Lesson Planning Template

Created by: Anisha Badesha

Subject: Social Studies and Art – Different kinds of families
Grade: K

Stage 1 – Desired Results

Communication Personal & Social

C T P
S
- I can describe my family and
Thinking
community.
- I am an active listener; I - I am able to identify the
support and encourage the different groups that I belong
person speaking to
- I can understand and share - I understand that my identity is
information about a topic that is made up of many
important to me interconnected aspects (such as
life experiences, family
history, heritage, peer group)

Big Idea(s): what students will understand (at a conceptual level, see connections to and between ideas, goes beyond the classroom learning)
Socials: Stories and traditions about ourselves and our families reflect who we are and where we are from.

Art: People create art to express who they are as individuals and community.
** Dance, drama, music and visual arts express meaning in unique ways. **

Essential Question(s):

What is a family?
What makes a family?
What does family mean to you?
How do families differ? How are families the same?
Does everyone’s family look the same or is it different?
Does family have to mean the people you are related to?
What can your family tell you about your history?
What stories can you learn about your past?

Curricular Competencies: what students will do (activities to Content Competencies: what students will
deepen understanding / product) know
(basic knowledge, definitions, theories, laws)
Socials:
- Explain the significance of personal or local events,
objects, people, or places
- Explore different perspectives on people, places,
issues or events in their lives (perspectives.)
Art:
- Explore elements, process, materials movements,
technologies, tools and technique of the arts.
- Explore artistic expressions through themselves and
community through creative processes.
- ** Express feelings, ideas, stories, observations, and
experiences through the arts. **
- ** Describe and respond to works of art.**
Stage 2-Learning Plan
Potential Barriers to Success
(Might include: engagement, motivation, organization, language ability,
exceptionalities, reading level etc.)
- Some students might not understand the concept of
family or have a very “in the box” kind of vision of
what a family should be.
- This might be a sensitive topic (so I should be aware
of family backgrounds) and be ready to speak to the
differences and individuality in everyone.
- Language as a barrier to comprehension.
- Language: Terms might have different meanings in
some cultures than others (cousin might be considered
a sibling because they live in the same household.)
- Some students might be shy and unwilling to share
their final product.
Infusing Aboriginal Education/First People’s
Principles of Learning
Learning requires exploration of one’s identity
(this is often right/wrong, yes/no)
Socials:
- Characteristics of the local community
that provide organization and meet the
needs of the community.
- Diverse cultures, backgrounds, and
perspectives within the local and other
communities.
- Art: - ** elements in the arts: visual arts**
- Symbolism as expressions of meaning.
What will you do? (differentiation/adaptations)
(not enough to just list obstacles w/o thinking of how to
address them)
- We will go over what different kinds of
families look like and how no one family
is the same.
- I will put it in simple language and break
down further if need be.
- We will go over the definition and have a
discussion to deepen comprehension.
(Provide examples through discussion and
through the book – visuals for ELL
students)
- I will allow students equal opportunity to
share. I will let students know that it is
okay if they don’t want to share their
finished piece.
Resources / Materials Required /
Technology
- Markers
- portrait template
- family photo
 • “Culturally located relationships” – validate student - “A family is a family is a family”, by Sara
identity by showing interest in their family, Nation etc O’Leary

Learning is embedded in memory, history and story

Stage 3 – Assessment Evidence

Formative (before/during) Summative (at the end) Self
Discussion (Assessment/Reflection)
Family picture

Stage 4 – Teaching Plan

Time: Teacher Does: Students Do:
Input/Information:
10 mins
I will read the story, “A family is a family is a Students are listening to the story.
family”, by Sara O’Leary

As I am reading the book, I will point out the

different kinds of families in the book and make
sure they know that not all families are the same.

Some children have two mommies, or two dads.
Some children are adopted because their family
wanted them and picked them out to love, some
children live with their grandparents or their aunts
and uncles. Some families have pets and some
people have none.
Students are reflecting on the different kinds
of families they are noticing in the books
and how they compare to their views on
families through the discussion we are
having.

