LESSON PLAN OUTLINE (Revised and completed)

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
Cathy York
Ms. Laura Henry, Lacey Spring Elementary School
November 3, 2017
November 1, 2017
(Plan must be initialed and dated by the teacher when it is reviewedat least one day in advance.)
(Include the title of each of the following sections in your written plan.)

A. Whos In My Family?

B. CONTEXT OF LESSON
After speaking with my practicum teacher, I have decided to focus a read
aloud on different family styles within the home, due to the wide range of
family structures the students have. I will read the book, The Family
Book by Todd Parr, before moving on to the lesson for the students to
draw their families.

C. LEARNING OBJECTIVES
Understand The students Know Students will know Do Students will begin to
should begin to understand what a family is, who is in understand that everyones
that a family can come in a their family, and that other family is different. They
variety of shapes and sizes. people can have different will also be able to
types of families. understand different people
can be involved in a family.

D. ASSESSING LEARNING
What will your students do and say, specifically, that indicate every
student has achieved your objectives? Remember every objective must
be assessed for every student!

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL

STANDARDS if required)
Family Life:
K.4 The student will recognize that everyone is a member of a family and that
families come in many forms.
K.5 The student will identify members of his or her own family.
Math:
K.13 The student will gather data by counting and tallying.

F. MATERIALS NEEDED
The story (Cathy York)
 Markers, crayons, colored pencils, etc (students have these)
Paper (lined and colored) (Cathy York)
Scissors (students have these)
Alphabet strip (Ms. Henry)
*Instruction cards not needed

G. PROCEDURE
First, the students will come over to the rug and sit on their
assigned letter. I will read The Family Book and point out differentiation
within the book. I will ask different questions to assess what the students
understand about families: What is a family? How do you know?
After reading the book, I will ask questions about the students
families: What do you do with your families? This will help them begin
to think and realize that their families may be different from other students
in the class.
Next there will be Center time and Ms. Henry will have a group
and I will have a group. One group will draw a picture of their family and
then write something that they do with their family on the lines provided
below. Once they have finished this they will switch groups and then they
will be able to draw their house and cut it out. They will glue on different
colored square cut outs to represent the people living in their home (ex:
purple square for mom, yellow square for brother, etc.) When they are
done they will tell me about the people living in their home and explain
what they like to do with their family.
Finally we will play a four corners game. Each corner will be labeled
with a different family member. I will call out a member and then have
the students walk to that corner. For example, If you live with your
grandma come to this corner. Here, I will go around and ask what this
family members name is.

H. DIFFERENTIATION
When working on the description of the family, some students will need
an alphabet strip so they can recognize the letters and figure out how to
write them.
Some students may blurt out comments during the read aloud. If this
happens, I will address their comment and maybe use that to help the other
students understand the differences between families.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT

WILL YOU DO ABOUT IT?
Students may get off task and this is why we often work in small groups.
This will help to cater to the different needs of the students and keep them
on task. It could be possible that a student may become upset talking
about their family due to recent issues or something along those lines. In
this case it will be important to reassure the student that families come in
all different ways.