Diversity/Differences Lesson Plan

Grade level: Kindergarten

Standards: Common Core
1. Group discuss/activities-CCSS.ELA-Literacy.SL.K.1 Participate in collaborative
conversations with diverse partners about kindergarten topics and tets with peers and
adults in s!all and larger groups.
. Station !1-CCSS.ELA-Literacy.L.1."a Sort words into categories #e.g.$ colors$ clothing%
to gain a sense o& the concepts the categories represent. " CCSS.'ath.Content.K.CC.(.)
*nderstand the relationship between nu!bers and +uantities, connect counting to
cardinality.
#. Station !- CCSS.ELA-Literacy.-..K./ 0ith pro!pting and support$ describe the
relationship between illustrations and the tet in which they appear #e.g.$ what person$
place$ thing$ or idea in the tet an illustration depicts%.
$. Station !#- CCSS.'ath.Content.K.1.(." 'odel shapes in the world by building shapes
&ro! co!ponents #e.g.$ sticks and clay balls% and drawing shapes.
%. Station !$-CCSS.ELA-Literacy.0.K.2 *se a co!bination o& drawing$ dictating$ and
writing to co!pose in&or!ative3eplanatory tets in which they na!e what they are
writing about and supply so!e in&or!ation about the topic. " CCSS.ELA-Literacy.L.K.2
4e!onstrate co!!and o& the conventions o& standard English capitali5ation$
punctuation$ and spelling when writing.
&. Station !%- CCSS.'ath.Content.K.1.(." 'odel shapes in the world by building shapes
&ro! co!ponents #e.g.$ sticks and clay balls% and drawing shapes.
'. Station !&-CCSS.'ath.Content.K.CC.C.6 .denti&y whether the nu!ber o& ob7ects in one
group is greater than$ less than$ or e+ual to the nu!ber o& ob7ects in another group$ e.g.$
by using !atching and counting strategies.
(. Station !'- CCSS.ELA-Literacy.L.K."c .denti&y real-li&e connections between words and
their use #e.g.$ note places at school that are color&ul%.
). Station !(- CCSS.ELA-Literacy.L.K."a Sort co!!on ob7ects into categories #e.g.$
shapes$ &oods% to gain a sense o& the concepts the categories represent.
Learning *utcomes: +sing ,loom-s .a/onomy
1. Group discuss/activities-. would like the students to be able to identi&y and distinguish
di&&erences between each other and value each other8s di&&erences.
. Station !1-. would like the students to be able to apply the knowledge o& di&&erences in
people to sort the i!ages into &our separate groups with like colors together.
#. Station !-. would like the students to be able to recogni5e the color words and other
sight words.
$. Station !#-. would like the students to be able to operate the pu55le pieces by designing a
display &or the roo! to show unity.
%. Station !$-. would like the students to be able to write a sentence to describe the!selves
and a class!ate.
&. Station !%-. would like the students to create a &lower with their picture in the !iddle &or
a bulletin board display by choosing &ro! the di&&erent &lower patterns.
'. Station !&-. would like the students to classi&y the data &ro! the sorting station and
illustrate the data on a graph.
(. Station !'-. would like the students to recogni5e the color words while co!pleting the
worksheet and reading color books.
). Station !(-. would like the students to be able to select the pairs o& !atching cards by
recalling the location o& the i!ages &ro! previous turns.
Bloom's Taxonomy
New Version
In 1956, Benjamin Bloom headed a group
of educational psychologists who
developed a classifcation of levels of
intellectual behavior important in learning
!uring the 199"#s a new group of cognitive
psychologists, lead by $orin %nderson &a
former student of Bloom', updated the
ta(onomy to re)ect relevance to *1st
century wor+ ,he two graphics show the
revised and original ,a(onomy -ote the
change from nouns to verbs associated
with each level
Note that the top two levels are essentially
exchanged from the traditional to the new
version.
