Day 1: Introduction/Activator

Day 2: All Kinds of Families

Objectives:
-When asked to identify what makes people
different from one another, all students will be
able to verbally express at least one example.
-When asked to discuss the diversity of families
represented in and out of the classroom, all
students will be able to contribute at least one
idea to the conversation.
-When given the All About Me graphic
organizer, all students will be able to record
their answers to each question.

Objectives:
-When given a blank sheet of paper and
materials, all students will be able to illustrate
their family and at least one thing that is
important to their family.
-When asked to respect other classmates
perceptions of family, all students will be able
to do so by listening attentively and using
supportive language.
-When asked to create a web of their family
illustrations, all students will be able to
recognize that no matter how different they
look, they are all relative to a common theme:
family.

Activities:
-PowerPoint covering basic topics of unit
-Reading a book (We Are All AlikeWe Are All
Different)
-Discuss what makes us the same and what
makes us different
-Research/discuss different kinds of families
and work as groups to create Paint documents
to print out and present to the class
-Create All About Me pages to demonstrate
that we have things in common and differences
Reteaching/Modifications:
-Teacher may have a completed All About Me
graphic organizer for herself, for students to
refer to. It could also be partially completed and
worked on as a class, for additional support.
-The teacher, during individual work time,
might allow for one-on-one time, especially for
students who may have trouble staying on task
or have a learning disability.
Deliverables:
-Paint presentations printed out (formative)
-All About Me pages completed
NETS Standards:
1. Creativity and Innovation
a. Apply existing knowledge to generate new
ideas, products, or processes
b. Create original works as a means of personal
or group expression
Day 3: My Family
Objectives:
-When asked to discuss the concept of family
and what it is in an attempt to develop a
classroom definition, all students will be able to
verbally express at least one idea.
-When asked to write about what they do with
their families, all students will be able to write
about at least two things their families do.
-When asked to type their writing, all students
will be able to type complete sentences with

Activities:
-Reviewing what makes us different (guide
students to concept of family)
-Discuss what a family is
-Read All Kinds of Families/discuss
-Students illustrate their family and something
important to their family
-Create a web of their illustrations with string
to connect them all to the concept of Families
are Different
Reteaching/Modifications:
-Teacher may have a completed illustration of
her family for students to see. It may also be
partially completed and modeled on the
projector screen how to add things that they
may have forgotten.
-Instead of creating an illustration by hand,
students could find pictures of families similar
to theirs online and make collages.
Deliverables:
-Illustrations of their families (formative)
-Classroom web of illustrations displayed
NETS Standards:
N/A
Day 4: Traditions
Objectives:
-When asked to discuss the concept of
traditions, all students will be able to verbally
express one common tradition that they have
seen commonly practiced in the community or
society.
-When discussing common traditional practices
and symbols, all students will be able to
verbally express whether or not they practice
that tradition or recognize the symbols.

help from the teacher.

Activities:
-Guide students to synthesize what theyve
learned to develop a class definition of family
-Read two diverse stories about families so
students grasp what families do
-Students create personal pages about their
family and what they do together
Reteaching/Modifications:
-Teacher may have a completed writing about
her family and either have it prepared to be
typed or partially typed so she can show the
students how to complete it.
-There may be a paraprofessional in the
classroom to help students who specifically
have trouble with writing or have a learning
disability.
Deliverables:
-My Family writing/typing (formative)
NETS Standards:
6. Technology Operations and Concepts
a. Understand and use technology systems
d. Transfer current knowledge to learning of
new technologies

-When presented with visual images of

historical traditions, all students will be able to
raise their hands and make an educated guess
on which tradition is being depicted.
-When asked to respect other classmates
family traditions, all students will be able to do
so by listening attentively and using supportive
language.
Activities:
-Prior to this day, students will be advised to
discuss family traditions with someone in their
family
-Relate traditions to family pages (what families
do)
- Talk about historical traditions
-Discuss what traditions are, which ones we
have today, and why they are important
-Work in groups to create a classroom tradition
and a Prezi to present to the class.
Reteaching/Modifications:
-Teacher may already have a list of some ideas
for classroom traditions for students to choose
from or refer to in creating their own.
-Students who are having trouble working in
groups or just work better alone may create a
family tradition for their home life and create a
small project to demonstrate their participation.
Deliverables:
-Group Prezi projects submitted to teacher
(formative)

Day 5: Family Tree

Objectives:
-When asked to discuss the concept of
relationships within a family, all students will be
able to verbally express at least one persons
name in their family and how they are related
to them.
-When asked to complete their own family tree,
all students will be able to fill out as much of
the open spaces as they can (with spaces for
two parents, four grandparents, and eight

