussing in their group about what their tools
should look like and how it should be used.
5. Students will learn about squares and rectangles and that many foods, packages,
and kitchen utensils have square or rectangular shapes.

Standards addressed:
-Research, Evidence, and Point of View
1. Students differentiate between primary and secondary sources.
2. Students pose relevant questions about events they encounter in historical
documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs,
maps, artworks, and architecture.
- English Language Arts: Speaking and Listening standards
1. Participate in collaborative conversations with partners with peer and adults in small
and larger groups
-Communication and Expression Through Original Works of Art
1. 2.4 Plan and use variations in line, shape/form, color, and texture to communicate
ideas or feelings in works of art.
2. 2.5 Create a representational sculpture based on people, animals, or buildings.
3. 2.8 Create artwork based on observations of actual objects and everyday scenes.
Materials:
-Books offering pictures of different utensils, pencils, paper
-Safe and approved clay and paint.
-American utensils: spoon, fork
-Asian cultures: chopsticks, tangchi- soup spoon
-Tongs, chopfork, spork, chork, Four-tinned fork, two-tinned forks; Fingers, trongs-
finger protectors
Procedure:
Introduction:
-The children will revisit the prior information they have learned in the past weeks about
who they are as an individual.
-To grab the childrens interests; Have the class meet for circle time, hold up a spoon
and ask, What do you think this is? and What can it be used for? After the students
have had an opportunity to respond hold up chopsticks and have the students turn to a
partner and answer the same question. Once the conversation seems to slow, have the
class refocus as a large group and report back what they found out.
Instruction/Activity:
-The students will use resources displayed on the back table. The resources available
for the children include books and various pictures of people using utensils in their
country to eat meals. They will also be able to physically hold some utensils.
-Once information is gathered; the students will compare and contrast the similarities
and differences among the unusual eating items. With their lists, they will try to
incorporate what they have learned by drawing their own utensil they would like to eat
with.
-The next day the students will revisit the activity by transforming their drawing into
actual items through exploring different mediums, using clay to create a 3D model of
their drawings.
Closure: debriefing:
-After this activity the students will either bring in a dish of their favorite food, a dish that
represents their cultural background or an item the student thinks will be compatible
with their newly created utensil. If the students are still interested with this theme then
we can discuss which food items were hard and easy to eat using their utensils.
Differentiation: For the children, who seem to be completing the activity at a faster
pace, ask these students to figure out a country who would most likely use their utensil.
For children who need extra help, have them dictate some similarities and differences
they notices among observing the eating utensils. .
-Offer questions to support the children who seem to be struggling with the concept of
creating something unique. Ask, How would you like to hold the utensil; with two
fingers, all fingers or entire hand? and What do you picture yourself eating with this
item?
Assessment:
-I will asses that the objectives and standards have been met by documenting how the
students communicate throughout their exploration.
- I will also record questions or comments that the children say to one another to revisit
the activity.
-Observing the children as they are documenting their findings.

Possible Extensions:
-Have the student create a paragraph on why they created the item they did and what it
means to them. They can also create a How to list of instructions for their utensil,
helping others understand how to hold and use them.

Evaluation: After teaching your lesson, reflect on:
-What you learned about the students?
-What you learned about your teaching?
-What went well?
-What was challenging?
-What could you do differently? The next time you taught this lesson?
Timelines:

Week one:
Monday: Language Arts- Read All About Me Book, Daily Journal
Tuesday: Art- Self Portrait
Wednesday: Science- Fingerprints
Thursday: Language Arts- Me Book
Friday: Language Arts- Daily Journal, Math- Similarities and Differences
Week Two:
Monday: Language Arts- Daily Journal, Science/Art- Body Tracing
Tuesday: Math- Joints
Wednesday: Science- Measure Body Parts
Thursday: P.E- Hop, Skip, and Jump
Friday: Language Arts- Daily Journal, Art-Me Puppets
Week Three:
Monday: Language Arts- Daily Journal, Social Studies- Utilizing Utensils
Tuesday: Art- Shadow Art
Wednesday: Science- Area Study
Thursday: , Art- Family Portrait
Friday: Language Arts- Daily Journal, Social Studies- Family Tree
Week Four:
Monday: Language Arts- Daily Journal, My Culture
Tuesday: Social Studies- Family Traditional Stories
Wednesday: P.E- Dances Around the World
Thursday: Social Studies- Recycling
Friday: Language Arts- Daily Journal, How We Are Similar and Different





