Topic: Similarities/Differences  

Grade Level: Pre-K 

  
Essential Question: How can we discuss similarities and differences between people? 
  
Standard(s): CD SS 1.4b Describes similarities and differences between self and others. 
 CLL 4.4d Uses new and expanded vocabulary in a variety of situations. 
  
Objectives/Goals:  
Students will be able to discuss similarities and differences between themselves and others in an age-
appropriate manner. 
Students will name similarities and differences between themselves and others. 
  
Assessments: Teacher observations and anecdotal notes during the you do portion of the lesson
when students are presenting. 
 
  
Activating Strategy: I will show students the book We’re Different, We’re the Same.  I will ask the
students what they notice about the cover and what they think the book will be about.    
  
Teaching: How will you teach/model/guide the student(s)? Be specific and step-by-step? 
  
I do  I will ask the students to elaborate on what they notice on the cover, what they think that
means, and what they think the story will be about.  Without telling them the title or what the book is
about, I will ask them to elaborate on their thoughts.    
  
I will explain what similar and different mean and provide examples between myself and some
students. 
  
I will remind students about using kindness while we are sharing our thoughts. 
  
We do: As I read the book aloud, I will ask the students to look at the illustrations and see what
similarities between themselves and others they can find.  I will also ask students what differences
they see.   We will discuss how it’s ok to be different than other people and I’ll ask students why it’s
nice to be different from other people.   As we look at the illustrations, we will discuss how they go
along with the words on each page and why the author felt like this was important to include. 
  
You do: Students can pick a partner to come up to the front with them.  Students will list at least one
way they are the same as their partner and one way they are different.  If students do not want to
share in front of the class, they can draw a picture and dictate the differences and similarities to me
privately. 
  
  
Summarizing Strategy: At the end of the lesson, we will will recap the meaning of similar and
different.  I will show a picture of two children, and we will create a venn diagram as a class showing
the similarities and differences to keep displayed. 
  
Assessments: Teacher observations and anecdotal notes during the you do portion of the lesson
when students are presenting and as we are making the class venn diagram 
  
  
References: 
Kates, B. (2017). We’re different, we’re the same (Sesame Street). Random
House Books for Young Readers 
 
Resources: 
Book-We’re different, we’re the same 
Chart paper 
Markers 
Pictures of children 
 
 
 
Mini-Lesson Plan Template 
Topic: ___Identity_____________________________________________________________________
 
Grade Level: ____4th___________________ 
  
Essential Question: What standards-based question should your student(s) be able to answer following
the lesson? 
 What is your identity and where does it come from? 
  
Objectives: 
 Students will refer to details and examples in a text when explaining identity. 
 Students will use technology to produce and publish multimodal writing as well as to
interact and collaborate with others. 
 Students will convey their identity through the presentation of artistic work. 
  
Standard(s): 
ELAGSE4RI1: Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text. 
ELAGSE4W6: With some guidance and support from adults, use technology, including the Internet, to
produce and publish writing as well as to interact and collaborate with others. 
MA4.PR.3: Convey meaning through the presentation of artistic work. 
  
Activating Strategy: How will you activate prior knowledge and hook interest? 
  
Turn and Talk: “When Superman's not wearing the cape and saving the day, he's Clark Kent, a mild-
mannered reporter for the Daily Planet newspaper. Superman isn’t the only superhero with a secret
identity. Why do superheroes have secret identities anyway?” 
  
Discuss whole group. Collect the students’ ideas on an anchor chart. 
  
Discuss: “What is identity? Where does your identity come from?” 
  
“Today we are going to learn that our identity is made up of many different parts. Some parts of your
identity are easy to see. Some parts are not. Together, all the different parts of your identity make you
who you are.” 
  
Teaching: How will you teach/model/guide the student(s)? Be specific and step-by-step? 
  
I do: Begin reading the section “What is My Identity?” from The Antiracist Kid by Tiffany Jewell. “The
author says part of my identity comes from my community. A community is a group of people living
together in the same place. Community can also mean a group of people who care about the same
things. Our school community is part of my identity, but I am also a part of the teaching community.”
Begin creating your identity map using a technology tool, such as Google Slides or Padlet. 
  
We do: Read the section “What is Personal Identity?” “What is one of your personal identities you
would like to share? How do you know that is a personal identity? Refer to what the text says about
where your personal identity comes from. How might you represent that part of your identity using
your technology tool(s)?” 
  
“Make a prediction. Where do you think your social identity comes from? What makes you think that?” 
  
You do: Read the section “What is Social Identity?” Students may read the section independently.
“What does the text say about where social identity comes from? What is one of your social identities?
How might you represent that part of your identity using your technology tool(s)?” 
  
  
Summarizing Strategy: How will you conclude the lesson and help the student(s) to summarize what
was learned? How will student(s) answer the Essential Question? 
  
  
Assessments: Multimodal Identity Project – Students will use digital tools to create a photo curation,
identity map, or some other multimodal production about their personal and social identities. Students
will present work that conveys their understanding of the essential question using written words,
images, music, visual art, sounds, etc. 
  
  
References 
  
Jewell, T. (2022, October 4). The antiracist kid: A book about identity, justice, and activism.  
HarperCollins Publishers. 
  
Resources: 
  
The Antiracist Kid sample