Four Feet, Two Sandals

By: Karen Lee Williams

Kelly OConnor
Less is more

Lesson Overview

Issue Confronted: Poverty

Objectives/Assessment
o The students will relate the theme of Four Feet, Two Sandals to their lives.
Formative: Through a grand conversation I will determine students
understanding. If students do not understand the theme I will probe
and ask further questions, continuation of grand conversation for
understanding.
Summative: I will determine students understanding by grading
students creative art projects. (Rubric, see page three)
Management of:
o Time: 30-40 minutes
o Materials: Four Feet, Two Sandals by Karen Lee Williams; drawing paper,
markers, crayons, colored pencils, 2 suite cases filled with materials
o Space: Circle reading rug during read-aloud; desk/table for drawing activity
o Behavior: I will use positive reinforcement. I will state my behavioral
expectations to the class prior to teaching the lesson. Students will earn candy
if there is no disruptive behavior throughout the entire lesson.
Differentiation and Culturally-Responsive Practices
o In the grand conversation, discuss how those with very little can have the
most in life.
o The actions that the students will take give opportunity for every level to
engage.
o Struggling learners will have the support of the read aloud and the
collaboration of their small groups.

Related State Standard:

3.3.4

Determine the theme or authors message in fiction and nonfiction text.

Building Background Knowledge

I will introduce the topic of poverty by bringing in a two small suitcases from home
and filling them with personal belongings. I will set the scene and tell students that
my friend and I are being sent out to a deserted Island for a month and we could only
bring one suite case. Together as a class we will go through both my friend (Albert)
and my own suitcase.
In my suitcase, students will find that it is filled with material items (camera, cell
phone, computer, etc.). But in Alberts suitcase we will find that it is filled with items
that are needed for survival (water, food, shelter, clothes, friends, family, dogs).
*Note that Albert is living in extreme poverty and does not have the option to pack a
full suitcase.

Activating Background Knowledge: By a show of hands, students will vote for the suitcase
that they would rather bring with them if they had to go to a desert Island for a month. In a
grand conversation we will discuss students reasons for each suitcase.
Purpose: I am going to read to you the story Four Feet, Two Sandals by Karen Lee Wiliams.
What I want you to do while I read is to observe the main characters to help us figure out
what the theme or the big idea of the story is.
Essential Questions: What can we gain in our lives when we take away the material items we
rely on everyday?
Constructing Understanding

How will you help the students understand the new concept? Possible things to use:
o
o
o

Read Aloud: I will read the story to the students in the back of the classroom
on the carpet. Using different voices.
Students will listen to the story and respond in a grand conversation.
Response initiates: I will begin with questions to illicit their natural
responses and then probe the natural responses to explore the theme of Four
Feet, Two Sandals.
How did you like the story?
What did you like about it?
What didnt you like about it?
What do you think the problem was in the story?
What big idea can we take away from this story?
Students will be sitting on the floor of the circle rug in the back corner. Raising
their hands to be called upon for each question.

Using New Understanding

Extension/Independent response activities: After reading the read aloud book, I

will explain the directions to the response activity that students will participate in.
Students are to trace their own foot on a blank piece of paper that will be handed
out. They may use a partner for this activity if tracing their own foot seems too
difficult. Inside of the outlined shoe, students will draw five items that they would
bring with them on a deserted island. I will go back to my suite case example and
explain why I would rather take Alberts suitcase with me because he packed things
that are essential for survival. His suitcase feels more full because of the
relationships, and characteristics (sharing, working together and love) that go along
with having very little. I will instruct students to write one paragraph (minimum of
two sentences) explaining their drawings on the bottom of their paper. I will then ask
students if they have any questions or comments on the activity. I will send them
back to their desks while materials will be passed out. I will let students work on this
activity for 10-15 minutes depending on how long it will take to complete the
assignment.

Closure

Once students are finished with their assignment I will ask for five volunteers to share
their drawings. Discuss in a grand conversation.

Rubric
Use this rubric to assess students abilities to complete the response
activities assigned for this lesson. Share this assessment with students prior
to completing the assignment so they will understand how they will be
assessed. You can also use the rubric as a basis for discussion and feedback
with each student.

Student name:___________________

Date:____________________

1. The student writes in complete sentence.

___________
2. The student completes drawing activity following all directions.
___________
3. The student answers are clear.
___________
4. The student demonstrates a full understanding of the concept.
___________
5. The student completes the task with only a few errors or none.
___________