Learning Plan (Kindergarten)1

Title of lesson Your true self. Date

Class 5-year-old kindergarten Topic Unit: Clothes and the
stories they tell.

Time 9:30 a.m. Duration 40 minutes

Materials Teacher: Book: “Jacob’s New Dress” by Ian Hoffman and Sarah Hoffman
Required Child: N/A
Pre-school Competency #2: To affirm their personality → To share their tastes, interests, and feelings,
Competencies when creating an image of their true selves. Afterward, when presenting, to develop self-
confidence and show autonomy when describing the image of their true selves to the class.
Competency #3: To interact harmoniously with others → To cooperate and share supplies
when decorating their artwork, as well as appropriately communicate their thoughts and
feelings about others’ artworks. To understand that bullying others for expressing
themselves e.g., through clothing, is not OK. To understand how to stand up against
bullying and communicate their feelings to others.
Competency #4: To communicate using resources of language → To listen to and
understand the message in the book “Jacob’s New Dress.” Children will express knowledge
about the book, feelings, and clothing vocabulary as they respond to questions during the
read aloud and recall their personal experiences. To express their understanding of the
message to “be your true self” by creating an artwork that visually expresses who they are
and an outfit that they like to wear the most, the children will use written language to label
their artwork using the appropriate vocabulary e.g., this is pants, and to present their
artwork to the class, during circle time. Students must demonstrate their understanding of
the text, by referring to Jacob, in their presentation e.g., Jacob likes to wear dresses
because it makes him feel happy, like Jacob, my dragon suit makes me feel happy and
strong…

Competency #5: Construct their understanding of the world → To organize information

and express what they know about story, apply the story to their personal experiences and
express this during the presentation, and ask questions about others’ artworks. Moreover,
students will learn about important dresses/skirts that men/boys wear around the world such
as sarongs in India, yukatas in Japan, Togas in Greece, etc.

Competency#6: To complete an activity or project → To show tenacity in carrying out the

creation of their art piece- to use creativity and finish the project, to use information from
the story as well as their personal life and create the art piece, to show satisfaction with
their art piece when presenting it to the class - describe their intentions and creative
process.
Objectives Language & Literacy/Social Studies
(curricular
domain) Students will participate in a storytelling session of a book that explores the theme of
perseverance, gender stereotyping, and being their true selves. By the end of this lesson

1 Based on a simplified version of Understanding by Design (UBD)

 students will gain an understanding of expressing their interests- their true selves,
considering others’ feelings, and that there are no boy and girl clothes, colors, etc.

Essential What does it mean to be your true selves and how can we represent this through clothing?
Question(s)
Lesson Introduction (hook): Student will know:
Timing Present the book cover, ask students what they observe about
the illustration on the book, and to read the book title. I point • That boys and men can
out to students the dress and ask them what they think of it. I wear dresses and its ok.
will explain: • That there are male
dresses all around the
• “Everyone, look at the pictures on the cover, what
world such as yukatas in
colour dress is this person wearing? Do you think the
Japan, etc.
dress looks nice?” I will ask students to connect the
• That it is not okay to
colour of the dress and the word purple on the book
make fun of someone for
cover.
their choices.
• I will point out the word favourite and ask the students
• That standing up for a
if they have any favourite clothes and to name what it
friend makes them feel
is e.g., shirt, dress, pants, sweater, shoes, etc.
better.
• I will then direct the students to the person on the
• Anyone can wear
cover of the book and ask them if the person looks
whatever is comfortable
happy, sad, angry, etc.
for them.
• After a brief discussion I would ask students if they
• There are no girl or boy
noticed the gender of the person on the book.
colors, clothes, or
• Before reading, I will ask students to pay attention to
activities.
the person’s clothes and their facial expressions, words
• That being able to
they use to describe their feelings, etc.
express yourself makes
• I will then say “Are we ready to start reading? I need
you feel better.
you to listen and help me read, I might ask you to look
• You can express yourself
at pictures and to repeat words after me, 3, 2, 1, let’s
through clothing.
go!”

