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Lesson

Title/Focus

Four Feet, Two Sandals

Course

Grade 3

PROGRAM OF STUDY OUTCOMES


Social Studies 3.2.1: Students will appreciate elements of global citizenship:
Respect the equality of all human beings.
Recognize how their actions might affect people elsewhere in the world and how the actions
of others might affect them.
Social Studies 3.2.2: Students will explore the concept of global citizenship by reflecting upon
the following questions for inquiry:
How are the rights, responsibilities and roles of citizens in communities around the world the
same or different than those of Canadian citizens?
In what ways can individuals and groups contribute to positive change in the world?
English Language Arts 1.1: Discover and Explore
Connect prior knowledge and personal experiences with new ideas and information in oral,
print and other media texts.

LEARNING OBJECTIVES
At the end of the lesson, students will be able to:
1. Examine their own lives and detect how the UNs Convention on the Rights of the Child
has impacted them. (Applying/Analyzing)
2. Identify the main differences between their own lives and the lives of the main characters
in Four Feet, Two Sandals. (Remembering)
3. Describe the role of relief workers and how they impact the lives of those that they help.
(Remembering/Analyzing)

MATERIALS AND EQUIPMENT

Four Feet, Two Sandals by Karen Lynn Williams and Khadra Mohammed.
Markers.
KWL Chart.
Pencils.
Pencil Crayons.
Seeing the Differences.
Student Self-evaluation.

PREPARATION AND LOGISTICAL CONSIDERATIONS


Have the KWL chart in an accessible and visible location in the classroom.
Create and photocopy Seeing the Differences and the Student Self-evaluation. Hand them out
at the appropriate times during the lesson.
Write the steps that students need to take to complete Seeing the Differences on chart paper.

PROCEDURE
Introduction
Welcome students to the carpet and state the purpose of the lesson.
Activate students prior knowledge on the Convention on the Rights of the
Child by adding to the L portion of the KWL chart.
Read Four Feet, Two Sandals by Karen Lynn Williams and Khadra
Mohammed.
- Frequently clarify understanding and vocabulary.
- Have students pay close attention to the illustrations (i.e. Does this look
like your community? What are the girls wearing? What are their
surroundings? What challenges do you think they would they face?).
Body
Carpet
Conversation

Ask students to think about and discuss (think-pair-share)


their initial thoughts about Four Feet, Two Sandals. Give
them one minute to think, three minutes to discuss with a
peer, and five minutes to share with the class what they
thought about and discussed.
Ask students probing questions in order to scaffold their
learning, preparing them for Seeing the Differences.
- What did the relief workers in the story do? How did
their actions improve the refugees lives?
- What was missing from the main characters lives?
- What were the differences between you and the main
characters? What were the similarities?

Time

15 min

Time

15 min

Seeing the
Differences

Model how to complete Seeing the Differences.


- On one side, students will draw a picture depicting
their own lives. They are to draw themselves in a
setting that shows some of the activities that they like
to do, their home, their family, their school, etc.
- On the other side, students will draw a picture
depicting one of the two main characters from Four
Feet, Two Sandals in a setting that shows their lifestyle
in the refugee camp.
- On both sides, students must caption their pictures,
describing what they have drawn and why they have
drawn it.
Have students complete Seeing the Differences in the time
remaining.
Provide any assistance to students as needed.
Have a brain break halfway through the students time to
work.
- GoNoodle.
Conclusion

Once students have completed Seeing the Differences, have them return to the
carpet. Give students the opportunity to share.
Thank students for their hard work and collect Seeing the Differences.
Have students complete a short self-evaluation on their learning from the past
two weeks.

40 min

Time

15 min

Assessment
Seeing the Differences will be formatively assessed for Social Studies and English Language
Arts. (Lesson Objectives #1 and #2)
The carpet conversation and the KWL chart will be used to formatively assess students in
Social Studies. (Lesson Objectives #1, #2, and #3)
Self-evaluations will be used as formative assessment to gauge how much learning has taken
place in the past two weeks and if any concepts that have been covered during that time need
to be revisited.

Additional Notes:

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