Unit Title: Who Am I?

Identity Exploration and Discovery Name: Jennifer Rheaume

Unit Overview
DAY #1 DAY #2 DAY #3 DAY #4
Objective With support, students will participate Students will look at two people and identify qualities that After discussing various jobs I am incorporating various
in a whole class discussion about the are similar and different among them through an extended that people have, students will activities that will allow for
main topic of the book read aloud to written response activity decide a job they want to them to move and be
them and apply what they learn pursue in the future and actively participating. Some
through a response activity. explain why they want to have of the students require
that job. extra guidance on
independent assignments
so I will assist them.
Standards IAS: IAS: K.3.6 IAS: K.4.3 IAS: VACn10.1.ka
K.RL.1 NCSS: Individual Development and Identity NCSS: Individual Development
K.RL.2. and Identity

Materials o “Skin Again”, by Bell Hooks • Crayons  Drawing page  Cardstock paper
o Doc Cam/ projector • pencil  Crayons/markers  Crayons
o Dry erase markers • worksheet and pictures of two animated people  PowerPoint with job  Paint
o Crayons • YouTube link- pictures  Pencils
o Pencils https://www.youtube.com/watch?v=KJ1ygFknjYo&t=60s  Markers
o Person packets  Glue scissors
Management  Time: a. Time: 35 minutes Time: 35 minutes Go over expectations prior
o Anticipatory Set: 7 b. Space: classroom floor, carpet, desks Space: Carpet and desks to activity including clean
minute c. Behavior: A lot of the students in my class Behavior: I will monitor behavior up and procedures.
discussion/conversation have trouble focusing and sitting still, so I and reinforce positive behavior
o Instruction: have incorporated a lot of movement and through clipping up student who
 Read aloud and various activities within my lesson to help are behaving on the clip chart
class keep them engaged and attentive. I will also and using a skittle reward
discussion: 10 utilize the clip chart when necessary to clip up system. I will also use call and
minutes a student who is following directions. I will response method to regain
 Check for also use call and response techniques and a students focus.
understanding: skittles reward system to help manage
15-20 minutes behavior.
o Closure: 5 minutes
 Use of space: Students will be
at the carpet during read-aloud
and class discussion, then they
will transition to their desks for
the assignment and then back
to the carpet for closure.

Anticipatory Have two students come up to the
Set front and discuss the differences
between thee two students.
Purpose “I am going to read to you the book
Skin Again by Bell Hooks. Then we
are going to talk about what else
makes us who we are.”
Lesson Input: read Skin Again by Bell Hooks.
Presentation Output: Grand conversation and
discussion about what makes them
unique.
Have students complete packet.
Game: Teacher gives phrases and students switch places if Discuss what the students want
they have that same trait. to be when they grow up.
“Today we are going to talk about what makes us similar “Today we are going to explore
and what makes us different.” different jobs that people have
and why they have those jobs.”
Input: Have two students stand up and discuss similarities Input: Show images of jobs and
and differences. discuss what the job is and what
Output: Students draw and write activity. they do.
Share a personal story of
an experience that I had
that made me happy.
Today you are going to
create a picture of you and
something you did that
made you happy
Tell students the
instructions and show an
example.
Unit Title: Who Am I? Identity Exploration and Discovery
Closure or Pair and share at the carpet.
Conclusion
Formative  I will walk around and ask each
Assessment student individually three
questions:
o “What was the main
topic/idea of the book I
read to you?”
o “What does it mean to
be unique?”
o “What are some things
o that make you
unique?” (assist them if
needed by asking what
they like, and what their
favorite things are).
Name: Jennifer Rheaume
Output: Have students draw a
picture of what they want to be
when they grow up.
Students will look at two pictures and tell me if they have Have students share drawings in .
the same hair, eye color, skin, color, gender. front of the class and answer
three questions.
 Students will participate in a pair and share activity I will have all students come up Rubric:
as part of the lesson presentation to help me gage if and share their drawing and  Followed
they are understanding the concepts. answer three questions: instructions- 5
 Students will complete a handout about the a. What do you want points
differences and similarities of a friend. to be when you  Used various
 Students will gather on the carpet for closure and I grow up? mediums- 5 points
will have them raise their hands to tell me whether b. Why do you want  Name on back- 5
two pictures have similar hair, eyes, and skin. to have that job? points
c. What does a  Neatness- 5 points
person with that  Can explain what
job do? event they are
drawing- 10 points

I will record their answers on a rubric

that I have constructed.

Adaptations Modeling and active participation I will walk around during their individual work time and I am incorporating various Not every child will be
lesson. assist them without giving them the answers. I will also activities that will allow for them great at art, but every
incorporate some brain breaks so that the students can stay to move and be actively student can do art as an
focused during the lesson. participating. Some of the expression of self. I will
students require extra guidance encourage all students to
on independent assignments so create something personal
I will assist them. to them so that it is
relatable and has meaning,
Summative
Assessment
(as needed)