UNIT PLAN: BELONGING

Unit Plan: Belonging

Kari Siegfried
EDUC535
AssignmentTwo:UnitPlan

UNIT PLAN: BELONGING

Enduring Understandings
(purpose of unit)

Specific Outcomes

Assessment indicators
From the assignment
The Students Will:
UNIT PLAN: BELONGING
The enduring understanding
Work with a parent to find an artefact
1.1.1: Value self and others as unique
within my curriculum for grade
that represents their identity.
individuals in relation to their world
1.1 is for my students to gain an
Articulate why it is important to belong
Recognize the importance of identity
understanding and appreciation of
to groups
within groups
Social Studies Grade: Grade 1.1
their identity, self-esteem, and
Create a list of other languages they
How can different views, languages and
their place within a group or
might
hear within
their
community.
Unit Title (essential question): How do the groups
you
belongatocommunity?
enrich your identity and how you
contribute
to your
community.
cultures
enhance
community. This understanding
Describe how our actions might affect
relates back to my personal goals
people
1.1.2: Value the groups and communities to
and I want my students to
which they belong
Give an example of a situation where
investigate who they are as

Recognize
that
our
actions
affect
people
their actions may have hurt someone
individuals. I want them to feel
Give an example of a situation where
How can we assume responsibility for
comfortable in their environment,
their actions may have helped someone
our choices and actions
whether that be in the classroom,

Give examples of how we can assume

at home, or in a group setting. I
responsibility for our choices or actions
want to teach my students that no 1.1.3: Examine how they belong and are
connected
to
their
world
by
exploring
and
matter what they all contribute
Define what it means to have
reflecting upon the following questions for
something valuable to society. I
responsibilities
inquiry
believe that this is one of the most
List of choices they might have to make
What are the communities or groups you
important lessons we can teach to
in a group setting
our young students.
belong to?
Identify a group of 5 actions that they
How do we benefit from belonging to
might take when executing choices they
groups/communities?
have made
What are our rights and responsibilities
List different communities or groups
in our groups or at home?
they belong to
Describe why it is important to belong to
groups/communities
Articulate situations where being part of
a group has helped them
Describe why belonging to a group could
help other people
List rights they have within the group
Create a list of any/all responsibilities
that the students have in the
group/community.
Create a skit that demonstrates a
situation of conflict resolution
Provides written examples of rights,
responsibilities, benefits to belonging in
a group, and how choices affect actions.

UNIT PLAN: BELONGING

Individual lesson plans lesson objectives, learning experiences, assessment, resources

#
1 Class
Lesson 1:
What is
Identity?

Objectives

Learning experiences

1.1.1: Value self and others

as unique individuals in
relation to their world
Recognize the
importance of
identity within
groups

Begin the lesson by reading the

book The Name Jar by Yongsook
Choi

This lesson will introduce

students to the idea of
what is identity? They will
begin to understand what
their own identity is and
what contributes to
identity.
The purpose of this
introductory lesson is to
give students an idea of
what identity means. As
this is a large subject this
lesson is only meant to
give them a base idea. By
the end of the unit students
will have a grasp on
identity.

Start by reading students The

Name Jar. This book is about a
young girls struggle with her name
after moving from Korea to North
America. The first part of our
identity that is recognizable is our
name. It is important for students to
know their name, why their parents
named them this, and for them to
connect with their name.
After reading the booking students
will be asked to share with the class
something that they like about their
name.
After each child has spoken the kids
will go back to their desks and they
will come up with a word for each
letter of their name that describes
them. The teacher will help to put
these on paper to hang up around the
room after the lesson.
By sharing with the class they will
begin to understand and appreciate

Resources

Assessment
The Name Jar by Yongsook
Choi

Students will discuss as a

class what their names mean Website to give acronym
and why they are special to
examples
them as a person.
http://www.nameacronym.n
(Observational)
et
Students will create an
acronym with their first
name using words they
identify with or that
describe them. (Checklist)

UNIT PLAN: BELONGING

5
their own identity and the identities
of their classmates, and they will
also begin to see how each person is
different while being part of the
same community. Which will lead
into a future lesson.