Old Version
Remembering: can the student recall
or remember the information.
defne, duplicate, list, memori/e, recall,
repeat, reproduce state
Understanding: can the student
e(plain ideas or concepts.
classify, describe, discuss, e(plain, identify,
locate, recogni/e, report, select, translate,
paraphrase
Applying0 can the student use the
information in a new way.
choose, demonstrate, dramati/e, employ,
illustrate, interpret, operate, schedule,
s+etch, solve, use, write
Analyzing0 can the student distinguish
between the di1erent parts.
appraise, compare, contrast, critici/e,
di1erentiate, discriminate, distinguish,
e(amine, e(periment, 2uestion, test
Evalating0 can the student justify a
stand or decision.
appraise, argue, defend, judge, select,
support, value, evaluate
!reating0 can the student create new
product or point of view.
assemble, construct, create, design,
develop, formulate, write
0aterials:
1. Group discuss/activities
S!artboard
Co!puter
(ooks-1lobal thinking book 9 :he colors o& us
. Station !1
4ata collection worksheet
Kid i!ages
Pencil
#. Station !
Paper book
Crayons
$. Station !#
Pu55le pieces
'akers
%. Station !$
0orksheet
Pencil
0ord wall
:eacher
&. Station !%
Paper &lowers
Scissors
Pictures o& the!selves
1lue
Crayons
'. Station !&
4ata collection worksheet &ro! station ;1
1raphing worksheet
Crayons
:eacher
(. Station !'
Coloring worksheet
Crayons
(ooks
). Station !(
2 or !ore students
1a!e-<ever &orget a &ace ga!e
Driving 1uestion: 23at is t3e main 4uestion or pro5lem you 6ant addressed7
:he driving +uestion &or this lesson plan is= >ow are we each di&&erent?
8ocusing 4uestions: 23at are some secondary 4uestions or pro5lems you 6ant addressed7
1. 0hat are our di&&erences?
2. >ow can we work together to be stronger?
@. .s being di&&erent ok?
). 4o we accept each other &or our di&&erences?
9ttention-getter:
:he &ollowing group activities will be used to get the attention o& the students be&ore station
activities$ over the course o& 2 days during this lesson.
1. Listen to and sing-Aill your bucket
http=33www.youtube.co!3watch?vB0addb+EC1<E
2. Listen to and sing D 'y &riend is di&&erent and so a! .
http=33www.youtube.co!3watch?vBgE6AhErbF.E
@. -ead= 1lobal (ook-What does it mean to be global?
). -ead= The Colors of Us
http=33www.youtube.co!3watch?vBGPwCkH"G0(o
". Listen to and sing- :he !ore we get together
http=33www.youtube.co!3watch?vBlld!krIHC-E
6. Sorting the students by di&&erent &eatures= hair color$ eye color$ shirt color$ shoe type$
birthdays$ etc.
/. Class discussions about di&&erences and acceptance.
Cooperative Learning:
:o6 6ill you divide students and assign responsi5ilities7 ;andom7 95ilities7 .alents7
Strengt3s7 23at met3od 6ill you use7 Popsicles< cards< etc=.
. will divide the students based on abilities &or stations 2$ )$ 6$ and /. . will divide the students
based on rando! selection &or stations 1$ @$ "$ and J. Spending ti!e with two di&&erent
kindergarten classes has been resource&ul to understanding how the classroo! should be ran to
provide an e&&ective learning environ!ent &or the students. >aving the students !eet together as
a group to review previously learned concepts and then building those skills with new concepts
gives the! an understanding o& how to apply the! together. :he use o& technology opens the
door &or a large nu!ber o& resources to add in the lesson plan. Students have an opportunity to
have open discussions about the lesson content in the group activities$ giving the teacher an
opportunity to assess the students initial understand o& the content. :his way the teacher can
!ake necessary ad7ust!ents &or students who need assistance or !ay need additional challenge
assign!ents. 1rouping student in the station groups based on ability will allow students to work
together to strengthen their level o& understanding and application. 0hile having student
rando!ly grouped together at other stations will give the students the opportunity to learn how to
work with others and overco!e adversity and social situations. :he students are allowed to be
educated with the co!!on core standards while also learning how to socially accept each other
and work together to be !ore united and strong as a classroo! &a!ily.
