I. OVERVIEW OF THE LESSON

a. April 18, 2008 or April 23, 2008

b. 60 minutes (?)

c. Ms. Trinisewski

d. Fourth grade English/language arts

II. GENERAL OBJECTIVE

a. Students will demonstrate an understanding of the importance of differences among people. They will develop an appreciation of the things one has in common with others as well as the things that make us individuals.

III. BEHAVIORAL OBJECTIVES

a. After the teacher reads Looking Out for Sarah aloud to the class, students will complete a drawing worksheet. This worksheet will help them expand upon the idea that everyone is a unique and special person. They will draw two pictures. One should illustrate something the student has in common with his/her friends or family, and one should depict something that makes that student a unique individual. At the end of the period, each student will stand and briefly share his drawings with the class.

IV. INSTRUCTIONAL MATERIALS

a. A copy of Looking Out for Sarah

b. A copy of the drawing worksheet for each student

c. Crayons or colored pencils

V. MOTIVATION AND INTRODUCTION

a. Ask students if they know what a guide dog does. If students know, ask if they’ve ever come in contact with any guide dogs before. Explain that these dogs are particularly well trained and friendly, and that they play a very important role in keeping their owners safe.

VI. DEVELOPMENT

a. Have students sit in the reading area at the back of classroom, either on the floor or in chairs. After concluding the introductory discussion, the teacher will read the story, Looking Out for Sarah, aloud to the class. Make sure that all students are focused, attentive, and can see the illustrations in the book. Ask any inattentive students to move to the front of the group. After reading the story, briefly review the basic plot ideas (guide dogs, blindness, musicianship, etc.) and ask students for their reactions. This discussion should take only a few minutes.

Then have students return to their desks. When the students are seated and quiet, pass out the worksheets. Ask a student to read the headings on the paper aloud. Clarify that on the left-hand side, students should draw a picture depicting something he/she likes to do with friends or family. This could be a common hobby, activity, interest, etc. On the right-hand side, students should draw a picture representing something that makes that student special and unique. This could be an uncommon interest or talent, an interesting fact about the student, etc. Explain that these unique traits are something the student should be proud of.

VII. SUMMARY AND CLOSURE

a. Conclude by asking students to share their drawings with the class and explain what the pictures represent. Make sure fellow students remain respectful and attentive during each presentation.

VIII. ASSESSMENT STRATEGY

a. Students should draw two separate pictures. One should show something the student has in common with others, and the other should show something that makes that student unique. The pictures don’t have to be great artistic creations, but the students should definitely put effort into their work.

Anderson/Krathwohl Taxonomy: The primary objective of this lesson is to have students consider the unique traits that make us all valued individuals. Students will then create two drawings that demonstrate their understanding of this concept. So this lesson is in the conceptual knowledge/create cell of the Anderson/Krathwohl taxonomy.

Behavioral Objective/Assessment Link: Since each student will complete the worksheet after hearing the story Looking Out for Sarah, all will have the opportunity to explore the idea that each person is a unique individual. Students will then draw two pictures, each under the appropriate heading on the worksheet, demonstrating their understanding of this idea. Therefore, there is a valid link between the behavioral objective and the assessment strategy.