Assignment 2:

Teaching with Childrens Storybooks: Different Types of Families

Sarah Brown
EDUC 4013-YAO
15 October 2015

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Part A
Introduction to the Theme: Different Types of Families
The elementary school setting in Canada is more diverse than it has ever been before,
replete with students from different types of families with various cultural backgrounds and
family compositions. As teachers, it is our responsibility to celebrate the diversity among our
students rather than focus on the dominant white, heteronormative, nuclear family dynamic that
has been solely addressed within the classroom in the past.
In order to address this diversity, teachers must incorporate a variety of resources that not
only reflect cultural diversity, but diversity among gender, sexual orientation, religion, class, and
ability so that all areas of identity are addressed and celebrated in the classroom. Not only will
this foster a safe and inclusive learning community for all students, it will also encourage
learning, as it has been shown that students learn best when they can identify themselves and
their own experience in the material they read and study at school (Ministry of Education,
Language, 2006, p.5).
I have selected grade two for this topic because grade twos are reaching the age where
they are becoming more aware of the world beyond themselves. Grade one is much more
focused on personal identity and individual roles and responsibilities while grade three is
beginning to study historical communities between 1780 and 1850. In order to build upon
previous knowledge of individual identity and to prepare them for future activities on historical
communities, these resources will help grade twos identify, describe, and understand different
aspects of their own communities while encouraging tolerance of all forms of individual,
familial, and community based diversity.

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Summaries and Rationales of the Storybooks
The Great Big Book of Families (Hoffman, 2010) is a non-fiction picture book that
addresses various types of families. It goes beyond the usual aspects of family life addressed in
family diversity books, such as different parental dynamics and traditions to include other
aspects of family life like types of homes, jobs, schooling, feelings, and food.
I chose this text because it is simple and the pictures demonstrate various sexualities,
ethnicities, genders, classes, religions, and abilities so that it is inclusive on all accounts, not just
in relation to family structures. I also liked the fact that it was non-fiction, as grade two students
should have access to a variety of print texts, not just fictional narratives (Ministry of Education,
Language, 2006, p.33). Beyond fulfilling Language curriculum expectations, it also addresses
the Social Studies curriculum in which students will identify and describe different types of
families, identify some different groups in their community and describe some of the ways
in which they contribute to diversity in Canada (Ministry of Education, 2010, p.78). The
message the book conveys is one of acceptance towards all kinds of people and families and
would therefore be useful for identifying and discussing the multitude of family compositions
within a grade two classroom.
Vanita Oelschlagers A Tale of Two Mommies (2011) describes a conversation between
three children at a beach. Two of the children take turns asking the little boy, who is clearly
adopted, about his two mothers, wondering who fulfills the gendered responsibilities of
conventional parents if both parents are women. They ask him questions, such as Which mom
coaches your T-ball team? and Which moms there when youve had a bad dream? to which
the boy answers either Mommy, Momma, or both mommies. Oelschlager demonstrates that it

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does not matter what type of parents children have as long as the children are effectively cared
for.
I chose this story because the structure of the story as a comparative dialogue between
children is entertaining for grade two students, while the rhyming question and answer structure
of the dialogue is easy to comprehend and allows for a lesson on elements of style. This book
would be useful for engaging in a discussion regarding same-sex parents, single parents,
grandparents, step-parents, and adoptive parents among other types of family structures, but the
gendering of parental roles also offers an opportunity to highlight why some things are classified
as boy or girl qualities and to discuss whether or not these classifications are valuable or
true. It satisfies the same Social Studies requirements regarding different types of families as The
Great Big Book of Families, (A3.1 and A3.2), but it also prepares students for their grade three
Health and Physical Education: Human Development and Sexual Health expectations that
require students to:
describe how visible difference and invisible differences (e.g. learning abilities, skills
and talents, personal or cultural values and beliefs, gender identity, sexual orientation,
family background, personal preferences, allergies and sensitivities) make each person
unique, and identify ways of showing respect for differences in others. (Ministry of
Education, 2015, p.124).
By focusing on tolerance of different family structures in grade two, students will be able to draw
on prior knowledge when they are are fulfilling grade three curriculum expectations regarding
more specific individual tolerances, such as sexual orientation and gender identity the following
year.

