KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Heather Bower Date: November 25-26, 2019

Cooperating Teacher: Mrs. Mauro Coop. Initials: ________________
Group Size: 21 Allotted Time: ~50 minutes each part Grade Level: K
Subject or Topic: Social Studies: Civics Section: 932

Friends and Family

Standards(s):
C3 Framework Dimension 2
• D2.Civ.2.K-2. Explain how all people, not just official leaders, play important roles in a
community.
• D2.Civ.7.K-2. Apply civic virtues when participating in school settings.
PA /Common Core Interdisciplinary Standard
• CC.1.4.K.D – Make logical connections between drawing and dictation/writing.
• CC.1.5.K.E – Speak audibly and express thoughts, feelings, and ideas clearly.
• CC.1.4.K.I – Support the opinion with reasons.

NCSS Theme(s):
NCSS Theme 10 Civic Ideals and Practices: Students will examine different families, one’s own family,
read about families, and watch a video about families to learn about differences every family has.
Students will also learn about friendship and being friendly and how families can also be friendly. The
books read during this lesson will teach students about looking past people’s differences and how to
become friends with someone and also how members of a family participate in society civically.

I. Performance Objectives:

The student will be able to…

• Make logical connections between drawing and diction/writing by drawing a picture of one
thing they can say to someone to be friendly and write a sentence about their drawing
(apply civic virtues).
• Make logical connections between drawing and diction/writing by drawing a picture of
their family and labeling their drawing (how people play important roles).
• Speak audibly and express thoughts, feelings, and ideas clearly by creating a 3-D replica
of someone in their family and telling the class about what they created (how people play
important roles).
• Support their opinion with reasons by forming an opinion when answering the questions,
“Do you think we need to be friends with everyone? If we aren’t friends with someone,
should we at least be friendly to them?” (apply civic virtues)

II. Assessment plan:

1. Formative Performance Tasks

a. Students will think of one thing they can say to someone to be friendly (a compliment,
a helpful gesture, etc.) and write about it. A rubric will be used to assess if the picture
and sentence(s) match.
b. Students will think about their family – who makes up their family – and draw a
picture about it, and label their picture to show the members of their family. A rubric
will be used to assess if the picture and labels match.
c. Students will use materials to create a 3-D version of one person in their family;
students will verbally share who the person is and why they chose this person. A
rubric will be used to assess if students were able to speak audibly and express their
 thoughts, feelings, and ideas clearly. *If a student chooses not to share in front of the
class, the teacher and student will meet one-on-one to discuss what the student
created.
d. Students will give an opinion with backed up reasoning based on the questions, “Do
you think we need to be friends with everyone? If we aren’t friends with someone,
should we at least be friendly to them?” A rubric will be used to assess if the student
was able to support their opinion with at least one reason.

2. Culminating Performance Task

a. Using all sources, create an opinion on why or why not someone needs to be friends
with everyone. Explain your reasoning.

III. Instructional Materials:

Teacher Materials:
• Day 1, pt. I
o Kid Writing paper (x25)
o Yo! Yes? By Chris Raschka
o Chart paper
o Black marker
o Observation checklist for assessment
o Alphabet Linking Chart
o Digraph and Blends Chart
o Pencil
o Anchor Chart
• Day 1, pt. II
o Plain paper (x25)
o Amelia Bedelia’s Family Album by Peggy Parish
o Pencil
o Chart paper
o Black marker
o Observation checklist for assessment
o Anchor Chart
o PowerPoint
o Computer/iPad
o Screen for projection
o Family chart cheat sheet (x25)
• Day 2
o Climb the Family Tree, Jesse Bear! By Nancy White
o Observation checklist for assessments
o Pencil
o Jack Hartmann – We Are a Family (YouTube)
o Computer/iPad
o Screen for projection
o Bowls for yarn pieces (x6)
o Bowl for googly eyes
Student Materials:
• Day 1, pt. I
o Pencil
o Crayons
• Day 1, pt. II
o Pencil
o Crayons
• Day 2
o Brown paper bags (x25)
o Crayons
o Markers
o Glue
o Scissors
o Pencil
 o Googly eyes
o Yarn
▪ Red
▪ Orange
▪ Yellow
▪ Black
▪ Dark Brown
▪ Light Brown

