Lesson Plan Title: My Secret Life
Topic: Getting Acquainted
Teacher Name: Erika Solidum
Teacher Grade: K-6 Gifted
Teacher School: Elementary East
Teacher District: Branson, MO
Standards (Performance, Knowledge and NETS-S):
Goal 1: Students in Missouri public schools will acquire the knowledge and skills to
gather, analyze and apply information and ideas.
4. use technological tools and other resources to locate, select and organize information
5. comprehend and evaluate written, visual and oral presentations and works
6. discover and evaluate patterns and relationships in information, ideas and structures
8. organize data, information and ideas into useful forms (including charts, graphs, outlines)
for analysis or presentation
Goal 2: Students in Missouri public schools will acquire the knowledge and skills to
communicate effectively within and beyond the classroom.
1. plan and make written, oral and visual presentations for a variety of purposes and
3. exchange information, questions and ideas while recognizing the perspectives of others
5. perform or produce works in the fine and practical arts
7. use technological tools to exchange information and ideas
Goal 3: Students in Missouri public schools will acquire the knowledge and skills to
recognize and solve problems.
5. reason inductively from a set of specific facts and deductively from general premises
Goal 4: Students in Missouri public schools will acquire the knowledge and skills to
make decisions and act as responsible members of society.
1. explain reasoning and identify information used to support decisions
6. identify tasks that require a coordinated effort and work with others to complete those tasks
2. reading and evaluating fiction, poetry and drama
4. writing formally (such as reports, narratives, essays) and informally (such as outlines,
6. participating in formal and informal presentations and discussions of issues and ideas
2. principles and practices of physical and mental health (such as personal health habits,
nutrition, stress management)
6. relationships of the individual and groups to institutions and cultural traditions
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What concepts do you want students to understand after completing this lesson?
Everyone is different and that is okay.
What makes each of us different from each other and our peers?
Criteria for Success (How will you know students have gained the understanding of
Student will write a written reflection to summarize what they learned about their similarities
and differences amongst their peers.
Students will be able to tell at least 4 things about each person in the class after viewing their
interviews – Check Out Sheet.
Students will recognize their similarities and differences and use these as topics of
Students will create a movie using higher order thinking skills that analyzes their self
Students will create a brainstorming diagram using software to identify unique characteristics
that they possess.
Resources (What resources will you and your students use?):
The Secret Life of My Teacher by Stephen Krensky
Movie of my life as well as artifacts from home of things I enjoy or do(My secret life)
Computers – Windows Movie Maker, Internet access
Video Cameras (use gifted camera as well as library’s cameras) – should have 3-4 cameras
Bio-Cube template for younger students
Paper and various drawing utensils (colored pencils/watercolors/playdoh/markers)
Online Bio-Cube Student Tool:
Planning sheet: http://readwritethink.org/materials/bio_cube/bio-cube_planning.pdf
Bloom’s Taxonomy Diagram for developing self-questions:
Management (How will students share technology resources? How will you break up
the lesson into segments-the number of hours or days?)
There are 6-12 students per class of 1st through 6th graders.
Students will work on this lesson the first 3 class sessions that we meet for 2 hours a session.
Except 5th and 6th grade who are with me all day – this is their first day of class).
Students will work individually as they develop their own interview questions as well as their
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Students will share video cameras by filming in pairs.
Students will share computers (we have 4 per classroom and these will be shared when
students are ready for each step. They may also use my computer desktop and laptop).
Students in younger grades will work on their movies in pairs. Students in older grades will
make their own movies individually.
Learner Diversity (What diverse learner needs do you need to consider when
selecting resources, grouping students or planning the culminating project? Are
there any special considerations such as assistive technologies or second-language
learning to take into account?)
My classroom is a pull-out classroom for gifted learners. I have varying age levels from first
through sixth grade. Students in the younger grades will not create the bio-cube or the multi-
media project due to ability and familiarity with technological devices. Instead they will create
a picture book of their life for me using the same categories as the bio-cube. These will be
scanned in and then students will add their own audio with sentences that describe themselves
that go with each picture or clay figure.
Capture the students’ attention, stimulate their thinking and help them access prior
Students will first look at the brainteaser website where they have to think of the common
factor uniting 3 very different things.
Teacher will pose the question: “Now, what is the common thread between these three
people (give 3 teacher/administrator names).” Class will discuss what some common
characteristics are of the 3 people chosen.
Repeat question with 3 student names.
Discuss as a class one common thread that unites all of us – we are each very different!
Give students time to think, plan, investigate and organize collected information.
1. Read aloud: My Teacher’s Secret Life.
2. Show Mrs. Solidum’s Secret Life Movie.
3. Display artifacts of teacher’s secret life.
4. Give students time to discuss the similarities and differences between my life and
5. Students will use Kidspiration (1-3) and Inspiration (4-6) to do some freeform
brainstorming about themselves.
Involve students in an analysis of their explorations. Use reflective activities to clarify and
modify their understanding.
1. 1st and 2nd grade students will develop 6 topics of criteria (use bio-cube
questions/categories) that they must include in their drawings or creations. They will
then devote one page to each topic in their life.
2. 3rd – 6th grade will use online tool, Bio-Cube, to write about their life.
3. Students will fill out the Bio-Cube planning sheet (use online websites to find quotes if
4. Students will share and display their works of art for others to experience.
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5. Students will analyze the results to look for common threads (born in same town,
interested in similar things, personality traits, what makes them important, biggest
obstacle, important quotes, etc).
6. We will list the various responses and then reflect on how alike or different we are.
7. Students will then make a chart and graph of common responses (Students in 1st and
2nd grade will do the same with their picture responses).
Give students the opportunity to expand and solidify their understanding of the concept and/or
apply it to a real-world situation.
1st and 2nd Grade students: Students will practice questioning skills by partnering up and
asking questions about each other’s pictures. They will record 3 questions that they came up
with on the record sheet. As a class, we will discuss the questions they came up with and
analyze the depth of their questions. We will then practice revising our questions to be more
“meaty” or “thick”.
Students’ pictures will be scanned and imported into MovieMaker. Students will import audio
clips about each picture to make a commentary for their picture movie.
3rd – 6th Grade Students: Students will be introduced to Blooms Taxonomy and will be
challenged to use a verb from each level of thinking to ask their self a question. For example:
Compare who you are today to who you were 2 years ago. They will then write a response to
each of these questions. After their questions and answers are written, students will create a
movie using Windows MovieMaker where they are interviewed to reveal the hidden secret life
of each other. They will have a partner use the interview questions they developed and will be
taped giving their responses. As a class, they can develop an introduction to use in each
movie. These film segments will be imported into the program and students will individually
create their own movie.
Evaluate throughout the lesson. Present students with a scoring guide at the beginning.
Scoring tools developed by teachers (sometimes with student involvement) target what
students must know and do. Consistent use of scoring tools can improve learning.
Teacher Observation: Students will be observed as they go throughout the process. Teacher
will be looking for students using higher-order thinking skills as indicated on Bloom’s
Kidspiration and Inspiration Freeform brainstorming products will be used to assess student
Bio-Cube Planning Sheet – shows student thought and planning
Written-Response Summary: Students will provide a written response describing what they
learned about themselves and their peers.
Possible rubric for movie may be created with students.
The eMINTS staff has adapted this form from materials available at this website:
Revised October 16, 2008