We will have a discussion about the kinds of

families in our classroom – students will lead this
discussion and share facts about their families.
Modelling:
3 mins
I will let the class know that they are going to Students are thinking about who they will
create their own family portraits. (I will have have in their family portraits, what family
families send me usable family pictured ahead of means to them.
time – pictures they will be able to cut out to use
for the heads.) I will remind the students that all of
their family portraits are going to look different
from one another because all of us have different
families.
 Because families all look different, I will have
different tables set up with different kinds of
material (macaroni, feathers, coloured paper,
pastels, glitter, yarn, string, fabrics, different
mediums of paint/crayons/pastels/markers) and
will allow students to choose different materials
they best feel represent their family. Later, they
will be explaining why they chose the materials to
make their portrait.

** For some more natural items, I will lead the

children on a nature walk where they can collect
different materials to use for their family portrait –
pinecones for dresses, leaves for clothes, sticks for
the bodies/ligaments. The purpose of this to see
creativity in everyday objects and be able to use
them with artistic expression. **

Guided Practice:.
15 mins
In this picture, the students need to illustrate Students are thinking about how they like to
something about their family that is important to spend time with their families and how they
them. Something that might be important to the can show that through their drawing.
students is the love they get from their family. To
illustrate this, they might draw a heart. Maybe their
family plays a lot of games, so drawing a game
would illustrate something about their family that
is important to them.

Some questions to prompt their portrait: “What do

you like doing with your family?” / “What are your
favorite activities with your family?”

** Previously front load students to ask their

parents some questions about their family
traditions so that they can include that in their
art.**

Independent Practice:
Cont…
I will front load the students and let them know Students are getting ready to share their
that we will be coming back together as a class to ideas.
share our ideas, so if they would like to share what
 they wrote, they can practice their oral speaking
skills.

Checking For Understanding:

Cont…
I will let students know that it is time to come back Students are coming back to the carpet and
to the carpet so that we can see what one another’s sharing their ideas with the rest of the class
families look like. (if they would like.)

Students are broadening their perspectives

** While the students share, I will scribe what
on what families mean to them.
they say so that I can create a blurb about their
families to go with their creation. This can be on
display on a bulletin board for the school
community to view and for parents (uploaded on
FreshGrade so that they can see what we did with
the pictures I asked for) **

** As there is no use of technology through the

Waldorf method, I will document this through
pictures or keep a display of the students work for
a Parent night so that families can view their
child’s creations. **

After students have shared, I will ask them if any

of our families looked the same. This will remind
them that even though everyone has a family, all
families look different and different families do not
make any less of a family.

Extension:

** Students will get the chance to role-play one of

their favourite family moments for the class.
Students will be put into small groups and through
team-work, will act out a scene from their family.
This can include their favourite moments, what
they like to do with their families, a favourite
memory etc **

Reflection
What went well?
What were the successes of this lesson and the growths?
What could I work on for next time?
Was there a particular area that could have been better executed or executed differently?
Did students reach their learning goal?

** Suggestions from classmates from 2.1**

Waldorf method – changes are in RED

- Prior to this, I was going to have students write down a little blurb about their families
to go with their creation and I changed that to having myself scribe what they are
saying as Waldorf does not emphasize reading and writing until the later years.
- I will not be uploading the student’s final creation to FreshGrade as that involves the
use of technology which is not used in the Waldorf method. Instead, (in a world
without Covid), this creation would involve having a Parents night so families could
come and see the way their children crafted their own unique representation of the
family.
- For an extension, I added a role-play (drama) component so that students could act out
their favorite family moment (this just allows them a different method of representing
their learning.)
- For artistic expression, I added in a nature walk where the students can collect different
materials to use for their family portrait – pinecones for dresses, leaves for clothes,
sticks for the bodies/ligaments. The purpose of this to see creativity in everyday objects
and how they can use them.