Lesson+Plan+1

Lesson #1 || DR1.2 Compare kinship families of the past, with family of the present, including First Nations Métis and Inuit families, with respect to: Change, Diversity, Worldview, illustrate that change is natural, that worldviews evolve, and that diversity is valued. b) Construct representations of passage of time, as related to the family (e.g., I was born, my siblings were born, family members moves away or into the home). || · I am using a book to give a different perspective of time. They are not just learning about time from my direct teaching but from an author’s perspective. They are also learning about time from their own lives. This shows them about time that they can relate to because it is their own family. ·  The children hopefully will understand that change is natural. Also, they should understand that families change over the years. ||
 * =Planning for Learning in Social Studies =
 * Name: Bethann Husband Grade: One Topic: Passage of Time ||
 * =//Step 1 – Learning Goals //= ||
 * =Essential Question: How can we understand time through the changes in our families? = ||
 * =Curriculum Outcomes and Indicators: =
 * ** How I can promote multiple perspectives of this content: **
 * ** Interdisciplinary Connections: Please note that I have only given specific connections to the Math curriculum because it is the only renewed curriculum that I have. The other subject areas I will have to figure out if they fit into the curriculum when they come out. **
 * ELA: The students are reading and discussing the book. Also, the students could possibly be writing what is happening in the picture book that they make.
 * Art: The students could possibly take part of an art lesson to decorate their picture books.
 * Math: I could do a lesson on time before we do this lesson. Time in the Math curriculum, M-47: solve a variety of problems involving time. ||

|| || ||
 * **// Step 2 – Learning Plan //** ||
 * ** Set: **
 * Prior to the beginning of this unit, I would send a letter home to the family asking if the students could bring pictures of their families, perhaps beginning with when their grandparents got married and start having children, to their family today. We will get permission from their family members to glue these pictures onto paper. Each student should have five photos.
 * I will read the children a book called “Love You Forever”, by Robert Munsch. Before reading the book I will suggest that the children pay attention to how the mom and son changed throughout the book. After reading the story I will ask the students questions. Questions: How does the mother change throughout the story? (The students may respond to this question by saying things like, she got older, she rocked the baby and then the son rocked her. I would probe the student questioning until they came up with the answer that the mother got older). What happened to the son? (Again, I would probe their questioning until I got the answer that the son got older). Why did the son have to rock the mother at the end of the story? (The son had to rock the mother because the mother was not able to lift the son up anymore). Why did the mother and son get older? (I would probe the students until they said getting older is natural, everyone gets older). How did the mother and sons roles change throughout the story? (The mother began rocking her son and eventually the son took over and rocked his mother to sleep).
 * ** Development: **
 * I will then get the students to start thinking about their own families and how they have changed over the years. I will get the students to bring out there photos of their family. The students will have the task of putting their photos in order from the oldest pictures to the most recent. (If there are students who did not bring pictures with them they could either join up another student, or I will provide pictures of my family).
 * I will get each group to bring me their pictures and show me the order that they put their photos into. Each student or group will have to explain to me why they put the photos in this order. I will do this so that I know that each student understands order from oldest photo to newest. Also, I want to have a small amount of control over the pictures before they start gluing the pictures onto the page.
 * We will make a story book of the life of each family member. Each student will receive five sheets of paper that has been cut about 5.5” long and 8” wide. The students will then glue their pictures on each page and put them in order from the oldest picture to the newest one. I will staple each book for the children.
 * Next I want the students to pair up with another student and I want each student to explain to the other student their family book. I want them to tell the other student what changes occur in the pictures and each student’s families throughout time. ||
 * ** Closure: **
 * With this activity my hope is that the students will understand that change is natural and that it is inevitable. I also want students to understand that throughout the years, changes occur in families. I will ask the students questions about their photo books. Questions: What has changed in your families throughout the years? (The students may say things like, there are more people now in the family because my grandparents had children and my parents had children, etc. or something like my grandparents are getting older). The point of this questioning would be to get the students thinking about change and the passage of time in their families. ||
 * ** Resources and Materials: **
 * Love You Forever, Robert Munsch
 * Five pages of paper (5.5” long and 8” wide) per student.
 * Stapler
 * Glue ||
 * ** Adaptive Dimension: **
 * With this lesson, I have given the students the option of creating a book together. If the student does not have their own family pictures they can either join up with a classmate or they can use pictures of my family. Also, they can join up with another classmate if they are not confident to put pictures in chronological order or on their own.
 * Instead of writing down how the students know that this is the order I am getting the students to explain it to me. This would help learners that have difficult time writing. Also, for EAL students, practicing oral speaking would help the students understand the assignment better.
 * ** Extensions: **
 * In this lesson I talk about the changes that occur in the family, such as births and marriages. However, I did not get the students to write down specific dates but an extension could be to write down specific dates in their books.
 * Another extension could be to write down what is happening in each picture. This would depend on the level that your students are at. If your students are fairly advanced and writing is not a difficult task for them, I would definitely try this out.
 * Students could also create a timeline or family tree for their families lives instead of a picture timeline.