Childrens Books:

1. Book: My Book about Me
Author: Dr. Seuss
Publishing date: september 12, 1969
Publisher: Random House Books
Summary: This book encourages children to find out about themselves, while having
fun writing and drawing their own biographies. on each page theres something new to
complete i weigh___pounds My teeth. I counted them. I have ___ up to. This book
allows children to name their home country, to recognize and draw in the color of their
own eyes, learn their telephone number and address, to name favorite clothes, foods,
and colors etc.

2. Book: Grandma and me
Author: Katz, Karen
Publishing date: April 1, 2002
Publisher: little Simon
Summary: lift flap book that details the relationship between grandma and a little girl
and the wonderful gifts grandma bring.

3. Book: Me and my Amazing Body
Author: Sweeny, Joan
Publishing date: 5/9/2000
Publisher: Dragonfly Books
Summary: Concept book, a girl gives reader a guided tour of her amazing body,
illustrated with colorful cartoon art. The child talks about the parts of the body that she
can see, and about those she cant. she describes the function of her skins, bones,
muscles, brain, blood, heart, lungs,and stomach.

4. Book: My Parents Are Divorced, My Elbows Have Nicknames, and Other Facts
about Me
Author: Cochran, Bill
Publishing date: june 9, 2009
Publisher: Harper Collins Childrens Books
Summary: A story about Ted whose parents are divorced, that he names his elbows
Clyde and Carl, names many facts about himself that he thinks others might think is
weird. This story used humor to help children cope with the issue of divorce. That no
matter how weird he may be he know that his parents love him.

5.Book: All about Me
Author: Burwash, Lynn
Publishing date: June 22, 1998
Publisher:All about me
Summary: Great tool for parents who have adoptive parents for their children who wish
to understand where they come from. Its a way for parents and children to have open
dialogue.

6.Book:Just me and my dad
Author: Mayer, Mercer
Publishing date:March 2, 2001
Publisher: Random house Books for young readers
Summary: a critters book about a son and father camping day trip filled with difficulties
but it has a happy rewarding ending.

7. Book: Colors of Me
Author: Barnes, Brynne
Publishing date: 8/13/2012
Publisher: Cherry Lake
Summary: Collage of a young child who questions the significance of skin color. The
child wonders if the world believes any particular color to be more important than
another. The child comes to see the importance of a world filled with different skin
colors and how accepting the world is.

8. Book: What I like about Me!
Author: Zobel Nolan Allia
Publishing date: 12/29/2009
Publisher: Readers Digest
Summary: a book about being different and how that makes us special. The children in
the book are different and they love it. Some children love that they have braces, or that
they wear glasses. Theres a mylar mirror at the back of the book that lets the children
look at themselves and decide what they like best.

9. Book: Marvelous me: inside and out
Author: Bullard, Lisa
Publishing date: September 1,2002
Publisher: non fiction picture books
Summary: The book is about Alex, who is different in many different (his laugh, hugs
and thoughts) ways but also similar in the way he feels his emotions.

10. Book: Me and My Family Tree
Author: Sweeny, Joan
Publishing date: April 25, 2000
Publisher: Dragonfly books
Summary: a young girl uses language, drawing and diagrams to explain how her family
is related to her and to each other. The little girl asks open ended questions to figure out
where she came from and then allows the reader to map their own family tree.


















Unit Connection and Extension:
Our All About Me unit can be tied into an unit about plants and how food is
grown. They will look at the different food animals and humans and the differences from
plants. We would have the students connect to what they learned about the food their
family makes and what ingredients are used to make the dish come from plants. The
students will learn about the components of plants and how they get their nutrients as
they have the chance to grow some of the plants that their families eat.
Ways that we would give parents suggestions to foster deeper connections and
practical applications at home would be by sending newsletters home. In the
newsletters we would let the parents know what we will be discussing in class. Also
what their student will be doing in class for the unit and ask if they can help their student
learn more things about their family and their culture to help them with gaining a deeper
knowledge and connection to the unit.