NAME 

: Nittu Chima DATE  : April 01, 2021

SUBJECT(S): Social Studies, Art, Language Arts GRADE(S): K

YOUR GUIDING BEACON...At the end of the day, you should be crystal clear on the following:

1. What will students learn?

2. Why should they care?
3. What will happen to facilitate learning?
4. Have I accounted for all learners in my planning (not as “add ons”)?
5. How will I know they learned?
(Adapted from Stefan Stipp, SD36, 2016)

Planning with the End in Mind (the Curriculum)

Students will UNDERSTAND...
Big Ideas (generalisations and principles):

SOCIAL STUDIES: Stories and traditions about ourselves and our families reflect who we are and where we are from
LANGUAGE ARTS: Stories and other texts help us learn about ourselves and our families
ART: People create art to express who they are as individuals and community
(Ministry of Education, n.d)

Students will DO... Students will KNOW...

Curricular competency learning standards (skills, strategies, Content learning standards (topics):
processing):
Social Studies: Social Studies:
-Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze -Ways in which individuals and families differ
ideas; and communicate findings and decisions and are the same.
-Explain the significance of personal or local events, objects, people, or places -Personal and family history and traditions.
-Acknowledge different perspectives on people, places, issues, or events in their lives
Language Arts:
Language Arts: -Oral language strategy
-Engage actively as listeners, viewers, and readers, as appropriate to develop understanding of
self, identity, and community Art:
-Recognize the importance of story in personal, family, and community identity -Symbolism as expressions of meaning.

Art: (Ministry of Education, n.d)

-Explore elements, process, materials movements, technologies, tools and technique of the arts
-Explore artistic expressions through themselves and community through creative processes
-Express feelings, ideas, stories, observations, and experiences through the arts

(Ministry of Education, n.d)

Core competencies - How are they embedded in the Curricular Competencies?
In what ways will Core Competencies be activated, supported and assessed?
Make your connections to the Curricular Competencies explicit.
(e.g. colour coded, “C”, “T”, “PS” coding in the Curricular Competencies, draw arrows like a Mind Map, etc.)

Communication: Thinking: Personal and Social:

- I ask and respond to simple, direct

questions - I can ask open-ended questions and - I can describe my family and community
gather information
- I can understand and share information - I can develop a body of creative work - I am able to identify the different
about a topic that is important to me overtime in an area I’m interested in or groups that I belong to
passionate about
- I present information clearly and in an - I can tell the difference between facts - I understand that my identity is made
organized way and interpretations, opinions, or up of many interconnected aspects
judgments (such as life experiences, family history,
- I can represent my learning, and tell heritage, peer group)
how it connects to my experiences and (British Columbia Ministry of Education, n.d)
 efforts - I can tell what is important to me

- With some support, I can be part of a

(British Columbia Ministry of Education, n.d) group

- I build and sustain positive relationships

with diverse people, including people
from different generations

- (British Columbia Ministry of Education,

n.d)

Evidence of Learning (in progress and summative)

How will you determine where students are at in relation to the learning goal(s)?

Formative assessments: Summative assessments:

