Erin Burnside

PED 3102
Dr. Saba Alvi
February 23rd , 2024

Three Part Lesson Plan

Teacher: Ms. Erin Burnside
Activity Title: Our Beautiful Skin
Length: Approximately 2.6 hours (two learning blocks)

DISCLAIMER: Consider informing parents/guardians of the contents of this lesson prior to. Be
open and transparent about your approach, resources and discussions you plan to have.

Subject: Language Arts Grade: 1

Specific Effective Listening Skills

Expectations B1.1 use effective listening skills, including listening attentively and asking
relevant questions, in formal and informal contexts, including conversations
and classroom activities

Monitoring of Understanding: Ongoing Comprehension Check

C2.4 use strategies such as rereading, visualizing, and asking questions, to
monitor their understanding of simple texts

Summarizing: Identifying Relevant Information and Drawing Conclusions

C2.6 identify important information in a simple text, including the main idea

Cross Visual Arts

Curricular Creating and Presenting
Connections D1.1 create two- and three-dimensional works of art that express feelings
and ideas inspired by personal experiences

Reflecting, Responding, and Analyzing

D2.2 explain how elements and principles of design are used to
communicate meaning or understanding in their own and others’ artwork
Connection - Our Skin fosters an appreciation for diversity, promotes self-
to Anti- acceptance and cultivates empathy towards
Racism - It focuses on different skin colours and identities, encouraging
students to acknowledge and celebrate our differences
- Story covers history of the establishment of “race” and
discrimination in an age-appropriate way
- Provides students with concrete examples of micro-aggressions,
prejudice and racism in their everyday life
- Teaches children the importance of standing up and saying
something when they see racism in action
- Connects students with the “why” of different skin colours,
explaining that the amount of melanin in our skin alters its shade
- Highlights that skin colour can tell us nothing about a person or
their character and that such judgements must be made by
getting to know someone

Part 1: Minds On

Time Activity Materials

Video: 5 • Begin the lesson by reading “Our Skin: A Read aloud via YouTube
min First Conversation About Race” by (Link to Video)
Megan Madison, Jessica Ralli and Isabel
Discussion: Roxas Projector / Computer
20 min • Pause the video throughout to discuss
the “During Read Aloud” questions Exit cards
Exit Cards: below. • Prompt: What did
10 min • After the video, share with the class the you learn from this
authors’ backgrounds and expertise in story?
Total: ap. • Provide students
writing this story
35 min with solid and
• Open discussion using the “After Read
Aloud” questions below perforated lines to
• Encourage students to think about their write on
responses and how their words and
actions can affect the world around them
o Observe / make mental note of
what students are sharing but
remain present in the
conversation
 • Discuss the importance of positive self-
identity, embracing each other’s
differences and that no matter what we
look like, we all deserve to be treated
equally and with respect
• Following the discussion, have students
fill out exit cards to share what they
learned

Guiding Questions

(During Read Aloud)

• What do you love about your skin?
• Pause and explain that we belong to many groups in our lives – ask which groups
they consider themselves a part of (i.e. friend groups, school groups,
communities, etc.)

(After Read Aloud)

• What can skin colour tell you about a person? (Students should learn from story
that the answer is nothing)
• Why is it important to understand racism and history?
• What can we do when we see or experience racism?
• Why is it important to see race and celebrate our differences?
• What are your thoughts and feelings about the message of this story?
• What are some of our beautiful features?

Part 2: Action

Time Activity Materials

45 min • Review and discuss how the story PowerPoint with these
defined the terms: Melanin and Racism terms and examples as
• As a class, create an anchor chart for the they were described in
definitions in our own words (approved the story
by the teacher, can lead so wording and
message is appropriate and valid) Chart paper and writing
o Can make virtually to keep track utensils
of student answers on the board
as they are said and come to a Computer /projector
final definition before writing on
chart paper
 o Display anchor chart on class
bulletin board afterwards
• Discuss examples of racism and
prejudice (as mentioned in the book)
Racism can be…
o A rule: like only friends with white
skin can play
o An idea: princesses only have
blonde hair
o A routine: how there aren’t as
many books written about people
of colour
o On purpose: calling a POC a
mean name because of their skin
colour
o A mistake: same friend always
has to play the bad guy
• Discuss the terms “micro-aggression”
and “anti-racism”

Guiding Questions

• What are micro-aggressions? Why is it important we identify them?

• What can we do to stop and prevent racism?
• What can we do as a class to celebrate diversity ?
• What does it mean to “not be racist” vs. anti-racist?
• Why is it important we learn from our history?
• What does diversity mean to you?

