Elementary Education Program

Department of Teacher Education & Learning Sciences

Lesson Plan

Name: Megan Mollin and Hannah Colaco

Grade: Kindergarten
Topic/Concept: Inclusion
Materials/Resources: All Are Welcome book, white boards, white board markers, white board
erasers, chart paper, markers

Teaching Behavior Focus:

Our teaching focus for this lesson is to ensure that all students have the opportunity to
participate. Since our lesson focuses on inclusivity, we want to make sure we are purposeful
about including all of our students and making sure their thoughts are heard. We will circulate
around the classroom during their drawing time and their think-pair-share and check to see if
each student has the chance to talk to their peers. We will also make sure to call on a variety of
students during each of our discussion sections and give each student an opportunity to share.

Learning Objectives (measurable):

Students will be able to explain the concept of inclusion.

Students will be able to describe a time they felt included in their lives.

Standards:
K.B.1.1 Identify cultural practices in local communities and around the world.

K.B.1.2 Compare cultural practices of people in local communities and around the world.

K.B.1.3 Summarize stories that illustrate how positive character traits such as empathy, resilience, and
respect, help people contribute to their communities.

Assessment Plan (How will you know that your students met the objective?):

Turn and Talk (while roaming around the room to listen in on student responses and offering
support where needed).
- What was one way in which the teacher in the book made sure all of her students felt
welcome in their classroom?
- What is one way you (students) and/or your teachers have made everyone feel welcome in
your classroom?
- If students are able to mention both an effective example from the book and an effective
strategy for how to make others feel welcome in real life.

Drawings (ask for volunteers to share with class & roam around and discuss with students about
their drawings)
 Elementary Education Program
Department of Teacher Education & Learning Sciences

- Either in a one-on-one conversation, or while sharing with the class, a student will
exemplify if they have met the learning objectives by sharing their personal sentiment
about a time/place when/where they felt included and effectively share the meaning of
inclusion.

New Vocabulary:

● Inclusion: the practice or state of making something a part of a whole or group

● Diversity: the practice or quality of including a variety of people from different ethnic
groups, cultures, genders, sexual orientations, and socioeconomic statuses
● Hope: a feeling of trust and desire for something to happen
● Community: a group of people that share at least one common characteristic (location,
goals, etc).

● Compare: conclude the similarity or dissimilarity between two things

● Explain: make a concept clear by describing it with sufficient and accurate detail

Note: A detailed lesson plan is specific enough for another teacher to read and teach
effectively. There should not be any question regarding what to do or how to do it.

Lesson Development (hook/engage/launch, step by step in real time, include questions you
will ask in real time, closure/revisiting learning objectives):

We will start with all our students on the carpet and ask them some initial questions, like “what
kinds of things make you feel included?”, “what kinds of things can you do to make other people
feel welcomed?”. After getting a few answers, we will introduce our book (All Are Welcomed
Here) and read it to our students. We will start with the cover and talk about differences and
similarities that they see. During the book, we’ll ask questions about some of the pages. Some
questions we will ask are “how are you different from your friends?”, “is it okay to be
different?”, “why is it important to be kind to people?”. After reading, we’ll give students the
chance to draw a time when they felt welcome then do a think pair share with a partner which
will serve as part of the assessment aspect. Students will share with us what their partner drew.
Another question we want to ask is “what was one way in which the teacher in the book made
sure all of her students felt welcome in their classroom?”, which serves as another part of our
assessment aspect. Finally, we will have a poster that says “All Are Welcome Here” which we
want everyone to sign so we can put it up on the wall in our classroom.

Guiding Questions/Actions:
Before reading:
 Elementary Education Program
Department of Teacher Education & Learning Sciences

- Think all the way back to the first day of Kindergarten! Raise your hand if you felt
nervous or scared to come to school for the first time.
- We’re going to talk about how to make others feel welcome. Let’s look at the front cover.
What similarities or differences do you see between the students? Do any of them look
like you? Are any of them doing something you like to do?
- can be rhetorical
During reading:
- Stop on the page that reads, “You have a space here”. Look at all of the different children
and families. Are they all wearing the same thing? Eating the same food? Do they all
look the same?
- point out key vocabulary words
- Having a community with different kinds of people
After reading:
- What made the classroom in the book so welcoming?
- Look back on pages with vocabulary words and have students make inferences about
their meaning
- think-pair-share with a partner about what “inclusion” examples they can think of (look at
assessments)
- Draw a place where you feel welcome!
- this can be the example they shared with their partner or a different occasion
- Offer the opportunity for students to share their drawings