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The Keeping Quilt (Polacco, 1988) is a story about immigration, tradition, and multigenerational families. It follows the story of Patricias grandmother, Anna, and her family that
emigrates from Russia to New York. When Annas dress and babushka from back home become
too small, her mother sews a quilt using the dress, the babushka, her uncles shirt, her aunts
nightdress and her other aunts apron. The quilt is passed down through each generation along
with the stories and traditions of the family so that by end of the story, the quilt has passed
through four generations as Patricia looks forward to the future when she will pass the story of
the Keeping Quilt to [her] grandbabies (Polacco, 1988).
I chose this story because it is a great tool to introduce the concept of immigration to
classes without much diversity, or to represent the common experience for many students in the
multicultural classroom. It is also useful for discussing heritage and tradition, which is addressed
in the Social Studies Heritage and Identity: Changing Family and Community Traditions strand
(Ministry of Education, 2010). By the end of grade two, students will investigate some of the
past and present traditions and celebrations within their own family and the communities to
which they belong in order to develop an understanding that the diversity that exists among
families and within the local community leads to an appreciation of diverse
perspectives (Ministry of Education, Social Studies, 2010, p. 74). Highlighting the importance
of heritage and tradition in the classroom and community will help students situate themselves in
their own histories and encourage tolerance of diversity.

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Part B
Activity 1: The Great Big Book of Classroom Families
Before reading The Great Big Book of Families, brainstorm with the class about what
makes a family a family, asking students to describe their own family or other families they have
seen in the community. Next, read The Great Big Book of Families as a read aloud activity on the
carpet, stopping after each category to ask students to reflect on their family through guided
questions such as Do you have two parents, grandparents, siblings, cousins? What kinds of
traditions does your family have? What types of hobbies do you and your family share? After
reading, lead a discussion by asking students to restate some of the different types of families
addressed in the book and compare them to the brainstormed class list of family attributes. Next,
have the students return to their desks to think of their own families and fill out a graphic
organizer that includes at least three of the family characteristics spoken about in the book, such
as family composition, home, school, and holidays. Then have the students create a page titled
The _______ Family and include pictures and words to describe the three characteristics from
their graphic organizer and anything else they would like to include about their family. Over the
next week, have students complete their family pages and compile them into a Great Big Book
of Classroom Families. When it is complete, have each student read their own family page to
the class. Consolidate the lesson through a discussion regarding the diversity among different
types of families present in the class alone and connect that to the many other types of families
throughout the larger community.
Language Art Addressed: Listening, Writing, Representing, and Speaking

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This activity focuses on listening as the students are listening to the story being read aloud and to
their peers present their page in the Great Big Book of Classroom Families. They are also
writing as they are filling out the graphic organizer to help them organize their thoughts before
they are creating a family page in which they write and represent the ideas from their graphic
organizer through words and images.
Curricular Fit: Writing
Overall Expectation: Use editing, proofreading, and publishing skills and strategies, and
knowledge of language conventions, to correct errors, refine expression, and present their work
effectively (p. 56).
Specific Expectation: Developing Ideas
1.2 Generate ideas about a potential topic, using a variety of strategies and resources
Specific Expectation: Organizing Ideas
1.5 Identify and order main ideas and supporting detail, using graphic organizers
Specific Expectation: Publishing
3.7 Use some appropriate elements of effective presentation in the finished product,
including print, different fonts, graphics, and layout
Specific Expectation: Producing Finished Works
3.8 Produce pieces of published work to meet criteria identified by the teacher,
based on expectations
While all of these specific expectations are addressed in this lesson, the most important one is
being able to effectively represent their ideas through appropriate elements, such as words and
images, on their own family page.

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Activity 2: The Classroom Keeping Quilt
Before reading The Keeping Quilt as a read aloud activity on the carpet, pull up a world
map on the SMART Board and show students where Russia is. Ask students if they know the
countries from which their own families emigrated and show them on the map as well. Read The
Keeping Quilt as a read aloud activity on the carpet and create a word wall for the Russian words
throughout the book, such as babushka and huppa, as well as English words that are unknown to
students such as tradition, generation, and Sabbath. After reading, discuss the role of the quilt as
a family heirloom and the many uses it had throughout each generation. Explain how it
represents the history of the family and carries on their heritage and tradition. Have students
return to their desks where they will make their own quilt square on a piece of card stock. Their
quilt squares should include pictures and words that describe their own family, traditions, and
heritage. When they are complete, every square will be made into a quilt by being taped to the
wall in the shape of a quilt. Have students view the quilt and reflect on two classmates quilt
pieces to try and explain what their classmate was trying to convey about their families with their
quilt piece. Finish the activity by continuing the discussion of heritage and tradition, connecting
it to the diverse family histories present within the class.
Language Art Addressed: Reading, Writing, Representing, and Viewing
This activity addresses representing and viewing because the students will be representing their
own experiences through the quilt piece and will then view their classmates quilt pieces to find
meaning. They will also be reading and writing because they will be reading the story,
interpreting the quilt pieces, and then writing about their interpretations in a reflection.