>/periences:
23at e/periences< ?no6ledge< and s?ills 6ill t3e students gain7
1. Group discuss/activities-:he group activities will teach the students to interpret and list
di&&erences. Each station will be used to enrich the learning process.
. Station !1-Students will need to know the di&&erent words used to describe hair color and
have an understanding o& sorting. :his will en&orce these skills.
#. Station !-Students will need to be &a!iliar with color word. :his station will give the
students the opportunity to i!prove their coloring skills and reading skills.
$. Station !#-Students will be able to epress their creativity by designing their pu55le
piece.
%. Station !$-Students will learn about ad7ectives and practice their writing skills.
&. Station !%-Students will be able to practice their cutting skills and learn to asse!ble
so!ething with directions.
'. Station !&-Students will learn how to display in&or!ation on a graph.
(. Station !'-Students will review their color words and other sight words.
). Station !(-Students will be able to use their !e!ory to !atch like cards and will help to
en&orce patience and taking turns.
Procedures: Step 5y Step
1. . will introduce the lesson by starting a discussion with the students about di&&erences. 0e
will discuss what it !eans to be di&&erent$ special$ and uni+ue.
. Listen to a song and book to get the attention and help the students to understand the
concept o& di&&erences and acceptance.
#. 0e will continue the discussion about di&&erences and they will get to choose how we
will KsortL the class &or ea!ples.
$. :he students will be assigned to speci&ic stations based either by rando! or ability.
%. 0e will do an overview3epectations o& each station.
&. :he students will then go to the stations and they will last approi!ately 1M-12 !inutes
each.
'. Station ;1-See attached instruction sheet
(. Station ;2-See attached instruction sheet
). Station ;@-See attached instruction sheet
1@. Station ;)-See attached instruction sheet
11. Station ;"-See attached instruction sheet
1. Station ;6-See attached instruction sheet
1#. Station ;/-See attached instruction sheet
1$. Station ;J-See attached instruction sheet
1%. At the end o& stations the students will again !eet together as a class and discuss the
stations.
9ssessment:
23at type of assessments 6ill you use7 *ngoing/Summative7
:his will be an ongoing assess!ent as they build these skills. :hey will also be assessed on the
work they have done at the non-teacher direct stations. :hese skills will be assessed with one on
one testing with the teacher.
9daptations:
:o6 6ill you adapt t3e lesson for special needs and gifted and talented using revie6 or
enric3ment7
8or special needs students:
1. Station ;1-:he words could be printed in the color to correspond to the hair colors being
sorted.
. Station ;2-:he color words on each page could be printed in the corresponding color.
#. Station ;@-:he student could color the pu55le piece but could have assistance with
helping to piece it with the others.
$. Station ;)-:he student could have direct assistance &ro! the teacher to help spell and
write the words or the student could draw the i!age to describe the!selves and a
class!ate.
%. Station ;"-:he &lower could already be cut out and have teacher assistance with the
asse!bly.
&. Station ;6-:he color words could be printed in the corresponding colors on the graph
worksheet to !atch the data collection worksheet.
'. Station ;/-:he color words could be printed in the corresponding color so the student can
!ore easily !atch the!.
(. Station ;J-:he students could use less cards to be !atched in order allow &or the student
to &ollow the i!ages.
8or gifted and talented students:
1. Station ;1-:he students could be re+uired to break the nu!bers down into groups o& tens
and ones.
. Station ;2-:he students could count how !any o& each color shirt is represented in the
classroo! and record the results on each page.
#. Station ;@-:he students could deter!ine how !any di&&erent shapes can be !ade with the
pu55le.
$. Station ;)-:he students could write a paragraph about the!selves and their class!ates
using ad7ectives.