IV. Subject Matter/ Content:

a. Prerequisite skills
i. Ability to write and connect letter sounds to the letter
b. Key vocabulary
i. Friend – someone whom you enjoy being with and know well
ii. Friendly – kind and helpful
iii. Family – a group of people related to one another, especially parents or
guardians and their children
c. Big idea
i. It’s important to be a friend or friendly to someone. Family can be friendly, too.
Family play a role in our lives.
d. Content
i. Content Angle:
1. Yo! Yes? By Chris Raschka is a book about two strangers – two kids
– meeting on a street and without saying much, they become friends.
The boys do not look similar and by the end of the book, the boys
show that it only takes a few words to overcome differences.
Students can apply civic virtues of being friendly in the classroom,
especially after reading this book and learning how easy it is to look
past people’s differences. The inquiry will include students thinking of
one thing they can say to someone to be friendly (a compliment, a
helpful gesture, etc.) and writing it.
2. Amelia Bedelia’s Family Album by Peggy Parish is a Level 2 An I Can
Read Book that goes through each member of Amelia’s family by
looking at her family album. This book uses family titles such as
mom, dad, uncle, aunt, cousin, brother, and nephew. At the very end
of the book is a two-page picture of Amelia’s family and everyone
mentioned in the book. This book gives insight on what a family can
look like and the people a family can consist of. NCSS Theme 10
expects “an understanding of civic ideals and practices [to have] full
participation in society” (NCSS, 2010). Families make up people of a
society. In this book, Amelia tells the reader what each member of
her family does. For instance, her father is a telephone operator, her
mother is a baker, her aunt is a bank teller, and her uncle is a chef.
Of course, Amelia gives a funny spin on each of the jobs, but it shows
the members of her family participating in society. The inquiry will
include students thinking about their family – who makes up their
family – drawing a picture about it, and writing a sentence or more
telling about their picture/family.
3. Climb the Family Tree, Jesse Bear! By Nancy White Carlstrom is a
young children’s book that depicts the fictional lives of a family of
bears. The book uses family titles such as Grandpa, Grandma, uncle,
auntie, great-auntie, cousin, Great-Grandpa, and great-grandmother.
The back cover of the book shows each family member with their title.
This book also gives insight on what a family can look like and the
people a family can consist of. NCSS Theme 10 expects “an
understanding of civic ideals and practices [to have] full participation
in society” (NCSS, 2010). Families make up people of a society. The
inquiry will be students using materials to create a 3-D version of one
person in their family; students will verbally share who the person is
 and why they chose this person.
ii. Day 1, pt. I
1. Read Yo! Yes? By Chris Raschka
a. What’s the story about? Make predictions.
b. Stopping points: pages 3-4, 7, 10, 14, 19, and 24
2. What does it mean to be a friend?
3. What does it mean to be friendly?
4. What is something nice we can say to someone?
a. Anchor chart of ideas written by teacher based on students’
responses
5. Students draw a picture and write a corresponding sentence about
something they can say to someone that is nice.
6. Share responses.
iii. Day 1, pt. II
1. PowerPoint of families
a. Abraham Lincoln’s family, Eskimo family, and Indian families
b. Discussion about similarities and differences between the
pictures and one’s own family
2. Read Amelia Bedelia’s Family Album by Peggy Parish
a. Stopping points: pages 8, 13, 18, 22, 30, 38, and 46-47
3. How can your family be friendly?
4. Who makes up your family?
a. Anchor chart of ideas written by teacher based on students’
responses
5. Students draw a picture of their family and label each person in the
picture
6. Share responses
iv. Day 2
1. Read Climb the Family Tree, Jesse Bear! By Nancy White
a. What’s a family tree?
b. Stopping points: pages 4, 6, 7, 14, and 15-16
2. Who is one person in your family that is extra special to you?
3. Students create a puppet at their seats of that one person.
4. Once finished, students go back to carpet.
a. Watch We Are a Family by Jack Hartmann (YouTube)
5. Share puppets
6. Class discussion: “Do you think we need to be friends with everyone? If
we aren’t friends with someone, should we at least be friendly to them?”