2 Classes
Lesson 2:
Identifying
Groups

1.1.1: Value self and others

as unique individuals in
relation to their world
Recognize the
importance of
identity within
groups

Class #1
The Class will begin with the teacher
showing different pictures of groups
of people. (These can include a
variety of pictures such as a group of
dancers, cultural groups, families, or
teams.) Explain to the class what a
group is and how we can recognize
different groups that other people
The objective of this
belong to and that we ourselves
lesson will be to have
belong to. I will then explain to the
students begin to
class the different groups that I
understand what it means
belong to and share pictures or
to be part of a group. It
objects that symbolize these groups.
will challenge them to
Explain that these groups help to
look at what groups are
and what groups they are a shape my identity. Begin by
part of. From here students suggesting that all of them are
will better understand why members of the class, which is a
groups are important for us group.
Tell students to go home that night
as individuals and for
and think about what groups they
communities.
might be a part of (no matter how big
or small). Ask them to come to class
tomorrow prepared to tell their
classmates about these groups.

Artefacts and images

collected by the teacher.
Use of computers for online
research when looking for
images for collages

UNIT PLAN: BELONGING

6
Class #2
Bring students to sit in a circle
together in the classroom, go around
the circle and ask the children to talk
about the different groups that they
belong to. While students are talking
about the groups, record them on the
board. After each student has had a
chance to share have the students go
back to their desks or to computers,
so that they can collect a variety of
images to make a collage out of. The
collage will represent the groups the
student belongs to as well as will
reflect their identity.
Once the collages have been
completed, hang them up throughout
the classroom (during recess or
lunch) and when the students come
back have them go throughout the
room to look at the different pieces
of work. Give the students a guiding
question to answer at each collage.
Such as this is ______s collage
because it shows ________ about
them and shows _______ group that
they belong to.
Students will only be required to
identify 3 collages.

During Class discussion,

observe each of the students
participation and if they are
beginning to understand the
idea of what a group is and
what it means to belong to a
group. (Observational)

Students will create a collage

that represents what groups
they belong to, and how
these groups contribute to
their identity. (Checklist)

Lesson adapted from Learn

Alberta
http://bit.ly/1GSv6lH

UNIT PLAN: BELONGING

1.1.1: Value self and others
2 Classes
as unique individuals in
relation to their world
Lesson 3:
How can different
Diversity in
views, languages
the
and cultures
Community
enhance a
community?
The objective for these
two lessons will be to get
students thinking about the
different aspects of their
community. They will look
at the groups they are a
part of and where they live
to understand that there are
a variety of people within
these places, and that it is
because of this diversity
that our communities are
so great. The students will
begin to see that not every
person is the same.
Whether it is the colour of
our hair, the language we
speak, or where we come
from we are all different.

7
Class #1
This class will take place in the
library. The teacher will begin the
lesson by reading a book to students
that shows the students that within
our community there are a variety of
people and cultures. A book such as
Franklins Neighbourhood would be
well suited for this lesson plan.

Franklins Neighbourhood
by Paulette Bourgeois

After reading the book there will be a

class discussion about what some
different cultures we might see in our
neighbourhood might be.
Students will then be asked to go and
pick out books from the library that
they think show a community setting
that celebrates different cultures and
people. As a class we will then go
through each of the books that the
students have chosen and talk about
why they reflect the ideas that we
have been talking about.
To prepare for next class students are
asked to look at their community
when they go home tonight to see if
they can identify any areas of
cultural diversity.
Class #2
The class will begin with a summary
of what we talked about yesterday. I
will ask students what they noticed
within their own communities. We

Students will use the book

that they have chosen to
show their understanding of
diversity in the community
(observational)

UNIT PLAN: BELONGING

3 Classes
Lesson 4:
Responsibility

1.1.2: Value the groups

and communities to which
they belong
Recognize that our
actions affect
people
How can we
assume
responsibility for
our choices and
actions
The purpose of this lesson
is to get students to think
about the actions that they
take in their everyday life
and how those actions can
affect people. This will
give them a base for their
future studies in social
studies when they study
events such as wars where
peoples actions were the
basis for the event
happening.
This is a large topic and

8
will discuss how what they have seen
relates to the books we read
yesterday. From there I will get the
students to write a poem about why
we should celebrate different groups
of people within our community.
Once the poems have been
completed they will present them to
the class.
Class #1
Start the class by showing students a
YouTube video that shows a situation
where the young girl learns that not
only do actions affect people and
have consequences but she also
learns that she must take
responsibility for her choices and
actions. After students watch this
short two-minute video we will talk
as a class about why it is important
to understand that our actions can
affect people and why we need to
take responsibility. I would then ask
students if they can tell me of any
situations where their actions might
have hurt someone.
As a class we will compile a list of
responsibilities that we have at home
and in the classroom.
Class #2
As a class we will create a mascot
that will represent the responsibilities
that we created the class before. Our
mascot will be our reminder to make

Students will write and

present a poem that shows
why we should celebrate
people within our groups or
communities. (Checklist)

Rosa Learns Responsibility

https://youtu.be/SRIKMysO
1gU
How to Mascot
https://youtu.be/3DwEsX4E
49k
Students will work together
to create a list of
responsibilities that they
should have within the
classroom and at home
(observational)

Lesson of creating a mascot

was adapted from Learn
Alberta http://bit.ly/1l0XoRs

UNIT PLAN: BELONGING

can get hard for grade 1
students to understand.
However, the intention of
this lesson is to make it
fun and to break it down in
a way that the students
will have a better chance at
grasping the notion of
responsibility.

