Modeling a Great Plan

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Lesson

3

Concept

Our actions are most effective when they are realistic and address a long-term need.

Focus Question

What makes a plan a "Great Plan"? How can we make sure our helpful ideas will really work and last a long time?

Knowledge & Understanding Goals

Kindergarten Program (2016), Problem Solving and Innovating frame, Overall Expectation 4: Demonstrate an ability to use problem-solving skills in a variety of contexts, including social contexts.
Kindergarten Program (2016), Overall Expectation 22: Communicate their thoughts and experiences through words, gestures, and/or pictures.

Thinking & Learning Skills

Thinking Skills (Evaluation): Weighing an idea against specific criteria or "rules" to decide if it's a strong option.
Learner Profile Connection (Thinkers / Caring): Students think creatively to solve problems while keeping the health and happiness of others at the centre of their choices.

Context

Now that students know what it means to feel well (Lesson 1), this lesson teaches them how to evaluate an action plan using literary examples.

Lesson Outline

ASSESSING PLANS USING CRITERIA

Explain that the class will read two books where characters make a plan to help someone else, and act as judges deciding whether these were "great plans."

READ ALOUD

A Hat for Mrs. Goldman by Michelle Edwards

Yaffa and Fatima: Shalom, Salam by Fawzia Gilani-Williams.

After each book, introduce the three rules for a Great Plan: helpful, doable, lasting. Use a "Thumbs Up, Thumbs Sideways" visual check for each criterion. Ask students to look name details of the story for evidence that supports their thinking.

For example: Sophia's plan to knit a hat for Mrs. Goldman meet a real need, but wouldn't be a great plan if she didn't know how to knit. Yaffa and Fatima's food-sharing helped their hearts feel full because it showed care, but neither of them really needed the extra dates.

Notes for Teaching and Evaluation

"Thumbs Up, Thumbs Sideways" gives every student a way to register and defend a judgment in real time.

Asking for details from the story (text or images) helps develop the important evidence-citing habit. Choosing books where the plans are good but imperfect means students practice real evaluative judgment.