V. Implementation

Day 1, pt. I
A. Introduction:
• The teacher is going to introduce the book, Yo! Yes? By Chris Raschka. “Today, we are
going to read this book. It is called Yo! Yes? Before I begin reading, let’s make
predictions based on the cover and the title on what we think the book is going to be
about.”
o The teacher calls on three students.
• “Let’s read to see if any of these predictions are correct.”

B. Development:
• While reading, the teacher will make a few brief comments and ask questions about the
text and welcome students’ spontaneous responses. The teacher can encourage
students to say more about their answers to questions by saying, “Tell me more.”
o Stopping points:
▪ Pages 3-4: “Why does the boy on the right page ask ‘Who?’ How do you
think he feels?”
▪ Page 7: “Why do you think the boy on the left page is talking to the boy
on the right? What do you think he wants?”
▪ Page 10: “Where is the boy looking when he says ‘Not much?’ Why do
 you think he is looking away?”
▪ Page 14: “How is the boy on the right standing? Can you stand the same
way? How do you think he is feeling? Why does he feel that way?”
▪ Page 19: “The boy points to himself and says, ‘Me!’ What do you think he
is trying to say to the other boy?”
▪ Page 24: “What is the boy on the right page thinking about? Will the boys
become friends?”
• After reading, the teacher will ask the class, “What does it mean to be a friend?”
o The teacher will call on at least three students.
o “Being friends with someone means you play with them a lot, you know a lot
about them, and maybe you see them outside of school.”
• “What does it mean to be friendly?”
o The teacher will call on at least three students.
o “Being friendly with someone means that you offer to play with them if you see
them playing alone and you’re kind, nice, and fair.”
• The teacher will prepare to write on the anchor chart paper.
o “What is something nice we can say to someone else?”
▪ The teacher will call on at least three students.
▪ The teacher will write key words and phrases on the anchor chart paper.
• “When I give you a paper, I want you to draw a picture of one way you can be nice to
someone. Then, you are going to write a sentence about it. This paper will be hung up for
you to look at if you are stuck.”
• The teacher will pass out Kid Writing paper. The students will go back to their seats and
begin drawing a picture and writing a corresponding sentence. The teacher will be
walking around, helping students and taking notes.

C. Closure:
• Once everyone has finished, the teacher will instruct the students to clean up and find a
word on the carpet to sit on.
• The teacher will call on students, one at a time, to share their drawing and their sentence.
o Students will not be forced to share.

Day 1, pt. II
A. Introduction:
• The teacher is going to introduce this part of the lesson by sharing pictures on a
PowerPoint of different families.
o Abraham Lincoln’s family, Eskimo family, and Indian families
o The teacher and students will have a brief discussion about what they see in
each picture: similarities between their families and the pictures, differences, etc.
• “Now, I am going to read a book. It’s called Amelia Bedelia’s Family Album.