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Curricular Fit: Reading
Overall Expectation: Read and demonstrate an understanding of a variety of literary, graphic,
and informational texts, using a range of strategies to construct meaning (p.53).
Specific Expectation: Variety of Texts
1.1 Read some different literary texts, graphic text, and informational texts
Specific Expectation: Making Inferences/Interpreting Texts
1.5 Use stated and implied information and ideas in texts to make simple inferences
and reasonable predictions about them
Specific Expectation: Demonstrating Understanding
1.4 Demonstrate understanding of a text by retelling the story or restating
information from the text, with the inclusion of a few interesting details
These three specific expectations are all necessary to complete the lesson as students must be
able to read graphics, find meaning in them, and then write about their interpretations; however,
viewing and reflecting on two classmates experiences by trying to describe what they were
conveying about their family experience is more important to the overall goal of the lesson,
which is to recognize that each family is incredibly different, yet still valid.

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Activity 3: In my family
Before reading The Great Big Book of Families, explain to students that not all families
are the same and that they will be discussing different types of family units. Brainstorm what
makes a family a family with the class, asking students to describe their own family or other
families they have seen. Begin a word wall to define vocabulary that students may not be
familiar with such as step-dad, gay or single parent. Next, read The Great Big Book of
Families as a read aloud activity on the carpet, stopping after each category to ask students to
reflect on their family through guided questions such as Who is in your family? Do you have
lots of brothers, sisters, and cousins, or is it just you and your parents? After reading, lead a
discussion by asking students to restate some of the different types of families addressed in the
book and compare them to the brainstormed class list of families. Next, have the students return
to their desks to think of their own families and fill out an organizer that specifically highlights
some of the categories in the book: family members, homes, school, jobs, holidays, food, pets,
and hobbies. Once the graphic organizer is complete, students will introduce their family through
a short paragraph that begins with In my family, includes one full sentence for each
category, and includes a concluding sentence. If time allows, invite a few students to share their
paragraphs with the class and then consolidate the lesson through a discussion regarding the
diversity among the class.
Language Art Addressed: Listening and Writing
This activity addresses listening as the students must listen to the story in order to participate in
the discussions and begin the activity. It mostly focuses on writing, however, as students must

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generate and organize ideas about their families and then write a short paragraph using specific
writing conventions such as a topic sentence and concluding sentence.
Curricular Fit: Writing
Overall Expectation: Generate, gather, and organize ideas and information to write for an
intended purpose and audience
Specific Expectation: Developing Ideas
1.2 Generate ideas about a potential topic, using a variety of strategies and resources
Specific Expectation: Classifying Ideas
1.4 Sort ideas and information for their writing in a variety of ways, with support and
direction
Specific Expectation: Organizing Ideas
1.5 Identify and order main ideas and supporting detail, using graphic organizers
Specific Expectation: Form
2.1 Write short texts using several simple forms
These specific expectations are very closely related and thus, the activity fulfills all of them.
Although the final product of the lesson is a written text, successfully organizing ideas through
the use of the graphic organizer is the most important portion of the activity because once the
details are written into the graphic organizer and placed in a logical order, most of the work is
done and the students will just place the sentences from each category into a paragraph.

