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Subject/Focus Area(s): ELA/Focus on Race and Grade Level/Time Frame: K-2

Learning Objective(s) or Learning Target(s) Essential Questions:
This should support the central focus, overarching
goal, big idea, or essential question(s); should be How does looking closely at ourselves help us
measurable; should indicate what students will be understand others?
able to do at the end of the lesson (These can be
written as “I can” statements) What are some ways we can make ourselves — and
people around us — more comfortable when we are
talking about challenging or confusing topics?

Personal Assets, Cultural, Assets, Community Cultural: This lesson connects to students’ lives and
Assets (also referred to as Funds of Knowledge) of experiences by allowing them to consider ways that
class we are unique and different. When discussing beauty
● Cultural: How does this lesson connect to and skin color, students will be able to draw upon
students’ lives and experiences? How will past experiences. Students will be able to represent
you use students’ traditions, languages and themselves by creating a self-portrait.
dialects, worldviews, literature, art, music,
dance, etc. to support learning? Community: This lesson draws upon students’
● Community: How will you use students’ community by helping students learn ways to feel
community resources, such as local more comfortable (and make others feel
landmarks, community events and comfortable) while discussing difficult topics with
practices, etc. to support learning? others in the community. Additionally, the students’
self portraits can be shared with families and
community members through the class/school
Georgia Standard (s) of Excellence, WIDA 1LA.E.31: participate in collaborative conversations
Standard(s), etc. with diverse partners about grade 1 topics and texts
Note standards that apply to the lesson. with peers and adults in small and larger groups

1LA.E.35 add drawings or other visual displays to

descriptions when appropriate to clarify ideas,
thoughts, and feelings

1LA.F.37: demonstrate command of the conventions

of standard English grammar and usage when writing
or speaking
Prior Academic Knowledge and Prerequisite Skills Students should know how to follow agreed-upon
What prior academic knowledge and/or rules for discussions.
prerequisite skills will this lesson activate?
What prior academic knowledge and/or Students should be able to continue a conversation
prerequisite skills will students need for this through multiple exchanges.
Materials/ Text(s) from Text Set Materials:
Key elements/quotes/questions/vocabulary other • small hand mirrors for each student or several
points from text to highlight for focus and large mirrors for groups of students to share
facilitation • heavy paper for painting
• sharpened pencils
• erasers
• tempera paints, brushes, and palettes. NOTE: If
paints aren’t available, students can use markers,
colored pencils, construction paper, or other art
supplies that may be more readily available.
• chart paper

• color [kuhl-er] (noun) the appearance of
something, including how bright it is and what
shade it is
• skin [skin] (noun) the outer covering of a human
or animal body
• skin color [skin kuhl-er] (noun) the coloring of a
person’s face and skin
• race [reys] (noun) one of the major groups into
which human beings can be divided. As a social
construction, it relates to the grouping of people
based on physical characteristics, such as skin
color, often for the purpose of creating the
perception of a superior race. (Note: There are
many ways to define the term “race.” We provide
a working definition, but one of the goals for this
series is for students to come to individual and
collective understandings of the term that make
sense to them and their personal, developmental,
and communal needs.)
• self-portrait [self-pawr-trit] (noun) a picture a
person makes of himself or herself
• beauty [BYOO-tee] (noun) the part of a person—
or thing—that makes us like how he or she looks

Visual Text; Image/Artwork or Multimodal Text:

Rockwell, N. (1975). The problem we all live with.
Norman Rockwell Museum, Stockbridge.
Instructional Strategies and Learning Tasks: Have students talk about these questions in small,
diverse groups: What does it mean to look closely?
(include activities and discussions that engage Why is looking closely important in school? Why is it
students to develop and apply understandings important in life outside of school? Encourage each
related to the topic and specific learning group to share one or two key points.
objective(s). Learning tasks may be scaffolded to
connect to prior knowledge and include formative Help students understand how one thing we often
assessments) notice—also one of the first things other people
notice about us—but sometimes don’t talk about is
the color of our own skin and each other’s skin.
Discuss these questions:
● What is color?
● What is skin?
● What is skin color?
● Why is it important?
● Why isn’t it important?
● Why might some people find it challenging to
talk about these topics?

As a shared-class writing activity, make a list of other

words or ideas students associate with the word
“beauty.” Encourage students to consider these
following questions:
● What does beauty mean to you?
● Are there different ways to be beautiful?
● Do you think beauty is important? Why or
why not?

Artists look closely at themselves when they paint

self-portraits. Explain that a self-portrait is a picture
you create of yourself. Pass out a mirror to each
student or each group of students. Show students
how they can use mirrors to pay attention to what
they look like: the shapes of their faces, the different
shades of skin, and the different features they have.
While still looking in the mirror, have them use a
pencil to draw an outline of their face on painting
paper. They can mix the paints together in many
ways to show the different colors present on their

When students finished painting the portraits, leave

them to dry. As a class, talk about what it means to
critique others’ art, and develop students’ comments
into guidelines for the critiques. Some starting points
for conversation could be colors used, attention paid
to detail, or favorite parts of the portrait.

Formative Assessment: While students are in groups,

the teacher will assess where students are in their
conceptual understanding about skin color and race.

Summative Assessment: Students will be assessed on

their self-portrait and they will also write a short
reflection on how this activity was important using
the vocabulary words they learned in the lesson.
Students must use the vocabulary word correctly in
their writing. A rubric will be used to assess the self-
portrait and self-reflection.
Lesson Closure After students share their self-portraits in groups,
they have critiqued each other’s art, and have written
self-reflections, the teacher will gather self-portraits
and make a slideshow using a digital presentation
platform for the class website.