Lesson Title:

Name:

Lesson #

All About me

Lindsy Friendship

Subject:

Date:

Sept 2016
Grade(s):

Language arts

Rationale: (lesson context and reasons why lesson matters)

This lesson provides learners the opportunity to connect with the teacher in a way that is relatable
to their own life experiences. Such as having similar interests, family members as well as likes and
dislikes. This lesson also contributes to creating a community of learners through the use of the
four CS

Curriculum Connections : (which can be: big ideas / learning standards /curricular
competencies/core competencies)
https://curriculum.gov.bc.ca/
Connection to big Ideas 1) Everyone has a unique story to share, 2)through listening and
speaking
we connect with others and share our world, 3) stories and other texts can be shared through
pictures and words.
Learning Standards- 1) Use developmentally appropriate reading, listening, and viewing strategies
to make meaning
2) Use personal experience and knowledge to connect to stories and other texts to make meaning

Learning Intentions- (learner friendly language such as: I can ..)

I can show cooperation by listening to each other
I can show communication by using manners to show respect ( 4cs)
I can show my learning through a picture or written work to show my understanding of the story

Prerequisite Concepts and Skill :( for student success)

Knowing the expectations for circle or carpet time when this lesson is presented such as listening,
turn taking during conversation. Building on previous conversations around the use of the 4 CS .
Knowing about self and how they fit in their community.

Materials and Resources with References/Sources:

Teacher
https://curriculum.gov.bc.ca/curriculum/english-language-arts/k
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/aboriginal_education_bc.pdf
First Peoples Principles of Learning ( Language Arts Class handout September 6, 2016)

Differentiated Instruction (DI): (accommodations)

Students

This lesson incorporates the use of written language and pictorial representation which will
support all learners in their various stages of literacy. The Teachers will also help to facilitate
conversation around the All about Me Book to allow for learners to participate at a level that
supports their needs. Such as asking open ended questions or providing guidance to students who
want to tell a story.

Assessment and Evaluation: (formative and summative possibilities related to curricular

connections)

Can a learner orally describe something they remembered from the story? Can they draw a
picture of what they saw in the story or can they contribute during a whip around?

Organizational/Management Strategies: (anything special to consider?)

If this lesson was presented to the entire class it would preferably be done during a circle/
carpet time as expectations for this routine would have already been established
Possible Aboriginal Connections / First Peoples Principles of Learning
http://www.bced.gov.bc.ca/abed/principles_of_learning.pdf and
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/aboriginal_education_bc.pdf

-Learning is embedded in memory, history and story - Learning requires exploration of ones
identity
Lesson Activities:

Teacher Activities

Student Activities
- Learners listen and ask/ answer questions

Introduction (hook/motivation/lesson overview)

Make a prediction: Show the cover of the All

about me book and ask the following
questions:
- Who is on the cover of this book?
- What do you think this book is about?
- What other types of pictures might we see
inside this book?
Create a T Chart to document learning ( Key
Ideas / Connections)
Guiding Question: As we read through the
story what changes do you notice about the
pictures of Ms. Friendship?
.

- This activity will be done as a group with

the Teacher recording the answers due to the
age group ( Kindergarten) of the learners

pacing

Body

(lesson flow/ management)

I would break my book into three chunks to

allow time for children to listen, discuss,
comprehend and record what they have heard
as well as asking guiding question
Add to the T chart
Chunk one: Pages 1-3
Chunk two: Pages 4-7

Question: What did you notice about these

pictures?

Whip around and record answers on group T

Chart (A/B sharing might be possible
depending on the particular group)
Question: Where does Ms. Friendship like to
travel
Whip around and record answers on group T
Chart

Chunk three- Pages 8-10

Question: What does Ms. Friendship like to

do when she is not at school?
Whip around and record answers on group T
Chart

Closure (connections within lesson or between

lessons, sharing successes, summaries)

Re ask the guiding question: What changes did

you notice in the pictures of Ms. Friendship as
we read through the story?
Ask: Do you have any similar pictures of
yourself at home?
What do you know about Ms. Friendship?

Ask Learners to draw a picture of something

they now know about Ms. Friendship or add
written work if capable.