Andrea DeCaires

EDU 527
Grade 1 Unit 1: Families

Dr. Maria Esposito

November 9, 2016
Social Studies

Lesson 1: I can brainstorm answers to the question Who am I in my family?

Instructional Objectives:
After defining what a family is and a group discussion of Who am I in my family?, students
will create a graphic organizer using Popplet about what their role is, in a family. Students will
work independently to complete a web about themselves and draw things they find significant
about themselves within their family; which they will be assessed using a 4-point rubric.
CCLS and New York State Standards:
Common Core Learning Standards:
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information
in a text.
Indictor: This will be shown when students draw specific details about what is important about
themselves.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups.
Indictor: This will be seen when we have a class discussion about what a family is.
Motivation:
To engage students, the teacher will display a picture of her own family. She will display her
parents and herself. She will talk about her role with her parents to students. She will have
students pair share about their role with their parents. Responses will be recorded on the
smartboard by partners. (Partner A will record Partners B response; Partner B will record partner
As response).
Materials:
Student: Computers, Access to Popplet
Teacher: Computer, Slides (Smartboard) if smartboard not available; projector, Anchor chart
Strategies:
1. Think- Pair Share: Students should think about certain ideas and questions individually.
Then work together in pairs to discuss their ideas. Finally, students will have a chance to
share out to the class their ideas discussed.
2. Turn and Talk: Students will turn to their carpet buddy and talk about a question given or
ideas.
3. Teacher demonstration: The teacher will demonstrate how to complete a graphic organizer
about Who I Am.

4. Direct Instructions: The teacher will provide the definition of family and use examples of

her own families to help students understand their role in their family.
Adaptations:
ELL Student(s): Students will be provided with new vocabulary words with definitions to go
along with the lesson. These students would be able to work with the teacher or TA in the
classroom during small group work. Students will be provided with full visuals to support new
vocabulary words.
Differentiation of Instruction:
Level 1: Students will be provided with a vocabulary sheet which includes pictures and
vocabulary words to reference when creating their web. These students will focus on drawing
detailed pictures to describe their families. Students will use the vocabulary sheet to help label
their pictures.
Level 2: Student will be provided with a vocabulary sheet which includes pictures, short
definitions and vocabulary words to use when filling out their web. They will write 2-3 sentences
about their web. Students will be provided with sentence patterns.
Level 3: Students will be provided with a vocabulary sheet with short definitions and vocabulary
words to reference when creating their web. They write 4-5 sentences about their role in their
family.
Developmental Procedures:
Questions for discussion throughout the lesson:

Who are you?

What are you part of?
How do you feel about yourself?
What would you like to tell us about you?

What is a family?
What kind of family do you have?

(The I do, We do, You do showed in slides, attached)

1. After the motivation, the teacher will start the lesson by defining
family. We will begin a group discussion about what a family is? Have students pair-share
about what they think a family is? Have students share out about their definition.
2. (I DO) Direct instruction will be provided to students to define
what a family is. The teacher will display different examples of families on the Smartboard.
The teacher will start with her own family. She will share to students the different people in
her family and the role she has within her family. Higher Level Thinking: The teacher will
explain that she has a different role with different people in her family. Teacher will display
her family photo with her parents, she will explain to students that in this photo, her role is a

daughter. In her role as a daughter, she finds that taking care of her parents is important to
her.
3. (WE DO) The teacher will display the picture of her and her sister.
She will explain that this is her little sister. The teacher will have students pair-share about
what they think the teachers role is here? The teacher will have students share out what her
role would be to her sister. Possible answers: sister, big sister. The teacher will display a
graphic organizer on Popplet; she will explain to students that she is going to write her role
with her sister in the middle. The teacher will explain that now she will think about what she
finds important to her with her sister. She will give her students some examples. (helpful,
reading). The teacher will let students know that everyone has a different role in a family. Her
role, might be different than the students role.
4. (I DO) The teacher will tell students that now its their turn! The
teacher will let students know that we will be using Popplet to identify our roles in our
families. We have used Popplet before, when we were talking about the four seasons.
5. Students will brainstorm their roles in their family through pairshare in their groups. After, students will work independently, using their web to describe the
things they find important about themselves within that role.
6. Share/Debrief: Students will come back together as a whole group;
the teacher will ask for students to share about what role they chose to write about and
describe what they thought was important to them.
Student Assessment:
Informal: Students will be assessed informally through their participation in whole group and
small group.
Formal: Students will be assessed based on their web. The teacher will use a rubric for the
assessment.
Independent Practice:
Students will be able to work in pairs to brainstorm their family role. Students will complete a
web independently which will be assessed using a rubric.
Direct Teacher Instruction and Academic Enrichment
Direct Teacher Instruction: The student(s), under direct teacher instruction, will partake in a
group discussion about their role in their family. Students will be provided with visuals to
understand the vocabulary and the different types of families. Teacher will check in for
misunderstanding with learning new vocabulary. Further, students will use a web to describe the
things they found important about themselves in their family
Academic Enrichment: The student(s) will be asked to provide a think aloud to the class. This
will help others think about and clarify the misconceptions. Students learn best from each other.

Teacher References
Edmentum. (2015, August 14). 9 Strategies to Differentiate Instruction for ELL Students.
Retrieved, from
http://www.edmentum.com/sites/edmentum.com/files/resource/media/027227_DifferentiateInstructionESL_081415.pdf