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Activity 4: Family Artifact Show and Tell
A week before this lesson, ask the students to speak with their family about family
traditions. Have them choose a family artifact such as an old family photo, a family recipe, an
object that represents a holiday or tradition, or some other type of family heirloom. Give them a
worksheet with specific questions about their artifact to fill out with their caregivers, depending
on the type of artifact that was chosen. For example, for an old Christmas ornament that has been
passed down through generations, the students would collect information regarding when the
ornament first entered their family, how it was passed down, how it is used in holiday
celebrations, and what other types of traditions surround that holiday for the family. Ensure that
all students are prepared with an appropriate family artifact a few days before the lesson, read
over sheets, and have a conversation with each student to ensure they understand their family
artifact. Before reading The Keeping Quilt, pull up a world map on the SMART Board and show
students where Russia is. Ask students if they know the countries from which their own families
emigrated and show them on the map as well. Read The Keeping Quilt as a read aloud activity on
the carpet. During reading, create a word wall for unknown English and Russian words. Discuss
with the students the role of the quilt as a family heirloom that has been passed down from
generation to generation and then model how Patricia might present the quilt during the show
and tell, introducing the quilt, where it came from, and what it means for her family. Invite the
students to present the family artifact that they brought to class, and instruct students to actively
listen to their classmates. To finish the lesson, engage the students in a discussion highlighting
the many different heritages and traditions throughout the class.

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Language Art Addressed: Listening and Speaking
In this activity, the students are listening to their parents, grandparents, or caregivers explain the
history of the family heirloom they have chosen, they are listening to the story being read aloud,
and they are listening to their peers present. They are also speaking as they are participating in
discussions in class and are orally sharing their own family heirlooms.
Curricular Fit: Oral Communication
Overall Expectation: Use speaking skills and strategies appropriately to communicate with
different audiences for a variety of purposes (p.50).
Specific Expectation: Purpose
2.1 Identify a variety of purposes for speaking
Specific Expectation: Clarity and Coherence
2.3 Communicate ideas, opinions, and information orally in a clear, coherent
manner using simple but appropriate organizational patterns
Specific Expectation: Appropriate Language
2.4 Choose a variety of appropriate words and phrases to communicate their meaning
accurately and engage the interest of their audience
Specific Expectation: Visual Aids
2.7 Use a few different visual aids to support or enhance oral presentations
Out of the specific expectations that this lesson fulfills, the ability to communicate their ideas
and opinions are the most crucial. The students must be able to explain their family artifact in a
clear, coherent, logically ordered manner.

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Activity 5: Comparing Caregiver Responsibilities
Before reading A Tale of Two Mommies, discuss with students that not all families have
one mom and one dad and that families can look like many different things. Ask students to pay
attention to some of the things that the little boys Mommy and Momma do for him while
reading the book as a shared reading activity on the carpet. During reading, stop to discuss how
certain elements such as the rhyming scheme, sentence structure, and bolded words help readers
to understand the story. After reading, use the SMART Board to create a mind map about the
story as a class with Mommy and Momma in the centre and the things that each parent does
for the little boy on the branches of the mind map. Next, have students return to their desks and
fill out their own mind maps with at least five different things that their parents or caregivers do
for them. If they are stuck, they may refer to the class mind map, but they should be encouraged
to think of their own families for ideas. Have students pair up with another student to compare
their mind maps and address specific questions regarding the composition of each family (one
parent, two parents, same-sex parents, grandparents, etc.) and the roles they play as caregivers,
scaffolding them to come to the realization that each parental dynamic is different, but that none
are better than others as they all care for their children in their own way. Have them fill out a
venn diagram on a big piece of chart paper to help them visualize these comparisons and then
invite students to share with the class in pairs.
Language Art Addressed: Listening, Reading, Writing, and Speaking
In this activity, students are reading and engaging in different comprehension strategies during
the shared reading portion. They are then restating information from the text, representing it on
the class mind map, before writing their own family experiences on individual mind maps and

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partner venn diagrams. Speaking is also addressed as they are presenting their venn diagrams to
the class.
Curricular Fit: Reading
Overall Expectation: Read and demonstrate an understanding of a variety of literary, graphic,
and informational texts, using a range of strategies to construct meaning (p. 53).
Specific Expectation: Demonstrating Understanding
1.4 Demonstrate understanding of a text by retelling the story or restating information
from the text, with the inclusion of a few interesting details
Specific Expectation: Extending Understanding
1.6 Extend understanding of texts by connecting the ideas in them to their own
knowledge and experience, to other familiar texts, and to the world around them
Specific Expectation: Elements of Style
2.4 Identify some simple elements of style, including voice, word choice, and different
types of sentences, and explain how they help readers understand texts
All of these specific expectations are fulfilled during this activity, as it is necessary to restate
information from the story and identify strategies to improve reading comprehension, but I think
that expectation 1.6 is the most fitting. The activity revolves largely around connecting the main
ideas of the text to the students own personal experience and to other students in the classroom.

