Self Portrait Lesson Plan Revised

Lesson Title: Loose parts- precious and sacred Lesson # 1 Date:
Name: Subject: Grade(s):

English language arts K
Rationale: (lesson context and reasons why lesson matters)
This lesson provides learners the opportunity to explore the concept of being valued
for who they are using loose parts.
Curriculum Connections : (which can be: big ideas / learning standards /curricular
competencies/core competencies)
https://curriculum.gov.bc.ca/
Big Ideas
Stories and other texts help us learn about ourselves and our families.
Learning Standards
Use personal experience and knowledge to connect to stories and other texts to
make meaning
Early learning framework
Living inquiry: engagement with others, materials and the world
Pathway: Time for engagement
Learning Intentions- (learner friendly language such as: I can …..)
I can show my learning using loose parts

I can explain why I am precious and sacred
Prerequisite Concepts and Skill :( for student success)

Knowing the expectations for when we gather as a group and when working at
tables.
Materials and Resources with References/Sources:
Teacher Students
1 copy of I was born precious and sacred by Debora Abood NA

Variety of loose parts including:
Large cork circles, Yarn, gems, rocks, shells, ribbon
Hand held mirrors ( 1 for each child)
IPAD for documenting students learning
Differentiated Instruction (DI): (accommodations)
This lesson incorporates the use of oral language and pictorial representation which
will support all learners in their various stages of literacy. The Teachers will also help
to facilitate conversation around ‘ I was born precious and sacred’ to allow for
learners to participate at a level that supports their needs. Such as asking open
ended questions or providing guidance to students when using loose parts to
demonstrate their understanding.
The use of first and then pic symbols to support all learners
Assessment and Evaluation: (formative and summative possibilities related to

curricular connections)
Can a learner create a self-portrait using loose parts and orally describe why they
are precious and sacred?
Organizational/Management Strategies: (anything special to consider?)
This is a lesson that I would use after my students have had experience using loose
parts and have practiced the expectations of clean etc.
Possible Aboriginal Connections / First Peoples Principles of Learning

http://www.bced.gov.bc.ca/abed/principles_of_learning.pdf and
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/aboriginal_education
_bc.pdf
Learning requires the exploration of ones identity
Lesson Activities:
Teacher Activities Student Activities pacing
Introduction (hook/motivation/lesson
overview)
Start and complete lesson outside
Make a prediction: Show the cover of I
was born precious and sacred and ask the - Learners listen and ask/ answer 3 min
following questions: questions
- Who is on the cover of this book?
- What do you think this book is about?
- What does precious and sacred mean?
Guiding Question: As we read through the
story what do you notice about the
pictures?
Body (lesson flow/ management)

Invite a parent in to read this story
Read the first 4 pages, pause and pose 3 min
the question
What did you notice about the pictures in
this story so far?
Read the next four pages and pose the

question what does it mean to be 2 min
precious?
Read the rest of the story and ask what

does sacred mean 3min
- How are you sacred?

- How are you precious?
Refer to pages of the book to support

understanding
To further enhance understanding of these

terms, the words loved and important 1 min
could be used in conjunction with precious
and sacred.
Ask learners with their family to create a 20

self-portrait or image using loose parts to min
demonstrate how they are precious and
sacred.
5 min
Go over expectations of using loose parts,
what to do when finished (check in with an
adult, clean up)
Closure (connections within lesson or

between lessons, sharing successes,
summaries) Complete a gallery walk to provide
leaners with the opportunity to share their 5 min
What did you notice about the self- creations with peers
portrait’s
Photograph learners with their self portrait,

removal of camera
Extension: This lesson could be done

during birthday celebrations or family
gatherings during the beginning of the
school year

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Lesson Title: Loose parts- precious and sacred Lesson # 1 Date:

Name: Subject: Grade(s):

Rationale: (lesson context and reasons why lesson matters)

Early learning framework

Living inquiry: engagement with others, materials and the world

Pathway: Time for engagement

Learning Intentions- (learner friendly language such as: I can …..)

I can show my learning using loose parts

Prerequisite Concepts and Skill :( for student success)

Materials and Resources with References/Sources:

1 copy of I was born precious and sacred by Debora Abood NA

Assessment and Evaluation: (formative and summative possibilities related to

Organizational/Management Strategies: (anything special to consider?)

Possible Aboriginal Connections / First Peoples Principles of Learning

Learning requires the exploration of ones identity

Body (lesson flow/ management)

Read the next four pages and pose the

Read the rest of the story and ask what

- How are you sacred?

Refer to pages of the book to support

To further enhance understanding of these

Ask learners with their family to create a 20

Closure (connections within lesson or

Photograph learners with their self portrait,

Extension: This lesson could be done

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