Lesson #1 Megan Fazio
3 / 29 / 11 Topic: Names
Time needed: 30 min. 1st Grade
Materials:
· 1 copy of My Name Is Sangoel
· Chart paper
· Markers
· Post-its
· Pen
· Expo marker
· Mini map of the world that is laminated
· T-shirt worksheet
· Scissors
Prep:
· Have Post-its and pen ready next to teacher’s chair. These will be used to record students’ thoughts in pre-reading mini discussion and post-reading discussion.
· Have chart paper ready with the heading of What we know about names on one side and a line going down the middle, then What we wonder about names on the other side of the line. This will be used to record student responses in the beginning of the lesson.
MMSD Standards & Curriculum Connections:
Geography
Use maps and globes as sources of information such as larger, smaller, near, or far
o In the pre-reading portion of the lesson, students will see on a map where Sudan is in relation to America, and understand where Sangoel traveled.
Behavioral Science
NCSS Standards
· Standard #3: Demonstrates sophisticated curricular knowledge
Much of the first grade social studies curriculum in first grade is focused on the self, and building empathy for others. The book My Name Is Sangoel will help students to think about the importance of their own name, and make connections with the book that we are reading.
· Standard #5: Explains and justifies educational choices
I have chosen to launch this mini unit on names based on my students’ response to the read aloud that we did. I chose the book My Name Is Sangoel because the experiences of Sangoel will evoke empathy from the students and allow them to think about the importance of their own name. They can make connections and form questions they may have about their own names and about the broader context of names.
· Standard # 9: Manages the learning environment
Throughout the lesson, I will be managing the learning environment by encouraging all students to participate in our discussion. I will facilitate the lesson in a way that engages the students as much as possible to give them a variety of opportunities to share their thoughts.
Objectives:
· Students will learn where Sudan is in relationship to America.
· Students will learn that names are different in the culture of the Dinka tribe in Sudan than in America.
· Students will appreciate the differences of names and through discussion, activate prior knowledge about names or questions that they have about names.
· Students will participate as active members of a learning community in a respectful manner during our discussion before, during, and after reading My Name is Sangoel.
· Students will begin to think about the importance a name carries with it through our discussion of My Name Is Sangoel.
Context:
This will be the first lesson in our social studies mini unit on the cultural importance of names. I decided to start this mini unit because of a read aloud that I did with my students with the book My Name Is María Isabel by Alma Flor Ada. I noticed that my students were very engaged during this read-aloud each day, and that after read aloud, there were many discussions about names and what they mean. Prior to this lesson, students will have had informal discussions with each other about names, and have some of their own background knowledge and experiences with names that will contribute to this lesson. This lesson may take more than one day, as I have found that sometimes our discussions are longer than I have anticipated.
Opening:
To open this lesson, I will have the chart paper labeled What we know about names on one side and What we wonder about names on the other side taped to the board by the carpet area. We will be transitioning from gym class, so I will tell the students that when we get upstairs to our classroom, they should meet me on the rug. I will remind them that they are responsible for sitting by someone who will not be a distracter during our lesson. Once all of the students have come to the rug, I will tell them that I have been thinking about the read aloud that we did, and that we are going to start exploring and investigating about names. I will give them some time to think about what they already know about names. This will be an opportunity for them to turn and talk with their neighbor for a few minutes. While they are turning and talking, I will circulate around the carpet area and talk with various groups of students. For the students who I know are a little shy to participate, I will ask them if they would like to share out their thinking when we come back together in the large group. After giving the students a few minutes to talk, I will have them regroup, and we will start making a list of what we already know about names, and what we wonder about names.
Procedure:
1. After we have made our chart, I will tell the students that we are going to read a book called My Name Is Sangoel. I will show the students a small map of the world where I have circled Sudan and America, and I will tell the students that this book starts with a boy living in a country named Sudan, and point to the circled country. This is background information to give students a visual of how far Sangoel is traveling. I will ask them to be thinking throughout the book about how names are used, and why they might be important.
