4-C-2+Zarren

** by: Michelle Zarren **
 * Multisensory Lesson Plan **

Title of Lesson: “Me Puzzle”

Grade Level: 6

Objective(s): SWBAT evaluate the reasons why it is necessary to get to know a person before rushing to judgment about them.

Time: 2 45 minute lesson days


 * ** KTAV ** ||  ** Activity Description **  ||
 * ** Kinesthetic ** || Students are instructed to complete a small puzzle that has been left in the middle of their tables. They are asked to describe the order in which the puzzle was put together (expected answers would be, “edges first, and then the middle”)

Students are then asked to make a list of character traits to describe a person and then circle all those that you can observe by just looking at a person, not getting to know them or their personality. ||
 * ** Tactual ** || Students are then asked why they started with the edges of the puzzle first and then worked in to the middle (expected answers: “edges are obvious” “they are straight and it’s easier to figure out where they go” “not as difficult to figure out as the inside pieces”)

Students are then engaged in a discussion about what we do when we meet someone for the first time. Why do they think they look at the outside of a person and develop an opinion about them before they even get to know them first? We identify that what we see on the outside of a person might lead to our initial impression of them, but most get to know the person first before we get to know them on the inside. Students discuss how it feels to be misjudged or how it felt when then discover that their first impression of someone was incorrect and write a short reflection on their feelings.

Students will color in the pieces of their “Me Puzzle” ||
 * ** Auditory ** || The teacher will read the results of each “Me Puzzle” to the class and the class will need to guess whose “Me Puzzle” is whose.

Students will listen to the song, “Don’t Judge A Book By Its Cover” by Bo Diddley. ||
 * ** Visual ** || In order to view what is expected for the assignment, the teacher will project an overhead transparency of their own “Me Puzzle” and the students will be able to view samples made by previous students.

Students will then have the opportunity to view their fellow classmates’ “Me Puzzles” ||


 * Procedure: **
 * 1) ** Students are given a blank puzzle and are asked to locate the “edges” of the puzzle and write things that people that do not know them very well may know about them (eye or hair color, number of pets, homeroom, number of siblings, etc.). They are instructed NOT to write their name on the front of the paper, as they will be guessing whose is whose in a future class.
 * 2) ** On the inside pieces they are asked to write things about themselves that people may not know about them unless the person is a very good friend or family member (someone or something they really care about, a favorite past time, color, special interest, etc.
 * 3) ** After the “Me Puzzles” are complete, the teacher will read off their insides and outsides, and the class will be asked to guess which “Me Puzzle” belongs to which person.


 * Special Populations: ** Students will be paired with a heterogeneous group of students in order to complete the puzzle solving activity and the list of character traits in which there are stronger learners. Teacher will make him/herself available to scribe for the student if needed and will be given a special note sheet with the definition of self esteem and the lyrics to the song by Bo Diddley. Students will also be provided with their own copy of the teacher’s “Me Puzzle” example to refer to while completing the assignment.