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ECED 204 Families in Transition Poverty Lesson Plan

Your Name: Cassie Meadows

Lesson Title: Thats Not Fair!

Age Group: Kindergarten Category/Subject Area: Thats Not Fair! Time: Snack

Indiana Foundations Behavioral Objective(s):

Write the correct number in the
box next to the foundation
When the M&Ms are distributed unevenly, the children will verbally express concern over the situation. They
will then listen to the story and answer the questions concerning the treatment of the other children and
explain their feelings about the situation.

ELA.4.132 Reading Materials:

A Shelter in Our Car by Monica Gunning
Bag of M&Ms candy


Social Studies

Physical Educ. Anticipating and Planning for Challenges:

Music Some children may begin to get extremely upset about the M&M situation. Curb this by asking them things
like What does Pete the Cat say? or Oh, thats ok, you were not as hungry as the other children anyways.
Allow children to get upset, this is normal for people in poverty, and as long as the child does not become
ridiculously wound up, it should not be too difficult to redirect.

Visual Arts

SE.2.18 Social Emotional

Activity Procedure/Concept Exploration:

Blooms Taxonomy 1. Have the children get ready for snack & lay out their napkins
2. Begin by going around and passing out the M&Ms unfairly. (Give one child only 1 or 2, and others a
large handful & so on).
3. Someone will inevitably complain that they did not get as many as the other children. At this point
you reply with a simple ok, and keep moving. Eventually, they will erupt about the unfairness of the
project. At this point, have them all get up from their seats and go over to the reading area.
4. Read & discuss with them A Shelter in Our Home by Monica Gunning
5. Ask them to all respond to open ended questions and take their dictations.




X Analysis

X Synthesis

X Evaluation

Learning Styles/Domains

Explain how this activity is DAP:

This lesson is developmentally appropriate because children learn through first-hand experience. When the
children experienced the feelings of sadness and jealously, they were experiencing some feelings that those
in poverty feel. We could have just discussed poverty and the children would have sympathy for those less
fortunate people, but since they experienced similar feelings, they are now one step closer to experiencing
empathy. The assessment was also DAP because it assessed straight from the children how they feel about
poverty and how it makes others feel.


Auditory Inquiry/Open-ended questions: (List at least 3)

Kinesthetic How do you feel about the amount of candy that you received? Is that a good feeling or a yucky one?
When you saw how many your friend had, how did that make you feel? What did you want to do or say to
Do you think that this is how the little girl in A Shelter in Our Car felt? How do you think she felt when she
got made fun of? Do you think this made her sad? Do you think she had any control over the money?



X Cognitive


X Emotional

X Social

Extensions/ Modifications Closure/Transitions:

Feel free to use any kind of
material for this activity. Food is
not the only motivator, but it
works well with this lesson to
remind the children that food is
something that is not accessible
to everyone in the world.
Use other books to accompany
this lesson, for example:
-Those Shoes by Maribeth
-The Hundred Dresses by
Eleanor Estes
-Getting Through Thursday by
Melrose Cooper

To wrap up this assignment, send the children back to their seats. Ask them what solution they suggest.
Explain that no more M&Ms will be passed out. (The solution you hope they come up with is for them to
share their candy fairly with each other, but it may take some more guidance on your part)
As they eat, ask them to think about how they felt while you passed out the candy and if that could be how the
little girl in the story felt all the time. Ask what they would do if put in Zetties situation and how they feel they
would get through it. Find out what they would hope other people would do for them. Would they want them to
help or just stare or laugh at them while they are struggling?
Walk around and take dictations about how they feel about the little girl and the whole situation in general.


Assess the children though their verbal responses that you recorded about any feelings they had throughout
the project. The main goal is developing the childrens sense of sympathy and empathy here. Help them
achieve this goal through critical thinking challenges, like just now when you asked them to find a solution to
the problem without you.