2. Remind students when pausing to ask a question that they should be ready to answer, and give them appropriate think time.
o Page 9 questions: How did Sangoel know where to go in the airport? Why did he shake his head and say his name softly?
o Page 13 questions: (this one is more for understanding) What does the Wise One mean by “Education is your mother and father”?
o Page 14 questions: What happens when someone new tries to say Sangoel’s name? Why does he always whisper his name?
o Page 18 questions: Why does Sangoel wish he was back in the refugee camp, when it was a place where he did not have freedom? Why does he feel lost when people cannot say his name?
o Page 24 questions: How does Sangoel’s picture help others say his name? How do the other children’s pictures of their names help Sangoel?
(While reading and pausing to allow the students to answer the above questions, to ensure that different students are being called on, use the craft sticks with each child’s name in the cup)
3. Read to the students a short part of the author’s note that describes Sangoel’s name and how names work in the Dinka tribe of Sudan. Give the students the chance to turn and talk with their neighbor again about reactions or connections they may have made with the book.
4. After finishing the story, have a short discussion about what we learned in the book.
o Why is it so important to Sangoel that his name is the same in America as it is in Sudan?
o How did Sangoel feel when people said his name wrong?
o We noticed in the story that Sangoel was sad about people saying his name wrong. What did he do to deal with this and show people the importance of his name?
***Be sure to write down on post-its student responses to check their understanding and reaction to the text.
5. Introduce the extension activity. Show students the sheet that is white and has the outline of a T-shirt. This is going to represent the T-shirt that Sangoel made. Tell the students that they are going to make a name T-shirt like Sangoel and his class. They can make pictures that make the sounds of their name (like Sangoel), or they can draw what they think of when they think about their name. Call each group to go back to their table, and give the students time to be creative and make a meaningful drawings. There is also space for the children to write about their name and what they drew on their t-shirt.
Closing:
Now that we have begun to explore names, for tomorrow, start thinking about questions you have about your own name, or questions you may have about the names of people you know. Think about what your name means to you, and how it is special to you. We will continue to explore names through stories tomorrow J
Assessment:
· To assess prior knowledge, I will be circulating while the students are talking about what they already know about names and what they wonder about names. Recording this on chart paper will also show me what the students already know.
· During our post-book discussion, I will be taking notes on post-its about what the students are saying. This will show me what they are understanding, and what can be a new teaching point for my next lesson.
Differentiation:
· For students who are not very vocal, I will be sure that when I circulate while the students are doing their turn and talks, that I try to touch base with them and ask them about their thinking. I will ask them if they are comfortable sharing with the class when we regroup after the turn and talk.
· I have noticed a few phrases and words in the book My Name Is Sangoel that ELL’s may not understand. When I come to these words or phrases in the text, I will ask the students if someone could explain the word so that this can clarify for everyone what the words or phrases mean.
Cultural Relevance:
This book is about a young boy who emigrates from Sudan to America. For some of our ELL’s, this could be an experience that they can connect with. For students who are not ELL’s, they will all be able to relate to Sangoel’s nervousness for the first day of school. In addition, many students will have had the experience of someone saying their name incorrectly. These experiences will help my students to make purposeful text-to-self connections.
Troubleshooting
· I will let students choose where they want to sit, but if they are being distracted by someone they are sitting next to, I will ask them to move to a new spot.
· If there is not enough time to finish our discussion or close the lesson, I will use this as a starting point for our next lesson. I really want to teach this lesson at a pace at which the students will be able to participate and be active in the discussion.
Personal Teaching Goals:
1. Giving students adequate “think time” to process the questions that I will be asking—I want them to really think about these questions and make connections.
2. Not rushing the lesson—sometimes I feel like there is not enough time for me to finish my lesson, and I end up going too fast. I want to take this lesson slowly, and ensure that the students are learning and understanding. If I do not get to everything in this lesson, I can always use it as a starting point for my next social studies lesson in this mini unit.