Development
I will begin to read the book to the children- I will focus on
important plot points and facial expressions rather than Students will do:
focusing on language techniques (rhyming words, etc.) 1. Reflect on and
• After a reading of the line “Jacob, why do you always respond to questions.
wear girl clothes? Put on the knight armor. That’s 2. Observe book
what the boy wears!” “Christopher, Stop telling us illustrations to
what to do!” said Emily. identify facial
o I will ask children why they think Christopher expressions.
said that and if Emily was being a good friend
for sticking up for Jacob. Would they do the Cross Curricular Competencies:
same? What are girl clothes? Cooperates with others &
• Point out the image where Jacob is wearing his communicates appropriately:
witches dress. Students are to participate in the
o How does Jacob feel here? How can you tell? reading and discussion with each
other, students cooperate to
 • I will ask children if Christopher was right in pulling understand each other’s feelings
off Jacob’s clothes. and experiences.
o How doe Jacob look here? How would you Broad Areas of Learning:
feel? o Citizen & Community
o Explain to children that they do not need to life: Children participate
accept a bully’s behaviour. Children can tell an in the read-aloud as a
adult, or use words like STOP and that makes class community.
me feel… To convey that they are not happy. o Children learn about the
• Place emphasis on Jacob’s father’s line “Well it’s not clothes in other
what I would wear, but you look great.” communities (of their
o Ask children if they dress the same as their peers’ and around the
family or friends. world)
• When Christopher says Jacob is on the girls’ team and
everyone laughs
o Ask children if this was nice to do.
o Let children know that wearing a dress does
not mean you are a girl, even boys can wear
dresses.
o Ask children how it feels to be left out from an
activity.
• Place emphasis on Jacob’s persistence on wearing
dresses.
o Ask children why they feel Jacob continues to
wear dresses even though he gets mocked.
o Ask children why Jacob describes his dress as
armour and wings. How wearing a dress makes
Jacob feel. Whether they have an outfit that
makes them feel the same way.
Closure (transition): Universal Design for
• To end the discussion, I will have an activity and Learning/Differentiation:
discussion around images of dresses men wear around • Seating differentiation
the world and explain to them that these dresses are (pillows, crates, carpet).
normal to wear in those countries. Ask children to • Opportunity to leave the
reconsider if there are boy or girls’ clothes. room with a teaching
assistant to explore the
themes and images of the
book.
• Magnifying board or
SMART screen to show
the illustrations on a
bigger screen.
• Auditory devices to help
ease the experience of
hearing – some children
may need headphones to
hear the story.
FORMATIVE - Assessment
FOR learning:
 • Were children able to
confidently present their
artwork to the class.
• Are children able to
connect the story to their
personal experiences.
FORMATIVE - Assessment AS
learning:
• Did students participate
in the reading and
listening.
• Were there signs of
reflection about the
book’s themes, Jacob’s
feelings, etc.
• Were student able to
keep up with the
storyline.
Take notes on struggling
students or advanced students to
cater to their needs and ensure
student engagement in this
and/or the next lesson.
SUMMATIVE - Assessment OF
learning:
• Were children able to
draw their favorite article
of clothing, write their
name, and add a label to
describe the clothes
(shirt, dress, pants, shoes,
etc.)

Further considerations (follow up activities):

1. The book is available for students to re-explore in the reading corner; students will also have access to
an audio version of the book.
2. The students will have dresses and other costumes in the dress up corner to pretend play with.
3. Students will have access to the pictures of dresses men wear around the world and a table listing the
different countries, students can use this as a game to match the dress to the country.
4. Students will have access to purple lace and fabric and a kid-friendly plastic needles and felt.

Reflection:
- Was I able to engage all the students? Did I consider the feelings and questions of each student?
- Were my instructions for the visual arts element clear? Were students able to follow my directions?
- Did I offer adequate number of resources for all students to create their artworks?
- Did I animate my voice when reading, make stops when necessary, and ask pertinent questions-
making students reflect on the story and theme of “your true selves” ?
 - Was my clothing around the world activity engaging and was my real-world connection interesting for
the students?
- Did students have enough time to play in the dress up corner?
Professional Competencies:
1. To act as professional inheritor, critic and interpreter of knowledge or culture when teaching students.
I will connect children’s experiences about expression of oneself and clothing to the context of the story by
asking question that make students reflect on their personal experiences. I will research different dresses men
wear around the world and bring cut out laminate pictures to supplement our reading and discussion.

2. To communicate clearly in the language of instruction, both orally and in writing, using correct grammar,
in various contexts related to teaching. I will make sure to clearly articulate the words, project my voice, and
animate my voice and gestures according to the text – to engage the students. I will make sure to clearly
communicate directions for the making and presentation of the artworks- so that every student understands.

3. To develop teaching/learning situations that are appropriate to the students concerned and the subject
content with a view to developing the competencies targeted in the programs of study. I will make sure to
contextualize the story in an age-appropriate way. Rather than discussing the various ways to express gender,
I will ask students to reflect on the expression of their true selves (their likes/dislikes, interests, and how this
represents their clothing choices). I will introduce bullying and ally behavior when students are faced with the
inability to express themselves.

4. To pilot teaching/learning situations that are appropriate to the students concerned and to the subject
content with a view to developing the competencies targeted in the programs of study. I made sure to pause
and ask questions during the read-aloud so that students actively participate in the reading, I will make sure to
ask students to repeat words after me, reflect on their personal experiences, and identify messages in the
illustrations of the book. These questions will help students during their artwork creation and presentations.