Unit Title: The Value of Being Different
Unit Overview
DAY #1 Read Aloud
Goals Students will be able to state
how the author and the
illustrator of a book contribute
to the story being told.
Objective The students will state how the
author told The Day You Begin
and how the illustrator told the
same story through pictures.
Standards IAS: With support, define the
role of the author and the
illustrator of a story in telling
the story.
Materials The book, The Day You Begin
by Jacqueline Woodson and
illustrated by Rafael Lopez
Management Students will be seated at the
carpet for the read aloud.
Anticipatory Instruct one partner to close the
Set eyes, while the other describes
to their partner their favorite
place to be. After about 30
seconds, partners will switch
roles. I will then say “I bet you
all could get a little bit of a
picture in your minds of what
your partner talked about. But I
bet if your partner could DRAW
you a picture of their favorite
place you would get an even
better picture”.
Purpose “Listen to the story The Day
You Begin by Jacquelin
Woodson. I want you to notice
not only what I am reading from
the text, but I also want you to
look at the pictures and notice
how they help tell the story.”
Lesson 1. Students will gather at
Presentation carpet to listen.
2. I will read the book
aloud
3. Afterwards we will
have a grand
conversation
Closure or Grand conversation, closing
Conclusion thoughts/questions about the
DAY #2 Social Studies 1
Students will investigate their
family’s interests, hobbies,
traditions and culture- and later
compare theirs to those of other
students.
Students will create a piece of a
quilt that represents themselves and
their family and compare theirs to
their classmates.
IAS: K.3.6 Identify and compare
similarities and differences in
families, classmates, neighbors and
neighborhoods, and ethnic and
cultural groups.
NCSS: Individual Development and
Identity
10-piece puzzle, SmartBoard,
Identity video, clipboards, blank
paper, pencil, square construction
paper, crayons.
Students will mainly be at their
tables working but will have
opportunity to work around the
room when told to do so.
Group completes a 10 piece puzzle.
Students are asked to recognize
how each piece is equally
important, even though they are all
different.
Today we are going to be learning
about our individual identities and
the similarities and differences we
have with our classmates. Each one
of us is like a single puzzle piece.
We all look a bit different, we’re
shaped a little different, we have
our own favorite things and places,
but when we come together we
make our beautiful, wonderful
classroom that functions and works
so well, We celebrate our
differences and we appreciate
where we come from because that
is what make us so unique.
4. Students are going to learn
key vocabulary
5. Create concept map about
themselves, their interests,
etc
6. Introduce how Elmer fits
in
7. Create patchwork piece
8. Display and share squares
Sharing squares and reciting
vocabulary words to each other.
Name: Meredith Brouyette
DAY #3 Social Studies 2 DAY #4 Writing
Students will identify characteristics Students will be able to and write
of families in the past and families about their families and tell about
today. them.
After completing the learning Students will be able to describe
centers, students will be able to what they already know about
illustrate and describe changes in
families by sharing relevant details
clothes, homes, and jobs of families
in the past and families now. and facts about their own families
IAS: K.1.1 Compare children and IAS: K.W.5 With support, build
families of today with those from the
understanding of a topic using
past
various sources.
NCSS: Time, Continuity and Change ● Identify relevant pictures,
charts, grade-appropriate texts,
personal experiences, or people as
sources of information on a topic.
QR codes Family album
Paper dolls Anchor chart
Paper clothes Markers
iPads Clipboard
blank paper Scrapbook paper
crayons
Blacksmith, craftsmen, and
shoemaker tools
Venn Diagram paper
Picture cards
Students will fluctuate between their Students will be able to work around
seats, the carpet, and different the room while writing their
centers around the room for this sentences.
lesson.
On your tables you’ll see a baggy Flipping through an old photo album,
that contains little cards with images saying sentences out loud that I would
on them. The cards will contain want students to write in their
colonial fashion, buildings or scrapbook.
careers, and also those same three
categories but modern-day. As a
group, I want you to carefully look
at the pictures on the cards and sort
them into whatever categories you
want. I’ll give your group three
minutes to talk it out, go! I will be
looking to see how the students
categorized the pictures. Whether
they recognize the time period or
just sort by clothes, jobs and
building does not matter at the
beginning, this is just to get them
thinking. I will allow time for groups
to explain how they categorized.
Today we are going to be learning Today we are going to be writing
about how people and families have sentences to caption different pictures
changed from the past to now. We’re or memories that we have. It is
going to be looking at the way that important to do this and keep record
people used to dress, the homes they of them so that when we look back in
used to live in, and the jobs that they a few years, we remember moments
used to have. It is important that we and people and what was important to
learn this because learning about us.
how people were different than us
back then help us understand how
much life has changed for people.
1. Introduce stations 1. Show photo album
2. Give students groups 2. Model sentence caption
3. Transition students to 3. Send students to work
centers 4. Walk around to help students
4. Allow time for completed 5. Wrap up
stations
Students will redo picture sort in a Students will share their sentences.
new way
Unit Title: The Value of Being Different Name: Meredith Brouyette
book, author and illustrator, or
identity.
Formative As a whole class, we will make Concept maps that each student Formative assessment will be Conversations had while walking
Assessment a venn diagram. One circle will makes, and even discussions that walking around groups and having around the room
say author, the other will say are held at each table. I will make discussions with them during the
illustrator, and the intersecting sure to try to hear what each table center.
part will say both. I will ask group talks about
students to list all the parts of
the story that the author creates
and influences and will ask the
same of what the illustrator
does. Lastly, we will list what
both the author and illustrator
both contribute to a story
Adaptations See Lesson plan: See Lesson plan: See Lesson plan: See Lesson plan:

Summative No summative assessment Summative assessment is the Summative assessment will be the Summative assessment is the
Assessment product- the “patchwork” square doll that they dress, the classroom scrapbook page.
that each student designs. that they draw, and the Venn
(as needed)
Diagram that they fill in.

Taking 1. Understand
Informed Students will reflect on what they have learned about identity, culture, diversity and change.
2. Assess
Action
Students will make a list of characteristics about themselves that they like or are proud of. They can use words or pictures to represent these
characteristics.
3. Act
Students will be asked to think about the implications of using these characteristics or traits often and to the best of their ability and to see how
those actions could change the world. They will then be asked to do it.