Day

Lesson
topic/title:
Foster Homes

Objectives

Overview of activities

Evidence of
differentiation; language
support

Intro: What are

Foster Homes?

Students will be
able define,
describe and
discuss Foster
Homes

Have a discussion with the class to see

if anyone knows what Foster Homes
are, if they have ever heard of one, if
they know anyone living in a foster
home etc.

Define Foster Homes.

The Frayer Model can be
used to help further
explain and help students
understand what a Foster
Home is

How would
you feel?

Students will be
able to imagine
what it is like as a
foster child

Students will listen to a read aloud of

Zachary New Home which explores a
story about a kitten without a home until
she is taken in from a family of Ducks

Students will be
able to assess and
reflect in their
journal about how
they were feeling
while reading the
story

After the read aloud, students will turn

and talk with a partner some of the
feelings that arose when reading the
story. They will then share with the class
what they were feeling.
Students will then go back to their seats
to complete a worksheet about the
feelings they felt during the story. On
this worksheet it will list different
emotions and students will circle which
feelings they identified with. They will
then complete the following sentences
During the story I felt., After the
story I felt

For children with special

needs, their own copy of
the book will be
provided or a copy of the
book will be presented
on the smart board.
Stories can be provided
in Spanish or another
language for an ELL
students
Sentence frames to help
students write will be
provided. For example
During the story I
felt or After the
story I felt.

Making new
friends

Students will be
able to describe
objects and their
lives using
describing words.
Students will be
able to describe
their lives while
writing to their pen
pals.

Each student will be assigned a pen pal

from a local Foster Home.
First students will learn how to describe
objects that will be place in a bag where
they cant see the object but only
describe the object using their sense of
touch. Students will partake in this
activity in groups, where they will write
down their observations about the
objects.
Students will be modeled how to
describe their life
Students will then take the time to write
a letter to their new pen pals.

Making new
friends cont.

Students will be
able to analyze a
peers letter for
peer review using
C.U.P.S.
Students will apply
new revisions to
compose another
draft of their letter

Students will be given a partner to peer

reviewing each others letter. Students
will follow the format C.U.P.S to help
review each others letter.

Students can be given

sentence frames and a
model letter to model
how their letter should
correctly be formatted.
Students will also be
given a sample letter
with key words labeled
so students who are ELL
learners can understand
what to write, correctly
on the letter. For
example, formats of the
letter like heading will
be labeled.
Pairing students of lower
and higher academic
abilities can allow
partners to help each
other with their writing.
When students are
completed with their
letters, I can ask the
students whether they
are clear, buggy or
muddy on how they felt
about their descriptive

writing letters.
4

Lets think

Welcoming
our new friend

Students will be
able to brainstorm
and discuss
interview
questions,
also asking
questions about
health

Students will be
able to ask
questions, listen
and analyze the
response about
Foster Homes
Students will
compare and
contrast the
similarities and
differences

The teacher and students as a class will

brainstorm what questions the students
would like to ask the visitor, and write
them down on the board for everyone to
see.
Students will also be encouraged to ask
about the foster childrens health. It will
be discussed how health is important.
For example, If children in the Foster
Homes go to the doctor for checkups,
vaccinations etc., if they are provided
with health foods etc.

A word wall can be

made of all new
vocabulary learned so
far, including new
vocabulary based on
health we could ask our
guest

Students will ask our guest questions

about the foster home, the children in
the foster home, the health about a
foster home and the children

An exit card will be

given to students asking
them to write down three
new things they have
learned from the guest
speaker

After our guest speaker leaves, we will

complete a Venn Diagram comparing
our lives with the lives of the children in
Foster Homes

A translation of what
ideas we would like to
ask the guest can be
given to ELL learners.

between Foster
Homes and their
own life
6

7&
8

What can we
do to help?

Lets get
creative

Students will be
able to brainstorm
and make decisions
on ways we can
raise awareness and
money to donate to
local Foster Homes
in need.

Students will brainstorm with help from

me about fundraisers. Fundraisers will
be defined for any students who are
unsure what this means.

Students will be
able to draw,
illustrate and write
posters for our
upcoming fund
raiser

Students will draw, color, write, paint

and illustrate posters for our fund raiser.
Students will be put into groups of 3 and
can use various supplies such as pencils,
crayons, paint, markers and given paper
to create and decorate their posters.

We will come up with a clothing drive, a

bake sale, and a toy drive to raise money
and goods to give to a local Foster
Homes.

Defining Fundraiser,
clothing drive, bake sale
and toy drive for
students using the Frayer
Model to help them
better understand what
they mean and how they
will help raise awareness
and donations
Posters can be created or
translated in another
language for any
culturally diverse
families who speak
another language other
than English.

They will first come up with a draft of

their poster as a group to be checked by
the teacher for correct spelling
9

What have we
learned

Students will be
able to reflect on
their overall
learning experience

Students will be given an option to

illustrate, write a story, write a poem, or
act out their overall reflection about
Foster Homes.

Allowing students to
have a choice by creating
a menu plan, using either
their creative, analytical

10

Final Project:
Fund Raiser

on foster homes

They will also be given an option to

work alone, with a partner or a group of
no more than 3 students. The students
final work will be presented to the
whole class.

or practical intelligence
style to present their
reflection will give the
students differentiation
needed.

Students will be
able to present,
organize and help
run the fundraiser.

Students will help set up our fundraisers

in our school by hanging up our posters
that we have made in class.

Posters and signs at the

fundraiser can be
translated for families
and students who speak
another language other
than English

Student will be able

to share their
knowledge about
Foster Homes
during the fund
raiser

Students will help run the fundraiser,

also bringing in clothes and toys for
donations and any baked goods for our
bake sale.