This is ME

Topic or Unit of Study: SEL / Early Numeracy / Literacy / Anti-bias  

Grade/Level: Preschool/Kindergarten

STANDARDS AND OBJECTIVES

 Washington K-12 Social Emotional Learning Standards and Benchmarks: 

• Standard 1, Benchmark 1A (Demonstrates awareness and understanding of one's own emotions and emotions' influence on behavior.)
  
• Standard 1, Benchmark 1B (Demonstrates awareness of personal and collective identity encompassing strengths, areas for growth, aspirations, and cultural and linguistic assets)
• Standard 4, Benchmark 4A (Demonstrates awareness of other people’s emotions, perspectives, cultures, languages, histories, identities, and abilities)

Common Core State Standards:

• CCSS.Math.K.CC.B.4 (understand the relationship between numbers and quantities; connect counting to cardinality
• CCSS.MATH.CONTENT.K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
• CCSS.ELA-Literacy.RL.K.1 (with prompting and support, ask and answer questions about key details in a text)
• CCSS.ELA-LITERACY.RF.K Students make connections to read-aloud texts by relating the text to themselves (lived experiences), to other texts (read in any setting) and to the world (current and historical events)
• CCSS.ELA-Literacy.SL.K.1 (participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups)

Lesson Objective:

Students will learn about similarities and differences within the classroom and with our families. 

Students will learn to identify their own emotions and those of others.

Students will learn that different cultures have different ways of welcoming or greeting others.

Students will learn that welcoming the ways others are different and the same helps them feel they belong.

MATERIALS AND RESOURCES       

Instructional Materials:

●     Chart or other visual tool depicting examples of verbal and non-verbal greetings (examples: Wave, Silly dance, Air High-Fives, Elbow bump, Curtsey, Silly action, Thumbs Up, Hug yourself)

●      Chart or display of students' names

●      Chart, poster, or other hands-on tools such as popsicle sticks with emoji faces depicting common feelings, including feelings a child might have on the first day of school. Optional: Book - So Many Feelings, Sign Language for Feelings and Emotions, by Dawn Babb Prochovnic. 

●      Chart paper or white board and markers.

●     Chart or other teacher-created display of hello in different languages, including all the languages your children's families speak.

●      Book - Danbi Leads the School Parade by Anna Kim 

●      YouTube video of Danbi Leads the School Parade by Anna Kim

●      Book - Your Name is a Song by Jamilah Thompkins-Bigelow

●      YouTube video of Your Name is a Song by Jamilah Thompkins-Bigelow 

●      YouTube video of how to pronounce names in the book - Your Name is a Song Pronunciation 

●      Book - Say Hello! by Rachel Isadora

●      YouTube video of  Say Hello! by Rachel Isadora      

●      Book - Same Same But Different by Jenny Sue Kostecki-Shaw

●      YouTube video of  Same Same But Different by Jenny Sue Kostecki-Shaw

●      Book - Snippets by Diane Alber

●     YouTube video of Snippets by Diane Alber

●      Trade anti-bias books to read with diverse characters, cultures and perspectives.

●       Name cards (one card per name)

INSTRUCTIONAL PLAN - DAY ONE-Using Feelings Tools

Student Prerequisite Skills/Connections to Previous Learning

Expectations of respectful listening and speaking.

This lesson can be used as a supplement to the social skills curriculum, Second Steps.  This lesson should be completed after students have been introduced to the Unit 1, Week 1 lesson around welcoming skills.

Materials: Book - Danbi Leads the School Parade by Anna Kim 

Instructional Plan: 

Before the story: 

1. Start by asking each student how they would like to be greeted, referring to a visual chart of examples of verbal and non-verbal greetings that students can touch to indicate their choice. Model the choices while going through the options. Use the student's name as part of your greeting, pronouncing their name correctly.  

2. Say: At school, we always greet each other in a friendly way to help everyone feel welcome. "Welcoming" means doing a friendly action to let others know you are glad they are there. 

3. Say: On my first day of school, I had a lot of different feelings. Wriggle your fingers if you can remember all the feelings you had on your first day of school.  Model using your classroom Feelings Chart, poster, or other Feelings tools to show possible feelings. Examples: students indicate how they feel by choosing a color-coded bracelet, holding up a popsicle stick with an emoji face, placing a sticky note on a poster of feeling faces, using an ASL sign, using a low or high tech communication board.

4. Today our story is about another child's first day of school. Let's do a picture walk to see if we can figure out how the main character, Danbi, feels about all the parts of her first day of school. 

5 . Do a "picture walk" through the book,  Danbi Leads the School Parade by Anna Kim, pausing on each page to talk about what is happening and how the main character, Danbi, is feeling. 

During the story: 

Pause on key pages in the book to ask students what is happening on the page and how the child in the illustration feels. Model using your classroom Feelings Chart, poster, or other Feelings tools to show how the main character feels on each page. (Shy? Excited? Happy? Disappointed? Worried? Scared?) Optional: Model use of sign language to identify feelings. 

- How does the child in the story feel right now? What clues do you see? 

- What do you see in this illustration? What is happening? Do you think the child will feel the same on the next page? 