Part 3: Consolidation
Time Activity Materials

75 min • Provide each student with a mirror and Crayola’s colours of the
drawing paper. Ask them to observe their world crayon and
(Full Art own reflection marker set
block) • Encourage them to make note of their
unique features such as their skin Drawing Paper and art
colour, hair texture, eye colour, beauty supplies
marks, etc.
• Ask students to create their own self- Mirrors (set of 50 on
portrait, emphasizing that everyone is Amazon for $25
beautiful and special in their own way https://a.co/d/3NDybtq)
o leave space at the bottom of the
Pre-printed writing
page to attach their writing
prompt with lines
• Provide students with lines to answer the
prompt “my unique features are … and I Clipboard and paper for
am beautiful!” observations/evaluation
• When students have completed their
portraits, attach their writing to their A pre-made example of
page and ask them to present their yourself for students to
portrait to you. reference during their
o Ask what features they included work
that they feel represent
themselves
o Ask again, what they have learned
throughout this process – make
note of answers to evaluate any
progress/development in thinking
compared to their answers on the
exit cards
• Students who wish to write their response
can do so on paper and hand it in

Once all portraits have been completed, display

student work in your classroom.

Guiding Questions

• What did you do (i.e. what techniques/features did you include) in your drawing to
help people understand that it is you? (Spec. Ex. D2.2)
• What are your unique features?
• What makes you feel beautiful?
• How can we promote a positive self-identity?
• How can we encourage positive self-identity in others?
Accommodations
Students can draw on their exit card if they cannot write – ask them to share what their
drawing means orally (you can scribe for them)

Fast Finishers: Can further their understanding of self-identity by creating identity maps
(draw yourself or your name and surround it with features about yourself - i.e. age,
citizenship, gender, talents, family status, etc.)

Students that feel they may not be able to complete this task in the given time can ask
for more.

Students unable to write can seek assistance and have their answer typed to then be
printed and attached to their self-portrait.

Assessment

• Observe and take notes during class discussions

• Assess student summarization skills (C2.6) through exit card, portrait prompt and
presentation (Did they show and express an understanding of the main idea of Our
Story; Were they able to explain the elements of their artwork)
• Make note of student listening skills during read aloud

Reflection

Notes on student engagement:

What went well?

What did not go well?

What needs to be changed for next time?

Worksheets

Resources

Madison, M., & Ralli, J. (2021). Our Skin: A First Conversation About Race (I. Roxas,
Illus.). Penguin Young Readers Group.
Critical Reflection

This lesson, and more specifically Our Skin, has the potential to cultivate an
inclusive and supportive classroom filled with confident, self-aware students. Content
delivery and expectations have been crafted to suit the abilities of grade one students,
ensuring the language used and topics chosen are age-appropriate and sensitive to the
lived experiences of each learner. This lesson aims to provide students with the tools to
identify racism, speak out against it and to identify their unique qualities worthy of pride
and celebration. Its goal is to assist in the development of positive self-identities while
simultaneously teaching students how to accept and celebrate differences they see in
the world around them. While the lesson has articulated timing for each component, I
would urge an open-ended timeframe and mindset to allow for unrestricted
conversation and exploration. Most importantly, Our Skin touches on our history, the
establishment of “race” and the prejudices we still see today. It provides its readers with
examples of racism as a rule, an idea, a routine, on purpose and by mistake. This is
incredibly important for children to understand, and the authors do a tremendous job of
illustrating examples that are relevant to young individuals. For example, it is important
children understand that always making one friend play the bad guy, or that princesses
can only have blonde hair are acts of prejudice and racism. These students are in the
most formidable years of their lives, and thus it is imperative we as educators guide
them in the right direction. The contents of this lesson highlight that skin colour can tell
us nothing about a person or their character and that such judgements must be made
by getting to know someone. School is so much more than transactional academic
learning; it is where we teach young minds how to be good people. This pedagogy falls
in line with the OCT standards of practice in that our commitment to students and
student learning involves facilitating the development of students as contributing
citizens of Canadian society. To be such citizens, they must understand our history, our
present and connect with “why”. The reason I chose this resource is because it provides
its readers with the scientific reasoning behind various skin tones. Children crave an
answer to the “why?” of any lesson they learn in any subject, and educating about race
and racism is no exemption.
Ultimately, learning about antiracism and developing positive self-identities are
crucial components of a well-rounded educational experience that can benefit both
myself and my students. For educators, engaging with antiracism equips us with the
understanding and tools needed to create respectful, inclusive, and safe classroom
environments. Gaining this knowledge and experience fosters more empathy and
encourages critical thinking about the societal structures in which we live and work. It is
my job to model antiracist behaviours and attitudes to contribute to a positive school
culture in which my students feel welcome and celebrated. For students, learning about
antiracism and positive self-identities is transformative. It can empower students from
marginalized backgrounds to feel seen and valued, as well as enhance their self-esteem.
With this security and confidence, students have more opportunity to pursue academic
engagement. Developing a positive self-identity is essential to students’ emotional and
psychological well-beings and can lead to healthier social interactions with their peers.
Moreover, this lesson fosters critical thinking and empathy, equipping students with the
skills to navigate and challenge the complex social issues they will encounter outside the
classroom. Together, these educational goals prepare both teachers and students to
contribute to a more equitable and understanding society.