NETS Standards:
1. Creativity and Innovation
a. Apply existing knowledge to generate new
ideas, products, or processes
b. Create original works as a means of personal
or group expression
2. Communication and Collaboration
a. Interact, collaborate, and publish with peers,
experts, or others employing a variety of digital
environments and media
d. Contribute to project teams to produce
original works or solve problems
Day 6: Rules & Responsibilities of Family
Members
Objectives:
-When asked what rules they are expected to
follow at home, all students will be able to raise
their hand and verbally express at least one
rule they follow.
-When discussing the responsibilities they have
at home, all students will be able to brainstorm
and verbally express the responsibilities they
have.

great-grandparents; they can add siblings as

they see fit), based off the knowledge of the
information given to them from their parents
previous to this lesson.
-When given the task of creating a virtual
family tree based on what they have written, all
students will be able to refer to their paper to
type in the names where they should be.
Activities:
-Prior to this day, students will be sent home
with worksheets to fill out with family names
(parents, grandparents, siblings, etc.)
-Read a book with several different family
members represented
-Teacher will model what a family tree looks
like using family in the book
-Students will create their own family tree using
a graphic organizer
Reteaching/Modifications:
-The teacher may have a family tree partially
completed to show that it is okay to not know
certain information and to show how to fill it in,
if possible.
-The teacher may allow for one-on-one time
during individual work time for the students
who may have trouble staying on task.
-Teacher may plan ahead for students who are
forgetful and contact parents herself to notify
them of the assignment and the role they must
play for the success of their child.
-Students may work with a resource teacher or
paraprofessional to complete their family trees
if they have trouble.
Deliverables:
-Family Tree graphic organizer
-Virtual family tree printed out and displayed in
classroom (formative)

-When discussing the responsibilities their

parents have at home, all students will be able
to demonstrate, through listening attentively
and asking questions, that they understand
they have those responsibilities for the purpose
of taking care of their families.
-When discussing the responsibilities that both
they and their parents share at home, all
students will be able to use supportive listening
and language, no matter what differences may
come up.
Activities:
-Begin by asking what types of rules and
responsibilities students and their families have
at home.
-Read a book about a family that experiences
issues because there are no rules
-Have students complete a graphic organizer of
what they are expected to do at home on
certain days and during certain times
-Have students label each finger with a way
they help out their family
Reteaching/Modifications:
-The teacher may have a completed Helping
Hands worksheet for herself to serve as a
reference for students.
-The teacher may allow for one-on-one time
with the students who struggle with staying on
task.
-For students who excel at art or drawing
(some students with disabilities enjoy it and do
better when it is incorporated), they could trace
their own hands and create some sort of
project to hang up in the classroom about how
they help out at home.
Deliverables:
-Helping Hands graphic organizer (formative)

NETS Standards:
6. Technology Operations and Concepts
a. Understand and use technology systems
b. Select and use applications effectively and
productively
d. Transfer current knowledge to learning of
new technologies
Day 7: Families Role in Community

NETS Standards:
N/A

Objectives:
-When asked to be sensitive of family
differences, all students will be able to do so by
describing others responsibilities, using at least
one helpful word.
-When asked to compare the responsibilities to
their family members responsibilities, all
students will be able to find at least one
similarity and one difference.

Objectives:
-When asked to work in groups to brainstorm
ideas about how school is like a family, all
students will be able to write at least two ways
that school is like a family in terms of
responsibilities they have for both.
-When asked to complete a Venn Diagram to
represent the similarities and differences
between the responsibilities that exist at school

Day 8: How Is School Like a Family?

-When asked to do brief research about

different jobs, all students will be able to use an
iPad to find books, websites, or videos that
relate to what they may like to do when they
grow up.
Activities:
-Discuss the concept that just like they have
their roles in the family to help out, their
parents/guardians have roles in the community
to help their family
-Tie it back to the idea that all families are
different (different jobs, incomes, wages, etc.
and that some do not have jobs for certain
reasons)
-Brainstorm what they would like to be when
they grow up and research how many hours per
week that job requires (ask them if they think it
would be more or less than the hours their
parents work)
Reteaching/Modifications:
-Teacher may allow students to work with
partners or in teams if they struggle with the
charts or research.
-For students who struggle with staying on task
during long lectures, the teacher may allow
time for a brain break unrelated to the topic at
hand to get their thoughts and motivation going
again.
Deliverables:
-Written evidence (graphic organizer) of their
research (a book from the library they found
online, an article printed out, a video link sent
to the teacher, etc.) (formative)
-Compare/Contrast chart of adult/kid
responsibilities
NETS Standards:
3. Research and Information Fluency
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate,
synthesize, and ethically use information from a
variety of sources and media
Day 9: Family History
Objectives:
-When asked to think about and create
interview questions for their family members,
all students will be able to contribute at least
one question to the class discussion.
-When presented with a busy classroom filled
with not only their classmates but their family
members, all students will be able to maintain
their composure and complete assignments as
assigned.
-When asked to interview their family about
their family history, all students will be able to

