Who is Toya?

Overview

In this first lesson of “Discovering Toya’s World,” students meet Toya and begin exploring the idea of courage. They will share what they think bravery looks like and connect it to Toya’s choices.

Learning intentions

• Students will be able to describe who Toya is and what her world might be like.
• Students will understand that courage can be shown in small ways.
• Students will participate in a respectful discussion by listening, responding, and building on ideas.

Success criteria

• I can tell one detail about Toya (for example, her role, feelings, or what she cares about).
• I can give an example of courage from my own life or from a story.
• I can share my thinking clearly and listen to a classmate’s idea.

Curriculum links

• Communication through speaking and listening to share and respond to ideas.
• Social responsibility in discussions: respectful listening and turn-taking.
• Thinking critically by making connections between story ideas and personal experiences.
• Personal and social awareness by reflecting on emotions and choices.

Lesson structure (30 minutes)

1. 3 — Welcome and goal setting: Teacher explains that the class will start a short unit called “Discovering Toya’s World.” Students learn today’s focus: “Who is Toya?” and “What does courage look like?”
2. 6 — Meet Toya: Teacher reads a brief introduction (or shows teacher-created picture prompts) featuring Toya in a familiar setting. Students answer two guided prompts: “What do you notice about Toya?” and “How might Toya be feeling?”
3. 6 — Think–pair–share (discussion with one student): Students complete a quick oral check-in: choose one feeling word for Toya and explain why. With only one student, teacher models sentence stems and then the student responds.
4. 7 — Courage in stories and real life: Teacher leads a mini “bravery or not?” sorting conversation using teacher-created scenarios (e.g., trying something new, telling the truth, asking for help, including someone). Student decides and explains using “I think… because…”
5. 6 — Build a “Toya” and “Courage” anchor chart: Teacher records student ideas in two columns: “Who is Toya?” and “Courage looks like…”. Student helps by choosing wording for one entry in each column.
6. 2 — Quick reflection exit: Student answers a two-part prompt: “One thing I learned about Toya is…” and “One brave thing I could do is…”
7. Optional 0 — Transition to Lesson 2: Teacher previews that next time they will explore Toya’s world in more detail (what she sees/does).

Resources

• Teacher-created character and setting images for Toya (printed or displayed)
• Short teacher-read script introducing Toya (age-appropriate, first lesson)
• Scenario cards or teacher script for “bravery or not?” examples
• Chart paper or a digital board with two headings: “Who is Toya?” and “Courage looks like…”
• Sentence stems on a visual (e.g., “I notice…”, “I think Toya feels… because…”, “Courage is when…”)
• A feelings word list (simple emotions like happy, nervous, proud, brave, worried)
• Timer for pacing
• Student notebook or loose paper for the exit reflection

Assessment

• Teacher observation during discussion: listens for clear explanations and respectful participation.
• Formative check: exit prompt responses show understanding of Toya and an example of courage.
• Anchor chart contributions: student’s ability to articulate at least one detail about Toya and one courage idea.

Differentiation

• Support: Provide sentence stems and model one complete answer before the student speaks; use visuals for feelings and scenario categories.
• Support: Keep prompts to “one detail” and “one example” to reduce cognitive load.
• Extension: Ask a “why” follow-up (e.g., “What helped Toya feel brave?”) and invite the student to suggest a new courage scenario.
• EAL/SEN: Offer choice cards for emotions and bravery actions; allow pointing to answers instead of long verbal responses, then expand together into a sentence.