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Social Studies-2 day lesson All About Me-Who Am I?

Student Teacher Kirstyn Howard Supervisor Mrs. Simyak PA Standards

Date Grade

12/9/13 Pre-Kindergarten

5.2.PK.A: Identify self membership of a group such as the class or family. 5.2.PK.B: Identify a problem and discuss possible solutions with adult assistance. 5.3.PK.F: Identify appropriate behaviors for responsible classroom citizens.

Modifications Johnnys aide comes in to the classroom during our social studies lesson. Sally is diabetic and will need to go to the nurse right after lunch, before social studies class. The teacher will follow strategies and modifications as required in IEP or 504 plan. Vocabulary Character, personality, unique, me, about, citizen, important, special, handprint, differences, shoes, template, design, all about me, identity, self-membership, behavior, prediction, describe, descriptions, problem, solve, ENGAGE, EXPLORE, EXPLAIN, ELABORATE, EVALUATE Materials Interactive read aloud book: Rocking in My School Shoes by Eric Litwin, What I Am Youtube video (, activities adapted from, paint, white paper, copy of the poem for each student, markers, pencils, colored pencils, copy of the shoe template for each student, CD player with CD, computer, speakers, popsicle sticks with names, mystery bag with teachers favorite shoes and a picture of red colored sneakers to represent Pete the Cat Essential Questions

Who am I? What is special about me? What makes me unique?

Objectives (Blooms Taxonomy) TSWBAT utilize a reading strategy; use prior knowledge to make predictions about the text create a handprint produce with five descriptions that demonstrates how they are unique. describe to the class how they are unique. evaluate appropriate solutions to solving a problem based on a read aloud. describe how each student is unique. Brainstorm ways to solve a problem during a read aloud

Activating Strategies I have a treat for you today. The teacher will have a mystery bag and get out her favorite pair of shoes and a pair of red sneakers. Call students to the carpet by the color they are wearing (ex. If you are wearing blue, pink, green, etc.). First, do a body check: crisscross applesauce, spoons in your bowls. Discuss focus questions for the read aloud and read the title and author of the book: Does Pete worry when he discovers something new? What do you think is going to happen to Pete and his school shoes? What do you do when you discover something new? What do you do in your school shoes? What could your shoes say about you?

Show students the cover of the book and ask students to think/pair/share their prediction of what the story is going to be about using the illustrations and title. The students can try to think about what the problem of the story could be (EEKK-elbow elbow knee knee, talk to your neighbor about what you see). So just by looking at the title what do you think the story could be about? The teacher can call on a few students to share their responses and ask for what evidence the students have: why did they think that way? Explain that throughout the day Pete the Cat faces new situations, but he does not worry. Instead of worrying and getting upset, Pete continues to sing his song and decides that school is pretty cool. What kinds of things do you do when you start to get upset? Is that a good decision when you do that? If not what could you do differently? How do you keep singing your song? Begin to read the story and stop at the pages with sticky notes to do brain checks and check for understanding (do this to review characters, setting, make a prediction, answer focus questions, etc.) Invite students to sing the song with the teacher. *Be sure to ask for evidence or what evidence the students see that made them think that way.

Teaching Strategies (Differentiation/Gardners Multiple Intelligences)

Students will: 1. Total group: Read aloud, Begin to read the book aloud. Be sure to stop and review characters, setting, answer questions, etc. Stop reading when the story asks questions and invite the students to answer the questions in the story and make personal connections. Students will share answers with the rest of the class. After the read aloud, the students will complete a shoe activity. (The teacher will need to request permission from the principal for the students to remove their shoes for this activity). SHOE MATCHING Have each of your children take off one shoe. Place the shoes in the middle of the room. When you clap your hands, have the children go to the pile and find their matching shoes. This process can be repeated, but the students can choose one shoe in the middle and find the matching shoe of another student (this supports building an identity and a personality).

2. Alone: HAND PRINTS activity

Set out pans or plates of paint and paper. The teacher will call students to complete the handprint. Have children one at a time press their hands into the paint and make impressions on the paper. When dry, allow the students to write, draw, or dictate and the teacher can write (differentiation) five things that identify them, makes them special, etc. This will be shared with a small group. Then, attach the following poem to each painting and let your children take them home. Here are my hands, so tiny and small, For you to hang upon the wall. For you to watch, as the years go by, How fast they grow, my hands and I. Author Unknown The other students at their table groups will receive a shoe template and design their own shoe that describe them.

3. Pair share: share answers with a partner sitting next to them, turn and talk to partner when predicting during the read aloud and share answers for focus questions (Teacher begins: EEKK Teach students respond: talk to your neighbor about what you see) 4. Small group: share their handprint activity with their table group. *Howard Gardners Multiple Intelligences-see attached sheet and highlighted in blue

Instructional Procedures

Read aloud
1. Teacher will pre-read the story and plan places to stop and discuss using post-its placed in the book. 2. Teacher will invite students to the back rug making sure to fill in the spaces front to back and ask students to do a body check. 3. Introduce the book (share the title of the book, the cover, and the title page) Assessment 4. Invite students to predict what the story will be about. 5. Begin to read the book and stop at the first page to review the setting and character 6. Continue to read and making sure to stop at all the post-its to check for understanding. 7. Ask students to think pair/share answers, especially to focus questions evidence. (EEKK and then clap-clap, clap-clap-clap when finished) 8. Allow students to share predictions and make connections to other predictions. (What made you think that way?) 9. Brain checks: Stop and review to check for understanding. 10. Complete the shoe matching activity to begin identifying characteristics about students in the class (appreciate differences) 11. The teacher will explain the two activities (handprints and shoe design) and show an example. 12. The end-quietly creep back to your seat without a peep. 13. The teachers assistant (this is a students job) will pass out the shoe template to each student. Then, the students will follow the teachers directions and listen for their name to complete the handprint activity. 14. The students can quietly listen to classical music while working to increase productivity. 15. Once dry, the students can share their handprints and five important things about them with table groups. 16. Eventually, the class will create a book with all the shoe designs to be placed in the classroom library. Assessment
The teacher will observe students during the beginning of the lesson to make sure everyone is participating and listening attentively. Teacher will watch and monitor students body language. The teacher will ask students to pairshare answers so every student will participate. The teacher will walk around and monitor when students share responses. The teacher will complete a formative assessment with the shoe matching, handprint activity, and the shoe design activity. This way the teacher can monitor progress. The summative assessment will be the shoe design that the teacher will collect and create a class book.

Summarizing Students will be invited to share their handprints with the class. The students will watch the What I Am YouTube video ( Review the focus questions from the story and post the essential questions on the board pick popsicle sticks for students to share. Ask if there are any questions about todays lesson and explain that the students will need to talk to three new students at outside play. After returning to the classroom, the students will share one thing they learned about each new student. Invite line leader and door holder to line up at the door for recess and then call table groups to line up.
Sung to: "If you're Happy and you know it" It's time for us to line up at the door, It's time to find the footprints on the floor, So stop what you are doing, find the footprints on the floor and line up at the door, at the door.