Kindergarten Interdisciplinary African and African American Studies Quarter 1 Launch Lesson

THEME: Culture, Dignity, and Identity CONCEPT: Lessons from Africa: Living, Learning and Working Together Connecting people, places, and cultures to develop pride and dignity in who you are CONTENT TOPIC: Exploring literary and historical themes: respect for oneself and others and appreciating one’s personal and cultural identity through fiction and nonfiction texts UNIT TITLE: Me, Myself and Others Quarter: 1
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Unit: 1

Week: 1 of 5

Day: 1

CCSS.ELA-Literacy R.I. K.1 With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-Literacy.RI.K.2 With prompting and support, identify the main topic and retell key details of a text. CCSS.ELA-Literacy.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. CCSS.ELA-Literacy.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups with multiple exchanges and they follow agreed upon rules.

Objective (s):
After being given the pre-assessment, students will be able to understand that although they are just one person, they are many different things. Students will be able to identify the main topic of the book and key details. Students will create a self-portrait with written details about themselves.

    Just Like Me by Walter Dean Myers Poster paper for the anchor chart with the labels: Main Topic and Details Copies of self-portrait template for students: Needs to include a space for their name and the heading "I am happy to be me because..." Have a box in the middle for their drawing, leaving space around the edges to write statements. Variety of different skin colored crayons along with other colors

Introduce the text and activate students' background knowledge.  Topic of the text. Have this written on your anchor poster: We will be reading a text today by Walter Dean Myers called Just Like Me. In the book a boy realizes he is one person who is lots of different things. I wrote this down on our poster.  Read the first few pages of the book: Now that I have read the first few pages, turn and talk with your partner about one thing that this boy is.

Model finding details  Reread the first and second page: I know that on this page, we find out who the boy is. The boy is his name, Jeremy. Let's add this to the detail part of our poster.



Kindergarten Interdisciplinary African and African American Studies Quarter 1 Launch Lesson

Partner work, finding details  Reread the next four pages: Now I want you to turn and talk to your partner. What is one thing from the pages I just read that describe the boy? Let’s share, ____________ tell me one thing your partner said the boy was. Let's add that to the detail part of our poster. Model starting self portrait  Just like the boy Jeremy in the book, each of us is one person that is lots of different things. We are going to start keep track of all the different things that we are. First, we need to draw a self-portrait on our paper. Look at my paper, It says, I am happy to be me because.... All of the different things we are make us special! We are happy and proud to be ourselves! On my paper I am going to draw myself right in the box with lots of details. I am going to draw and color it so it looks just like me! (Draw) I might need some help with coloring, so I will ask a friend. What color are my eyes. Now I will choose the crayon to match. What color is my skin?...I need to match the color. Look at all these different skin colors! I will hold them to my skin to try and get the best one! Now it's your turn! When you get your paper, start drawing yourself with lots of details in the center box, then you can match your crayons and start coloring! Independent work, self portrait  As students are working, circulate around the room encouraging students to draw details and match colors. With your own portrait add the phrase on the outside of the box, since your name is something that you are. Take this around with you to show students how they will pause their portrait to write their name on the outside of the box. Closure of Lesson  Reflect on learning: Today we learned that although we are each one person, we are many different things, which was what our story is all about. By using details from the text, we learned that the boy in the story, is his name, Jeremy, he is a son, and he is a brother. Tomorrow we will use more details to find out more of what he is.

Assessment/ Independent Work
Examine Student Work  Ensure that student work has been accurately drawn and colored. Make notes of who needs more assistance and who was successful.  Determine whether you need to examine color matching again the following day, to have students successfully color their portrait or whether you only need to pull small group to assist them with this skill.