Grade: Kindergarten Subject/Unit: The Best Part of Me

Teacher: Nicole Perl

Desired Results (what will students learn?)

 What is the best part of me & why?
ELA:
Essential 1. Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and
Question(s) experiences.
2. Students will listen, speak, read, write, view and represent to comprehend and respond personally and
critically to oral, print and other media texts.
Learning 3. Students will listen, speak, read, write, view and represent to manage ideas and information.
Outcome(s) Social Studies:
K.1 I am Unique
K1.1 Students will appreciate their unique characteristics, interests, gifts, and talents

Students will be able to:

 Identify a positive feature of themselves
Lesson  Describe their “best part” to a scribe and provide 2 details
Objective(s)  Create an illustration of their feature to put in their visual journals
 Write the name of the feature (ex. Eyes, feet etc.) with guided lettering help

Assessment Evidence (how will you determine student learning?)

 Recording the quotes about the students’ chosen “Best Parts of
Me”
Summative Formative  Conversation surrounding the book “Who am I?”
N/A
Assessment Assessment  Students ability to point out their best part and pose for a
photograph.
 Student work in visual journals

Learning Experiences/Opportunities (what will students do to learn it?)

 Who are We? (Book)
 The Best Part of Me- Wendy Ewald
 Computer & TV for Youtube (Book)
video  Visual Journals
Ed http://quietube7.com/v.p Resources  Mirrors
Tech hp/http://www.youtube.c to Prepare  Strips of paper for word prompts
om/watch?v=1MJrRvpjB  Drawing/Coloring Utensils (crayons not
1I markers)
 Pictures & Quotes of students’ Best
Parts of them
Time Allotment Content/Description Notes
Activity #1: Gallery Walk & Conversation Starter (Grade 4 BPOM bulletin 1.1 Clarify & Extend
board) Consider the ideas of
Teacher Prompts/Cues/Explanations others
 Explaining that we are viewing grade 4 work  Listen to experiences
Monday Have students form a group around the board and feelings shared
Nov.12th Have students guess what body part the grade 4 picked by viewing the by others
10-15 minutes picture. 2.1 Use Strategies & Cues
Reading some excerpts of the work to students Use Prior Knowledge
Talking about details in the grade 4 work  Connect oral
Student Actions language with print
 Listening & pictures

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ED3501 – Section AB (Fall, 2018)
 Grade: Kindergarten Subject/Unit: The Best Part of Me
Teacher: Nicole Perl

 Engaging in conversation Understand that stories,

information, and personal
experiences can be recorded in
pictures and print and can be
listened to, read, or viewed.
 Use comprehension
strategies
 Begin to use
language prediction
skills when stories
are read aloud
 Ask questions and
make comments
during listening and
reading activities.

Activity #2: “Who We Are?” Book & Conversation

Teacher Prompts/Cues/Explanations 1.2 Clarify & Extend
 Read “Who We Are?” Book to the class Consider the ideas of
Monday others
 Ask Questions pertaining to book:
Nov.12th  Listen to experiences
 What are the similarities? Differences?
15 mins and feelings shared
 What makes us human? (Brain, Heart, We like to have fun etc.)
by others
 We all have similarities & differences
 It’s ok to look different

1.3 Discover & Explore

Express Ideas & Develop
Activity #3: Differences Video/The Best Part of Me Book Reading/Convo Understanding
Teacher Prompts/Cues/Explanations  Share personal
experiences
 Show this video:
prompted by oral,
http://quietube7.com/v.php/http://www.youtube.com/watch?v=1MJrRvpj
print, and other
B1I
media texts.
Preface by explaining that the kids in the video are going to talk about
 Talk about ideas,
differences
experiences and
Teach words “similarities”, “differences”, and “unique” by using examples in familiar events.
classroom  Talk & represent to
Watch Video & Ask students what they noticed explore, express and
 Read “The Best Part of Me” By Wendy Ewald share stories, ideas
Tuesday
 Choose 4 key pages from book to talk about (highlighted by sticky notes on and experiences.
Nov.13th
pages of book) 1.4 Clarify & Extend
25-30 mins
 Discuss and emphasize the details about WHY the parts are the best Consider the ideas of
 Have students predict by viewing the pictures what the best part is. others
 Have students make inferences about why they might’ve picked that body  Listen to experiences
part. and feelings shared
 Have students stand up & find a partner by others
 Have student share with their partner 2 of the best parts of them & why 2.1 Use Strategies & Cues
Use Prior Knowledge
 Class share about some of their favorite parts of themselves and some
details about why.  Connect oral
language with print
& pictures
 Understand that
stories, information,
and personal
experiences can be
recorded in pictures

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ED3501 – Section AB (Fall, 2018)
Grade: Kindergarten Subject/Unit: The Best Part of Me
Teacher: Nicole Perl

and print and can be

listened to, read, or
viewed.

Activity #4: Visual Journal Art Drawing the best part of me

Teacher Prompts/Cues/Explanations
(Meeting- Good Morning Artists!)
 We are going to be sketching the best part that you chose.
I will be giving you the picture that we took yesterday to look at. 3.3 Organize, Record, and
You will also need to write the word to go along with your drawing. Evaluate
After you have drawn your picture, you may color it. Record Information
I will put a mirror on each table to share if you need to take a look at yourself  Represent and talk about
(ie. Eye color, hair color etc.) ideas and information;
Students will watch me demonstrate @ Table 4 (I will pick my eyes as my dictate to a scribe
best part)  2.2 Use References
Ask them if too small/too big  Copy scribed words & print
Show them how to add details if their part is something like their texts to assist with writing
arm/leg/head
They can draw their attached parts if they want, but their best part should be Social Studies:
the focus. Can highlight with an arrow if draw more than just their part. K.1 I am Unique
Students will alternate between snack & must-do as per usual daily routine & K1.1 Students will appreciate their
Teachers will circulate. unique characteristics, interests,
Student Actions gifts, and talents
 Students will then grab visual journals and draw on side with the smiley face
(page upright)  Leave page beside blank for their picture/quote to be
glued in after interviews.

 Students will alternate between Must-Do and Snack as usual

schedule
 Once this work is done, students will have their pictures displayed
with the quotes collected in earlier lessons
 Students will glue their picture & quote on page beside drawing in
visual Journals after Student Led Conferences.

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ED3501 – Section AB (Fall, 2018)