Family Diversity
How are different families special?
To set the purpose for this activity, our class began with a conversation about why we are learning and talking about differences in families. Students shared that it's important so that we don't make fun of other families, and because our family is an important part of our identity. My students sit in table groups of four. A student from each table group read a story about a different family, and collected information about what makes that family special, why is challenging for them and how they care for one another. After reading and taking notes, students returned to their table group to share out with their group about the family they read about. Students took turns sharing, while listening students asked questions and took notes. |
What is special about my family?
Students considered wrote about their own families, drafting a product that will ultimately be part of their Story of Me book.
Students considered wrote about their own families, drafting a product that will ultimately be part of their Story of Me book.
What is diversity?
In partners, students read this article about diversity. While they were reading, they annotated when they made a connection and when they had a wondering. After reading, students went back and wrote a note about their connections and wonderings.
In partners, students read this article about diversity. While they were reading, they annotated when they made a connection and when they had a wondering. After reading, students went back and wrote a note about their connections and wonderings.
When all groups are done reading, students return to the carpet to discuss the article. Students pair share with a new partner their most important wonderings and connections. Annotations helped me to gauge student understanding of the concept of diversity after the lesson.
What are our diversity goals?
Teaching tolerance has created an excellent Anti-Bias Framework which includes standards by grade level for identity, diversity, justice and action. I posted three of the grade 3-5 standards from the diversity strand to guide our work.
Teaching tolerance has created an excellent Anti-Bias Framework which includes standards by grade level for identity, diversity, justice and action. I posted three of the grade 3-5 standards from the diversity strand to guide our work.
I like knowing people who are like me and different from me, and I treat each person with respect.
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I have accurate, respectful words to describe how I am similar to and different from people who share my identities and those who have other identities.
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I want to know more about other people’s lives and experiences, and I know how to ask questions respectfully and listen carefully and non-judgmentally.
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In pairs, one third of the class discussed each standard. How would you say this in your own words? Why is this an important goal for our class?
Reading In Our Mothers’ House
This is a story about a family with two mothers and three adopted children. The book is told from the perspective of the first child in the family. It is mostly about the wonderful memories that she has of growing up in her mothers’ house, and also includes interactions they have with a neighbor who doesn’t accept them. Throughout the story, students made connections with the characters, and asked empathetic questions about characters’ feelings and experiences. At the end of the story, I asked students to write a letter to a character of their choice. Before writing, students review our diversity goals. How can we show that we are a class who treats everyone with respect, uses accurate respectful words and is curious about the experience of others? |