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Lesson Title & Big Idea*: Relationships: How Families are Unique and Similar
Lesson Overview/Summary*:
In this lesson, we will discuss the importance of the many different types of families. We will begin
by reading a book about different families, and talk about how all families have special qualities
that make them special. We will talk about the many different types of families. Some could
include a mom and a dad, living with grandparents and other family members, two moms or two
dads, and some stepparents too. On the first day we will read and discuss the different types of
families, and write about a time we shared with our family to create personal narratives. On the
second day we will do an art activity about the uniqueness of our own families. We will then have
a VTS discussion about each persons drawings the next day, concluding our study of families and
what makes ours special. Some activities may have to extend to the next day, but each child will
be complete with the activity by the third day with enough time to have a meaningful VTS
discussion.
Key Concepts (3-4): What you want the students to know.*
1. Visual Art
Students will learn about how artists choose to depict
different types of families
Students will learn how to use different mediums to
create a blended piece of art
2. Literacy
Students will discuss the work of Carmen Lomas Garza
Students will learn about personal narratives and write
about times when their whole family was together.
3. Social Studies
Students will learn that all families are different and
special.
Students will learn what makes us the same is that all
families are there for us to help us learn, grow, and feel
loved.
Essential Questions
(3-4)*:
3.
4.
5.
6.
7.
8.
Day 3:
1. The teacher will ask the students to come to the carpet in
their designated spots. The teacher will have taped the
students work on the wall near the Smart board for all
students to see. If a student just recently finished and it is not
dry, the teacher will place it on the ledge under the wall so
that it is still seen.
2. Next, the teacher will ask the students to look at all of the
artwork and to think about each painting. The teacher will
ask students to share any thoughts, comments, connections
or questions they have about the artwork. Teacher will remind
students that we are respectful when talking about artwork.
3. When doing VTS, the teacher will again be sure to respond
to students statements by restating what they say, asking
questions about why they think this, or why the artist chose
to include this, and what it makes them think of, for example.
4. When VTS is complete, the teacher will ask a few students
to share what they learned about families the past few days,
and what makes them special, and what makes them the
same.
5. The teacher will then send children back by row, to their
desks. The teacher will ask the students to write in their
journals what they learned about different families and what
makes families unique, or special.
of the students at the end of the unit. The teacher will have
prompted the students at the end of Day 3, asking them to
go back to their desks to write in their journals about what
makes families unique and what makes them similar. This will
help me assess the students understanding at the end of the
three days to see students learning and/or misconceptions, if
any.
References
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts
%20Integration.pdf