3 / 29 / 11 Topic: Names
Time needed: 30 min. 1st Grade
Materials:
· 1 copy of My Name Is Sangoel
· Chart paper
· Markers
· Post-its
· Pen
· Expo marker
· Mini map of the world that is laminated
· T-shirt worksheet
· Scissors
Prep:
· Have Post-its and pen ready next to teacher’s chair. These will be used to record students’ thoughts in pre-reading mini discussion and post-reading discussion.
· Have chart paper ready with the heading of What we know about names on one side and a line going down the middle, then What we wonder about names on the other side of the line. This will be used to record student responses in the beginning of the lesson.
MMSD Standards & Curriculum Connections:
Geography
Use maps and globes as sources of information such as larger, smaller, near, or far
o In the pre-reading portion of the lesson, students will see on a map where Sudan is in relation to America, and understand where Sangoel traveled.
Behavioral Science
- Demonstrate empathy for feelings of others
- Examine similarities and differences between family, community, and national traditions, customs, and celebrations
- Exhibit group membership traits by being trustworthy, responsible, respectful, and by demonstrating accountability for actions, displaying self direction and showing pride
- Cooperate in group settings to establish and achieve mental goals and promote the welfare of its members
NCSS Standards
- Culture
- People, Places, and Environments
- Individual Development and Identity
· Standard #3: Demonstrates sophisticated curricular knowledge
Much of the first grade social studies curriculum in first grade is focused on the self, and building empathy for others. The book My Name Is Sangoel will help students to think about the importance of their own name, and make connections with the book that we are reading.
· Standard #5: Explains and justifies educational choices
I have chosen to launch this mini unit on names based on my students’ response to the read aloud that we did. I chose the book My Name Is Sangoel because the experiences of Sangoel will evoke empathy from the students and allow them to think about the importance of their own name. They can make connections and form questions they may have about their own names and about the broader context of names.
· Standard # 9: Manages the learning environment
Throughout the lesson, I will be managing the learning environment by encouraging all students to participate in our discussion. I will facilitate the lesson in a way that engages the students as much as possible to give them a variety of opportunities to share their thoughts.
Objectives:
· Students will learn where Sudan is in relationship to America.
· Students will learn that names are different in the culture of the Dinka tribe in Sudan than in America.
· Students will appreciate the differences of names and through discussion, activate prior knowledge about names or questions that they have about names.
· Students will participate as active members of a learning community in a respectful manner during our discussion before, during, and after reading My Name is Sangoel.
· Students will begin to think about the importance a name carries with it through our discussion of My Name Is Sangoel.
Context:
This will be the first lesson in our social studies mini unit on the cultural importance of names. I decided to start this mini unit because of a read aloud that I did with my students with the book My Name Is María Isabel by Alma Flor Ada. I noticed that my students were very engaged during this read-aloud each day, and that after read aloud, there were many discussions about names and what they mean. Prior to this lesson, students will have had informal discussions with each other about names, and have some of their own background knowledge and experiences with names that will contribute to this lesson. This lesson may take more than one day, as I have found that sometimes our discussions are longer than I have anticipated.
Opening:
To open this lesson, I will have the chart paper labeled What we know about names on one side and What we wonder about names on the other side taped to the board by the carpet area. We will be transitioning from gym class, so I will tell the students that when we get upstairs to our classroom, they should meet me on the rug. I will remind them that they are responsible for sitting by someone who will not be a distracter during our lesson. Once all of the students have come to the rug, I will tell them that I have been thinking about the read aloud that we did, and that we are going to start exploring and investigating about names. I will give them some time to think about what they already know about names. This will be an opportunity for them to turn and talk with their neighbor for a few minutes. While they are turning and talking, I will circulate around the carpet area and talk with various groups of students. For the students who I know are a little shy to participate, I will ask them if they would like to share out their thinking when we come back together in the large group. After giving the students a few minutes to talk, I will have them regroup, and we will start making a list of what we already know about names, and what we wonder about names.
Procedure:
1. After we have made our chart, I will tell the students that we are going to read a book called My Name Is Sangoel. I will show the students a small map of the world where I have circled Sudan and America, and I will tell the students that this book starts with a boy living in a country named Sudan, and point to the circled country. This is background information to give students a visual of how far Sangoel is traveling. I will ask them to be thinking throughout the book about how names are used, and why they might be important.
