The parent/teacher and child will:
Read Mistake’s story of the month ‘MORE THAN ONE KIND OF FAMILY’. (PreK-2 read aloud with a parent. 3-5 silent read independently).
Have the child identify the main idea of the story (tell it in their own words).
Ask your child what they think about Tammy’s experience. Do they know anyone whose parents are divorced? If yes, how can they support them?
If your child has been through divorce or is in the process, ask them how they feel about it. What are they worry about? What do they need to help them cope?
Discuss the vocabulary words on the bottom of this page with your child.
Have your child re-tell the definitions of the vocab words in their own words.
Follow Up lesson #1:
Objective: to learn and discuss different types of families.
Ask your child what types of families they know.
Talk about how every family is different from others.
Make a list of ways in which your family is unique and different (immigrant / same gender parents / divorced / only child / faith / pets / extended family / etc.
Make a poster or write a song that celebrate your unique family.
Follow Up lesson #2:
Objective: to raise awareness and support other families.
Discuss the story about Tammy and think of way that Tammy’s new friends can help and support her while she is going through difficult changes in her life.
Write a letter to Mistake with your suggestions so that it could share your ideas with Tammy and her friends. You can email the letter to hagit@makemistakes.club.
VOCABULARY
Vacant – empty.
Gloomy – dark (gloomy sky) or filled with sadness.
Appalled – feeling shocked or horror.
Odd – weird, different
Invisible – cannot be seen.
Dusk – the time of day before it gets dark.
Obvious – easy to understand
To comfort – to give relief from a painful or difficult situation.
Harmony – a pleasant and peaceful feeling
Journey – a long trip from one place to another.
Uncertainty – unknown
CASEL COMPETENCIES
Self-Awareness:
Identifying one’s emotions
Demonstrating honesty and integrity
Linking feelings, values, and thoughts
Examining prejudices and biases
Experiencing self-efficacy
Having a growth mindset
Social Awareness:
Taking others’ perspectives
Recognizing strengths in others
Demonstrating empathy and compassion
Showing concern for the feelings of others
Understanding and expressing gratitude
Identifying diverse social norms, including unjust ones
Recognizing situational demands and opportunities
Responsible Decision-Making:
Identifying solutions for personal and social problems Learning to make a reasoned judgment after analyzing information
Anticipating and evaluating the consequences of one’s actions
Recognizing how critical thinking skills are useful both inside & outside of school
Self-Management:
Managing one’s emotions
Identifying and using stress-management strategies
Setting personal and collective goals
Showing the courage to take initiative
Relationship Skills:
Communicating effectively
Developing positive relationships
Practicing teamwork and collaborative problem-solving
Resolving conflicts constructively
Seeking or offering support and help when needed
ELA COMPETENCIES
Reading:
Reading grade-appropriate texts independently
Fluency:
Using appropriate fluency when reading grade-level text.
Comprehension:
(G) Evaluating details to determine what is most important with adult assistance.
(H) Synthesizing information to create new understanding with adult assistance.
Response Skills:
(D) Retelling texts in ways that maintain meaning.
(F) Responding using newly acquired vocabulary.
Composition:
(A) dictating or composing literary texts.