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Part C
Name: Sarah Brown - 0509379

Cohort: A
Lesson Plan

Lesson Title: Comparing Caregiver Roles

Grade: 2
Date: October 15, 2015
Subject/Strand: Language Arts Unit: Different Types of Families Location: OH008 Time: (in minutes): 100

Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What
are the big ideas/essential/enduring understandings?)
In our unit Different Types of Families we are identifying characteristics of our own families and of
families throughout the classroom and the larger community. In this lesson, I want students to
demonstrate an understanding of what constitutes a family to encourage tolerance of diverse family
structures and individual differences.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a
range of strategies to construct meaning
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed
from the Ont. Curriculum, refined when necessary, has verbs that are observable & measureable, has
realistic number of expectations (1 to 3), have expectations that match assessment
Extending Understanding
1.6 Extend understanding of texts by connecting the ideas in them to their own knowledge and
experience, to other familiar texts, and to the world around them

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students
are expected to know and be able to do, in language that students can readily understand.)
Today I will learn
How to identify what my caregivers do for me on a mind map and compare my family
experience with classmates experiences on a venn diagram

ASSESSMENT and EVALUATION

Success Criteria Discuss with students: How will I know I have learned what I need to learn?
(Clearly identify the criteria to assess students learning, as well as what evidence of learning students
will provide to demonstrate their knowledge, skills and thinking, in language that students can readily
understand).
I can: write at least five things that my caregivers do for me on a mind map
I can:
I can:
Assessment How will I know students have learned what I intended?

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Achievement Chart Categories (highlight/circle the ones that apply):
Knowledge and Understanding;
Thinking;
Communication;

Application

Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will
assess.)
Assessment Mode
Written, Oral,
Performance
(Write, Say, Do)

Assessment Strategy and Task

for Students- What are the
students doing to show their
learning? e.g. turn and talk, role
play/individual, cooperative, etc.

Assessment Tool - Instrument used to

assess task and record learning e.g.,
rubric, checklist, observation sheet, turn/
talk, role play etc.

- Oral (recall,

Conversation (turn and talk)

I will make jot notes as I observe and

circulate the classroom and speak with
pairs about what they have noticed about
their families. I will collect their
individual concept maps to assess their
ability to successfully fill it out, and to
see if previous discussions regarding
what constitutes a family are apparent
in the responsibilities they feel their
caregivers have towards them. I will use
this information in future lessons in the
unit to assess whether any concept needs
to be revisited.

brainstorm,
discuss)

- Written (write,
organize concept
map and venn
diagram)

Individual Concept Map

Cooperative Venn Diagram
Cooperative Presentation

- Performance
(share)

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
* Read The Great Big Book of Families
* Created a word wall describing different types of families
* Made simple concept maps and venn diagrams in class
Differentiation: Content, Process, Product, Environment, Assessment/Accommodations,
Modifications
After reading the story, students will have the opportunity to read the book for themselves to
reinforce anything they may have missed
Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility,
organization, independent work, collaboration, initiative, self-regulation
Vocabulary (for word wall and/or to develop schema)
Family roles, parents, caregivers, same-sex, step-parents

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Resources and Materials /Technology Integration List ALL items necessary for delivery of the
lesson. Include any attachments of student worksheets used and teacher support material that will
support communication of instruction. Include the use of Information Technology (ICT) in your
lesson plan where appropriate.
A Tale of Two Mommies storybook
SMART Board
Mind Map and Venn Diagram graphic organizers
Learning Environment (grouping; transitions; physical set up)
Elbow partners during the think pair share, transition to a large group on the carpet in front of the
SMART board, transition back to desks to work individually and then with elbow partners at desks
Cross Curricular Links
Social Studies Heritage and Identity: Changing Family and Community Tradtions A3.1 - identify and
describe different types of families (e.g., families with one parent, two parents, no children; same-sex
families; blended and multigenerational families; immigrant families; families where the parents
come from different religious or ethnocultural groups)
Three Part Lesson
Identify what the students are expected to think about or do. Write the lesson description with
enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do:

What Students do:

Minds on: Motivational Hook/engagement /Introduction (5-15 min)

Establish a positive learning environment, connect to prior learning, set the context for learning, predetermine key questions to guide lesson.
Time: 9:00-9:15 (Indicate time breakdown of
instructional elements)
- Ask students to recall The Great Big Book
of Families that was read last day and, as a
class, brainstorm a list of some of the
different types of families that were
addressed.
- Remind them of the term Same-Sex
Parent from the word wall that was created
during the previous lesson and introduce the
term in the context of todays lesson by
asking them to think about how a family
with two moms might be different than a
family with a mom and a dad.
- Have them turn to an elbow partner and
share their thoughts.

