Lesson plan on discrimination for first graders.By: Mrs. Stacy Cox

Subject: Reading

Summary of Lesson Smaller children need something to

relate to and crayons create an analogy that they can understand. Discrimination happens at the first grade level and students need to learn early on that just because someone is different does not mean we cannot get along nicely together.

Predict and retell and story› Understanding underlying meaning

Essential QuestionWhat can we learn from a small box of crayons?

Goals Goal #1: Students to understand that just

because someone is different is not a bad thing.

Goal #2: Everyone is different and we should learn to embrace our differences.

Goal #3: We can live together harmoniously and we should always be nice to others.

Goal #4: Accurately understand and retell story in their own words.

Rationale of the lesson Students can be cruel to each other at

all grade levels. Starting students early will decrease

the amount of discrimination present in schools.› Can help improve morale and unify

students

Objectives Students will understand that there are

students who are different. Everyone has a purpose to fulfill.

› Every color crayon has an important job even though they are different.

Students will retell the important parts of the story in relation to diversity.

Materials Several pieces of plain white paper. One box of crayons YouTube video, The Crayon Box That

Talked by Shane DeRolf. Glue Pencil White board with dry erase marker

Procedures Day 1: Give each student two pieces of

plain white paper and a box of crayons.› Only let the student pick one crayon and

draw and color a picture.› Then, let the student draw and color

another picture with as many crayons as they want.

Question the students about the experiment (see appendix A).

Procedures Continued Day 2: Watch The Crayons That Talked.

https://www.youtube.com/watch?v=H5A0AQs3SCI

Talk about Discussion questions to test their knowledge of the book and to see if they understand the underlying meaning of the book (see appendix B).

Write the responses on the board.

Procedure Continued Day 3: Make a banner from our hands

that outline five reasons why we may be different from others (Give our class a hand, 2012).

Students will present their hand and differences to the class and we will mount and hang them in the classroom together.

Quiz over book and discrimination from unit (see appendix C).

Assessment Evaluation is a quiz over book and

what the students learned from the unit.

Answer key will determine the scores Students should be able to answer all

the questions without problem.› Three days to discuss discrimination and

apply it to the classroom will help

Appendix I Appendix A: Experiment

Questions› Which picture did you like

the best?› Why is that?› Which picture would you

like to hang up in the classroom?

› See how boring things would be without different crayons. Why do you think this is?

› How can you relate that to your friends here in class?

Appendix B: Discussion Questions› What was the story

about?› What if you heard the

crayons saying they do not like each other, what would you say to them?

› Why did none of the crayons like orange?

› When the girl got home what did she do?

› In the end, did all the crayons like each other?

Appendix II Appendix C: Quiz Questions1. What was the story about

a). A girl buys a puppy b). Crayons that do not get along

c). Crayons who like to draw

2. What colors did not like red?a). Blue and greenb). Green and yellowc). Yellow and orange

3. What did you learn from the story?a). Never buy crayons from the storeb). Everyone is the samec). Differences are okay and no one is the same.

4. Why did no one like orange?a). Because it was too brightb). Because it talked to muchc). No one knew why

5. What did the crayons figure out?a). Even though they are different, they can still get alongb). It is not okay to be differentc). Crayons can talk

Conclusion Lesson will provide younger students with

an association between crayons and peers. Students will learn that just because some

are different that we can all still get along. Everyone is different and that is a good

thing. Everyone deserves to be treated with respect.

Students will be able to sharpen their reading skills through comprehension and symbolism.

References Bennett, C.I. (2011). Comprehensive multicultural

education: Theory and practice. Boston, MA: Pearson.

DeRolf, S. (1997). The crayon box that talked. New York, NY: Random House.

Give our class a hand: Celebrate diversity banner. (2012). Retrieved from http://www.crayola.com/for-educators/lesson-plans/lesson-plan/give-our-class-a-hand—celebrate-diversity-banner.aspx

Wolfe, T.P.(n.d.). Teaching tolerance. Retrieved from http://www.tolerance.org/activity/what-can-we-learn-box-crayons