B. Development:
• While reading, the teacher will make a few brief comments and ask questions about the
text and welcome students’ spontaneous responses. The teacher can encourage
students to say more about their answers to questions by saying, “Tell me more.”
o Stopping points:
▪ Page 8: “Do people actually dress up like doctors to operate or fix
telephones?”
▪ Page 13: “Have you ever been to a bank before?”
▪ Page 18: “If Cousin Edward races horses, does that mean he runs fast or
slow?”
▪ Page 22: “If you take something that is not yours, what is that called? Is
that being friendly? Red choice or green choice?”
▪ Page 30: “What happens if we keep a book that isn’t ours?”
▪ Page 38: “Do you like olives?”
▪ Pages 46-47: “What a big family! Do you have a big family like Amelia or
is your family smaller?”
• After reading, the teacher will ask the class, “How can your family be friendly?”
o The teacher will call on at least three students.
 • “Who makes up your family? Who is in your family?”
o The teacher will prepare to write on the anchor chart paper the students’
responses (mom, dad, brother, sister, etc.)
▪ The teacher will call on at least three students.
• “When I give you a paper, I want you to draw a picture of your family and label each
person in the picture. This paper will be hung up for you to look at if you are stuck.”
o The teacher will also pass out cheat sheets that have family names and
corresponding pictures for students to have at their seats.
• The teacher will pass out paper. The students will go back to their seats and begin
drawing a picture and labeling. The teacher will be walking around, helping students and
taking notes.

C. Closure:
• Once everyone has finished, the teacher will instruct the students to clean up and find a
word on the carpet to sit on.
• The teacher will call on students, one at a time, to share their drawing.
o Students will not be forced to share.

Day 2
A. Introduction:
• “Today, I’m going to read Climb the Family Tree, Jesse Bear! What’s a family tree?”
o The teacher will call on three students.
o “A family tree shows all the members of your specific family.” The teacher can
reference the family tree poster by the text set.
• “Let’s read to see who is in Jesse Bear’s family tree.”

B. Development:
• While reading, the teacher will make a few brief comments and ask questions about the
text and welcome students’ spontaneous responses. The teacher can encourage
students to say more about their answers to questions by saying, “Tell me more.”
o Stopping points:
▪ Page 4: “Have you ever been in a plane? Were you with family?”
▪ Page 6: “Is there a baby in your family? Does the baby sometimes pull
your hair?”
▪ Page 7: “What does prehistoric mean?”
▪ Page 14: “Have you ever been in a tent?”
▪ Page 15-16: “What are some things you do with your family?”
• After reading, the teacher will ask the class, “Who is one person in your family that is
extra special to you?”
o The teacher will call on at least three students.
• “When I call your table, you are going to create a puppet of that person using a brown
paper bag. You can use markers and crayons, googly eyes and glue to create the special
person in your family.”
o The teacher will dismiss the students one table at a time.
• The students will go back to their seats and begin the assignment. The teacher will be
walking around, helping students and taking notes.
• Once all the students have finished, they will be instructed to go back to the carpet,
leaving their puppets at their seats to dry.
o The teacher will play We Are a Family by Jack Hartmann.
• After the video, students will get their puppets and find a word on the carpet to sit on.

C. Closure:
• The teacher will call on students, one at a time, to share their puppet.
o Students will not be forced to share. If a student chooses not to share in front of
the class, the teacher and student will meet one-on-one to discuss what the
student created
• To wrap up the lesson, the teacher will start a conversation by asking, “Do you think we
need to be friends with everyone? If we aren’t friends with someone, should we at least
be friendly to them?” Turn and talk
o The teacher will call on students, encouraging them to tell more and explain their
 reasoning.

D. Accommodations / Differentiation:
• For whole lesson where necessary:
o Alphabet Linking Chart and Digraph and Blends Chart will be available to the
students.
o Anchor Chart of ideas will be available to students.
o The teacher can write letters/words as dots so students can trace.
o Students will be allowed to move so they can see the screen when something is
being projected.
o The volume of the video will be adjusted depending on student needs.
o The teacher will project their voice for all students to hear, especially for students
who are hard of hearing or having hearing problems (#13).
o The teacher will show each page to the students for a couple seconds before
turning the page and continuing reading, so every student can see the pictures.

VI. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives:

*Note this section is completed during field placements.

1. This section is to be completed after the lesson is taught in a field classroom. ✓

2. A report of how the students actually performed in assessment process and will address the
evaluation plan stated in the Assessment/Evaluation Plan.

November 25

On this day, seven students were absent. Therefore, 14 students were assessed.

