It's okay to be different: Teaching diversity with Todd Parr
http://www.readwritethink.org/lessons/lesson_view.asp?id=890
A lesson plan for grades K–2 English Language Arts
After a shared reading of Todd Parr’s It’s Okay to Be Different, students work in small groups to discuss and write down what makes them diverse. The teacher introduces the topic of diversity by engaging students in an activity that recognizes and values their differences and similarities. Then, working in collaborative groups, students explore their similarities and differences using the questions from a handout for guidance. After students complete their small group discussion, they share their thoughts with the rest of the class and choose one difference that they would like to explore more thoroughly. Students conduct Internet research on Todd Parr, and the teacher models how they will create pages on diversity to be included in a book developed by the group. Using an interactive online flip book tool, students create the pages of their book, which they will illustrate and present to the class. Students also share the books with another class and engage in a discussion about diversity. Readwritethink provides several extension activities and assessment options.
North Carolina Curriculum Alignment
English Language Arts (2004)
Grade 1
- Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.
- Objective 2.03: Read and comprehend both fiction and nonfiction text appropriate for grade one using:
- prior knowledge.
- summary.
- questions.
- graphic organizers.
- Objective 2.04: Use preparation strategies to anticipate vocabulary of a text and to connect prior knowledge and experiences to a new text.
- Objective 2.03: Read and comprehend both fiction and nonfiction text appropriate for grade one using:
- Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
- Objective 3.01: Elaborate on how information and events connect to life experiences.
- Objective 3.04: Share personal experiences and responses to experiences with text:
- publishing non-print texts.
- discussing interpretations.
- recording personal responses.
- Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
- Objective 4.04: Extend skills in using oral and written language:
- clarifying purposes for engaging in communication.
- using clear and precise language to paraphrase messages.
- engaging in more extended oral discussions.
- producing written products.
- completing graphic organizers.
- Objective 4.05: Write and/or participate in writing by using an author's model of language and extending the model (e.g., writing different ending for a story, composing an innovation of a poem).
- Objective 4.04: Extend skills in using oral and written language:
Grade 2
- Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
- Objective 3.01: Use personal experiences and knowledge to interpret written and oral messages.
Kindergarten
- Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.
- Objective 2.03: Use preparation strategies to activate prior knowledge and experience before and during the reading of a text.
- Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
- Objective 3.01: Connect information and events in text to experience.
- Objective 3.02: Discuss concepts and information in a text to clarify and extend knowledge.
- Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
- Objective 4.06: Write and/or participate in writing behaviors by using authors' models of language.