2. Remind students when pausing to ask a question that they should be ready to answer, and give them appropriate think time.
o Page 9 questions: How did Sangoel know where to go in the airport? Why did he shake his head and say his name softly?
o Page 13 questions: (this one is more for understanding) What does the Wise One mean by “Education is your mother and father”?
o Page 14 questions: What happens when someone new tries to say Sangoel’s name? Why does he always whisper his name?
o Page 18 questions: Why does Sangoel wish he was back in the refugee camp, when it was a place where he did not have freedom? Why does he feel lost when people cannot say his name?
o Page 24 questions: How does Sangoel’s picture help others say his name? How do the other children’s pictures of their names help Sangoel?
(While reading and pausing to allow the students to answer the above questions, to ensure that different students are being called on, use the craft sticks with each child’s name in the cup)
3. Read to the students a short part of the author’s note that describes Sangoel’s name and how names work in the Dinka tribe of Sudan. Give the students the chance to turn and talk with their neighbor again about reactions or connections they may have made with the book.
4. After finishing the story, have a short discussion about what we learned in the book.
o Why is it so important to Sangoel that his name is the same in America as it is in Sudan?
o How did Sangoel feel when people said his name wrong?
o We noticed in the story that Sangoel was sad about people saying his name wrong. What did he do to deal with this and show people the importance of his name?
***Be sure to write down on post-its student responses to check their understanding and reaction to the text.
5. Introduce the extension activity. Show students the sheet that is white and has the outline of a T-shirt. This is going to represent the T-shirt that Sangoel made. Tell the students that they are going to make a name T-shirt like Sangoel and his class. They can make pictures that make the sounds of their name (like Sangoel), or they can draw what they think of when they think about their name. Call each group to go back to their table, and give the students time to be creative and make a meaningful drawings. There is also space for the children to write about their name and what they drew on their t-shirt.
Closing:
Now that we have begun to explore names, for tomorrow, start thinking about questions you have about your own name, or questions you may have about the names of people you know. Think about what your name means to you, and how it is special to you. We will continue to explore names through stories tomorrow J
Assessment:
· To assess prior knowledge, I will be circulating while the students are talking about what they already know about names and what they wonder about names. Recording this on chart paper will also show me what the students already know.
· During our post-book discussion, I will be taking notes on post-its about what the students are saying. This will show me what they are understanding, and what can be a new teaching point for my next lesson.
Differentiation:
· For students who are not very vocal, I will be sure that when I circulate while the students are doing their turn and talks, that I try to touch base with them and ask them about their thinking. I will ask them if they are comfortable sharing with the class when we regroup after the turn and talk.
· I have noticed a few phrases and words in the book My Name Is Sangoel that ELL’s may not understand. When I come to these words or phrases in the text, I will ask the students if someone could explain the word so that this can clarify for everyone what the words or phrases mean.
Cultural Relevance:
This book is about a young boy who emigrates from Sudan to America. For some of our ELL’s, this could be an experience that they can connect with. For students who are not ELL’s, they will all be able to relate to Sangoel’s nervousness for the first day of school. In addition, many students will have had the experience of someone saying their name incorrectly. These experiences will help my students to make purposeful text-to-self connections.
Troubleshooting
· I will let students choose where they want to sit, but if they are being distracted by someone they are sitting next to, I will ask them to move to a new spot.
· If there is not enough time to finish our discussion or close the lesson, I will use this as a starting point for our next lesson. I really want to teach this lesson at a pace at which the students will be able to participate and be active in the discussion.
Personal Teaching Goals:
1. Giving students adequate “think time” to process the questions that I will be asking—I want them to really think about these questions and make connections.
2. Not rushing the lesson—sometimes I feel like there is not enough time for me to finish my lesson, and I end up going too fast. I want to take this lesson slowly, and ensure that the students are learning and understanding. If I do not get to everything in this lesson, I can always use it as a starting point for my next social studies lesson in this mini unit.
