Diversity - 3
Continued Growth
Lesson Plan
Goal: When encountering a person who may be different in regards to race, ability, culture, language, or religion, the student will act respectfully towards the person in 8 out of 10 observable opportunities, as measured by a teacher assessment tool.
Objectives:
1. Use positive language/words that demonstrate acceptance/respect of others regardless of their race, language, culture or religion.
2. Identify ways in which people can be different.
3. Identify up to two ways you can celebrate diversity within your class, school or community.
Standards: Click on the appropriate link below to view Language Arts standards included in this lesson.
Definitions of Key Terms: Diversity means differences; people may be different in many ways, including race, ethnicity, age, disability, language, culture, appearance, or religion. Diversity is what helps make us all unique.
Questions
- What makes people different?
- What makes people the same?
- Can being different make you feel sad?
- What are some similarities between members of the class?
- What are some differences?
Suggestion: Introduce the topic of diversity by partnering students and allowing them time to write a definition for what they believe diversity means. Allow groups to share their definition and discuss. Present the definition of diversity and allow partners to reflect on how their definition was similar and different from the definition you provide.
Discuss with students simple differences between them, such as:
- Hair color
- Eye color
- Favorite food
- Height
- Number of people in their family
Directions for In-Person or Virtual Learning: You have three options for students to complete this lesson.
- Option 1: Print the Student Activity Sheet for each student. Complete the lesson as a group and assign the activity sheet to the students.
- Option 2: Click the Student link to access the activity sheet electronically and post to your Learning Management System (if your school has one) or send the link to the student. The student may complete the activity sheet electronically within the classroom on a shared computer or device.
- Option 3: Click the Student link to access the activity sheet electronically and send the link to the student. The student may access the link from a home computer, chromebook, iPad or other device.
Activity 1: Create A Venn-Diagram
Create a Venn-diagram on the board or chart paper using yourself and another teacher or staff member that students are familiar with. In one circle, put your name, and in the other, write the name of the other staff member. Ask students to identify attributes that are the same or different. Write their responses in the Venn-diagram.
- Chart paper or interactive board
- Paper for students to draw a Venn-diagram
- Student Activity Sheet A - 1 per student
- Pencil for each student
Allow students to work with a partner to complete a Venn-diagram based on their similarities and differences. Instruct students to complete Student Activity Sheet A after they have finished the Venn-diagram.
If time allows, encourage the pairs to share their discoveries.
Student Activity Sheet A
Based on your Venn-diagram, what are the differences and similarities between you and your partner?
List the Differences
List the Similarities
Activity 2: Diversity Web
Prior to the beginning of the activity, draw a web outline with a circle in the center on paper. Make a copy for each student.
- Web outline for each student
- Pencil for each student
Prior to the beginning of the activity, draw a web outline with a circle in the center on paper. Make a copy for each student.
Review the key points from Activity 1 with the students. Provide students with the web. Instruct students to write their name in the center circle. In outer circles, ask them to list an identifier or descriptor of themselves. For example: athlete, male, red hair.
When all students have finished, display each student's web and discuss the similarities and differences amongst the class.
Activity 3: Diversity Quote
Review the key points from Activities 1 and 2 with the students. Write on the board or chart paper the following quote by Stephen R. Covey: “Strength lies in differences, not in similarities.”
- Chart paper or interactive board
- Activity Sheet B - 1 per student
- Pencil for each student
Ask students to share what they think the quote means for them. Allow students time to complete Student Activity Sheet B.
Student Activity Sheet B
Based on your Venn-diagram, what are the differences and similarities between you and your partner?
In a paragraph share what you believe it means.
Application Activity
Script Prompt: Develop a script and create an animation that includes two characters in a setting related to the problem. Use the script prompt provided below or create your own and include:
- Chart paper or interactive board
- Script sheet and pencil or word processor for each group
The dialogue between the characters must include:
- Appropriate expression of acceptance of those who are different from themselves.
Script Extensions: Click the following hyperlinks to have students choose their Characters, Background and Props prior to writing scripts. For examples of script writing accommodations, click Here.
Methods for completing this activity include (choose one or a few, depending on your students’ levels and abilities):
Script Writing Practice: Teacher-led discussion of script creation. As a group, write both an appropriate and inappropriate version of the script. In small groups or individually, have the students independently create scripts that demonstrate the script prompt. Use the script sheet to create students' scripts.
Independent Script Recording: Pair students together to complete two scripts using the same script prompt detailed above. Direct each student to take turns being character one and character two.
Animation Creation: Have students record their scripts using the SiLAS software. Remind students to name and save their work. Premiere the movies with the group members at the end of each session.
Lesson Extension: Incorporate ELA standards by discussing both spoken and written grammar rules (dialogue punctuation, correct verb tense, sentence structure, character, setting, problem, solution). Consider using both the final animation and written script as an ELA grade/assignment.
Topic Checkout
Review the key points from previous activities and discussions. Ask students to complete the Student Topic Checkout. Discuss their answers when all students have finished.
- Student Topic Checkout - 1 per student
- A pencil for each student
Allow students time to complete the student lesson review. Discuss answers when finished.
Student Topic Checkout
Directions: Complete the following questions.