Kate Freeman Professor Hendricks/Professor Heddy, Cooperating Teacher: Mrs.

Hopke 10 AM-11:00 AM, October 11, 2013 Mott Elementary School ELE 301-02/SOM 203-02 1. Title or Topic of the Lesson and Grade Level HIB Lesson Plan, Kindergarten 2. Lesson Essential Question(s): What are appropriate ways to prevent and solve conflict over similarities and differences that each of us have?

3. Standards:
2.1.2.E.2 Determine possible causes of conflict between people and appropriate ways to prevent and resolve them. 4. A. Learning Objectives and Assessments: B. Assessments: Learning Objectives Students will be able to describe orally alike and different characteristics about themselves and how to prevent and deal with conflicts about these similarities/differences. 5. Assessments Students will complete their Alike and Different booklets, which will be assessed by the instructor. They will also be informally assessed orally for their responses to questions about their differences.

Materials: Lesson Objectives/Standards on Sentence Strips Im Glad Im Me (anonymous) on a posterboard Pointer Chart Paper and a Marker Alike or Different Booklets (30 Copies) 10 baskets (filled with crayons, 2 per table) Thirty Pencils Popsicle Cup with Student Names

6 . Pre-lesson assignments and/or prior knowledge: Last week, I taught a lesson about the concept of being different than one another. Students completed booklets called Nobody Is Just Like Me in which they drew the way that they look. We discussed the concept of physical and internal diversity, and students know that each of them are different, and that these differences are acceptable. This week we will focus on similarities and differences, and students will evaluate what they have in common and what differences they have from one another, and how to deal with and prevent conflict/insults concerning these similarities/differences.

7. Lesson Beginning: I will engage learners with the read aloud of the poem, Im Glad Im Me. Before the read aloud I will review the concept of being alike and different (or unique) from ones peers. Using the thumbs up or thumbs down approach, I will ask students Is it alright to be alike another person? Is it alright to be different than another person? Does being different mean that we can still get along with one another? We will then make a chart of things that are alike and different than everyone else on the chart paper. 8. Instructional Plan: I will begin my lesson by asking students to come to the carpet, and sit in their rows criss-cross applesauce with their hands in their laps. I will state my objectives for the lesson to students; today we will learn about how to prevent conflict about or similarities or differences, and why these things are OK. I will review the topic of differences and I will talk about why it is ok to be different than your peers. This week, I will add why it is acceptable to be the same as your peers as well. I will read Im Glad Im Me to my students. After reading this poem, I will complete a chart with students of the class. I will ask students the question, what are some things that you have in common with others? What makes you different than others? After students respond, we will talk about how all of our traits are ok-even if they are differences. We will then discuss strategies for handling differences if they are teased for them: walk away, find an adult, and stand up for yourself; we will discuss the people at school that students can go to if they feel uncomfortable with what someone says. I will ask students, What can you say to someone who makes you feel uncomfortable with your differences? What are some reasons why you know that you should be proud of being different? Who can you talk to if someone makes you feel uncomfortable for being similar or different to others? I will then introduce the Alike or Different book. I will display my example (and completed Alike or Different book) to students. We will go through the booklet together as a class. I will explain what students need to do on each page of this booklet. On page one (the title page) students need to write their first names. On page two, students need to draw their eyes with a crayon. They need to circle if their eyes are alike or different than everyone elses. On page three, students need to draw their favorite color with a crayon. They need to circle if their favorite color is alike or different than everyone elses. On page four, students need to draw their home with a crayon. They need to circle if their home looks alike or different everyone elses. On page five, students need to draw their smile with a crayon. They need to circle if everyone can smile. On page six, students need to draw their hands with a crayon. They need to circle if everyone has hands. On page seven, students need to draw their bodies with a crayon. They need to circle if everyone has a body.

