Component One: Organizational Information

Breanne
Teacher Name(s) Kindergarten
Taylor Grade Level(s)

Unit(s) / Topic(s) / Strand

Subject Area(s) Social Studies (s)
I am Unique
Start/Stop Times + Position of Lesson within
Lesson Duration
1 hour. Sequence:
1:1
1. What are my gifts, interests, talents and characteristics?
Overarching Question(s)
2. How do my gifts, interests, talents and characteristics make
me a unique individual?

Component Three: Learner Outcomes

General Learner  Students will demonstrate an understanding and appreciation of the

Outcomes(s) (GLOs) multiple social, physical, cultural and linguistic factors that contribute
(or equivalent)
to an individual’s unique identity.

Specific Learner
Outcome(s) (SLOs)  K.1.1 value their unique characteristics, interests, gifts and talents
(or equivalent)

Component Four: Learning Objective(s) and Assessment Evidence

Learning 1. SWBAT describe their unique characteristics, interests, gifts and

Objective(s) talents.
2. SWBAT illustrate their unique characteristics, interests, gifts and
talents.

Learning Driving Question(s)

Objective(s) Intended Response(s)

SWBAT describe 1. What are your interests?  I like to draw.

their unique 2. What are you good at?  I like to play hockey.
characteristics, 3. What do you like to do?  I like to read and be read to.
interests, gifts 4. What is something you  I am good at sharing with others.
and talents
like about yourself?  I am good at running.
  I like that I am tall.
 I like that I am a good friend
SWBAT illustrate 1. What did you draw on  I drew a book because I like reading.
their unique your interest page? Why?  I drew a pony because I like them and like to
characteristics, 2. What did you draw on ride them
interests, gifts your “I am good at page”?  I drew a bike because I am good at riding my
and talents Why? bike.

Component Five: Pre-Lesson Preparations

Curriculum Resources Materials and Equipment

 https://education.alberta.ca/media/159594/program-of-  Pencil.
studies-k-3.pdf  Crayons and
markers.
 Glue.
 Googly Eyes.
 Card stock paper.
 Print out booklets
for each child.

Teacher Tasks

 Print off enough copies of the activity for the classroom.

 Rent out I Like Myself by Karen Beaumont from the Library.
 If book is not available, make a digital version available to the classroom.
 Purchase supplies needed: googly eyes, paper
 Cut out paper versions of the children that they can use to illustrate themselves.

Component Six: Body (introduction, activities, closure)

Introduction Time
Allotment
Attention  I like myself (Karen Beaumont) will be read to the class beforehand
Grabber in the morning.
 Refer back to book – ask children what the book was about.
 Ask children if they remember some of the things the girl liked Approx. 5
about herself. Explain that each of us have reasons to like ourselves – minutes.
each of us is unique/special.
 Tell children that today’s lesson is about how unique each and
every one of them are.
Time
Activities Allotment
Learning Q&A: Approx. 10
Activity #1  Explain to children that each of them has characteristics, interests, minutes.
 gifts and talents that make them unique. Explain that unique means
special.
 Ask a few children to share some of their unique/special interests
(things they like to do).
 Ask a few children to share some of their unique/special gifts and
talents (things they are good at).
 Ask a few children to share some of their unique/special
characteristics. (explain that characteristics are what make them them.
This could be physical, like their green eyes or how tall they are; it could
be things about them like kindness, helpful, courageous, caring)

Specific/Driving/Guiding Intended Response(s)
Question(s)
 I like to draw.
 I like to play hockey.
 I like to read and be
read to.
1. What are your interests?
 I am good at sharing
2. What are you good at?
with others.
3. What do you like to do?
 I am good at running.
4. What is something you like about
 I like that I am tall.
yourself?
 I like that I am a good
friend

Transition Show children the activity they are going to do. Approx. 7-
10 minutes
Explain to children that first, they are going to create themselves. Show
them the cut-out bodies, clothing, and accessories they can use. Explain to
students that they each will get a cut-out body and will, one by one, get to
pick a shirt, pants, and some accessories to use to make the person
themselves.