-  Using friendly actions can help others feel welcome. What friendly action do you see happening on this page? How did doing __________ help Danbi feel welcome?

Read or listen to the story, Danbi Leads the School Parade by Anna Kim.

-Give opportunities for individual students to model using your classroom Feelings Chart, poster, or other Feelings tools to show how the main character feels on key pages.

After the story - 

- Say: Think back. We thought Danbi was feeling _____ at the end of the story. What did Danbi do that helped her feel that way? How did doing __________ help Danbi feel welcome in the classroom? 

- Helping everyone feel welcome is important. What are some other friendly actions we can do to help others know we are glad they are there?

-Optional: List student's ideas of "friendly actions" on chart paper to create a "You are Welcome" display for the classroom.

Extension / Family Connection: 

Invite families to share how to write and pronounce words from the class Feelings Chart in their families home language, include a tool for families to make an audio recording.  (Digital tools such as NearPod, Along, Flipgrid and Schoology/Google Classroom/SeeSaw have audio recording options.) The teacher can then share these during a large or small group activities and utilize them in a classroom display/reference tool. 

INSTRUCTIONAL PLAN - DAY TWO - What's in a Name?

Student Prerequisite Skills/Connections to Previous Learning

Expectations of respectful listening and speaking.

Materials: Book - Your Name is a Song by Jamilah Thompkins-Bigelow 

Instructional Plan: 

Before the story: 

1. Review the following four feeling cards; happy, sad, mad, and disappointed. 

2. Start by going around and having everyone pronounce their name followed by students saying “Hello, (name of student)” to practice saying their names correctly.  

3. Our names are part of who we are and part of our identity. Our identity is who we are as a person and where we come from. Everyone has a different identity and it is important we are proud of who we are. 

4. Give each child a sticky note to answer this prompt: how do you feel if people didn't know how to say your name? Have the students come up to the board and put their sticky note on the picture with how they feel. Review which emotion had the most sticky notes.  State "we will see how Kora Jalimuso feels when she goes to school and her teachers and friends try to say her name."

Read or listen to the story, Your Name is a Song by Jamilah Thompkins-Bigelow. 

During the story: 

- After the first page, ask the children, "How does the girl feel?"  Using the pictures, point out the different emotions to see how she might be feeling. Further conversations might be why does she feel that way or comparing to the survey that the students took before reading the book. 

- How does Kora Jalimuso start feeling when she starts to sing the names that are hard to say? 

- At the end of the story, re-visit the feelings chart with the sticky notes.  At the beginning, when someone couldn't say your name, how did it make you feel?  As a group, come up with strategies that might help someone say your name correctly.  Ask the students how that will make them feel if someone always says your name correctly. 

After the story - Name Activity: 

- Define what it means to be the same and to be different. Ask the students, "is it okay to be different?" Talk about how it is okay to have things that might be similar but it is also okay to be different.  Tell the students, "we are going to play a game where we look at each other's names and see how we are both similar but also different."

-Lay out all of the names on the floor.  Ask the kids if they can find two names that might look similar (based on size, the letters it starts with, etc)

Other questions that could be asked:

-Do any of the names sound similar or different? 

-Your name is part of your identity and who you are.  How would you feel if someone didn’t say your name correctly? 

At the end, review with the students how it can make someone feel if we don't say their name correctly.  Also review how we can stand up for ourselves and tell or show people how to say our names correctly. Talk about how it is okay to stand up for yourself if you feel sad about what someone said to you. 

Extension / Family Connection: 

Invite families to write and/or tell the story of how their child got their name.  The teacher can then share these stories during a large or small group activity. 

INSTRUCTIONAL PLAN - DAY THREE-Welcoming

 Student Prerequisite Skills/Connections to Previous Learning

Review of concepts:

•  Names can sound the same or different.
• Your name is part of your identity and who you are.  How would you feel if someone didn’t say your name correctly?
• What can we do if we don’t know someone’s name?

Instructional Plan: 

Materials: Book - Say Hello! by Rachel Isadora

Before the story: 

1. Say: Our names are part of who we are and part of our identity and so is how we welcome each other.

2.  How do you feel when someone welcomes you and says your name correctly? 

3.  Welcoming others helps them feel they belong. At school, we always greet each other in a friendly way to let others know we are glad they are there and that they belong in our classroom.  In what ways do you welcome one another in your family?

During the story: 

- How does the child in the story welcome the people she meets? Do any of the greetings sound the same or different? 

-Wiggle your fingers if your family welcomes others in one of the ways in the story. 

- At the end of the story, how does the child feel? How do you think the people she met feel?

- Why is it important to be welcoming to others when we meet them?

After the story - Welcome Song: 

1. Say: Together we'll be learning many different ways children welcome or greet each other. Using the chart or display, say hello in a few languages. For example: Spanish, hola (pronounced OH-Ia); Mandarin Chinese, ni hao (nee-ha-OW); Hebrew, shalom (shah-LOAM); German, guten tag (GOOT-en tog); French, bonjour (bon-ZHOOR). Be sure to include all the languages your children's families speak.

