Professional Documents
Culture Documents
Grade: Kindergarten
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.
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.
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.