Elementary Education Program

Department of Teacher Education & Learning

Sciences

Design Document for Lesson Plan

Name: Ariana Purifoy

Grade Level: K

Concept/Topic: Be You!

Length of Lesson (in minutes): 15

Learning Objectives:

● Students will describe what makes them unique.

● Students will be able to describe why it is important to be themselves and respect their

peers.

Standards:

SE.2 Understand the relationship between self and others in the broader world. SE.1

Understand the meaning and importance of personal responsibility and self-awareness.

RED.SE.2.1 Identify ways of making and keeping friends

P.SE.2.2 Explain how understanding differences among people can increase self understanding.

EI.SE.2.1 Exemplify respect for individual and cultural differences.

Key Tasks/Activities:

● Students will draw a picture of themselves after doing the read- aloud. We will make a

class mural that shows our class diversity. This is important because it gives the students

the ability to represent themselves in a way that they like, and take ownership in their

uniqueness.
 ● During the read aloud I plan to ask students questions like : When was a time when you

were brave? Compassionate? Understanding? etc

Elementary Education Program

Department of Teacher Education & Learning
Sciences
● I will also ask them questions like: What makes you unique? Is it your hair color? Your

favorite hobby? Your favorite piece of clothing?

Anticipating Students’ Responses:

● Prior knowledge students will bring includes: Describing the characteristics that make

them unique, describing what they enjoy doing at home and in school. Students will enjoy

discussing aspects about themselves because it gives them a chance to make friends and

have their teacher get to know them better

Responding to Students’ Responses:

● If students are struggling to describe aspects that make them unique, I will use the text as

reference so they have some ideas and can hopefully find something to relate to. ● For students

who can describe aspects of their individuality, I will ask them to describe something that they

admire about one of their peers/friends in the classroom. Development of Practices among

Students:

● Develop student awareness of their peers' differences.

● Learning ways to develop to appreciate the differences of others, even if they are

different.

● Learn to appreciate their individuality, the things they enjoy, the things they are good at,

etc.

Assessment:
In order to assess if students have met the standards I will use classroom discussion to: 1. See if

the students can describe aspects of their lives that make them unique and special.

Elementary Education Program

Department of Teacher Education & Learning
Sciences
2. Ask the students examples of a time they displayed a particular characteristic that was

beneficial to their peers.

In order to assess if students have met the standards I will use a hands-on activity to: 1.

Assess the students ability to apply classroom discussion on individuality to an activity

where they are required to draw themselves for our class mural,

Vocabulary/Language Function:

Content Vocabulary

1. Curious- eager to know something.

2. Adventurous- the desire to take risks and have new experiences.

3. Connected- to be brought together in some way.

4. Persistent- to continue to endure something.

5. Kind- to be considerate.

6. Brave- to endure something without showing fear.

7. Patient- to be accepting or tolerant of something.

Academic Language

1. Represent- to depict

Classroom Management Plan:

● I will engage and motivate students during our lesson by taking brain breaks if they need,
 doing non-vernal cues if our discussion is getting out of hand, making sure I make note to

have all the students share something during the lesson.

Formal Observation Reflection

Directions: Complete the reflection questions and submit your response to your observer prior to

having a post-conference to discuss the observation. If a conference is held immediately after the

observation, you will submit your responses to the observer the following day via email.

Name: Ariana Purifoy Date: 11/29/2021

1. How effective were your instructional strategies? What changes would you make in your

instructional approaches if you taught this lesson again? Why?

My instructional strategies were very hands-on and included a lot of interaction with the students.

I think that next time I would have included a more hands-on activity in between the two books

because it seemed like the students were losing focus.

2. Compare how students actually responded to the lesson versus the way you anticipated

they would respond. Explain how you scaffolded or extended students’ thinking.

The students seemed to enjoy having us read aloud to them. They were a bit distracted because

someone other than my mentor teacher was reading to them. They kept interrupting me while I

was reading, which threw me off a little. When they asked me questions, I would answer their

question with another question to extend their thinking.

3. Describe how you assessed whether your students achieved the objective of the lesson.
 Was this effective? If not, what would you change about your assessment?

I assessed the students understanding by having them tell me the things that make them unique

then had them draw a picture of themselves doing their favorite thing. I think that this was

effective because it was hands on and easy for Kindergarten aged students to do.

4. How effectively did you motivate your students, set and enforce expectations, and

handle transitions? Would you change anything and if so, why?

I do not think I did a great job enforcing transitions, although I did not have many to begin with.

Next time, I would pass out the drawing materials after I did the read aloud so the kid were not

distracted.

5. Did you make modifications to your lesson plan during the lesson? If so, what were they

and what motivated these changes?

I ended up having the kids draw in their daily writing hand out because I used my mentor

teacher’s morning meeting time to do my lesson. Because I ran out of time, the kids did not draw

on the paper I gave them, but rather went back and drew themselves during their writing time.

6. How did you meet your Teaching Behavior Focus? If you did not meet it, what would

help you to meet it next time?

I met my teaching behavior focus by accessing prior knowledge by asking the kid’s questions

like “What makes you unique?”

 I make sure to include all students and make sure they were all contributing to our discussion

(cooperative learning).

I fostered student engagement through discussion.

I think I could have handled logical things better like when to hand out materials and done a

better job giving clear instructions.

Lesson Plan

Name: Ariana Purifoy

Grade: KIndergarten
Topic/Concept: Be You!
Materials/Resources: Be You! by Peter H. Reynolds, All Kinds of People by Emma Damon,
Paper, and Pencil

Teaching Behavior Focus: Foster student engagement through discussion, account for students’
experiences, backgrounds, culture, and communities in lesson plans and units, utilize cooperative
learning, etc.

Learning Objectives (measurable):Students will describe what makes them unique and will be
able to describe why it is important to be themselves and respect their peers.

Standards:
SE.2 Understand the relationship between self and others in the broader world.
SE.1 Understand the meaning and importance of personal responsibility and self-awareness.
RED.SE.2.1 Identify ways of making and keeping friends
P.SE.2.2 Explain how understanding differences among people can increase self understanding.

Assessment Plan (How will you know that your students met the objective?):

Students will be able to communicate what makes them unique and draw themselves doing an

activity or other aspect of their lives that is special to them.

New Vocabulary:

1. Curious- eager to know something.

2. Adventurous- the desire to take risks and have new experiences.

 3. Connected- to be brought together in some way.

4. Persistent- to continue to endure something.

5. Kind- to be considerate.

6. Brave- to endure something without showing fear.

7. Patient- to be accepting or tolerant of something.

Note: A detailed lesson plan is specific enough for another teacher to read and teach
effectively. There should not be any question regarding what to do or how to do it.

Lesson Development (hook/engage/launch, step by step in real time, include questions you will
ask in real time, closure/revisiting learning objectives):

Ask “ What makes you unique or special?”

Have students think, pair, share

Call on some students to share aloud

Read Be You by Peter H. Reynolds

As you read, pause and ask students if they know what it means to be curious or

adventurous for example. Do this for every adjective on each page.

Call on students to share what they think these new vocabulary words mean.

As you read, ask the students for example, “Can you tell me a time when you were

curious? Patient? Adventurous?

As you close out Be You! explain to the students that while it is important to always be

ourselves, it is important to respect and appreciate the differences of others.

To elaborate on this idea, close by reading the book All Kinds of People by Emma
Damon.

Show students the interactive “lift the flap” pages that emphasize how people come in

different shapes and sizes.

After reading this book,encourage the students to always “Be You!”.

Pass out paper, pencils, and crayons. Have the students draw themselves that way we can

create a classroom mural of everyone's drawings