%. Station ;"-:he student could choose a &lower with !ore pedals !aking it !ore di&&icult
to cut out.
&. Station ;6-:he students could use the in&or!ation on the bar graph to create another type
o& graph.
'. Station ;/-:he students could read additional books when this activity is co!plete.
(. Station ;J-:he students could use !ore cards to !ake it !ore di&&icult to &ind !atches.
23ere Students 0ay Struggle
,egin 5y 5rainstorming a list of areas 6it3in your lesson 63ere students may struggle.
Consider common misconceptions as 6ell as t3e individual needs of t3e students in your
classroom. 9s? yourself:
As t3ere voca5ulary to address up front7
:he vocabulary will be covered prior to the station ti!e so the students will have an
understanding. :hey will also have instruction sheets &or each station to help address
so!e +uestions they !ay have.
As t3ere prior ?no6ledge students need to 5uild upon7
:he students will need to have prior knowledge o& graphing$ color words$ and cutting.
:hey will build on these skills during these stations.
9re t3ere steps in t3e procedure t3at mig3t 5e ne6 and s3ould 5e revie6ed7
Fes the ad7ectives will be new but will be address during the group activities. :hey will
also have an overview o& the purpose o& the stations during the group activities.
23ere Students Beed >nric3ment
,egin 5y 5rainstorming a list of areas 6it3in t3e lesson 63ere students can do more
meaningful 6or? or critical t3in?ing. Consider 4uality rat3er t3an 4uantity. 9s? yourself:
:o6 can students create a proCect to apply t3e ?no6ledge7 As t3ere some evaluation
or assessment t3e students can do7
:he students will be creating 2 displays during the stations that will display their
understanding o& being di&&erent and strength as a group. :hey will be assessed on the
independent work they co!plete as well as through one-on-one teacher assess!ent. :hey
will continue to be re!inded o& why they should treat others with acceptance and how to
treat others.
23at 3ig3er order t3in?ing s?ills can t3e lesson address7
:his lesson plan is !eant to help the students understand di&&erences and to be !ore
accepting to others.
Differentiating Anstruction
,uilding on t3is list< generate specific adaptations t3at 6ill 3elp t3e lesson reac3 all
students in t3e classroom. ,e sure to interact 6it3 all of your students and 5e prepared to
provide moment 5y moment scaffolding assistance as needed. 9s? yourself:
S3ould voca5ulary 5e translated to >nglis3 learners- 3ome languageDsE7
Fes we can discuss the color words in other languages and have the! posted in the
classroo!. 0e could do the sa!e when discussing hair color.
9re t3ere p3ysical adaptations t3at could 5e made for students 6it3 visual< 3earing<
or p3ysical disa5ilities7
Students with a visual disability could have either brail cards3worksheets or another
student3teacher could help describe the activities. Students with a hearing disability
would be able to co!plete the stations but would need sign language &or the group lesson.
Can additional c3allenged 5e em5edded for gifted learners7
1i&ted learners could over analy5e the hair colors !aking it harder than it is intended.
:hey could get bored with the color activities and need so!ething !ore challenging.
;esources:
4iorio$ -. #2MMG%. 0hat does it !ean to be global?. (elvedere$ CA= Little Pickle Press$ LLC.
Kat5$ K. #Artist%. #2M1M$ April 21%. :he Colours o& us N0eb OideoP. -etrieved &ro!
http=33www.youtube.co!3watch?vBGPwCkH"G0(o
<ational 1overnors Association. #2M1M$ August @%. :he standards. -etrieved &ro!
http=33www.corestandards.org3the-standards
:he Learning Station. #Per&or!er%. #2M12$ April 2%. Aill Four (ucket Song N0eb OideoP.
-etrieved &ro! http=33www.youtube.co!3watch?vB0addb+EC1<E
:he Learning Station. #Per&or!er%. #2M1@$ Ianuary G%. :he 'ore 0e 1et :ogether N0eb OideoP.
-etrieved &ro! http=33www.youtube.co!3watch?vBlld!krIHC-E