1. Topic-
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2. Content-
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| Preventing and reducing discrimination. Key Vocabulary: stereotypes,
prejudice, and discrimination. |
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3. Goals: Aims/Outcomes-
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To use literature to explore family diversity and increase the sense
of inclusiveness in the
classroom. |
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4. Objectives-
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1.Students will be able to define what makes a family and describe
a variety of families.
2. Students will learn that families have similarities and differences.
3. Students will be able to identify common characteristics within
all families.
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5. Materials and Aids-
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| The Great Big Book of Families by Mary Hoffman. |
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6. Procedures/Methods-
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A. Introduction-
When students do not see their
reality reflected in any of the materials used in school, it is like
having no mirror or relevance. This
book provides mirrors for many students while providing a window for
others into many kinds of
families expanding their understanding of the world. |
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B. Development-
Before reading the book, encourage students to pay attention to
the different kinds of families
that they see in the book.
Encourage students to describe the family, home and setting in the
first two illustrations.On the next few pages ask students to notice
to the all the families that are different
from the first illustration. |
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C. Practice-
Discuss the different kinds of families illustrated.
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D. Accommodations (Differentiated Instruction)-
| For the child that only speaks one language, I will offer the story
in a different language. |
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E. Checking for understanding-
| Ask and answer questions about key details in a text read aloud
or information presented orally. |
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F. Closure-
| Ask students to draw pictures of their families. If they have grandparents
or cousins that live with them, encourage students to be inclusive
of the important people they live with or have in their lives. Of
course, many children may also want to include their pets! Ask your
students to dictate or write one or two lines about why family is
important to them or what makes a family. |
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7. Evaluation-
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1. Are all students participating in the discussion?
2. Do they understand what some significant components of a family
are?
3. Can students name two things that they think are important about
caring families? |
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