and in their families, all students will be able to

record at least two similarities and two
differences.
Activities:
-Teacher reviews with students about families,
their diversity, and the rules and
responsibilities each has
-Break students up into cooperative groups and
have them brainstorm ideas of how school is
like a family by using evidence of what theyve
learned so far (they will write their ideas on
poster paper and present them to the rest of
the class)
-Have a class discussion
-Have students individually complete a Venn
Diagram to represent the similarities and
differences between their responsibilities and
the rules within school and within their family
Reteaching/Modifications:
-Teacher may take into account potential group
work issues and BD students may need to work
alone on the brainstorming and recording of
ideas. The teacher may allow for one-on-one
time with these students or call on a
paraprofessional to help.
-Students may also work in pairs for the Venn
Diagram assignment so that they are able to
bounce ideas off one another and potentially
brainstorm more ideas than if they were to
work on their own.
Deliverables:
-Brainstorming notes on small piece of poster
paper
-Venn Diagram graphic organizer (formative)
NETS Standards:
N/A

Day 10: Closure/Assessment

Objectives:
-When asked to gather materials that will be
used for their books, all students will be able to
locate the materials that have been handed
back to them including all worksheets/graphic
organizers/things printed out.
-When asked to organize their materials for
their books, all students will be able to follow a
list of items and place them in order.
-While the teacher is scanning items to make
them into PDFs or JPEGs and when asked to
illustrate a cover page and create a title for

gather basic information regarding their familys

past and present.
-When asked to display good listening skills, all
students will be able to do so for at least 80%
of the time that the teacher is talking.
Activities:
-Invite a family member for each student to the
class for the lesson or at least notify family
members of the project so they can inform their
child of some family history ahead of time.
-What is a family history? What is included?
-Teacher incorporates all of the aspects of
family that have been previously discussed in
the unit to model how a family history should
look/sound
-Teacher may bring in a family member of
theirs to share a story that would be considered
part of their family history
-After discussing and the guest speaker, have
students write something that they have done
in their family which would now be considered
family history.
-Compile all of the students family histories
into a class book titled Our Oral Histories
Reteaching/Modifications:
-Teacher may provide students with an example
of what interviews may look like and what the
notes taken should include.
-Teacher may even bring in their own family
member to provide a concrete example.
-For students who are unable to have a family
member there, either have them join another
family group or allow them to do the
assignment at home and bring it back the next
day.
Deliverables:
-Family History Interview (formative)
NETS Standards:
N/A

their books, all students will be able to do so by

safely sitting in their desks and using
paper/markers provided to them.
-When placed at a computer, all students will
be able to navigate the interactive flipping book
software online, with the help of the
teacher/student teacher/computer lab
educator/para-professional.
-When asked to create their flipping book, all
students will be able to upload the PDFs or
JPEGs in the order that they are instructed to
do so and with the help of an authoritative
figure, will be able to publish these books.
Activities:
-Review all of the concepts that were addressed
in the unit (Family, Differences, Traditions,
Rules and Responsibilities, etc.)
-Have students share with one other person
their favorite part of the unit or what they
learned
-Have students complete and decorate virtual
flipping books by having materials scanned and
saved as images to drag and drop into the
software.
Reteaching/Modifications:
-A modification for students who may finish
with their cover pages early may be to illustrate
each piece of the book or even to create a table
of contents.
-The teacher may also have a completed
example of both the online version and printed
version of her Families Unit book.
Deliverables:
-Link to online flipping book submitted to
teacher (summative)
NETS Standards:
1. Creativity and Innovation
a. Apply existing knowledge to generate new
ideas, products, or processes
b. Create original works as a means of personal
or group expression
2. Communication and Collaboration
a. Interact, collaborate, and publish with peers,
experts, or others employing a variety of digital
environments and media
6. Technology Operations and Concepts
a. Understand and use technology systems
b. Select and use applications effectively and
productively
d. Transfer current knowledge to learning of
new technologies