Students will recall their prior knowledge about

different types of families. They will think about
how a family with same-sex parents might be
different than a family with a mom and a dad
and will share their thoughts orally with their
elbow partner.

Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice &
application of learning.

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Time: 9:15-10:15 (Indicate time breakdown of
instructional elements)
A Tale of Two Mommies 9:15-9:45
- Have students come to the carpet area in
front of the SMART Board and introduce A
Tale of Two Mommies.
- Before reading, ask students to pay
attention to some of the things that the little
boys Mommy and Momma do for him
during the story.
- Read A Tale of Two Mommies as a shared
reading activity. During reading, stop to
discuss how the bolded words and sentence
structure help readers to understand the
story.
- After reading, have the students fill out a
mind map on the SMART Board as a class.
Place Mommy and Momma in the centre
of the mind map and have them write the
things that the little boys mommies did for
him in the story (i.e fishing, comforting him
after a bad dream, baking cakes with him).
Mind Maps and Venn Diagrams 9:45-10:15
- Have students return to their desks to fill
out their own mind maps with at least five
different things that their parents or
caregivers do for them.
- With their elbow partners, have students
compare mind maps.
- Provide students with large pieces of easel
paper with venn diagrams drawn on them
already and have them record the
differences and similarities between their
families.
- As students work in pairs, circulate the
room and engage students in conversations
about the differences and similarities they
have noticed.

Students will read A Tale of Two Mommies as a

class. They will then recall the types of activities
that the little boys mommies do with him and
represent it on a mind map as a class.
To demonstrate their learning, students will work
individually to create a mind map that describes
at least 5 activities their own parents do for them.
Students will then compare their mind maps with
a partner and display the differences and
similarities on a large venn diagram.

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Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and
reflection.
Time: 10:15-10:40 (Indicate time breakdown
of instructional elements)
Sharing Orally 10:15-10:30
- Invite partnered students to share the
differences and similarities between their
families with the class using their venn
diagrams as a visual aid

Students will share their venn diagrams with the

class and discuss how the diverse families in the
class relate back to A Tale of Two Mommies.

Consolidating Discussion 10:30-10:40

- Engage the students in a consolidating
discussion by asking them questions such
as, Did everyones family look the same?
Did most of the parents do similar things
for their children? Did they feed them,
clothe them, care for them, etc.
- Bring the discussion back to the earlier
activity in which students thought about
possible differences between families with
two moms and families with a mom and a
dad
- Ask them to reflect on whether or not
families with same-sex parents are all that
different from two-sex parents and lead
them to discuss other types of parents such
as single parents, step-parents,
grandparents, adoptive parents, etc.

Extension Activities/Next Steps (where will this lesson lead to next)

I will post their venn diagrams around the classroom as a reference for future lessons on families. The
next lesson will include The Keeping Quilt and will shift towards how heritage and tradition play a
role in different families.
Personal Reflection (what went well, what would I change, what will I have to consider in my next
lesson for this subject/topic)
The Lesson: This lesson has a large chunk of time devoted to focused work on graphic organizers,
shifting from individual work on a mind map to partnered work on a venn diagram. I think that the
activity should be split into two blocks between the completion of their individual mind maps and the
venn diagrams, or an activity should be done in the middle to keep them from losing focus.
The Teacher: Perhaps I need to add more engaging support material rather than simply reading the
story and leading discussion. Maybe including a video or finding a way to connect it to popular
culture would help engage them in the lesson.

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References
Hoffman, M. (2010). The great big book of families (R. Asquith, Illus.). London: Frances Lincoln
Childrens Books.
Oelschlager, V. (2011). A tale of two mommies (M. Blanc, Illus.). China: VanitaBooks, LLC.
Ontario Ministry of Education. (2015). The Ontario curriculum grade 1-8: Health and physical
education.
Ontario Ministry of Education. (2006). The Ontario curriculum grades 1-8: Language.
Ontario Ministry of Education. (2013). The Ontario curriculum grades 1-8: Social studies,
history, and geography.
Polacco, P. (1988). The keeping quilt. New York: Simon & Schuster Books for Young Readers.