LESSON PLAN

Name: Date: Lesson Start and End Time:

1/30
Julia Riggle 11:30-12:00

12:40-1:10
Academic Area: Grade Level: Co-op initials with date:
Social Skills 1st/2nd grade
Kindergarten
Pre-Instruction Planning
Topic Unique
PA Anchor/Standard or 16.2 1.A
Eligible Content Establish relationships that are positive and supportive of others.

16.2 1.B

Recognize and tolerate the uniqueness of all people in all

situations.

1.3 1.A

Retell stories, including key details, and demonstrate

understanding of their central message or lesson.
Lesson Objectives -Students will be able to retell the key ideas and details from the
story read by the teacher.
-Students will tell one unique thing about themselves.
-Students will create a unique fish from a paper plate and art
supplies.
Materials Only One You Linda Kranz
Paper plate
Paint/paintbrushes
Glitter
Glue eye balls
Scissors
Pencil

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 Planning for Learners Differentiation:

Product: Each student will create their own unique fish from art
supplies and paper plate provide by the teacher.

Modifications/Accommodations:
Extra Time
Teacher Assistance
Lesson Presentation
Introduction To begin the lesson, the teacher will call each student on at a
time to sit on the carpet at the front of the room. Then, the
teacher will read the story.
Sequence of activities After the story, students will discuss the main idea and details.
including assessments “What does the author mean, “There is only one you”?”
The students will then write their name on the back of their paper
plate.

Next, the students will cut and glue the paper plate to create a
fish. The students will begin to decorate their fish and finish
decorating the following day.

Finally, the student will present what makes their fish unique and
share one fun thing that makes them unique.
Lesson Wrap-up 1. The students will discuss the meaning of words wisdom, and
unique. Also the meaning of phrases only one you, and circle
back as told in the story.
2. The students will finish decorating their fish for the day. The
teacher will call students one at a time to place their fish at the
back table to dry over night.
3. The teacher will give a short presentation of differences and
similarities between two fish.

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 Self-Evaluation Before reading, I introduced the word wisdom and asked the
students if they knew what it meant. The students did not so I
explained wisdom is like getting advice. I gave the students a
definition they could understand. I asked the students, “Have you
ever asked for advice? About what and when?” The students
shared their prior experiences. I was able to elaborate on their
response and help make connections to their prior knowledge. I
called the students to carpet and purposefully sat the students
who are easily distracted right in front of me. This way, I planned
would keep the students who are prone to become distracted,
more attentive. I read the story and followed up with some
questions to check for comprehension. The students did not
remember much of anything. I went back to a few pages. For,
example I revisited the page “If you make a wrong turn, circle
back.” I asked the students what does this mean. One student
said “When you make a bad decision.” I was able to elaborate,
“Yes Henry, when you make a mistake you are able to try again
and should not give up!” I was happy with the student’s response
when I revisited certain pages. Then I told the students the
directions to follow when they got back to their seat. This way
the students knew what they were to be doing next and what to
expect. The students were dismissed back to their seat one at a
time as I called on them. The students followed directions by
cutting out and taping on the fish tail. The students wrote their
name on the back. I collected the fish and called them one by one
to line up for their next class.

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 The students loved the activity to paint and create their own
unique fish. To begin the activity I held up the book “Only One
You.” I asked the students, “What does it mean only one you?”
The students were silent. I further explained that each and every
one of them is different. “Mason is different than Noah. Molly is
different that Fallon.” I like using the student’s names to keep
them engaged. The students decorated their fish today and will
present them to the class tomorrow. The students will go to the
front of the room two at a time. The students will hold up their
fish and tell one thing that makes their fish unique. Next, they
will tell one thing that makes them unique.

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 The students presented their fish to the class today. Groups of

two went to the front at a time, and told what made the fish
unique and different from each others. To begin, I modeled to the
students how I want them to present. I showed them my fish and
modeled how I would describe it. I showed them two different
purple fish and I asked are these fish the same? The student had
many answers. The fish were two shades of purple, they had
different sparkles and one had more eyes than the other. When
the students presented their fish they said things like, “Mine is
pink and his is blue.”, “We used different glitters.”, and “The
eyes are different shapes and colors.” The students successfully
identified differences in each of their fish. The students then told
one thing that made them unique. Response to the questions were
“One thing that makes me unique is I like to draw.” And “One
thing that makes me unique is I like to play video games.”
Student recognized differences between each other in the class. I
To end the discussion I went back up to the front of the class
with two purple fish. I asked them, if there were any similarities
or things the fish shared in common. The students agreed there
are similarities between the two fish. They are both purple, they
are both fish, they both have eyes, they both have glitter. This
lesson was really fun because I was able to tie in the idea just
because someone is different doesn't make them an outcast
because reality is, you have more in common than you do
different with anyone you meet. Next time I teach this lesson, I
want to develop a rubric and outline for students who struggle
talking in front of the class.

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