EDUC 450 SEL Lesson Plan- “Zero”
SCHOOL: Cougar Canyon
INSTRUCTOR: Ms. Johnson/ Ms. Binz
SUBJECT: Language Arts/ HACE
THEME: SEL
GRADE: 4/5
Objectives:
The students will be able to demonstrate empathy and understanding of the concepts of inclusion and self-worth.
Students will do this through listening to a story, verbally answering questions (both in pairs and as a class), and by
creating a self-portrait of themselves. The portrait will highlight activities that they are good at, characteristics of their
personality they are proud of, and things that make them unique (brother/sister, travelling, talents) (C4). The
students will also be required to include a minimum of 6 words that they feel are representative of their self-worth on
their portraits. (C1)
C4. Create meaningful visual representations for a variety of purposes and audiences that communicate personal
response, information, and ideas relevant to the topic, featuring development of ideas by making connections to
personal feelings, experiences, opinions, and information.
C1. Write a variety of clear, focused personal writing for a range of purposes and audiences by using effective word
choices and by using a greater number of new, powerful, and more precise words.
Materials and Resources:
-Book: “Zero”; Kathryn Otoshi
-11x17 size blank paper
-Pencils
-Pencil crayons/ Felt pens
-Example made by myself
Lesson Hook:
-Storyline predictions based on the cover.
-This will be done first via Think-Pair-Share and then I will ask the class to share what they talked about.
The cover is quite ambiguous so it will be interesting to see what they come up with.
Note: If the students have already read the book ask them to allow others to make predictions. If all have heard or
read the book go to plan B: Draw a giant zero on the whiteboard and ask what they think it could represent.
Lesson Intro:
-Students will stay seated at their desks for the lesson.
-Lesson hook; Predictions based on the cover (Approx. 6 minutes)
 Think-Pair-Share
o Review this concept with them incase they are not familiar with think-pair-share
 Ask class to share what they came up with
-Read story aloud to the class (Guided Reading- Approx. 20 minutes)
 Connect the children to the story (Questions + allow time for students to answer + Respond to all answers +
use post-it notes on the pages to remind you to ask a question on that page):
o Tell me, why would zero feel sad talk to your friend beside you about it? (Page 4)
 She feels like an outcast
 She doesn’t have value
 She doesn’t count
o What is zero trying to do? (Page 11)
o What is she giving up? (Page 11)
o What is zero trying to do now? (Page 15)
 Who has thought maybe if I impress them they will be my friends?
What does “seeing yourself in a new light mean?”  talk to your friend beside you about it (page 20)
 How do you think zero is seeing herself now?
o Does anyone know what comes next? (Page 25)
o How did Zero manage to gain value after all? What did she do? (Once book is done)
 She was unique and she embraced it and used her uniqueness to brought value to others.
o How can this work for us; how can each of us bring value to our classroom?
-Brain Break Activity: Cloud Push (Approx. 60 seconds)
 Explain to the students that it was a heavy topic and a lot of time listening and sitting still so we need to get
our brains activated again.
-Explain Activity (Approx. 5 minutes)
 Background knowledge- Make sure they understand what a self-portrait.
 Brainstorm words/ characteristics that demonstrate self-value and worth.
o Record their responses on the board for student reference.
 Show an example of one I have previously made.
o Make sure that they understand that each and everyone’s portrait will look different, as it will
represent themselves. This is to let them know that it does not need to look exactly like the example.
 Go over expectations and instructions for the activity.
o Minimum 6 words to include in their portraits.
o Names on the back.
o Outline portrait and words in black fine tip marker.
 Get them to work with their desk buddies to trace hands and feet of self-portrait.
-Activity (Rest of the time)
Activity:
Have the student’s draw a self-portrait by tracing their hands and feet as a base for the picture (a picture of what they
think represents themselves). The portrait will highlight activities that they are good at, characteristics of their
personality they are proud of, things that make them unique (brother/sister, travelling, talents) and what they bring
to the class. The students will also be required to include a minimum of 6 words that they feel are representative of
their self-worth on their portraits.
o Activity Expectations + Instructions (list these on the whiteboard):
o Minimum 6 words to include in their portraits.
o Names on the back.
o Outline portrait and words in black fine tip marker.
o Colored
I will be providing a completed example.
Modeled after:
o
Assessment
C4. Create meaningful visual representations for a variety of purposes and audiences that communicate personal
response, information, and ideas relevant to the topic, featuring development of ideas by making connections to
personal feelings, experiences, opinions, and information.
Assessment:
-Student will be able to make text to self-connections; Responding to the text through drawing a self-portrait and
providing a minimum of 6 words that are unique and special to them and that showcase their self-worth/ value.
C1 write a variety of clear, focused personal writing for a range of purposes and audiences.
Assessment:
- Self-portrait includes a minimum of 6 words that are unique and special to them and that showcase their self-worth/
value.
Adaptations or Modifications
-Watch out for ELL students- Make sure to offer help if needed (they are pretty high functioning)
-If someone finishes early they can silent read or work on incomplete assignments.
Lesson Closure:
-Summarize what book was about; We all know how it feels to sometimes feel left out or different, but everyone has
something unique and special that they bring to the table.
-Going forward we should always try to be inclusive with our friends, when they feel down we should remind them of
their value and what unique and special characteristics they possess.
Transition:
-Students remain at desks for story.
-Have students clear their desks.
-Once story is over and I am explaining activity remind the class to listen and to not start getting their supplies out.
-Explain to them that they can work in their desk pairs to help trace out their hands and feet
-Give students a 5-minute warning to complete what they are working on.
-Once activity is done do clapping exercise to get their attention and ask them to quietly put away their supplies.
-Hand in self-portrait (if finished).
-Write in agenda to finish portrait, fold and put it in binder/ agenda pocket (if not finished).
Reflections: