Nittu Chima Grade/Subject: K/1 (Social Studies)

Lesson Purpose:
Start with the end in mind
(from the curriculum)

Topic/theme: Social Studies (Different Feelings)

Big Idea Healthy communities recognize and respect the diversity of individuals and care for the
What are students
working towards local environment.
understanding?

Curriculum
Competencies
What skills,
strategies and Recognize causes and consequences of events, decisions, or developments in their
processes are lives.
students doing and
developing during
the lesson?

Content Relationships between a community and it’s environment. (Different situations cause
Standards
What content
differenct feelings in the community/self)
knowledge are
students
uncovering?

Cross-Reference the Core Competencies

(Communication, Thinking, P&S Awareness)
Which ones are embedded?
How will you support and develop students’ self awareness, learning and growth? Identify in the Curricular Competency section.
Brainstorm Your “Think Abouts”
These are the essential pedagogical considerations in your planning.
During your practicum, you’re making your thinking VISIBLE and EXPLICIT so that these elements become an
automatic part of your planning.

Think about ALL.

Include only what is relevant for this specific lesson.
Formative Learning Intention(s): I can identify the feeling/emotion I feel and how it physically looks and describe it.
Assessment
Practices Success Criteria: Students show their completed self-portrait drawing, with the feeling they drew written
Identify those on the bottom.
components relevant
to your lesson that will Descriptive Feedback:
help inform you and
your students of their Questions:
progress towards the
learning goal(s).
Self Assessment Tools:

Inquiry Question
Is this lesson part of a
teacher led inquiry?
Are students
identifying a question
to investigate?

First Peoples’ Learning ultimately supports the well-being of the self, the family the community, the land, the spirits, and the
Principles of ancestors.
Learning Learning is holistic, reflexive, reflective, experiential, and relational with a focus on connectedness and a sense of
Which one(s)? How place.
will they be
meaningfully
embedded?
Content focussed?
Process focussed?
Specific Content – Students respond as Choral Response (class discussion as we read the book).
adaptations to Process – Using mirrors to better grasp how they look when they feel a certain emotion. Students read
allow success for their written responses to me as I go circulate around the classroom, and use of music in the classroom.
all learners Product – Students show their knowledge by drawing how they feel and being able to describe what that
Anticipated needs? feeling is (write it underneath the picture), writing is limited.
Is there a need to -There will be visuals of different emotions that students can refer to.
differentiate...
● Content?
● Process?
● Product?

Collaborative During the read aloud, students are doing a choral response based on the prompts in the book (certain
Learning? words will be hidden and they are to guess those words i.e. the feelings).
Are students learning
with and from one
another?

Joy? Engagement? Students will be listening to music, have the use of mirrors to see how they look in order to do their self
Excitement? portraits. Students get to choose their own emotion based on the music the listen to, and the different
Hands on, minds on colors in their self-portrait.
elements of learning?

Students’ voice and

choice?

Evidence of I am circulating around the classroom or as students hand in their completed work, they will describe their
Learning: picture to me and describe the feeling they felt as they heard the music. Students are able call out the
How will you gather right feelings based on the prompts in the book that is read to them.
evidence to show if
students have
“got it”, or are “getting
it?”

Clarity of Intent...
What do you want students to learn by the end of this lesson? What is your purpose?

I can identify different feelings/emotions and show how it physically looks and describe the feeling.
Lesson Design
What is the teacher doing? What are the students doing? Est.
Time

Connect -I will tell students that it is Friday Students will tell me and show me (on their faces) how I might 2
How will you today, and I will have the entire feel as they listen to the example. mintue
engage weekend to sleep in a little, spend s
students? What time with my family, and go watch a
strategies will movie. I will ask them how that might
you use to help
make me feel?
students
connect to prior
knowledge and
activate that
knowledge?

Process I will read the book “On Monday As I read the story out to the students, the following page that 10
How will When it Rained” to the students. has the feeling written on it will be covered with a post it note. minute
students engage Students will call out what that feeling might be based on the s
with the picture and the prompt (situation) that was on the previous
competencies page.
and content to
deepen
understanding?
-I will lead the discussion (and -After reading the book, we will discuss how it is okay to feel
What strategies prompting students to talk about these different emotions. Do we always need to be happy? Is
will allow different emotions heard from the it okay if we feel mad, or sad, tired? Discussing some of the
students to book). feelings we heard from the book.
interact with new
ideas and build
on
understanding?
How have you
differentiated?

Transform - I will tell students that I will be -I will play some music and I will have students draw a self- 15-17
How will playing music, they will close their portait about how the music makes them feel i.e. the minute
students
INDEPENDENT eyes and think about what feelings expressions from the book show an example. s
LY apply what the music makes them feel. -They can draw themselves with facial expressions (use
they now know colors) that remind them of that feeling, etc. (i.e. if happy use
in relation to the colors that are happy to them, if sad use colors that might
intended
-I will be circulating asking students remind them of being sad). At the bottom/on the back students
goal(s)?
what feeling/emotion they drew. Or will write the feeling that they felt/drew. Extension, why it
as students hand in their word I will makes them feel that way
ask them to show me their pictures -There will be 3 mirrors in the classroom, students can go to
and read the feeling they wrote out. the mirror make the facial expression/emotion and get an idea
of how they want to draw their self-portrait.

Closure I will be leading the conversation and I will bring them back to the carpet, and they will volunteer 2-3
How will you asking students questions. some of their feelings they drew. If students draw sad or mad I minute
draw this time to will ask the rest of the students to give ideas of how we can s
a close? What change these emotions to be happy.
will you do?
Say? Link to for
the next time?