Students were first assessed based on their ability to draw a picture and write a sentence
to match. The directions were to draw a picture and write a sentence about something they
can say to someone that is nice. Of the 14 students, 12 students demonstrated clear
understanding of the topic because they drew a picture and wrote a corresponding sentence.
Two students demonstrated somewhat understanding of the topic; one student (#5) drew a
picture of school and wrote “school” as their sentence, and another student (#18) drew
pictures of their friends and wrote their friends name as their writing portion of the
assignment. Student #5 demonstrated they knew to be nice to someone in school because
we were talking about green choices within the classroom. That student wrote “school”
because that’s what they drew a picture of; there’s some correlation between the writing and
the drawing. Student #18 demonstrated they know their friends are in school and that’s a
place we can be nice to someone. That student wrote their friend’s names because those are
people to be nice to; we are nice to our friends – there’s some correlation between the writing
and the drawing.

Next, students were assessed on their ability to draw a picture of their family and label
each member. Of the 14 students, 100% were able to draw a picture of their family and label
each member. Students used the anchor chart and the family chart cheat sheet to assist their
labeling.

Because every student passed both assessments, there is no remediation necessary for
Day 1.

November 26

On this day, three students were absent. Therefore, 18 students were assessed.

Students were first assessed based on their ability to speak audibly and express
thoughts, feelings, and ideas clearly. Students had the opportunity to perform this standard
by creating a 3-D replica of someone in their family and telling the class about what they
created (how people play important roles). Students created puppets of one person in their
 family. Every student shared with the class who they created their puppet of and why.
Students also had the opportunity to share one additional thing about their person.

Next, students were assessed based on their ability to support their opinion with at least
one reason based on the question, “Do you think we need to be friends with everyone? If we
aren’t friends with someone, should we at least be friendly to them?” By turning and talking
and raising their hand, students all explained their reasoning to the question. The majority of
the students believed we should be friendly because it’s a nice thing to do and will make
others feel good. They also connected being friendly with making green choices. Some
students thought we should be friends with everyone, but the more they explained their
reasoning, they realized they meant to say friendly with everyone.

Because every student passed both assessments, there is no remediation necessary for
Day 2.

3. Include student performance data – may be in the form of a chart or table. Please do not include
first and last names of students, may use numbers or initials. ✓

B. Personal Reflection:

1.Teacher-focused open-ended questions written before lesson is taught.

• Were any elements of my lesson more effective than other elements?
• Do some aspects need improvement? What changes did I make during
implementation?
• How would I incorporate the best aspects of this lesson in the future?
• How was my pacing? Too short, too long? Was my questioning too long, too short?
2. Reflective narrative response to questions recorded after lesson is taught.
• One thing I learned during this placement is that having students turn and talk is very
effective. Not only does it allow the students to hear what their peers are thinking, it
allows the teacher to know that, too. It makes for an easy assessment to see what
the students are thinking and if any quick changes need to be made to the lesson
before continuing. Another thing that was effective was having multiple places around
the room for the students to find their answers. There’s a word wall, I created anchor
charts, and students were given a cheat sheet for how to spell family names.
Students were able to problem solve when they were stuck on spelling.
• To make discussions more interesting, next time I would have the students sit on the
perimeter of the carpet. Specifically, for the very last discussion question, I would
introduce a ball to the class and explain that the only person who has this ball is
allowed to talk. Students would toss the ball to the next person to share. This would
incorporate fine and gross motor skills, patients, taking turns, and following
directions. The discussion would be livelier than just sitting on the carpet waiting to
move on.
• In the future, I definitely plan on incorporating turn and talk. I think it’s a beneficial
teaching strategy. I would also make sure there are multiple places around the room
for students to problem solve on their own; students build confidence when they can
figure out the answer without needing help. I would also continue to have cheat
sheets or mini anchor charts are the students’ desks, especially in Kindergarten, to
limit the distraction of looking up and down from an anchor chart or word wall across
the room to their paper.
• My pacing was very good. At this point in the placement, I am able to tell when the
students are ready to move on or take a break. Because of the holiday week, I was
allowed the whole class time (besides lunch, recess, special, fire drills etc.) to teach
my lessons and spread them out throughout the days. Students were not rushed to
finish, and the students who did finish early had plenty of other things to do in the
meantime, like read some books from the text set or go on the iPads for the
programs that are done on a daily basis (Epic, iReady, etc.). During my read alouds,
my questioning was not too short because the turn and talk times expanded the
questions a little bit longer. On the contrary, my questioning was not too long either
because I know to only give a few seconds for students to talk to each other before
 they start talking about something else and before the noise level gets too high.

