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Diversity Lesson

Diversity Lesson Purpose:

This lesson can be used to help establish a safe environment and friendly community in the classroom. It can be taught at the beginning of the year when the teacher is still establishing community or can be used at any point throughout the year to remind students to be kind to others and treat all people equally.

VA SOLs:

Civics 2.10- The student will explain the responsibilities of a good citizen, with emphasis on

a) Respecting and protecting the rights and property of others;

b) Taking part in the voting process when making classroom decisions;

c) Describing action that can improve the school and community;

d) Demonstrating self-discipline and self-reliance;

e) Practicing honesty and trustworthiness.

English 2.8- The student will read and demonstrate comprehension of fictional texts.

a) Make and confirm predictions.

b) Relate previous experiences to the main idea.

c) Ask and answer questions about what is read.

d) Locate information to answer questions.

e) Describe characters, setting, and important events in fiction and poetry.

f) Identify the problem and solution.

g) Identify the main idea.

h) Summarize stories and events with beginning, middle, and end in the correct sequence.

i) Draw conclusions based on the text.

j) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression.

Objectives:

· The student will be able to make a personal connection to the text related to the main idea of “feeling left out” in Dr. Seuss’ The Sneetches.

· The student will be able to recognize the moral of the story after the read aloud and will be able to answer at least two discussion questions related to the characters and plot.

· The student will be able to identify one way in which the lesson of the story can be applied to daily life to promote equality and fairness.

Procedure:Introduction

· Good morning class!

· With students at seats, have everyone cover their eyes with their hands. Go around the class and put star stickers on about half of the students’ hands.

· Have everyone to open his or her eyes again. Ask if anyone can tell me what happened. Take answers until a student says that some kids received star stickers. Confirm that some students did receive stickers, but not everyone. Ask some of the students who did not get a sticker how they feel about that. Take a few answers, with the general idea being that the students without stickers feel left out, sad, maybe even angry.

· How did it feel to not get a star?

· Did you feel left out?

· What about those who did receive a star- how did you feel? Proud, special?

· Did anyone with a star feel bad for their classmates who did not get a star?

· Was anyone who is “starless” feeling angry or sad?

· Proceed to give the remaining students stickers and apologize for making them feel left out.

· Distribute sticky notes to each student. Ask the students to write down a time when they felt left out of something. This can be done anonymously. You will then collect and stick the notes randomly on the poster.

· Bring the students to the carpet to look at the poster. Ask if anyone would like to quickly share their experience. After a few comments, summarize by saying that we have all felt left out at some point, and no one likes it. The discussion and recalling these experiences will help the students make a text-self connection during the story.

· Transition to The Sneetches by Dr. Seuss.

Development

· Before reading the book, ask the students to observe the cover of the book and make observations. Remind the students not to spoil the story for the rest of the class if they have heard it before.

· What is this on the cover? This creature is a sneetch!

· Does anyone want to make an observation or have a prediction already?

· Begin to read the story aloud to the class with emphasis. Pause periodically to discuss the story and to ask who, what, where, when, why, and how questions. Questions include:

· What can you tell about the two types of Sneetches based on the first illustrations?

· How do the Star-Bellies seem so far?

· Do you have any predictions about what might happen?

· Why did Sylvester McMonkey McBean give the Plain-Bellies stars?

· Now what do you think will happen? Has your theory or prediction changed?

· Does anyone have a guess about what kind of mess the Sneetches are getting into?

· What is Sylvester McMonkey McBean’s character like?

· Be sure to define new or wacky vocabulary, such as frankfurter, keen, and chappie.

· After reading the story, guide the class through a discussion by asking critical thinking questions.

· What is the difference between Sneetches with stars and Sneetches without?

· No difference. Just appearance.

· Why do the Star-Belly Sneetches believe they are better than the Plain-Belly Sneetches?

· Do you think the Plain-Bellies should have moved to a different beach by themselves?

· Do you think Sylvester M. M. was a peacemaker or a troublemaker? Why?

· How did the Sneetches change from the begging of the story to the end?

· Star-Bellies were mean, excluding others. Everyone ends up getting along after losing all their money to Sylvester M. M.

· If you were a Star-Belly, how would you treat the Plain-Bellies?

· Why did the author probably write this text? Is there a lesson we can learn from it?

· Transition the discussion from the book to everyday life. Close the discussion with questions like:

· In what ways can we promote equality and fairness?

· How can we include everyone?

· How can we help those that have been excluded by others?

Summary

· Have students return to their seats.

· Pass out the Sneetch worksheet. To close the lesson and have students solidify the text-self connection, ask them to complete the writing promt “I am unique because…” with something unique about themselves.

· Allow students time to color the worksheet and then collect.

Materials

· Book: The Sneetches by Dr. Seuss

· Sticky notes

· Poster or board space for sticky notes

· Crayons/markers/pencils

· Sneetch worksheets.

· Resource from http://mssepp.blogspot.com/2014/03/sneetches.html

· Additional resource with some questions to stimulate discussion

· https://www.teacherspayteachers.com/Product/Short-Extended-Response-Activities-A-Dr-Seuss-inspired-lesson-1073925

Evaluation Part A

· Have students complete the Sneetch worksheet with at least one reason why they are unique. Use this as an exit ticket.

· During the discussion portions, observe the students who answer the questions and participate in the discussion. Based on responses, evaluate whether the student comprehends the main idea of the story and has idea for how the lesson translates into the real world.

Got it

Working on it :-

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Evaluation Part B

Did your lesson work well to teach the main idea?

Did your lesson accommodate / address the needs of all your learners?

What were the strengths of the lesson?

What were the weaknesses?

How would you change the lesson if you could teach it again?

How did I manage the activity portion of the lesson?

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