Give children some ideas of how to use accessories; for example, they can
put the buttons on their clothes – they can make glasses or make bows and
headbands for their hair.

Explain to them that they can use their markers to color their person. They
can also use crayons and markers to put patterns and designs on their
clothes.

Explain that you will call student by picking their name sticks. Explain that if
they do not get the color (of shirt/pants) they wanted, then that is okay!
Explain to children that each of these cut-outs will end up looking all
amazing and different – they will all turn out unique because they are
unique.
Explain that afterwards, if time permits, children will be given their own
unique booklet. Explain to children that in these booklets, they are going to
share what makes them unique. Show pages to children and explain that
they will draw on each page about, for example, what interests make them
 unique.

Grab the jar full of name-sticks. Explain that once children are picked, they
can pick up their cut-out, a shirt, a pair of pants, and an accessory in the
back where the EA is. Ask them to take it quietly to their desks and then
get their pencil boxes.

Ask children to quietly get their pencil boxes and to sit at their seats. Once
they do that, they can come when called up to choose materials to create
their person.
Learning Booklet activity and making themselves:
Activity #2  Give children 15-20 minutes to make their cut-out versions of
themselves.
 Afterwards, provide children with the booklet to begin drawing
what makes them unique.
 This may not be done in one day. I will provide children the
opportunity during morning time or ketchup (catch-up) time to
finish it. Afterwards, they will be displayed for all to see.

Specific/Driving/Guiding Intended Response(s)

Question(s)
Approx.
 I drew a book because
25-30
I like reading.
minutes
1. What did you draw on your interest  I drew a pony because I
page? Why? like them and like to
2. What did you draw on your “I am ride them
good at page”? Why?
 I drew a bike because I
am good at riding my
bike.

Closure/Cliffhanger Time
Allotment
Assessment I will determine whether children were able to describe/identify their
of Learning: unique attributes through Q&A.
The booklet and art project the children will work on will help me
determine whether children understood the assignment and whether
they were able to illustrate (share) their unique attributes.
Afterwards, I can report my findings on the checklist provided below.

Checklist:
Student:___________________
 CHECKLIST CHECKLIST YES! NOT TEACHER COMMENTS:
CRITERIA CRITERIA YET.

Did the child describe Did they child

their unique
characteristics, interests,
gifts and talents?
illustrate their
unique
characteristics,
interests, gifts and
talents in their
booklet?

Component Seven: Teacher Reflection

Children had great conversations amongst themselves of what made

them unique. It was great to se that children grasped the concept and took
it further by sharing with each other their unique traits and characteristics.
Having children create themselves was not only engaging but helped
children understand that each of them were unique.
What worked Children had to take turns and wait while they got the pieces to their
well? Why? person. This can be time consuming and can be boring for children. While
we waited for others to grab their pieces, I had discussions about
uniqueness with children sitting down. We first shared different things that
were unique about us and then we shared about what was unique about
the person next to them. This kept them engaged in learning about unique
characteristics while they patiently waited.
What didn’t? Why During this lesson, I got relatively exhausted. The lesson was fun and
not?
engaging but the way it was set up required me to do a lot of moving
around. Grabbing children things, taping for them, and etc., had me tired.
This helped me realize that it is okay to give children the opportunity to
take responsibility and do these things on their own. I did this in a later
class and it proved much better. Also, I realized later that children were
often asking the same questions - instead of repeating myself to various
individuals, it would have been better if I stopped the class and answered it
to all. Often, children have the same question and it is okay to share it with
everyone. We made a unique book that was fun and interactive; however, I
had to repeat the pages since children were unable to read the words
themselves. I tried to find pictures that explained the pictures, but it was
challenging to find a picture, for example, of the phrase: something i like to
 do. I think next time, I should give one page at a time, that way I can tell
everyone at one time what it says and give them a set amount of time to
finish it until we all moved on to the next page.

_________________________________________________________
My favorite color is… My favorite food is…
Some things I like about myself
My favorite things to do
 Something I am good at

I AM UNIQUE
I AM SPECIAL
I AM LOVED
I AM IMPORTANT
I MATTER