2. Sing this "Hello Song" together, incorporating the different ways to say hello and using the correct pronunciation of each child’s name. Offer opportunities for students to use classroom Feelings charts and/or hands-on Feelings tools to answer the question "How are you today?":

Hello Everybody and How Are You?

Hello everybody and how are you, how are you, how are you?

Hello everybody and how are you, how are you today?

Hello ___________ and clap your hands, clap your hands, clap your hands

Hello __________ and clap your hands, clap your hands today.

(wiggle your fingers, roll your arms, touch your nose…collect enough actions for each child in your class, or be prepared to rotate the actions) 

Extension / Family Connection: 

Invite families to complete the This is Me Handprint activity and include tool for families to make an audio recording of the correct pronunciation of their child's name and how to welcome others in their families home language. (Digital tools such as NearPod, Along, Flipgrid and Schoology/Google Classroom/SeeSaw have audio recording options.) The teacher can then share these during a large or small group activities and utilize them in a classroom display/reference tool. 

INSTRUCTIONAL PLAN - DAY FOUR-Welcoming similarities and differences

 Student Prerequisite Skills/Connections to Previous Learning

Review of concepts:

• Our names and the way we welcome others can sound the same or different.
• Our names are part of who we are and part of our identity and so is how we welcome each other.
• Welcoming others is a friendly way of letting others know we are glad they are there and that they belong in our classroom.  In what ways could you help a friend feel welcome? (Optional: Refer to optional classroom chart of student generated "friendly actions" from INSTRUCTIONAL PLAN-DAY ONE)
  
• How would we know if a classmate didn't feel welcome?

Instructional Plan: 

Materials: Book - Same Same But Different by Jenny Sue Kostecki-Shaw

Before the story: 

1. Say: We all have names and ways of greeting others that can sound the same or different.

2.  How do you feel when you feel others are the same as you? How do you feel when others are different than you? 

3.  Welcoming the ways others are different and the same helps them feel they belong.

4.  Listen during the story for ways that you are the same, or different, than the characters in the book.

Examples for teacher: “Wiggle your fingers if you are “the same” “Touch your nose if you are “different” [than the character in the story] or [than the statements below]

During the story: 

- How are the two children in the story different than you? Do the children seem the same or different? 

-“Wiggle your fingers if you are “the same”; “Touch your nose if you are “different” [than the character on this page] 

- At the end of the story, how does the child feel about his new friend? Could you be friends with someone that is the same and different than you?

- Why is it important to be welcoming the way others are different and the same?

After the story - Questions: 

Examples for teacher: “Wiggle your fingers if you are “the same” “Touch your nose if you are “different” [than the character in the story] or [than the statements below]

●  if you love to play outside

●  if you love to splash in the water

●  if you love to draw, count or sing

●  if you live in a home with lots of people

●  if you live in a home with only a few people

●  if you love animals

●  if you live in a home with lots of animals

●  if you have a pet

●  if you have a brother or sister

●  if you live near a park

●  if you live near lots of trees

●  if you rode a bus to school

●  if you rode to school in a car

● if you could be friends with someone who is different from you?

Ask: How do you feel when you feel others are the same as you? How do you feel when others are different than you?

Extension / Family Connection: 

Invite families to submit items for a This is Me Museum, sending in found items or creating artifacts to represent aspects of their identity. Invite students to dictate descriptions about how their artifact(s) represent(s) their identity, and/or have families submit written or audio descriptions in their home languages. As a class, create drawings to plan how the museum will be arranged. Display the artifacts and their accompanying descriptions in a “museum” format. Invite students and families to a "gallery walk" through the museum. Incorporate a display of the completed This is Me Handprint activity and audio recordings of the correct pronunciation of their child's name and how to welcome others in their families home language.

This extension is an adaptation of Learning for Justice's "Identify Artifacts Museum" Student Task. Learningforjustice.org

INSTRUCTIONAL PLAN - DAY FIVE - Standing up for ourselves

Student Prerequisite Skills/Connections to Previous Learning

Review of concepts:

• Our names and the way we welcome others can sound the same or different.
• Our names are part of who we are and part of our identity and so is how we welcome each other.
• How would we know if a classmate didn't feel welcome?
  
• What can we do if we don't agree with how someone talks to us? 

Instructional Plan: 

Materials: Book - Snippets by Diane Alber

Before the story:

-  Review the concepts listed under previous learning. 

During the story: 

- After the regular shapes tell the snippet to leave, ask the students how the snippet feels (refer to the feeling pictures as needed). Ask the students if it is okay to tell people you can't play with them because they look different than you? 

- Ask the students, "why did the snippet want everyone to get along?" 

After the story: 

- At the end of the story, ask the students if it is okay to change how you feel?  The red square at first didn't want to let the snippet play because he looked different.  At the end, he did let him play with them. Talk about how feelings don't always stay the same and it is okay to change how you feel. 

- There are lots of ways to welcome each other and make sure that we belong.  Brainstorm some ideas of how we can include all of our friends in our play.  Brainstorm ideas about what we could do if we have friends that feel like they are being left out or not included.  

- Brainstorm ways that if we aren't included, how can we stand up for ourselves?  What can we say to our friends that we didn't like something without being mean to them?