We All Count

This is a Social and Emotional Kindergarten lesson, drawing awareness about the importance of
acknowledging and respecting our unique differences. This lesson would be part of an “All
about me” unit. It is a Reggio-Inspired, taking into account Howard Gardner’s concept of
multiple intelligences, wherein information is presented in multiple forms, including print, art,
drama, music and so on.

This read-aloud would be used to foster a discussion amongst students about the importance
of acknowledging and respecting our unique differences. The colors (portrayed as characters in
the book) help represent diversity and how we are all special in our own unique ways. This
book will also show how to deal with a bully, both to stop the bullying, and how to then forgive
the bully. The art activity that accompanies this lesson, would be intended to complete over the
course of a few days, to ensure every child had the opportunity to complete their vision of
themselves!

Big Ideas
English Language Arts
 Stories and other texts help us learn about ourselves and our families.
 Through listening and speaking, we connect with others and share our world.
Social Studies
 Stories and traditions about ourselves and our families reflect who we are and where
we are from.
Art
 People create art to express who they are as individuals and community.

Curricular Competencies (Students will DO)

English Language Arts
 Engage actively as listeners, and viewers, to develop understanding of self, identity and
community.
Social Studies
 Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and
analyze ideas; and communicate findings and decisions.
Art
 Acknowledge different perspectives on people, places, issues, or events in their lives.

Content (What students will KNOW)

English Language Arts
 Make meaning using predictions and connections and using pictures, patterns, memory
and prior knowledge
Social Studies
 Ways in which individuals and families differ and are the same.
 Rights, roles and responsibilities of individuals and groups.
Art
 Personal and collective responsibility associated with creating, experiencing or sharing
in a safe learning environment.
Core Competency Connections
Critical Thinking
 I can reflect on and evaluate my thinking, products and actions
Positive Personal and Cultural Identity
 I can identify my individual characteristics
Personal Awareness and Responsibility
 I can celebrate my efforts and accomplishments
Social Responsibility
 I can demonstrate respectful and inclusive behaviour

First Peoples Principles

Learning requires exploration of one’s identity.

Essential Questions
 How are we all same?
 How are we all different?
 What makes you unique?
 How can we help others?

Materials

 Book for read-aloud: ‘One’ by Kathryn Othoshi

 A variety of art supplies (paper, scissors, glue, coloring tools, paint, clay, tissue paper,
recyclable materials, etc.)

Lesson Activity

Pre-reading
Teacher collects students on the carpet and shows them the cover of the book. What do you
think this book is about? Gives students time to share their answers, by choosing those students
raising a quiet hand. This would allow for students to activate prior knowledge and share their
learning with their peers. Using a picture book would allow ELLs to make connections between
words and pictures.

During reading
Teacher reads the book to the students, pausing to ask questions to check for comprehension.
Possible questions could include:
Have you ever felt like one of the colours or numbers in the book?
How do you feel when Red is mean?
How do you feel when blue is picked on?
How do the other colours make you feel?
What is the same about the colours?
What is different?
Brainstorm ideas together and write them on a chart paper for future reference. Writing the
words down with drawings would be something the children could reference later!

After reading
After reading the book, the teacher prompts further discussion by asking the students:
How is 1 different? Have students share their answers and ask them to think about the specific
qualities that 1 may possess (i.e. kind, brave, caring, strong).
How are you unique? Explain to the students the importance that we are all different and
unique in our own ways. We all count! It is important for us to recognize that and stand up for
each other.

Introduce the art activity

Students would then be invited to explore a variety of art materials, to create their own self
portrait, depicting their uniqueness and individuality. They would be encouraged to use
whatever materials represent them, for example painting if they like to paint or clay if the like
to build, and to include objects and/or words that represent them. For example, if one child
loves to play hockey, they may include a hockey stick. If another child loves to play the guitar,
they may include a guitar in their self-portrait. Allowing the students to represent their thinking
in many ways is true to the Reggio approach.

Early finishers would be encouraged to add detail to their creations and share their work with a
friend!

Extension Activities

Introduce the students to the writing prompt ‘Everyone counts’. Brainstorm ideas with the
students of how they can use kind words, to make everyone feel included in the classroom.
They can choose to write down the words, draw pictures and/or have the teacher scribe. They
may also choose to decorate the number one, or add colors they recognize from the book.
Once all students have completed their activity, they would be invited to share their ideas with
their peers at the carpet!

Assessment
Formative assessment
 Checking for active listening while the story is being read
 Participation at the carpet. Are the students engaged? Are they making connections?
Are they sharing their thoughts and ideas?
Summative assessment

 Completion of the self-portrait. Students will choose to represent themselves using

many different art mediums.
Adaptations

ELL: Using a picture book would allow students to make connections between pictures and
words. Writing ideas down on chart paper, along with pictures, would be available for students
to reference. Introducing new vocabulary before the lesson!

Refugee: Students would be encouraged to share their connections during the read aloud and
access prior knowledge. Providing a calm and quiet work environment would be essential.

Gifted: Students could extend their learning by not only creating a beautiful visual art piece, but
could come up with a song or poem to represent themselves, and can share it with the class.
They can also write down their own biography!

References:

BC’s New Curriculum (n.d.). Retrieved from https://curriculum.gov.bc.ca/competencies/ppci

Otoshi,K. (2008) One. Mill Valley, CA:KO Kids Books.

Stoudt, A. (n.d.). The Reggio Emilia Approach. Retrieved from:

https://www.scholastic.com/teachers/articles/teaching-content/reggio-emilia-approach/