Observation (circulating) Family Tree (on their own families)
Think, pair, share Rubric (assess learning intentions/goals)
Discussion based off books etc. Oral presentation (family tree project)
Worksheet – Written prompts Who Am I Books
Interview/Questioning
Choral Response
Anecdotal Notes
Self-assessments:
Thumb checks
Discussions with partner/groups
Plan learning experiences - “Think Abouts” and Resources
Essential question(s): Potential Barriers to Success /
** meets the criteria from Wiggins and McTighe
Areas to Differentiate:
-Motivation – Students may become distracted
In what ways is your family different/similar to those of your peers? during instructional and activity time. There can
What does family mean to you? be a lack of participation during the lesson.
Does everyone’s family look the same or is it different? -English Language Ability – Students may not
Does family have to mean the people you are related to? understand concepts/activities. Students may
Why is it important to be respectful and empathetic to those in our community? have difficulty writing down answers or ideas on
worksheets.
-Time – Students may not finish their
activities/worksheets within the allotted time.
-Transitions - May be difficult to transition for
students from lesson to activity within lessons.
-Exceptionalities – There may be students who
have mobility issues (i.e. with dexterity), hearing
impairments, visual, behavioral, etc.
-Concept of family differs for everyone/sensitive
subject for some
Differentiation and Universal Design (Open ended processing Integrating Aboriginal worldviews
strategies) and perspectives:
How will learning be made accessible so that ALL students can succeed? So that all students are in
their ZPD (Zone of Proximal Development)?
Learning ultimately supports the well-being of
self, the family, the community, the and, the
-I will implement brain and body breaks, if needed spirits, and the ancestors
-Students will also be front-loaded as to what we will be doing next
-Providing visual/in person objects for students to make connections Learning requires exploration of one’s identity
-Modeling activity for students Modelling how to share thinking i.e. sharing my work with
students Learning is embedded in memory, history and
-Scaffold learning (step by step for students) story
-Speaking loud, clear, and slowly for students who are ELL learners (using microphone)
(First Nations Education Steering Committee,
-Pairing students with partner
n.d)
-When writing on board using visuals next to the written word
-Using prompting questions to help students explain if they are unable to
-Providing students with time to answer questions finish activity
-Working further with students at a designated station, when I am not circulating, questioning,
or observing
-Observing and providing students with support/feedback
-Connecting with families on my own to engage families
-Acknowledging different types of families (adopted, biologically, etc.)
-Introducing new vocabulary before the lesson
-Hands on activities (story workshop)
-Word wall visuals/text
-Lesson goals/objectives and intentions stated during each lesson clearly to students
Student Engagement: What allows for students’ voice and choice?
Working in groups/partners, flexible seating around the classroom, visuals, videos, brain and body breaks, discussions, sharing circles, student
choice in how they are going to work on their Family Tree, Field Trip

Materials Objective and rationale of the unit:

Newsletter – Copy attached below )
A family is a family is a family by Sara O’Leary The purpose of this unit plan is to use students/families
The Family Book by Todd Parr personal stories (backgrounds), stories from books to look at
Document Camera the similarities and differences in our local community. The unit
Buttons, felt, yarn, wood, straw, pipe cleaners, rocks, colored pebbles, markers, plan will have students learn more about their families,
etc. cultures, and traditions, etc. Students will get a chance to learn
Venn Diagram Worksheet about their peers identities as well, and allow for them to build
World Map empathy, respect, and acceptance towards others who may
Same, same but different” by Jenny Sue Kostecki-Shaw differ from them. This unit plan will look at the various
Celebrations Around the World: The Fabulous Celebrations by Katy Halford countries that some of our students and their families come
All Are Welcome,” by Alexandra Penfold from. This unit plan will include a place based field trip where
Stella Brings The Family” by Miriam B Schiffer students will get a chance to explore other cultural traditions,
Awâsis and the World-Famous Bannock by Dallas Hunt and a diversity day celebration.
Poster Board (Geen/brown)
Student family pictures
Crayons, pencil crayons

Lesson Learning experience/activities/strategies

#
Prior to the beginning of this unit a newsletter will be sent home with students asking for general information about families
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culture/traditions, where the family originated from, along with a family picture and individual family picture of for students Family Tree
Project.
I will read the story, “A family is a family is a family”, by Sara O’Leary. As I am reading I will pause throughout to have students point out
the different kinds of families seen in the book (focus on how all the families look different) i.e. adopted, single parent, two of the same
gender parents, the way they look, etc.
Is it okay that were all different, what if your family looks different from your best friends family?
Students are going to create (draw/paint) their own family portraits – using any colors they want
They will also include something their families love to do together. I.e. love to go on walks, watch TV together, etc. (As a class we will do
 a think, pair, share to get some ideas)
Students will do a small show and tell and present their portraits to the class, and describe to the class what their family likes to do
together.
The purpose of this lesson is to have students start to recognize some of the differences within their own classroom, and that these
differences are okay.
https://www.youtube.com/watch?v=ZcpZKXPnbZs
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(This video is a song about different family members and types of families.) Prior to watching the video I will introduce some of the
vocabulary used in the video. After watching the video I will have students re-watch it and this time have them focus on two of the
families in the video. I will model the activity that will take place after, in front of the class by drawing a Venn Diagram on the board
(explaining what each circle means). We through class discussion will do a Venn diagram for the 2 families chosen in the video. (Ways
they are the same, differences.
Prompt questions: Is one family better then the other? Why not? How would you treat a friend who has one parent and not 2, or a family
that is new to Canada?

