Kindergarten Diversity Lesson Plan

Teacher: Destiny Winn

Date: 02/20/2020
Book: Boonoonoonous Hair!
Author: Olive Senior
Illustrations: Laura James
Published: July 15, 2019
Grade Level: kindergarten thru second grade
Social Justice Standards
Diversity Anchor Standards:
1.) Students will express comfort with people who are both alike and
different from them and engage respectfully with all people.
Identity Anchor Standards:
1.) Students will develop positive social identities based on their
membership in multiple groups in society.
3.) Students will recognize that people’s multiple identities interact
and create unique and complex individuals.

Materials
• Poster boards
• Watercolor paint
• Cup of water
• Paintbrush
• Pencils, markers, crayons

Nevada Academic Content Standard

• Reading Content Standard 4.0: Students read to comprehend, interpret,
and evaluate informational texts for specific purposes. 4.K.1 Demonstrate
an understanding that texts, pictures, and graphs provide information.
4.K.2 Recall information from texts, pictures, and graphs.
• Writing Content Standard 6.0: Students write with a clear focus and
logical development, evaluating, revising, and editing for organization,
style, tone, and word choice. 6.K.3 Draw or write simple stories with
teacher assistance. 6.K.7 Share drawings or writing with others.

Objective
• Students will be able to express their identities to the class to share
and compare similarities and differences by painting portraits of
how they view themselves with 90% accuracy.
• Students will be able to summarize the moral of the story in a
group discussion with 95% accuracy.

Procedure
• Introduce: Bring out the book Boonoonoonous Hair by Oliver Senior
and Laura James. Then ask if students can even pronounce the
name of the book and have fun guessing the pronunciation.
Explain that “Boonoonoonous” is a Jamaican saying to “express
love”. In English, it translates to “special person”. Ask students if
they know what it is like to feel left out? Or to feel different?
• Read: Teacher has the students gather around as they read aloud.
• Discuss: Students will be given 5 questions and then have time to
think and reflect. The answers to some of these questions will be
listed at the bottom of their self-portraits.
1. Do you think you are different than others? Why or why not?
2. How do I see myself?
3. Is it the same way others see me?
4. What identities do I share with my family?
5. What identities do I have that are different from my family?

Activities
• Students will be given a poster board and work individually to
paint a self-portrait of how they view themselves. (Hands-on)
• Students will then work with teacher if needed to write down
some key points or label their identities from their discussion
questions at the bottom of the portrait.

Assessment
• Teacher checks student's work for accuracy and understanding of
the project.