Student Name: __Darnell Bolds, Nichole Clinton, Lauren Van Anglen_

Lesson Title: ________Embracing Unique Ideas Within a Unified Group _______

Grade:__3___

# of Lessons in Unit: _4__ Lesson # _1_ Time Required:

_40 mins._
Target ASCA Mindsets & Behaviors:
M 5. Belief in using abilities to their fullest to achieve high-quality results and
outcomes
B-SS 2. Create positive and supportive relationships with other students
B-SS 6. Use effective collaboration and cooperation skills

Target PA Standards:
C:A2.5 Learn to respect individual uniqueness in the workplace
13.1.3.A Recognize that individuals have unique interests
13.1.3.B Identify current personal interests

Learning Objective(s):
Students will begin to appreciate the importance of the similarities and differences
they have with their peers. They will begin to understand the importance of
accepting human diversity. Students will also learn to respect and take into
consideration each individual input when working in a group, while advocating for
their own unique ideas.

SMART goal:
By the end of the 2017-2018 school year, while implementing the Its OK to Think
and Be Different! lesson, the amount of discipline referrals from school staff, due to
peer conflicts between 3rd graders, will decrease by 35%.

Materials:
1) Book- Spaghetti in a Hot Dog Bun, written by Maria Dismondy
2) Banner paper, half-body tracer, scraps of colored paper, scissors, markers, glue
3) Book- Up The Creek, written by Nicholas Oldland
Procedure (should be specific and have a timeline):

Activity #1 (approximately 15 minutes):

Begin by asking the students what it means to them to have courage. Explain that
courage comes from the French root word, coeur which means heart. To have
courage may be defined as strength of heart. Have the students give an example
of a time when they felt strongly about something, but they did not have the
courage to share with others, because they felt their peers would think it was
different or wrong. Introduce the book Spaghetti in a Hot Dog Bun by Maria
Dismondy. Read the subtitle, Having the Courage to Be Who you Are. Ask the
students, How is having courage related to eating spaghetti? Explain that
sometimes our customs and habits are different from others. It takes courage to be
different from those around us because mutual understanding and acceptance may
take a little longer. Read the story to the students.
Closing of Activity #1: After reading, have the students share a food or meal they
enjoy that others may not, and ask for the others students to raise their hand if they
also like that food or would like to try it.

Activity #2 (approximately 20 minutes):

Prior to the lesson, ask the teacher to put together approximately 5 groups of 5
students who do not interact often or those who often struggle to work together.
Watch the following video to see how to create the paper doll banner
(https://www.youtube.com/watch?v=AWi9o4AoVaI).
Explain to the students that although they each have unique interests or
preferences, it is important to take into consideration the interests they have in
common. In addition, when they openly share their own unique ideas and interest,
they may find they have more in common with their peers than they thought. Next,
separate the students into five groups of five. Pass out to each group the banner
paper, half-body tracer, scraps of colored paper, scissors, markers, and glue. Show
the students how to fold the banner paper. Have each student in a group fold the
paper once. Remember, the amount of times they fold the paper will depend on the
amount of students in each group. Then explain that they must trace the half-
body and cut out the shape. Next, have them unfold the paper to see each
individual person. Have each group member design one body to reflect themselves.
Have them draw on their body certain objects that depict their interests. When the
students complete this task, have them fold one paper body over the other until
they have one blank body outline. Then have them fill in the body with pictures and
objects that depict common interests they all have. When each group have
completed the task, have them share their banner with the class. Make sure they
describe their own personal interests and the common interests of the group.
Closing of Activity #2: Explain that, at the end of the day, you will be hanging
their banners around the room so that all of the hands of their paper people will be
connected. This will remind the students that, although it is important to
acknowledge and share their own individual interests and ideas, the ideas of their
peers are equally important, and often they have more similarities with their peers
than they thought.

Activity #3 (approximately 5 minutes):

As a sneak-peak into next weeks lesson, read to the students the story Up The
Creek by Nicholas Oldland. Have the students predict what they believe they will be
working on during the next lesson.
Closing of Activity #3: Suggest that the students talk to their guardians about
how they work alongside their coworkers who may have different ideas or ways of
doing things.
Ask the teacher to assist by choosing 5 different groups of 5 students who usually
struggle to work together in a group.
Ask the teacher to assist by choosing 5 different groups of 5 students who usually
struggle to work together in a group.

Plan for Evaluation

Process Data:
The data will be collected from 25 students in the 3 rd grade. The lessons will be 40
minutes in length and there will be a total of 4 lessons.

Perception Data:
Before starting the lesson, the students will have an in-class open discussion about
what they think they know about human diversity and the similarities and
differences among others.
Outcome Data:
By the end of the first lesson, discipline referrals regarding peer conflict will
decrease by 10%.
By the end of the second lesson discipline referrals regarding peer conflict will
decrease by 20%
By the end of the third lesson discipline referrals regarding peer conflict will
decrease by 30%
After the completion of the last lesson, discipline referrals regarding peer conflict
will be decreased by at least 35%.

Follow-up surveys will be conducted 3 months after the final lesson has been
completed. These surveys will determine if students mastered the competencies of
the lessons or did not master. If a student did not master, the school counselor will
do a review of the lessons that were completed with the student.

By the end of the 2017-2018 school year, while implementing the Its OK to Think
and Be Different! lesson, the amount of discipline referrals from school staff, due to
peer conflicts between 3rd graders, will decrease by 35%.

Follow Up:
For students who were absent during this unit, they will meet as a small group
during their lunch with the guidance counselor. The guidance counselor will do a
review of the unit and allow the students time to create a half-body for their
classrooms banner.

Conduct follow-up survey to determine which students need to attend the small
group review.

Calculate the amount of discipline referrals from school staff, due to peer conflicts
between 3rd graders at the end of the 2017-2018 school year.

Lesson Source:
The source of this lesson will be from Audubon Elementary School Guidance
Department.

Unit Data
Process Data: 4 lessons provided to 25 students per lesson.
(How many lessons
provided to how many
students?)
Questions or Pre Post
Demonstration Date # or % Date # or %
Perception Data:
5
(What do students or adults
think that students know,
Courage Stories student
believe or can do?) 4/24/17 s
Group banner people 4/24/17 100%
Achievement or Pre Post Pre Post
Related
Data Element Date # or % Date # or %
Results Data:
Working with new
(Student achievement or
people 4/24/17 100%
student choice/behavior)
Utilizing conflict
resolution skills with After 4
peers weeks 35%