9
good decisions, and to be kind to all
members of our groups and
communities. We will begin this
lesson by watching a video on how
to mascot. This video talks about
what it takes to be a good mascot.
After we watch the video we will
brainstorm the qualities that we want
our mascot to have. Once we have a
list of qualities we will then pick
animals we think have these qualities
or could promote these qualities. As
a class we will choose the best
animal to be our mascot, and choose
a name for that mascot.
Class #3
This class will be focused on creating
our mascot. The mascot will be
created with paper mache, which will
bring art into the lesson. Students
will help to choose the colours that
we use to paint the mascot, what
close (if any) he should be wearing,
what colour eyes it should have, and
any other minor detail that needs to
be done. This mascot is designed and
made by the students. He or she is
their reminder to always make the
right decisions, and to always take
responsibility for those decisions.
The mascot will stay in the
classroom for the rest of the year.

Design a mascot and have

this mascot present and
promote their ideas of ways
in which they can assume
responsibility for their
actions. (Checklist)

Students will create the

mascot that they have
designed. Students will work
together to ensure that
everyone is represented
within the mascot.
(Observational)

UNIT PLAN: BELONGING

1.1.3: Examine how they
1 Class
belong and are connected
to their world by exploring
Lesson 5:
and reflecting upon the
Celebrating
following questions for
Groups
inquiry
What are the
communities or
groups you belong
to?
The objective of this unit
is to get students to really
think about the groups that
they belong to and how
these groups influence
their identity and their way
of thinking. The lesson
allows students to be
creative and express
themselves in a different
way. Students will be
challenged to think about
what makes these groups
special and how can they
properly represent these
groups.

10
This lesson will start out by asking
students to reflect back to the
beginning of the unit when we talked
about what groups they belong to.
The students will then be invited to
act out some aspect of a group they
belong to or interests they have,
while the other students guess the
activity.
We will then sit together as a class
looking at books such as My Leafs
Sweater and images of groups. As a
class we will discuss the
characteristics of these groups. For
example, a hockey uniform, or a
dance outfit.
I will then introduce the students to
the activity they will be doing,
creating a flag that represents a group Design and create a flag that
or community that they belong to. I
represents the groups that
will show students a number of
they belong to. (Rubric)
different flags (some that represent
where students come from, sports
teams they might like, or other flags
that they will connect with so that
they get excited about this activity).
As a class we will discuss what the
different parts of the flags represents.
What the colours and images might
mean to them. This will encourage
them to use colours and symbols that
speak to them on their flags.

My Leafs Sweater by Mike

Leonetti (book was found on
http://www.scholastic.com/t
eachers/)

During my research the idea

of what flags to show as
examples was found from
this website, where a teacher
has a similar lesson designed
for her students.
http://bit.ly/1Wq5TAU

UNIT PLAN: BELONGING

11
Students will return to their desks to
create their flags.
Upon completion of the flags the
students will present them to class
before they are hung up around the
room. As they present them to the
class they will discuss how the flag
represents their identity and why
benefit from belonging to this group.

1 Class
Lesson 6:
Benefits of
Belonging

1.1.3: Examine how they

belong and are connected
to their world by exploring
and reflecting upon the
following questions for
inquiry
How do we benefit
from belonging to
groups/communitie
s?
The objective of this
lesson is to ensure that the
students understand why it
is so important to be part
of a group and how
belonging to these groups
can help us to grow, and to
understand ourselves
better.

This lesson will begin by reading

Brady Brady and the Twirlin
Torpedo. This story shows the
importance of belonging to a group
and what that group can do for you.
The story shows that even if you are
different from other people within
your group that you are one unit and
that you have support from that
group in any situation.
Students will be broken up into
groups of 2-4 (depending on class
numbers). They will be asked to
come up with a list of questions that
they can ask each other that answer
the question how do we benefit
from belonging to
groups/communities? Students will
reflect upon what we have done in
previous lessons to come up with
answers to these questions. With the
help of teachers, teachers aids, and
parent volunteers the students will
use those questions to interview and

Brady Brady and the

Twirlin Torpedo by Mary
Shaw and Chuck Temple

Students will demonstrate

their knowledge of how we
benefit from belonging to
groups by interviewing and
answering classmates
questions on video.
(Checklist)

UNIT PLAN: BELONGING

12
video tape on another. These
recordings will then be uploaded to a
class website under a tab Benefits of
Belonging. These videos can then
be shown to family and friends.

