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This unit covers sensory comprehension, arts, language art, and social-emotional skill development through numerous activities, stories, and films. It can be utilized for students K-8th grade. Seeing the World Through Different Eyes incorporates writing, poetry, cooperative work, math, science, social and emotional development, empathy, understanding, art, music and history, Perhaps, most important children will gain an understanding of physical and mental disabilities and the power of empathy. Each smaller unit works well in sequence. In total there are five however, they can also be used separately. Encourage your students to delve deeper into understanding their world and those around them through “Seeing the World Through Different Eyes.” Samples are included below: Children will read about Grandpa- a blind man who sees in a different way (through other senses). They will learn about their five senses and how some use a different way to observe the world. They will create a color poem - a poem using any sense but that of sight to describe something.
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Seeing The World Through Different Eyes
Through Grandpa's EyesPart 1
Video Links Here
Colors, Five Senses, Color Poems, Observation Poems, Disabilities.
This can be done between Kindergarten to 3rd grade. It can be modified in any way needed.
Day 1: Introduction of the Story – Through Grandpa's Eyes by Patricia Machlaclan
Day 2: Identifying the five senses
Day 3: Reading of the story and questions
Day 4: Discussing disabilities (Blindfold Walk)
Day 5: Introduction of color poems (class poem)
Day 6: Children write their own color poems
Day 7 Children share and try to edit each others work
Day 1
Take a picture walk with the children of Through Grandpa's Eyes by Patricia Machlaclan.
Show them only the pictures and have them predict what it will be about.
Day 2
If you cannot use the video read “My Five Senses,” by Aliki.
Have them describe what parts of the body were used to hear, touch, smell, and see and taste.
Ask:
”What function do the five senses have?”
"What parts of the body do we use for them?”
Record any new vocabulary on a chart for the five senses.
Reread together.
Have children pick one sense and draw a picture of when they use it.
Have them write anything they remember about this sense.
Younger children can use inventive spelling.
Day 3
• Read Through Grandpa's Eyes by Patricia Machlachlan.
• Have children come up with their own questions about the story.
• Ask others to answer each others questions.
• Try to direct the questions to a main question of
How did Grandpa see the World?
Which sense was missing?
• Explain the concept of disabilities. Ask,
“What do you think it would be like not to see?
What other disabilities do you know of?
Day 4
• Can be done as a whole class activity or alone.
• Take children on a field trip to the park.
• One child or whole class wear blindfolds.
• Ask them to describe what they hear, see (this is done before the blindfold) smell, feel, taste.
• Taste may be a difficult one but suggest that they open their mouth.
Is there anything that they taste such as air?
Also, taste can be done during lunch.
Continued on next slide
Day 4
Have them use adjectives and verbs to describe.
For example if they say “I hear a bird”, ask
“What is the bird doing?”
“What kind of bird?”
"What color is it?”
“Where is it?”
“Why is it there?”
"Why is it doing the action?”
After the trip record the children's observations on chart paper in 4 columns labeled with the senses they used.
On another chart paper record all the adjectives and verbs they recall using.
Day 5
Ask the children to imagine never seeing a color.
How would they describe a color to a person who has never seen one?
Have different items ready: cotton balls, sandpaper, balloon, chocolate, perfume, and anything they can use their five senses to describe.
Have them close their eyes.
Stomp your feet. Ask,
“What color do you think that sounds like?”
If they cannot get the concept stomp them louder and say “Is it a soft noise or a loud noise?”
They should answer black or red.
Day 5
After write, “Black sounds like (have them finish the sentence) feet stomping on the hard ground. (Make sure they use as many adjectives as they can.)
Repeat the same exercise for each object.
Example: Chocolate. Chocolate is sweet so can be compared to the color pink.
Sentence: Pink tastes like the chocolate melting on my tongue.
Write the sentence one under the other in the form of a poem.
For older children you can introduce the concept of metaphors, and take out the words sounds like, tastes like to be replaced with is.
Pink is the chocolate melting on my tongue.
Explain that they have just written an observation poem. It is a poem that you write by describing things in the world.
Day 6
Children use all the charts and can pick one color or as many as they want to write a color poem.
Younger children may begin with just the color and if they cannot write draw a picture.
Encourage them to write even if they are inventing the words. Pink is ______(picture goes in the blank.)
Day 7
Have children read their poems to other students.
Tell them to listen and make sure nothing is the color that they see.
For example, they cannot use Red is a fire engine.
They can use Red is the scary sound of a fire engine (since red is a loud color).
Also, have them try to help each other with spelling.
Day 8
Give the children the publishing paper.
Have them copy their poems over if there have been any corrections made by other students or if they see any mistakes.
Have the children do about 5 or 6 color poems, focusing on just one color, and publish them in a small book with a title they choose