VII. Resources
References

(1890) Lincoln Family., 1890. [New York: publisher not transcribed, about ?] [Photograph] Retrieved from

the Library of Congress, https://www.loc.gov/item/2018697393/.

(ca. 1900) Indian Families. Alaska Fort Yukon United States, ca. 1900. [Between and Ca. 1930]

[Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/99615097/.

Carlstrom, N. W. (2004). Climb the family tree, jesse bear! New York, NY: Simon & Schuster Books for

Young Readers.

Carpenter, F. G. (ca. 1900) Eskimo Family. Alaska United States, ca. 1900. [Between and 1927]

[Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/99615023/.

Hartmann, J. (2019, April 19). We are a family | jack hartmann. Retrieved from

https://www.youtube.com/watch?v=foptl0BeXnY.

Liam. (2018, August 21). Family Members: Names of Members of the Family in English. Retrieved from

https://7esl.com/members-of-the-family/.

NCSS. (2010). National curriculum standards for social studies a framework for teaching, learning and

assessment. Silver Springs, MD.

Parish, P. (1988). Amelia bedelia's family album. New York, NY: HarperCollins.

Raschka, C. (1993). Yo! Yes? New York, NY: Orchard Books.

Scholastic. (1996). Scholastic children's dictionary. New York.

Appendix
Observation checklist is attached.
 Inquiry Design Model (IDM) Blueprint™

Compelling Do I need to be everyone’s friend?

Question

NCSS Theme 10 Civic Ideals and Practices

Content Angle - D2.Civ.2.K-2. Explain how all people, not just official leaders, play important roles in a
Theme/Standard(s) community.
D2.Civ.7.K-2. Apply civic virtues when participating in school settings.

Staging the What does it mean to be a friend? Friendly? How can your family be friendly?
Question/Hook

Supporting Question 1 Supporting Question 2 Supporting Question 3

How can I become friends with Who makes up my family? How does one person in my family
someone? What are some ways I make a difference in my life?
can be kind and nice to the people
in school?

Formative Performance Task (Day 1) Formative Performance Task (Day 1) Formative Performance Task (Day 2)

The inquiry will include students The inquiry will include students The inquiry will be students using
thinking of one thing they can say thinking about their family – who materials to create a 3-D version of
to someone to be friendly (a makes up their family – and one person in their family; students
compliment, a helpful gesture, drawing a picture about it, and will verbally share who the person
etc.) and writing about it. writing a sentence or more telling is and why they chose this person.
about their picture/family.
A rubric will be used to assess if A rubric will be used to assess if
the picture and sentence(s) A rubric will be used to assess if students were able to speak
match. the picture and labels match. audibly and express their thoughts,
feelings, and ideas clearly.

Featured Sources Featured Sources Featured Sources

Source A: Yo! Yes? By Chris Source A: Amelia Bedelia’s Family Source A: Climb the Family Tree,
Raschka Album by Peggy Parish Jesse Bear! By Nancy White
Carlstrom
Sources B, C, D, & E:
Lincoln family (picture) – Source B: We Are a Family by Jack
https://www.loc.gov/item/2018697393/ Hartmann
(https://www.youtube.com/watch?v=foptl0BeXnY)
PowerPoint

Eskimo family (picture) –

https://www.loc.gov/item/99615023/

Indian families (picture) –

https://www.loc.gov/item/99615097/

Own Family (pictures)

Using all sources, create an opinion on why or why not someone needs to be friends
Culminating Argument
with everyone. Explain your reasoning.
Performance Task
Extension (8 optional)
 Understand:

Taking Informed
Assess:
Action

Act:

What’s Your Content Angle?