I will pair students up using popsicle sticks (students will be given their family photographs and share them with a partner). This will
assist them in working on the Venn Diagram.
Once the students are paired up, I will hand them a venn diagram worksheet.
I will go over possible questions they can ask one another: “How many siblings do you have?” / “Do you live with your grandparents?” /
“Do you have any pets?” etc. They will draw/write the similarities and differences within the Venn Diagram sheet.
Students will be looking at what makes their families different and similar to each other.

Purpose of this lesson is for students to learn a bit more about one of their peers family, and to better understand that our differences
are what make us unique. Learning the importance of respecting our friends, and individuals in the community.

I will bring in pictures of my own family members and show them to the class, I will focus on one specific person in my family (my
mother) and demonstrate using loose parts to create a portrait of my mother. While demonstrating using loose parts (on over head
3 projector/document camera). I will describe my mother and discuss some of the things she does for me, what her favorite things are, and
what language she speaks, etc.
Students are going to choose a family member that they will be making a portrait of. Students will be using different materials that I have
set out for them to create almost portraits of a family member of their choosing. (Introduce and brainstorm different relationships i.e.
aunt, uncle, brother, sister, etc.)
They can use markers, crayons, construction papers, felt, buttons, different kinds of paper, yarn etc. (I will have different material set out
for them to use.)
At the bottom of the portrait, students will write who their portrait is of and 2 facts about that person i.e. refer to the things I discussed
when making my portrait.
We will do a gallery walk at the end of the lesson (I will take photo’s of students completed work, and students will list their 2 facts orally
to me/class)
 The purpose of this lesson is to have students begin to talk about their family members, and they ways their family members are special.
Students will be focusing on the different relationships they hear about in the class.

I will introduce the vocabulary of Country prior to the lesson. We will look at a world map (displayed on the board)
4
We will have a discussion about the countries around the world, ask students to turn to partner and discuss what they know about other
countries (can focus on one country, many, the distance, the languages, etc.)
We will start a KWL chart about countries around the world, students are discussing based on prior knowledge.
Ask Students what is the name of your country where you or your parents or their parents were born? Place sticker dot on map of world
indicating where we are from (refer to parent form, if student is unsure)
Have students say the country I am from is_______ to ensure students get practice to say the word country.
Class discussion: Look at the map. Ask children what they notice about the map. Are we all from them same places? Are all the countries
the same?
I will show images of different clothes, foods, and people from different countries i.e. India, Canada, China, Africa.
Gear the discussion toward how the country where you from is connected to your identity.

We will be taking a walk through our local community, on our way there I will ask students to observe the people they see (families,
individuals) how are they the same, how are they different. (Language, clothes, etc). When we get back to the school we are going to
have a discussion in our table groups about what we noticed. We will come together as a class and discuss our observations. (Extension:
at the end of the school day when families come to pick up students try and find 2-3 similarities/differences that you see in families, and
come to school the next day with these ideas)

The purpose of this lesson for students to explore beyond their local community, to look at the different people in different parts of the
world. Students are getting the opportunity to notice similarities and differences, and discussing how our community is diverse as well.

I am going to read the students, “Same, same but different” by Jenny Sue Kostecki-Shaw.
After the read aloud, I will engage the classroom in discussion about the similarities and differences between Elliot and Kailash. (Where
4 they live, the foods they eat, their way of life, their home and their family dynamic) Isn’t it interesting how, even though they live in
completely different places, they still have a lot in common?
This is where I will ask the student about any traditions or celebrations in their lives (Thanksgiving, Christmas, Hanukah, Diwali) and how
they celebrate those events/days. What might someone do on that day? Would you wear different clothing?
Students will write a letter to Kailash.
In their letters, they will tell Kailash about the city/town in which they live, describe their homes and family, their favorite sports, foods
and what they celebrate. Most of the sentences will be written out, students are filling in spaces (as most of them may have difficulty
writing full sentences.

