EDU 280 Diversity Lesson Plan

Grade Level: Grades 2-4

Book Title: Keep Your Ear on the Ball. Written by Genevieve Petrillo. Published in 2007.
Multicultural Theme: Promoting understanding and inclusion toward people with disabilities.
Materials: The book Keep Your Ear on the Ball. Dry-erase board and color markers.
Standard: CCSS.ELA- Literacy. R L. 1.3 Describe characters, settings, and major events in a
story, using key details.
Objective: The students will be able to demonstrate empathy and inclusivity in a group
discussion and through role-playing with 90% accuracy.
Procedure:
Introduce: Show the book to the class and ask if they know anyone different from them. I
would call on some students to give one example of how I am different from them. I would then
draw the differences on the board for them until we came up with two different figures. Then, I
would complement and talk positively about each figures differences. I would then ask the
students to think about a time they were made to feel bad or saw someone else made to feel bad
about a difference they had. I would ask some of them to share how they felt when it happened.
After a brief discussion about this, I would read the book aloud to the class.
Read: Read the book aloud to the class.
Discuss: During the reading, I would stop and ask questions regarding how they felt
about how the other students treated the character in the book, Davey.
Question 1: How do you feel about the other students wanting to help Davey?
Question 2: Why do you think Davey refused help?
Question 3: How do you think Davey felt about nobody wanting him on their team?
Question 4: Why do you think the other students became frustrated with Davey?
Question 5: What can we say about the students who didn't give up on Davey and came
up with the idea of keeping quiet to help Davey play the game with everyone else?
Activities: Working together in small groups, one student would be given a disability (blind,
deaf, wheelchair, etc.). The students would act out a scenario where they are kind and helpful to
that student in the classroom, coming up with solutions to challenges I present to them; this
could include walking them around, helping them reach something, helping them find
something, etc. After, have a brief group discussion about what we learned and why it is
important to recognize opportunities to be kind and help others who may need it.
Evaluation: Observe the students’ willingness to participate and check for the ability to
recognize and assist with the hypothetical special needs of the student in their group in an
inclusive manner.