Yo! Yes? By Chris Raschka is a book about two strangers – two kids – meeting on a street and without saying much,
they become friends. The boys do not look similar and by the end of the book, the boys show that it only takes a few
words to overcome differences. Students can apply civic virtues of being friendly in the classroom, especially after
reading this book and learning how easy it is to look past people’s differences. The inquiry will include students
thinking of one thing they can say to someone to be friendly (a compliment, a helpful gesture, etc.) and writing it.

Amelia Bedelia’s Family Album by Peggy Parish is a Level 2 An I Can Read Book that goes through each member of
Amelia’s family by looking at her family album. This book uses family titles such as mom, dad, uncle, aunt, cousin,
brother, and nephew. At the very end of the book is a two-page picture of Amelia’s family and everyone mentioned in
the book. This book gives insight on what a family can look like and the people a family can consist of. NCSS Theme
10 expects “an understanding of civic ideals and practices [to have] full participation in society” (NCSS, 2010).
Families make up people of a society. In this book, Amelia tells the reader what each member of her family does. For
instance, her father is a telephone operator, her mother is a baker, her aunt is a bank teller, and her uncle is a chef.
Of course, Amelia gives a funny spin on each of the jobs, but it shows the members of her family participating in
society. The inquiry will include students thinking about their family – who makes up their family – drawing a picture
about it, and writing a sentence or more telling about their picture/family.

Climb the Family Tree, Jesse Bear! By Nancy White Carlstrom is a young children’s book that depicts the fictional
lives of a family of bears. The book uses family titles such as Grandpa, Grandma, uncle, auntie, great-auntie, cousin,
Great-Grandpa, and great-grandmother. The back cover of the book shows each family member with their title. This
book also gives insight on what a family can look like and the people a family can consist of. NCSS Theme 10
expects “an understanding of civic ideals and practices [to have] full participation in society” (NCSS, 2010). Families
make up people of a society. The inquiry will be students using materials to create a 3-D version of one person in
their family; students will verbally share who the person is and why they chose this person.

List Your Argument Stems

Yes: People are happy when they have friends because they feel included. It’s nice to have someone to play with. I
know I like when people are nice and kind to me, so I should do this to others, too. Being a friend means when you
see someone by themselves, you can go up to them and ask them to play with you.

No: I do not need to be friends with everyone, but I can be friendly to everyone. I do not need to see my classmates
outside of school, but when I am in school, I need to treat them the way I want to be treated. This means I need to be
nice, kind, and fair.
 Visual Display
Below, you will find pictures of my text set display. The poster for my background has three
trees. Each tree has different family names:
Left Tree Middle Tree Right Tree
• Step Grandfather • Great-Grandfather • Birth Dad
• Step Grandmother • Great-Grandmother • Birth Mom
• Step Mom • Grandfather • Biological Sister
• Step Dad • Grandmother • Biological Brother
• Step Daughter • Great Aunt • Foster Mom
• Step Son • Great Uncle • Foster Dad
• Step Brother • Mom • Adopted Mom
• Step Sister • Dad • Adopted Dad
• Half Sister • Aunt • Adopted Son
• Half Brother • Uncle • Adopted Daughter
• Brother • Foster Brother
• Sister • Foster Sister
• Daughter • Adopted Brother
• Son • Adopted Sister
• Grandson
• Granddaughter
• Nephew
• Niece
• Cousin

After we read a book, we added it to the display.

Students Utilizing Text Set & Student Samples

Students reading books from the text set at the display area.

Students reading books from the text set on the carpet.

Students Utilizing Text Set & Student Samples continued

Student reading a book from the text set at their seat.

Students proudly displaying their puppet of one of their family members.

Eskimo family
Native American Indians family
Miss Bower’s
family