The purpose of this lesson is for students to focus more on their own families and the practices, celebrations, traditions their families
 have.
Read Celebrations Around the World: The Fabulous Celebrations by Katy Halford, brainstorm a liste of celebrations that are in our
class/community.
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I will tell students we have been reading/talking about different stories about different types of families, cultures, celebrations (during
lessons, and throughout the day). I will let them know now it is their turn to create their own story about families. (They can make a story
about their own family). The topic will be family celebration, but if students cannot think of a story for that they can choose to do
another topic. We will brainstorm topics on the board – favorite vacation, what they do together, describe everyone in your family, etc. I
will model using loose parts – a story of my family celebrating Diwali and what I do with my family (think out loud, as I make my story to
describe/use expression)
Students will begin story workshop, students will then choose a table with loose materials that they feel inspires a story. It is a time for
them to explore materials and create stories. They will share their stories with a partner and myself.

The purpose of this lesson is to focus on different celebrations that are practiced (not just the one we are all familiar with), students will
focus on the role of themselves during these celebrations, the role of different family members, etc.

Extension: Ask students what is language? Language is what we speak. Ask students what languages they or their families speak.
Brainstorm ways to say hello in other languages and write them on a chart paper. Practice saying hello in different languages. Tell the
students we will practice using the different ways to say hi during morning meetings.

I will read the book “Stella Brings The Family” by Miriam B Schiffer to students. I will lead a discussion about the book, asking students
6 questions about what they would do if they were in Stella’s shoes.
Questions: “How do you think Stella felt when her teacher announced their special Mother’s Day celebration?” / “How do you think you
might feel if you were Stella?” “What could the teacher have done to make everyone feel included?” / “What can we do to make sure
that kids who feel different in certain situations don’t feel left out?”
I will make sure that students know that not all families look the same. Stella doesn’t have a mom, but that is okay. Because she has two
dads who love her very much and they are still her family. Focus on all families being different like snowflakes (show visuals of
snowflakes (what do students notice) – they all look different.
I will have the students create Snowflake families. Students will cut out the snowflake out before filling it with members of their family
names. In the middle of the snowflake, it will say their name, which they will have to write/fill out. Students will write one sentence
about what makes their family unique. I will remind them to think about what makes their families unique. They do not want to all write
the same things, because those differences are what make families interesting and unique from one another. Students can decorate it or
color it after they are finished. These will be hung up in our class.

The purpose of this lesson is for students to learn how to treat their peers with respect, kindness, and to show empathy for others in the
 class. They are to place themselves in the perspectives of others and know we all have differences.

(Handwork, 2021). https://www.curlsandkids.com/how-to-use-snowflakes-to-talk-about-diversity/

(Loosely based off of this lesson, I made changes)
Prior to this lesson students will be asked to bring in something from their culture, or something represents their family to share.
I will read the book, “All Are Welcome,” by Alexandra Penfold. I will discuss the different kinds of families of all different cultural
7 backgrounds in the book. What did they notice about the families? We will talk about how even if we are born here, some of our parents,
or us, grandparents were born in different countries (we might sound different, look different, have different sizes of families etc). We all
have different histories and things that are important to our families.
I will showcase the item I brought to the class and present it to the class, telling them why it is important to my family.
I will have the students go around in a circle and share the items that they brought in and share their stories. (Students can ask questions
to their peers about what item they brought in).
The purpose of this lesson is students are showcasing an important part of their family history, they are getting the chance to speak
orally and present in front of their peers. They are also given the opportunity to learn more about their peers and this is working towards
learning more about the world around them while continuing to be respectful and kind.

