And Tango Makes Three
By: Justin Richardson and Peter Parnell
Designer: Jennifer Escamilla
Date Of Lesson: December 2018
Grade Level: TK, Kindergarten/28 Students
Length of Lesson: 30 minutes /9:00-9:30am
Subject: Science, Literacy
Topic: Self Awareness, Identity
PLANNING AND PREPARATION TO TEACH
Essential Question: Where do stereotypes about gender come from? Purpose of the lesson: Students will be exposed to the differences of gender as well as similarities.
Learning Objectives: ❏ Practice literacy skills around themes of gender identity and stereotypes ❏ Begin to understand differences and similarities between each other ❏ Develop understandings of the nature of gender ❏ Help students advocate for others
Materials ❏ Children’s book: Tango Makes Three, by Justin Richardson. ❏ square color tissue paper ❏ poster board ❏ Markers ❏ beans… ❏soil❏ cups ❏ Students will be organized individual small groups
PREPARE STUDENTS FOR INSTRUCTION
Preinstruction/Anticipatory set: ❏First, a KWL will be created about what they know of stereotypes ❏ We are going to read the book And Tango Makes three with extensive questions. ❏ Next, Students will plant beans to show a visual of how the growing branches are all connected and have a purpose. They will also learn the differences and similarities ❏ Have children draw a 4- page book on what they have learned.
Inform students of learning objective: Today we are going to graph a KWL of what they know, what they want to learn, and What they learned. We will also be reading a book called And Tango Makes Three. We will also plant a bean to learn each branch represents a different leaf, however, it’s all the same and they all have a purpose. Exposure to open ended questions will also help support their language. In conclusion, you will be creating a book on what you learned.
Preach or Reteach:
❏Stereotypes: refers to how they can help support others who have stereotypes against others ❏ Stereotype: an open extended conversation of what their understanding is.
Cognitive Modeling: A teacher will read the book, followed by questions about differences in gender and how all families are different. While reading each page, I will expand the questions, so they can see a connection to the book.
Guided Modeling: Next, in small groups, you will graph what you know about gender identity and what you want to learn. The teacher will check in on each student to make sure they are comprehending the activity.
Check for Understanding: The teacher will ask open ended questions to clarify what the children are comprehending after reading the book And Tango Makes Three. Individual Learning: The children will also be exposed to an individual setting to gather their ideas on what recognizing the differences and similarities of the plant. Children will create a 4-page book on what they have learned.
Assessment of Learning Objectives: The children’s learning will consist of the teacher creating a KWL graph followed by a book with illustrations created by themselves.