3 Classes
Lesson 7:
Becoming
Better
Citizens

1.1.3: Examine how they

belong and are connected
to their world by exploring
and reflecting upon the
following questions for
inquiry
What are our rights
and responsibilities
in our groups or at
home?
The purpose of this lesson
is to build upon our prior
class on responsibilities.
This class will have
students think more
critically about their
rights and responsibilities.
They will start to
understand having rights
and responsibilities will
make them better citizens.

Class #1
This lesson will begin by looking at
The Fire Station by Robert Munsch
that explores the roles and
responsibilities that people have
within a community.
As a class we will discuss how these
people contribute to the community
and the groups that they are a part of.
From there ask the students to
describe ways in which they
contribute to the community. As the
students are listing ways I will be
compiling a list. It is important to
ensure students understand that not
matter how big or small their
contributions are that they are
important.
Class #2
Begin with a brief recap of the ideas
that were discussed during the prior
lesson. Show two videos, one about
student responsibilities and one
regarding the rights of children.
Put students into groups of 4 people

The Fire Station by Robert

Munsch
Responsibility
https://youtu.be/qhQRawvecM
What are Child Rights
https://youtu.be/V1BFLitBk
co

UNIT PLAN: BELONGING

13
and have them come up with a
presentation that identifies what their
rights and responsibilities are.
Students can decide if these will be
in their rights and responsibilities at
home, in a group or at school.
Students will be able to choose the
method that they would like to use
for their presentation (poster, a skit,
create a video, the computer, etc.).
Class #3
Students will be given half the class
to finalize their presentations. They
will then present to the class.
After each group has gone, we will
have a class discussion wrapping up
this unit, and students will be
challenged to spend a day being
away of all the responsible actions
that they take (for example holding
the door open, taking turns on the
swings, threw out someone elses
garbage).

Students will present to the

class the ways in which they
identify their rights and
responsibilities (checklist)

Final lesson when the

children go home and spend
a day being aware of their
responsibilities was adapted
from Learn Alberta
Community Kids Critical
challenge.
http://bit.ly/1RFn5Rx

UNIT PLAN: BELONGING

14
References

Choi, Yongsook. (2003). The Name Jar. New York: Dragon Fly Books.
Create Acronyms and reverse acronyms from your name or any other word. (n.d). Retrieved October 22, 2015, from http://www.nameacronym.net
Jennings, Sharon. (1999). Franklins Neighbourhood. Toronto, Canada: Kids Can Press Ltd.
Leonetti, Mike. (1998). My Leafs Sweater. Vancouver, Canada: Raincoast Books.
Learn Alberta. (n.d). Critical Challenge: Belonging in Groups. Retrieved on October 21, 2015 from
http://www.learnalberta.ca/content/ssoc1/html/belongingingroups_cc.html
Learn Alberta. (n.d). Critical Challenge: Celebrating a Group. Retrieved on October 21, 2015 from
http://www.learnalberta.ca/content/ssoc1/html/celebrateagroup_cc.html
Learn Alberta. (n.d). Critical Challenge: Picking a School Mascot. Retrieved on October 21, 2015 from
http://www.learnalberta.ca/content/ssoc1/html/pickingaschoolmascot_cc.html
Munsch, Robert. (1995). The Fire Station. Toronto, Canada: Annick Press.
Shaw, Mary and Temple, Chuck. (2002). Brady Brady and the Twirlin Torpedo. Toronto, Canada: Stoddart Kids.
Teaching Channel. n.d. Creating Family Flags. Retrieved on October 26, 2015 from https://www.teachingchannel.org/videos/building-studentidentities.
(2013). How To Mascot skit The Tiger. Retrieved October 27, 2015 from YouTube LLC: https://youtu.be/3DwEsX4E49k
(2013). Responsibility. Retrieved October 29, 2015 from YouTube LLC: https://youtu.be/q-hQRawvecM
(2013). Rosa Learns Responsibility. Retrieved October 27, 2015 from YouTube LLC: https://youtu.be/SRIKMysO1gU \
(2013). What are child rights?. Retrieved October 29, 2015 from YouTube LLC: https://youtu.be/V1BFLitBkco