Marissa Sheffield

November 20, 2013

EDC 383

Social Lesson Plan

1. Grade/Age Level:
a. Kindergarten
2. Activity Name:
a. My Family and I!
3. Standards:
a. History
i. Living and Working Together
1. K H2.0.2 Create a timeline using events from their own lives
(e.g., birth, crawling, walking, loss of first tooth, first day of
school).
b. Public Disclosure, Decision Making, and Citizen Involvement
i. Citizen Involvement
1. K P4.2.2 Participate in projects to help or inform others.
4. Goal:
a. The goal of this lesson is for children to understand that not all families are the
same; they come in many different forms. Children will learn to accept and
respect these differences. Also, they will come to realize that certain events each
child goes through go through it at a different time and rate.
5. Objective:
a. After the children create their own timelines and hang them up throughout the
classroom, they will observe each one and be able to carry on a class discussion
about differences in life events and family forms with showing respect by
listening to each child as he/she speaks and accepting what he/she has to say.
6. Content:
a. The content in this lesson is the family form, chronological order of events in
ones life, and respect.
7. Materials:
a. Newsletter
b. Pictures
i. Child and family
ii. Birth
1. Ask for date

iii. Walking
1. Ask for date when first started
iv. First birthday
c. Rug
d. 20 sheets of construction paper
e. 4 square tables
f. 20 chairs
g. 20 glue sticks
h. Markers
i. Sticky tack
j. My own timeline
8. Instructional Procedure:
a. Children will be coming in from outdoor recess and will be asked to hang up their
belongings and make their way to the rug with walking feet
b. They may talk when hanging up their things but once they are at the rug their lips
must be shut and they must take a seat with their legs folded and keep their arms
to themselves
c. Once everyone is assembled at the rug, I will explain that we will be doing an
activity that involves the pictures that they brought in from home
i. A newsletter went home the week prior asking parents for pictures to be
brought in of:
1. The family, the day of their birth, their first birthday, and them
walking
ii. The newsletter will ask the parents to label the pictures
1. Who is in them and dates
iii. The newsletter will explain that if these pictures of events arent available,
other ones may be used in their place
d. I will hold up a demonstration of what I made and explain to them that it is a
timeline of my life using pictures of my family and me. I will explain that a
timeline is used for showing events that have taken place in ones life. I will
point to each picture and thoroughly explain what was happening and why it was
important.
i. If any questions are asked I will answer a few of them and remind the
students that they can ask questions later since we have a busy schedule
and must move onto doing the activity
e. Next, I will tell the students that they will be constructing their own timelines and
that we will hang them up throughout the classroom
f. I will tell them these rules:
i. Make your way to the tables quietly and keep your hands to yourself
ii. Once seated place your hands in your laps and wait for further instructions

g.

h.

i.

j.

k.

l.
m.

n.

iii. When everyone is seated, your pictures will be distributed to you

iv. Do not touch them until further directions are given to you
v. Do not touch any of the materials laid out in the middle of the tables until
when told to do so
Then I will dismiss students by the groups that I have them placed in and will
point to the table in which they are supposed to go to
i. There will be a few parent volunteers to help us with this activity
Once all are seated at their tables and the pictures have been distributed, they will
be asked to take a sheet of construction paper and place it down in front of them
on the table, to pick up with their hand the picture at the top of the stack paper
clipped together, to turn it over, and to pick up a glue stick and begin gluing the
back of the picture, then turn the picture over and place it at the top of the sheet of
construction paper
i. I will demonstrate the first part of this activity for them
ii. After I do it a couple of times, they should have the hang of it and no
longer need me to show what needs to be done
iii. I already have the pictures in order for them by the time that they
occurred, so they dont have to worry about the dates
iv. I already have the pictures precut so that they all will fit onto the sheet of
construction paper
They will repeat this process with their other pictures making sure that they are in
the order already given to them and going across the sheet horizontally from left
to right
I will explain when done gluing, to set their glue sticks down in the middle of the
table, to sit still with their hands in their laps, and to look up at me so I know that
they are done
When everyone has done this I will demonstrate the next step of the activity
which will be taking a marker and drawing a line from the left edge of the
construction paper to the right edge of the construction paper, while making sure
the line is underneath all of the pictures
When Im done demonstrating I will tell the students that it is their turn and to
grab a marker from the center of their tables and copy what I just did
I will explain once again when done using their markers, to place them back in the
center of the table, to sit still with their hands in their laps, and to look up at me so
I know that they are done
When everyone is done I will tell them to remain seated and to talk quietly to their
neighbors while I and the parent volunteers walk around and place sticky tack on
the back of their papers

o. Once each childs has sticky tack on their timelines, I will call on each one
individually to make their way to me and I will help him/her to hang it up on the
wall by the rug
p. When the child has done this I will ask him/her to make his/her way back to the
rug quietly with walking feet and to take a seat with his/her legs crossed and
his/her hands in his/her lap
q. When each child is sitting, I will initiate a discussion by getting the children to
look up at the walls and observe the timelines that they have created. I will call
on students after asking them what they notice about the pictures. I will make
sure to draw on differences and similarities.
r. After the children make a few statements, I will state how all families are
different and each child is unique in his/her own way. I will give examples of
different family forms, so no child feels left out.
s. I will ask them to give me specific examples in which their timelines are different
i. Dates of events
ii. Number of parents
iii. Number of siblings
iv. Etc.
t. Once this is examined, I will explain that it is okay to be different and have
different family forms and number of people within ones family.
i. Students will have a better understanding of one anothers family
u. After finishing up this discussion, it will be time for centers. I will dismiss the
children to their centers.
i. Each center will cater to our discussion
ii. Posters of different families will be on the walls
iii. Books pertaining to different cultures and families will be in the reading
area
9. Accommodations:
a. If a child is unable to bring in pictures, he/she can be asked to draw a picture of
himself/herself with his/her family and of the events that they went through. The
child can do these drawings prior to the activity so he/she can be involved.
b. If one childs family sends in no photos or information, I will simply ask all the
students just to draw a picture of his/her family. Then we will have a discussion
on the difference they see in their drawings and how families come in all
varieties.
10. Simplifications:
a. To simplify this activity I can just ask the students to bring in one picture of them
and their families. It might be difficult for them to focus on family forms and
events that take place in ones life at the same time.

11. Extensions:
a. To extend this activity I can ask families to bring in their favorite recipes and we
can make those dishes for lunch. Also, I can ask family members to come in and
share their family traditions pertaining to their cultures. A family night could take
place.
12. Assessment:
a. I will assess the students through observations and open-ended questions. I will
make sure that each speaks during the class discussion, is looking at the pictures
in order to see the differences, and is listening and respecting what each has to
say.
13. Reflection:
a. I will reflect on my teaching skills after this lesson to determine whether or not
the lesson was developmentally appropriate for my students through selfassessment. My assessment will be based on how well the children did during the
activity.