Diversity & Comprehension for First Graders Lauren Borushik Kristina Mangan 1

Diversity & Comprehension for First Graders

Lauren BorushikKristina Mangan

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Diversity & Comprehension for First GradersBy Lauren Borushik & Kristina Mangan

Purpose: Purpose of the Diversity & Comprehension lesson for First Graders is to get students to have an understanding of each other’s similarities and differences through reading and drawing pictures.

Brief description to be taught: This lesson is intended for a first grade classroom. The lesson uses charts, images, books, and relies heavily on class communication and group discussion. This lesson teaches students the differences and similarities within each other. Class Configuration: This activity is meant to be done in a whole class instruction, as well as individually.

Background Information

Time Duration: 50-60 minutes Massachusetts State Frameworks (Pre-K-4):1. Standard 1, 1.1 Follow agreed-upon rules for discussion (raising one’s hand, waiting one’s turn, speaking one

at a time).2. Standard 2, 2.1 Contribute knowledge to class discussion in order to develop a topic for a class project. 3. Standard 7, 7.1 Demonstrate understanding of the forms and functions of written English.4. Standard 9, 9.1 Identify similarities in plot, setting, and character among the works of an author or illustrator

Objectives:1. Students will be able to activate prior knowledge about diversity by exploring the similarities and differences in people.2. Students will be able to gain knowledge by learning what the term diversity means.3. Students will be able to illustrate the similarities and differences in a book.

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Materials:

• The book “Bright Eyes, Brown Skin” by Cheryl Willis Hudson and Bernette G. Ford.

• White board

• Crayons/Colored pencils

• Pre-made coloring book with fill in the blanks

Procedure:

1. The teacher will ask the students to think of something that is different about everyone in the class (hair color, eye color, glasses/no glasses, ect.) and something that is similar (we all go to school, we all eat food, we like to play in the snow, ect.).

2. Once the students list all of the differences and similarities, the teacher will present the objective such as, “Today we will talk about how we are similar to one another although we also may have some differences”.

3. Then the teacher will present four different images of children with different skin color (black, white, tan, yellow).

4. The teacher will ask the questions…

5. Do any of these children remind you of anybody that you know or have seen?

6. What differences do you notice within these images of these children?

7. List the student’s ideas on the white board.

8. Then read the book “Bright Eyes, Brown Skin” by Cheryl Willis Hudson and Bernette G. Ford.

9. Before starting the book “Bright Eyes, Brown Skin” ask the children what they notice about the title and the pictures in the book. Explain to the students want you want them to look for while reading. Mention to the students to make connections, and if the book reminds them of something.

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9. Do you notice any similarities between the characters and yourself?

10. Do you notice any differences between the characters and yourself?

11. What type of activities are they participating in?

12. What do you notice about the pictures?

13. What body parts are discussed in the book?

14. Now that we read the book the class will do a 5-10 minute exercise to check that they have a deeper understanding.

15. The teacher will ask the students to stand up and split the class by hair color. Students with light hair will stand in one corner of the room. Those with dark hair will stand in another corner.

16. Explain that the difference in ones hair color is a difference that is on the outside and is ones that we can see.

17. Then ask the students a series of questions such as…

18. Who like to ride bikes?

19. Who has a pet?

20. Who likes to eat ice cream?

21. who likes broccoli?

22. Tell the class that this is a difference we can’t see. Even though we have different characteristics, we still can share things in common.

23. The hand out and explain the book they are going to make.

Wrap-up: Once each student has completed the “About Me” book, they will share their work in circle time.

When the students finish sharing, their peers will get the chance to ask questions, and give positive feedback.

The teacher will ask students to share at least one thing that they learned in this lesson.

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Assessment: This lesson will be assessed based on the completion of the book. The teacher will look at the effort and creativity put in the book as well as the student being able to provide detailed descriptions. Class participation will be included as well as cooperativeness. The teacher overall focus is to mainly assess individuals grasp on the content.

Modifications: The lesson can be modified for children who struggle with their fine motor skills. Another

option would be for them to type their answers on the computer, print it out, the aide can cut the answers out,

and the child can glue them into the book. An added option would be for the child to communicate to the teacher

he ideas.

Extension: Students have the option to create a paper doll figure of themselves .

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Rubricwww. rubistar.4teachers.org

CATEGORY 3- Excellent 2- Good 1- SatisfactoryCreativity Students are extremely creative in

their colored drawings and writings to match.

Students are creative with their drawings but not as much in their sentence detail.

Students are creative but lacking imagination depth.

Focus on Assignment Students are attentive and eager to explore throughout the entire lesson. They always stay on task.

Students are attentive but are not as focused on learning as they are in drawing. Stay on task most of the time.

Students drift in and out of the lesson and show lack of desire to develop new ideas.

Group Discussion Works extremely well with others as a class and attention is on task the entire time.

Works well together but loses attention at sometimes.

very chatty and/or have problems working together.

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Example of Coloring Book 1

Bright Eyes, A World of ColorBy

____________

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Bright Eyes, A World of ColorI have______ colored hair I have ________ eyes

GreenRedBrownBlackBlondeGray

BrownBlackHazelBlue

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There is ___ girl and two boys The girl is shorter than the ____

OneSixThreeTwo

Bright Eyes, A World of Color

BoyGirlDogBus

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I like playing dress-up with my _______ clothes.

I like playing dress-up with my ______ clothes


Mother’sFather’sUncle’sBrother’sGrandfather’s

Mother’sFather’sAunt’sSister’sGrandmother’s 12

I am an______ boy .


AsianHispanicCaucausionAfrican American

AsianHispanicCaucausionAfrican American

I am an______ girl .

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I wear _____ to see. I can’t walk. I use a _______ to get around.


ContactsGlassesmittens Crutches

CarWalkerWheelchair

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Example of a complete coloring book

Bright Eyes, A World of ColorBy

Jane Doe

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I wear glasses to see. I can’t walk. I use aWheelchair to get around.


ContactsGlassesmittens

CrutchesCarWalkerWheelchair

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I like to play basketball. I like to swim.


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I feel sad. I feel angry.


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My skin color is black. I have blonde hair and blue eyes.


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My eyes are black and I like to wear braids.

I am Asian and I have black hair and black eyes.


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We are friends. Mike is black and I am white. We both play soccer

together

I am like to jump rope.


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Bibliography

• Hudson, Cheryl Willis and Ford, Bernette., G. Bright Eyes, Brown Skin. Jan. 1990.

• Massachusetts English Language Arts Curriculum Framework. Massachusetts Department of Education. Jun. 2001.

• Rubistar. www.rubistar.4teachers.org. Visited on 05 Oct 2009.

• Images. Microsoft Powerpoint clipart.

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http://www.rubistar.4teachers.org/

Documents

Diversity & Comprehension for First Graders Lauren Borushik Kristina Mangan 1