Field Trip –I will be taking students to the Surrey Museum. The purpose of this field trip is to have students gain more knowledge about
8 the practices/cultures of some of their peers, based off of exhibitions at the Museum. Students will be able to see the clothes worn,
artifacts of certain groups of people, and their history (there is an Punjab exhibition, Indigenous Hall, Photo Mural project with over 2000
photos of those who live in Canda).
https://www.surrey.ca/arts-culture/museum-of-surrey/exhibitions/photo-mural-project
We will be making Family Tree’s using information from newsletter sent home, information through our lessons through the unit.
(This will take a few lessons)
9 Students will be using poster boards, cut in half, to make their family trees. (Brown for the trunk, and green top half for the tree)
They can make branches, different leaves, anything they like that represents their family tree. (I will showcase a finished product of my
own family) I will include my parents their siblings and children, grandparents) Students are asked to include immediate family, challenge
for them if they choose to is include more people.
I will have a discussion with my class regarding what we are going to put on our poster boards. I will let them know that we will be
putting different pictures that they brought on their poster boards and they will be doing presentations with the class and sharing out
their family trees.
Once the students have collected the information about their family (language they speak, foods that are important to them,
celebrations, country they come from) and pictures, we will work on assembling the poster boards. If some students do not have
pictures, they can draw them out. Students will make sure to put the right information next to the pictures. i.e. name of the person and
relationship to them. This will occur also with small groups as well, during different times of the day so that I can assist the with
information part.
 Celebration of Learning:
The end of the unit the class we will have a party celebrating the diversity in the class. Parents can send any cultural food or other types
of food. Students can dress up in cultural clothing. Parents will be invited to the party. At the party family stories will present their poster
boards

Prior to this presentation we will go over oral speaking, eye contact, being a good audience etc.)
Purpose of this final assignment/lesson is to have students tie in their families (relationships, celebrations, languages, aspects of country)
together. Students will be able to present to their peers and other family members, and this will allow for diversity within the school to
be shown.

STAGE 4: Reflect on what transpired

1. Was this unit successful? Why or why not?
2. If I do this again, what could I do differently?
3. What evidence do I have of student learning?
4. What strategies have I tried that benefited the students that are struggling in some way? What could I have done differently?
5. In what ways did I challenge students who are clearly being successful in my classroom? What could I have done differently?
6. What new ideas have I tried in this unit to keep myself energized about teaching? What else could I incorporate into my lessons?

References:

City of Surrey. (N.d). Exhibtiions. Retrieved on March 31, 2021 from https://www.surrey.ca/arts-culture/museum-of-surrey/exhibitions/photo-
mural-project

Ministry of Education. (N.d). Curriculum. Retrieved on March 30, 2021 from https://curriculum.gov.bc.ca/curriculum

Ministry of Education. (N.d). Competencies. Retrieved on March 30, 2021 from https://curriculum.gov.bc.ca/competencies
First Nations Education Steering Committee. (N.d) First Peoples Principles of Learning. Retrieved on March 30, 2021 from http://www.fnesc.ca/first-
peoples-principles-of-learning/

Handwork, A. (2021). How to Use Snowflakes to Talk About Diversity. Retrieved on March 31, 2021 from https://www.curlsandkids.com/how-to-use-
snowflakes-to-talk-about-diversity/

Scratch Garden. (2018). The Families Song. Retrieved on March 30, 2021 fom https://www.youtube.com/watch?v=ZcpZKXPnbZs

Dear Parent/Guardian,
We will be having discussions in the classroom about our identity, culture, family, language and history. I have attached some
questions below. This information will be helpful to your child and assist your child in completing certain activities.
--------------------------------------------------------------------------------------
Student Name:____________________________
A favorite food in your culture that you like to eat is: _________________
When you attend special family celebrations or events your child might wear: ________________________________
Name of country of your culture of origin: __________________________
Languages spoken in the home:
_______________________________
How to say hello in these languages: _______________________________
Important celebrations or traditions in your family or culture:
_________________________________________________________________________________________________
Please write a story about who you are, where you are from, your culture or history that you have told your child. Please if possible
attach a family picture, and pictures of immediate family. The pictures will be used for a family tree project students will be
working on. If you do not have pictures, names and relationship of immediate family/extended family will be helpful for the
project.

Thank-you for sharing this information to help us in our classroom activities