Social Justice Lesson Plan

Class: Grade 1 Date: March 1, 2017

Title: Looking at the differences and Lesson Number: 1

similarities of families!

Objectives of Lesson:
The objective of this lesson is to encourage positive socialization for students. Students will be
able to recognize that there are many different family structures. Students will draw and use key
words to illustrate their own family. Students will explain how families are similar and different.

Learner Outcomes (Program of Studies) Plan for Diversity

 Students will demonstrate an understanding
and appreciation of how changes over time
have affected their families and influenced how
their families and communities are today
(Program of Studies, 1.2)
 Students will develop skills of critical thinking
and creative thinking (Program of Studies,
1.S.1)
 Students will demonstrate skills of cooperation,
conflict resolution and consensus building
(Program of Studies, 1.S.5)
 Students will demonstrate skills of oral, written
and visual literacy (Program of Studies, 1.S.8)
Alberta Education, 2005. Program of studies: Social
studies kindergarten to grade 12.
Prerequisite Knowledge, Skills, Strategies and
Attitudes
 Open-minded attitude is ideal prior to
beginning this lesson
 Knowledge of what respect and uniqueness
means
 Provide students with a handout that reflects
different family structures
 Focus on inclusion with regard to family
structures (eg. Nuclear family, single-parent
family, extended family, step family,
grandparent family, adopted family, same-sex
family, LGBTQ family etc.)
 Provide students with the opportunity to
represent their family through writing,
drawing, or verbal explanation
Preliminary Matters (Announcements, etc.)
 Provide handout with different family
structures included on it
 This may be difficult subject matter for some
students, demonstrate empathy and careful
choice of diction

Time What the teacher What the Resources Assessment

does. student does.
Introduction
Initiate discussion Participate in Board to Assessment for
Discuss and brainstorm 5 and record discussion and write on learning, gage
about the definition of Mins brainstorming brainstorming where the students
family. using a web on the activity are at through class
board discussion
Activity Sequence
Give students handout Provide students Think, pair and Assessment for
with a variety of family 3 with handouts, share about the learning,
structures on it and Mins float around to hear various structures Handouts cooperative
allow students to think discussions taking on the handout learning activity,
 pair and share about place listening for
which ones look like productive and
families meaningful
discussion.

Discuss that in fact, all 5 Explain to students
of the groupings on the Mins about some of the
handout represent different varieties
different types of of families on the
families handout
Brainstorm similarities 5 Record student
and differences Mins brainstorming on
amongst different the board
family structures
Paying attention Assessment for
to the lesson and Handout learning, class
asking questions discussion, looking
through critical for students’
thinking understanding of
different family
structures, and
Collaborate Board similarities and
together and differences by
contribute to class using critical and
discussion creative thinking.
Student
understanding
should be evident
before moving on

Create own 10-15 Floating around the Creating a Visual Assessment for
representations Mins room, observing representation of journal or learning,
individually by writing students work their own family student illustrations or
or drawing what their while they workbook writing, provide
own family looks like complete task students with
feedback by
looking at progress
in the given
learning task
Closure Assessment for
Students will share with Gather students to Share with fellow learning, students
their peers if they 5-10 create a safe space students if they will present their
choose to do so, the Mins of sharing their choose work of the
illustrations or work if they wish, learning task and
explanations of their ask students to will answer
own families share questions from
teacher or peers

Students will reflect on Look at students’ Students will Visual Assessment as

their understanding of 5 reflections to gage represent their journal or learning, use
the lesson using a few Mins whether the understanding of student students’
key words or pictures objectives of the the lesson workbook metacognitive
lesson were met reflections
regarding the
lesson as evidence
of understanding
Reflection

To be determined
Adapted from Alberta Education, Canada, 2008