Day+5


 * Title**: We are Different and We are the Same


 * Grade Level:** K-3


 * Time:** 1 class period

Students will learn about diversity to help them develop empathy for others.
 * Goal:**

Students will:
 * Objectives:**
 * Activate prior knowledge about diversity by exploring the words different and similar
 * Gain knowledge by learning what the term diversity means
 * Apply and further that knowledge in whole-class and small-group discussions about diversity
 * Demonstrate comprehension and practice writing skills by writing about diversity


 * Materials:**
 * //It's Okay to Be Different// by Todd Parr.
 * A copy of the [|Group Exploration Sheet] for each group.
 * If your students do not have response journals, have paper available.


 * Teacher Preparation:**

Introduce the topic of diversity by drawing students' attentions to their differences and similarities. You can present four or five criteria statements for the class to consider and ask students to stand up in groups. Some examples of criteria statements are:
 * 1. || Obtain and familiarize yourself with //It's Okay to Be Different// by Todd Parr. ||
 * 2. || Divide your class into small groups. (Four is an ideal number of students for each group.) Make a copy of the [|Group Exploration Sheet] for each group. ||
 * 3. || If your students do not have response journals, have paper available. ||
 * Instructional Procedures:**
 * All the 6-year-olds stand up
 * Everyone wearing tennis shoes stand up
 * If you like baseball stand up
 * Stand up if you have any freckles on your skin

Ask students if they can think of other differences that the criteria statements did not address. Why is it important to share these differences? What can they help us understand about each other? Write the word diversity on the board and ask students if they know what it means. Jot down their responses working toward the following definition: Being different from each other. Show the class the cover of //It's Okay to Be Different//. Ask students to predict what the book will be about. Read //It's Okay to Be Different// to the class. Stop once or twice during the reading to discuss the text and pictures. Questions for discussion may include: After reading the book, have students get into their groups and pass out the Group Exploration Sheet. Explain that they will talk about how they and their friends are different than each other and other people in the world. Students should take turns writing ideas on the list; every student in the group should write down at least one idea. Tell students that they all need to make sure that their group members are sharing positive ideas that will not hurt anyone's feelings.
 * Do you know anyone who is like the characters in this book?
 * What do you think of the illustrations? Why do you think the author uses the colors he does?
 * Which, if any, of these characters is like you?

Bring students back together for a class discussion.

What kinds of differences they discovered in their groups.
 * What was the most surprising difference to them?
 * What did they learn from their group discussion?
 * Do they have more in common with the students in their groups than with people in the rest of the world?

Ask students to pick one difference that their group talked about; it should be one that has affected them personally. Let students know that they will be writing about this topic.

Have students write about the difference that they are focusing on in their journals (or on paper). Questions for them to consider include:
 * Has anyone ever made you feel especially good or bad about this difference? Who and why?
 * What do you like the most about this difference? What do you like the least?
 * Do you have to do things differently because of this difference?
 * Do you know anyone else who has the same difference?

For younger students, have them dictate to you or draw pictures.

Parr, Todd. (2002) //It's Okay to Be Different//. New York: Little Brown and Company.
 * Resources:**

Read, Write, Think (n.d) //It's Okay to Be Different: Teaching Diversity with Todd Parr//. Retrieved December 5, 2006, from http://www.readwritethink.org/lessons/lesson_view.asp?id=890