Liberal Studies Lesson Plan for LS 1000-3001

Name: Michaela Callahan Grade Level for this Lesson: 1st

ELL Students: 2
ADHD Student: 1

Diverse Learner Strategies:

● For the ELL students, the book we have been reading also has a spanish section for
each page. I have been having a student try to read the spanish section to the class and
I am helping when needed. I am also having the students explaining what the spanish
sections mean.
● For the ADHD student, I will have them help me pass out the materials and get
everything together. I will also allow them to work in a different area if needed. They will
also be able to take breaks when needed.

Academic Content Standards:

History: 1.4 - Students compare and contrast everyday life in different times and places
around the world and recognize that some aspects of people, places, and things change
over time while others stay the same.
1. Examine the structure of schools and communities in the past.
2. Study transportation methods of earlier days.
3. Recognize similarities and differences of earlier generations in such areas as work
(inside and outside the home), dress, manners, stories, games, and festivals, drawing
from biographies, oral histories, and folklore.
Art:
2.4: Create a self-portrait.
or
2.5: Create a picture of a person.

Social Justice: ID.K-2.1: I know and like who I am and can talk about my family and
myself and name some of my group identities.

State the CA content standards and/or the Common Core State Standards for this lesson.

Plan on a 30 minute lesson.

Prior Learning
Previously, the students have been working on what it means to have a sense of community
and self. They have been working on looking at Mexican cultures and comparing and
contrasting the differences between the U.S. and Mexico. We have also already been
discussing what it means to look into the past versus the present and the future. This is
 basically the final step of the unit. We have also read a couple of pages a day of the book My
Papa Diego and Me and have finished it.

Unit of Study:
This lesson will give students the opportunity to think about themselves and the people around
the. They will use different mediums to create a portrait of themselves or a family member that
represents their heritage, community, and where they “belong”.

Academic Learning Outcomes:

1. TSW have a better understanding of where they stand in their community and heritage.

2. TSW understand some of the differences between traditional Mexican culture and United States
culture.

3. TSW have a better sense of their self image.

Implementation:
1. (Hook - simple and quick):
Okay Friends, do ya’ll remember what we have been working on the past couple of weeks
when it comes to Mexican heritage and where you belong…?

Sequence of Activities:
1.TTW Pass out a couple of blank sheets of paper to each student.

2. The teacher should have already prepared for the lesson by putting out paint, markers, pens,
pencils… etc.

3. TSW take pencils and begin to draw their portrait of their family member or themselves.

4. As the students are drawing in pencil only, TTW will continue to read some of the book and reread
some pages to keep the students engaged.

5. As the students finish drawing in pencil, TSW will begin to paint or color their pictures

6. Once finished, TSW will let them dry and then will begin to write their description of their portrait. Their
writing will implement the history standards as well as describe why they used which medium and why
they used the colors they used.

Closure:
Okay Friends, what did you like about this Unit? Why is it important to understand where you
belong in society and where you belong with yourself?

Assessment:
How will you know what students have learned? Address each learning outcome specifically.
 1. 1.4: Were there any differences between the older people that we read about and your own
ideas? In the book, did Diego see any differences between him and his dad? Do you see any
differences between you and the older people in your life?
The students will be able to answer these questions confidently.
2. 1.5: How are you and Diego apart of the same community? How are ya’ll not apart of the same
community? What are the benefits of being in different communities but still working together and being
equals?
Students will be able to answer these questions confidently.
3. The students writing will reflect most of the answers to these questions and will also have their opinion
built into them as well.

Materials:
● Book: My Papa Diego and Me
● Various paint colors
● Markers
● Colored pencils
● Paper
● Paint brushes
● Paper plates
● Newspapers to protect desks
● Cups for water