Lesson

Title/Focus

Teache
r
Date

Social Grade 1-2 My Groups

Ria Beekman
Nov 17 14 (40 min)

CURRICULUM OUTCOMES
1.1 My World: Home, School, and Community
GLO:
Students will demonstrate an understanding and appreciation of how identity and self-esteem are enhanced by their
sense of belonging in their world and how active members in a community contribute to the well-being, growth and
vitality of their groups and communities.

SLO:
Values and Attitudes
1.1.1 value self and others as unique individuals in relation to their world:
appreciate how belonging to groups and communities enriches an individuals identity (I)
appreciate multiple points of view, languages, cultures and experiences within their groups and communities (C,
CC)
1.1.2 value the groups and communities to which they belong:
demonstrate a willingness to share and cooperate with others (C, PADM)
Knowledge and Understanding
1.1.3 examine how they belong and are connected to their world by exploring and reflecting upon the following
questions for inquiry:
What different types of communities or groups do you belong to? (CC)
What helps us to recognize different groups or communities (e.g., landmarks, symbols, colors, logos, clothing)? (CC)
In what ways do we belong to more than one group or community at the same time? (CC, I)

LEARNING OBJECTIVES
By the end of the lesson students will be able to:
1.
2.
3.

Identify what groups they belong to (and that they belong to more than one group).
Identify and recognize certain characteristics that the groups they belong to have.
Appreciate the groups that other students belong to.

ASSESSMENTS
Observations:
Key Questions:

Observe students throughout the lesson (are they on task, what are they
drawing, etc)
What group are you making a drawing of now? What do you do together?
What is something that you all like to do?

LEARNING RESOURCES CONSULTED

Alberta Program of Studies - Social

MATERIALS AND EQUIPMENT

Worksheets from previous class
Book: Where did you get your
Moccasins?

PROCEDURE
Attention Grabber

Introduction
Meet at the carpet.
Discussion:
o Last class we talked about how we dont
always need a specific symbol to
represent the groups that we belong to.
Does your family all wear a symbol on
their shirt to show that they are a part of
your family?
o Sometimes I hear some of you talk in a
different language to each other so I
know that you belong to a group of
people that talk the same language.
(What language do I hear?) People dress
differently, people have different color
skin and people do things differently
every day.
o When you go to the store you see lots of
different people that belong to different

Time
5 min

Assessment of Prior
Knowledge
Advance
Organizer/Agenda
Transition to Body

Learning Activity #1

Assessments/
Differentiation:
Learning Activity #2

Assessments/
Differentiation

groups. How do you know this? Because

people look and act differently from each
other.
o But it is wrong to be different? Is it ok to
belong to different groups? Yes! Its very
normal.
Ask students what we did last class and ask
them to tell me about one group that they
belong to and what they do as a group.
Take book and worksheets

Im going to read this book and I want you to think of

what group of people the girl in this book belongs to.
How do you know this? (Look at the pictures and listen
to the words.)
Body
Read: Where Did You Get Your Moccasins?
- Ok so now we can again see that we dont
always need a symbol to be part of a group. By
seeing that Jody had moccasins and by listening
to how those moccasins were made we can
know that she belongs to a certain group of
people. She belongs to the First Nations people.
How do we know? What things did you see and
hear in the book that shows that she belongs to
that group?
o Clothes moccasins
o Language Kookum (Grandmother)
o Way of life Hunting for meat/clothes
o Material/fabric vs. leather
- How did we know that she belonged to the First
Nations People?
o We could see it in the pictures.
- When I say so I want you to all go back to your
desks and keep working on your group shields.
Remember to add as much detail to your
pictures as you can so that other people can
know what groups you belong to. You may want
to add some words to your picture of one of the
groups that you belong to, to make it clearer.
Remember you need to draw four different
groupsone for each of the spaces.
Ask questions while reading the book.
Observe which students can pick out the things that
make Jodys lifestyle/group unique from some of ours.
Students will continue to work on their shields.
- Take out your pencil crayons and felts.
- Go around and help students think of things they
can add to their picture to clarify it. Help
students find more groups that they belong to.
Students can add as much detail to their shields as
they want. Some students may be able to write words

Time
10 min

10-15
min

Learning Activity #3

Assessments/
Differentiation

CLOSURE:

Assessment of
Learning:

Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

in their shield to make it more clear.

While walking around the class I can ask questions to
see what students know about their own groups and
what makes them different from others.
If time:
- Have students share what they drew on their
shield with their elbow buddy. Have them talk
about what the different things in the picture
shows.
- Demonstrate this on the smart board first.
o The first group I belong to is my family.
We all speak both Dutch and English at
home. We also like to eat together and we
like the same kinds of food. None of us
like spicy food!
- Find out if you have some of the same things
that you like to do as your elbow buddy or if you
belong to some of the same groups. Find out
something that is different between the groups
that you and your elbow buddy belong to.
- Tell your elbow buddy one thing that you like
about the groups they belong to.
Having students share their shields will help students
understand the different groups others come from and
its good for students to have to talk about/explain
things to each other.
Observe how students share what they have drawn
and listen to how they describe their groups. Observe
how peers respond to what their elbow buddy has
drawn.
So today we again learned that we dont have to have
a certain symbol to belong to a group. How could we
tell that Jody, the girl in the book that we read
belonged to a different group?
We also shared some things with our elbow buddies
about our groups. Can you tell me one thing that you
like about a group that your elbow buddy belongs to?
Closure
Ask students how we knew that Jody belonged to a
specific group.
Students will hand in their shields so that I can see if
they can tell me about the groups they belong to and
what types of things that they do in their groups.
Ask questions throughout the lesson (during reading
and while the students are creating their shields)
Ask them what they liked about their buddies group.
Gives students positive feedback on how they are
doing and encourage them to add more detail to make
the characteristics of their group clearer.
Students can place their worksheets in the center of
their group of desks and assign one student to pick
them up.
Reflections

8 min

2 min

Time

4
What went well?
What changes would
you make in your
planning? What have
you learned to
improve upon future
instruction?

Te review, reading the book and the closure went really well
today! Students were engaged when I read the book - __________
asked what moccasins were and someone said shoes so he pipes
up: Im wearing moccasins! as he points to his blue and green
runners.
After reading on the carpet I kept students who werent here
yesterday on the carpet so that I could tell them about the
shields assignment. The students really appreciated the fact that
I created a model shield of the groups that I belong to.
At the end of the book I could have said something like: So, does
Jody have a specific symbol that connects her to her group? No.
We know that she belongs to a certain group because of the
things she does and says. This would have made the book even
more effective.
Closure today was great! I had everyone put their papers in the
center of their desks and line up. My TA said the movement break
was good for them. Once they were in line I provided the closure.
To be honest It was an after thought but this seemed to be quite
effective so might use it again!
Goals for future lessons:
- Summarize the book and take out the main points