Diversity Lesson Plan

Standard: CCSS.ELA- Literacy. R L. 1.3 Describe characters, settings, and major events in a story,
using key details.

Culture or Cultural Concept: Self-Esteem, Getting Along with Others, Social Awareness, and
Language skills

Objective: Students will be able to describe the different characteristics of African American children
and what makes each of them unique and different

Materials: The book Shades of Black by Sandra Pinkney, pencils, crayons, markers, colored pencils,
colored construction paper, glue, photographs

Procedure
Set the Stage/Anticipatory Set
Show the book Shades of Black Trouble by Sandra Pinkney (Visual) and say, Today
we are going to see the various shades of colors we are. What color is your arm?
What fruit/food is close to the color of your skin? Brief discussion of how each
child is similar or unique(Auditory)

State the Objective

Say, We will describe each child in this book, their different colors, hair textures,
and what makes each one of them beautiful in this story and put the key details on
paper and also apply the same for themselves. (Auditory)

Investigate Prior Knowledge

Review parts of the story: characters, hair textures, and skin colors, writing students
responses on board (Auditory/Visual)

New Information/Input &Model

Ask students to look at their arms and look at their piece of fruit(Auditory)
Write students responses of why they bought their fruit (Visual)
Read story to the class (Auditory)
Have each child bring in their photographs and describe what makes them
unique(Auditory)

Guided Practice
Refer back to board and discuss the differences of each child
Discuss the various shades of African American children and other races as well
Working in small groups, have each child complete their frames for their photographs

Independent Classroom Practice

 Students continue to decorate their frames, then color and cut their frames to hang on
a collage in the classroom and I will staple each one to a special place in the
classroom. (Tactile)

Accommodations
o English Language Learners: In small groups, use various colors of
construction paper, share examples for key ideas with visuals from book,
provide models of writing and describe their different ideas with the art
supplies and fruit.
o Special Education: In small groups use auditory chant for process, provide
art supplies with assistance, reduce writing assignment, use adaptive
technology if necessary
o Gifted: Students will assist others if needed and could write more details if
needed.

Topic Review/Closure
Teacher asks, What did we learn today? What makes each one of you different?
Why? Students reply with answers.

Evaluation/Assessment Teacher checks the students completed art work and provide positive feedback.