Sarah Thomas
March 17, 2016 at 8:45am
P.S. 130
Grade: 1st
Cooperating teacher: Tracy Chiang
Room number: 313
Content area: ELA and Social Studies
two are Caucasian, one is Black, two are mixed Caucasian and Chinese, and the rest are Chinese.
It is also likely that most of the students live in smaller communities within NYC that are also
homogenous. As a result, many of the children do not encounter diversity on a personal level.
However, author Julius Lesters framing of race as just one part of our identity makes this complex
concept accessible for children. Based on my experience with the students in this class, I believe
they will grasp his message.
Materials & Resources (Standard 3.1)
Book: Lets Talk About Race, by Julius Lester
Chart paper and markers
My Identity Web graphic organizer (see figure 1)
About My Partner handout (figure 2)
Exit Tickets
Lesson Development (Standard 3.1, 3.3) This should be the main section of your lesson plan.
Day One: Read-Aloud of Lets Talk About Race
To introduce this group of mini-lessons, I will do a read-aloud of the book Lets Talk about Race. I
will engage the students in the following ways during this read-aloud:
Show them the cover and ask them to describe what they see
Introduce the title and say: I have a question, what does race mean? Id like you to turn
and talk to a friend nearby about what you think it means.
Students will turn and talk for one minute. I will then call the class back and ask several
students to share their ideas. I will then provide a very simple definition of race, saying that
race refers to the color of a persons skin and certain other physical traits like hair color
and texture and eye shape. It has to do with where are families are from in the world. I will
give examples by saying that I am white, that Ms. Chiang is Asian, and Nicholas is Black.
Next, I will tell the class that in addition to talking about race, this book talks about
identity. I will ask: can anyone tell me what identity is? I will write down what students say
on chart paper.
Provide simple definition of identity and write it on the chart paper: Identity is who we are;
the things that make each person special and unique.
I will then tell the class that in this book, we will learn about some of the things that make
up a persons identity and that I am going to write them on the chart paper as we read.
Begin reading book
Page 1: I am a story. So are you. So is everyone. My story begins the same way yours
does: I was born on______. Stop and ask: what does the author mean here when he says
that everyone is a story?
Page 2: Many people and many events are part of my storyand yours too: the names of
our parents and where they were born, whether or not we have brothers and/or sisters
After reading this I will instruct students to turn and talk to a different person about their
family. I will tell them that they can ask their classmate questions such as if they have any
siblings, and what do your parents do for work?
Ask: Do you think that I should write this down as part of identity?
Page 3: The author lists his favorite food, hobbies, favorite color, religion, nationality. I
will ask: should we put this as a category on our list? What could we call this?
Page 6: Just as I am a story and you are a story and countries tell stories about themselves,
race is a story, tooeach race has a story about itself. And that story is almost always the
same: MY RACE IS BETTER THAN YOUR RACE. Some stories are true. Some are
not. Those who say MY RACE IS BETTER THAN YOUR RACE, are telling a story that
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is not true. Ask: what is the author trying to tell us here? Why do you think people of one
race might think they are better than people of another race?
In the book it says that one reason is because people are scared. I will say: have you ever
been scared of something because it was different? I know I have. For example, I
remember when I went to a new school when I was little, I was scared because I didnt
know anyone. Do you think thats what the author means?
Page 11: the author tells readers to press on the skin underneath their eyes and feel the
bones, then do that to someone nearby and feel that the bones are the same. I will instruct
students to carefully do this to themselves and another student in the class. Ask: what do
you feel?
Page 12: But you want to know something? If I went outside without my skin, my
mustache, and the hair on my headI would look just like you. And you would look just
like me. After reading this page, I will ask students to close their eyes and imagine we all
looked like skeletons. Ask: what would that be like? Turn and talk to a partner.
The book goes on to talk about how there are so many others things besides race that
contribute to every persons story. Ask: Is there anything else we should add to our list of
identity categories?
Conclusion
After I have finished reading the book, I will ask the class what they think the authors message
was. Eventually, either through student responses or my instruction, they will learn that the book is
telling us that there are many things that make up our identity, or story. I will conclude this first
lesson by telling them that tomorrow we are going to think about and begin to write our own
stories and also work with our classmates to learn about each others stories.
Lesson Two: My Identity Web
1. Model (10 minutes)
For this second lesson, I will begin by modeling writing My Identity Web. First I will ask the
class to tell me about the book we read the previous day so that they can refresh their memories,
and refer back to the list we made the previous day. Then I will tell them that today they are going
to start writing their own stories. I will start with my story, using the categories in the graphic
organizer I created (see figure 1 at the end of this lesson plan).The writing I model will look
something like this:
I like
I dislike
My family and
home...
My favorites
-I like to do yoga
-I like to exercise
-I like to travel to
different places
-I like to listen to music
-I like to go to museums
-I like to spend time in
nature
-Snakes
-Cold weather
-Blue cheese
-Going to the dentist
-
I will then show them the My Identity Web graphic organizer and send them back to their desks
where they will work on this individually.
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Figure 1
Figure 2
Name:________________________________________
My Partners Name:_______________________________
I learned that my partner: