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Abigail Geisel

Lesson Title: Chrysanthemum

Big Idea: Students will learn a


lesson on self- acceptance. They will be
introduced to bullying, but learn how
uniqueness and individuality is a
positive thing. It will teach them to not
be judgmental of those who
are different.

Grade: Kindergarten

Time Allotment: 60 minutes/ 20 minutes for book + 40 minutes for


craft

Overview Summary: I will begin by presenting the book


Chrysanthemum by Kevin Henkes where the students will be
introduced to a form of bullying due to differences, and in the end learn
how being unique can always be a good thing. After discussion the
children will create their own flower, representing their name on the
petals. Students will trace and cut petals and a center, writing a letter
on each petal to spell out their name. They will glue them on to a
paper in order, and with markers draw the stem, leaves, and any
backdrop they would like.

Instructional Artifacts: Chrysanthemum by Kevin Henkes, colored &


white construction paper, petal cut outs (for tracing), center circle cut
out (for tracing), glue, markers, colored pencils, and crayons.

Key Concepts: Children will learn how to cope with bullying but also
realize that our differences are what make us unique. They will learn
you can find a positive out of every bad situation and there is always
another person who can relate. After reading, students will use their
fine motor skills by cutting, pasting, writing/letter recognition by
spelling their name, and self-expression to create the craft and
backdrop.

Essential Questions:
In what ways can the book relate to my students?
How does the book use repetition?
How can I teach my students to overcome bullying and have self-
confidence?
How can I have my students continue to practice writing their
name and using more self-expression?
Instructional procedures
1. Introduction: During reading time I will introduce the book
Chrysanthemum, I will explain we will be using this book to
look at an uncommon, often unnoticed, form of bullying, how
to deal with it, and learn that what some may bully us over,
others may admire.
2. My students and I will read the book together on the carpet.
3. Development: After were finished with the book, I will
initiate a discussion by asking questions such as: why was
Chrysanthemum bullied? Why do you think Chrysanthemum
was bullied for having a longer name? How did she learn to
keep herself positive through the bullying? What made
Chrysanthemum realize that having a long name could be
good? When did she realize she wasnt the only one with a
long name? Why did they stop bullying her?
4. Next, I will ask if they have any questions about the book, and
then proceed to explain that we will be making our own
flowers representing our name
and what makes us unique
(examples like physical
characteristics, personality
traits, interests, experiences). I
will tell them that first they will
make the petals and center
using cutouts, proceed to make
the stem and leaves, and lastly
create their own illustrations
around the flower that they feel
represent who they are and why they are unique. (Using
markers, crayons, and colored pencils)
5. After, I will pass out the colored construction paper, markers,
scissors, cut outs, and drawing/coloring utensils.
6. I will instruct them to first trace the templates, next cut them
out, and lastly write a letter of their name on each petal while
leaving the center circle blank. I will show an example. I will
ask them to raise their hand as they
finish this step to check for accuracy.
7. After checking for accuracy, I will give
them the go ahead to first paste their
petals, then draw their stem and
backdrop. I will give examples of what
they could draw in the background,
such as clouds, birds, trees, a farm, etc.
8. After they are finished I will have them
come to me with their art and either
give it a thumbs up for a job well done, or instruct them to
add more detail.
9. Closure: Once the students are finished with a job well
done they will share their creation in small groups and
describe their illustrations. I will assist them in displaying their
work by hanging it up on our bulletin board for display.

Objectives: The students will demonstrate knowledge on how to deal


with being set apart from a group, or being bullied because of
differences. After reading, we will open up discussion with questions. I
will ask them all what makes them different, and
how that it makes them unique in a positive
manner. I will also ask them what they would do if
they were in the situation where they felt
alienated because of that difference. They will
display understanding of how to handle this type
of situation and realize just because someone is
different doesnt mean they are not equal.
Students will use fine motor skills and knowledge
of the alphabet and how to spell their own name.
They will be graded on completion of the project,
accuracy of spelling, correct use of art supplies,
creativity, and overall work and thought put into
it.

Interdisciplinary Connections: Students will


use this book to relate to real life situations. They
will understand what its like to be treated
differently or made fun of, but also figure out that
uniqueness is positive. They will demonstrate
artistic skills by drawing and using creativity. Language/spelling skills
will be integrated by students writing their name on the petals, as well
as describing their artwork to their peers.

Standards:

9.1.3.H
Handle materials, equipment, and tools safely at work and
performance spaces

CC.1.2.1.A
Identify the main idea and retell key details of text.

CC.1.3.2.A
Recount stories and determine their central message, lesson, or moral.
CC.1.5.1.B
Confirm understanding of a text read aloud or information presented
orally by asking and answering questions about key details

C.C.1.5.1.D
Describe people, places, things, and events with relevant details,
expressing ideas and feelings clearly.

Assessment: Informal- I will assess the children on completion, how


well they followed directions, and effort put in. I will walk around the
room to answer questions and assist. I will check they have the correct
spelling of their name before they complete the project. I will also
grade my students on participation of sharing and explaining their
artwork.

Adaptions:
Students who finish early: Those who finish early can choose to help
me decorate the bulletin board, independent choice reading on the
rug, or free choice drawing at the art station.
Students who need more time: The students that havent completed
their project in the allotted time will finish their next independent/free
choice reading or art time to complete the assignment.

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