LESSON PLAN TEMPLATE Name: Katy Rehus Date: November 29, 2011 Grade Level/Subject: Kindergarten Social Studies

s Prerequisite Knowledge: Nonethis is the introductory day of a new unit. Approximate Time: 35 min. Student Objectives/Student Outcomes: Students will be able to identify a family. They will share drawings of their families created using Todd Parr inspired characters that they feel represent their family members. A classroom discussion will follow where similarities and differences are discussed. A project will conclude the lesson using the childs last name and family portrait Content Standards: Social Sciences 18.B.1a Compare the roles of individuals in group situations (e.g., student, committee member, employee/employer). Materials/Resources/Technology: The Family Book by Todd Parr Copies of blackline Todd Parr characters (see attached) Crayons Scissors Glue Background paper for family portrait Optional photo of your family Implementation: Time Opening of lesson: Reset students at the carpet. Be sure that students who need accommodation are in appropriate seats. Procedures: 1. Read aloud The Family Book by Todd Parr 2. Share a photograph of your family, telling about each person, their name, their hobbies, etc. Share what you like to do with your family. 3. Reinforce that families are composed of two or more members that care for each other. Family experiences and culture influence their traditions and celebrations. 4. Have students share some things they like to do with their families. 5. Lead discussion making sure to point out that each family is different and that is good. They do different activities, eat different foods, have different people in them, etc. Each family is the same in one waythey care for one another. They spend time together. They are

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related. Share example of Todd Parr family portrait and explain to students that this is what we will be working on at the tables, only each student will represent his or her own family. Send students back to tables. Give each student a family portrait background and have them begin to write their last name on the portrait paper. Give students characters to color, cut, and glue to their portrait paper. Students will create a representation of their family. Have students label family members, make a background, add props to show hobbies, etc to enhance the portrait. If students finish early, have them read independently on the carpet.

Summary/Closing: Have students clean up. Have students stay at seats with their portrait and ask for volunteers to share their family. Share student work and discuss families all together. Look to differences and similarities between families. Student Assessment: Students will make a portrait of their family.