On page eight, students need to draw someone they can talk to if they are put down by someone about their differences. I will ask students to sit properly on the carpet (criss cross apple sauce with their hands folded on their lap), to show me that theyre ready to be dismissed to their tables. I will dismiss students one by one to their tables. (materials will be waiting at their tables) Once students are at their tables I will instruct them to raise their pointers, and find the number one on the page. I will instruct the class to write their names on the first page of their booklets. Next, I will instruct students to turn the page, raise their pointers, and find the number two on the second page. I will instruct the class to their eyes with a crayon. They need to circle if their eyes are alike or different than everyone elses. Next, I will instruct students to turn the page, raise their pointers, and find the number three on the third page. I will instruct the class to draw their favorite color with a crayon. They need to circle if their favorite color is alike or different than everyone elses. Next, I will instruct students to turn the page, raise their pointers, and find the number four on the fourth page. I will instruct the class to draw their home with a crayon. They need to circle if their home looks alike or different everyone elses. Next, I will instruct students to turn the page, raise their pointers, and find the number five on the fifth page. I will instruct the class to draw their smile with a crayon. They need to circle if everyone can smile. Next, I will instruct students to turn the page, raise their pointers, and find the number six on the sixth page. I will instruct the class to draw their hands with a crayon. They need to circle if everyone has hands. Next, I will instruct students to turn the page, raise their pointers, and find the number seven on the seventh page. I will instruct the class to draw their bodies with a crayon. They need to circle if everyone has a body. Next, I will instruct students to turn the page, raise their pointers, and find the number eight on the eighth page. I will instruct the class to draw a person that they can go to if they are being put down for their differences. When students have completed their booklets, and are sitting properly I will ask them to return to the carpet. I will ask students to share finished products with the group. I will reiterate strategies that students can use if they are uncomfortable with others commenting on their similarities or differences to other students. I will then ask students to show me that they are ready to return to their desks (by sitting appropriately on the carpet).

The following elements also need to be considered. o Differentiation: If students are struggling to color, the instructor will assist them. Early finishers will be allowed to play anti-bullying games at the following website http://www.pacerkidsagainstbullying.org/#/home. It is not anticipated that anyone will finish the booklet prior to others. Questions:

o o o o o o o o o o o o o o o o o o o o o o o

Is it alright to be alike another person? Is it alright to be different than another person? Does being different mean that we can still get along with one another? What does it mean to be the same? What does it mean to be different? How should we treat people who are different than us? How should we treat people who are the same as us? Why do we know that our differences are ok? Why do we know that similarities are ok? What are some things that you have in common with others? What makes you different than others? What can you say to someone who makes you feel uncomfortable with your differences? What are some reasons why you know that you should be proud of being different? Who can you talk to if someone makes you feel uncomfortable for being similar or different to others? Classroom Management: To regroup students, get the class attention, or quiet them down, the teacher will clap out a rhythm that the students know to repeat and quiet down when they hear. (*clap-clap-clapclapclap*) The student booklets, crayon baskets, and pencils will be distributed at the students tables while they are sitting at the carpet so class time isnt wasted when the students are ready to work. The students will sit quietly with their hands folded when they are finished as opposed to raising their hand or shouting out Im done!. When the teacher sees the student with their hands folded she will know they are finished working. Students will be reminded to not call out before questions are asked. Transitions: First transition: Students will be asked to come and sit on the carpet criss-cross apple sauce for the start of the lesson. Second transition: After given directions for what they will be doing at the tables, the teachers will dismiss students who are sitting and waiting quietly to go back to their seat. Third transition: Students will work at their desks. When students sit with their hands folded to show they are finished their work, a teacher will come to look over their work and ask the student to sit in their spot on the carpet. Fourth transition: After students have presented their completed booklets, the teacher will dismiss students who are sitting quietly back to their tables. Fifth transition: Students sitting appropriately at their tables (hands folded and quiet) will be allowed to get a puzzle or book.

9. Closure: The instructor will have students present their work to their peers on the carpet. Once students have shared their work, the instructor will reiterate the themes of the lesson. It is acceptable to be similar or different than your peers. If someone makes you feel uncomfortable for these similarities or differences you should use your words to tell them how they made you feel. If they dont stop making you feel uncomfortable, you should tell a teacher, parent, or school employee what has been said to you.