(For example, assume you have 30 students in the class. Point out that 94 percent of all communication is nonverbal.

A growing number of neighborhoods and communities contain a complex mix of races, cultures, languages, and religious affiliations. Select enough volunteers to equal the number of groups you determined earlier.

Choose a group definition (use a dictionary if necessary).

Tell students that they will illustrate their pages after they print them out. Some of the activities—including “Complimentary Round Table" and “Chocolate Milk and Shades of Skin Color"—can be used as discussion starters or icebreakers. Created by Donald R. Clark and reprinted with his permission.

Direct students to the. What is the most important thing you learned from this activity?

Confronting Prejudice and Discrimination in the Classroom. You might find more lesson ideas of interest on our Martin Luther King Jr., Day holiday page. define the most positive qualities of this person. Lead students to understand that people can be skinny or heavy, muscular or frail, square- or round-shouldered, and so on. Ask them to please put their “friends" back into the bag. Reading is not my favoriteschool activity. Explain that all of us have experienced times when we felt like we were wearing a “Turn away from me" label — when we felt left out or targeted. / Have participants work with partners to come up with definitions for the words “fact" and “opinion." Model an appropriate sentence for the book page on the board; for example. What a person looks like on the outside has nothing to do with what is inside! (Provide some examples to prompt the class.). Ask the class to wait just a minute while you take the volunteers out into the hall. Ask volunteers: Tell them that in this situation they were asked to keep the volunteers out of the group. Take a Walk in My Shoes. Assess students' book pages. The last 30 years of his life were shaped by a series of personal crises, the first of which was the onset of deafness. Have students write their names on one side of the paper and draw on the other side of the paper the head of a person. Which, if any, of these characters is like you?

When the small groups have completed their work, bring the whole group back together to discuss the process. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you. How did you feel about being excluded by the group?

This is the best school in the whole town. Create sets of Fact/Opinion Statement Cards by writing the following statements on blank index cards, one statement per card. Do they all fit the stereotype? What was the most surprising difference to them?

People who lived, let's say, in India, where it is hot and had a lot of sunlight, developed skin with more melanin to protect them from too much sun. Tell them that the labels we put on people often limit their participation in groups. Hold up your potato in front of the class and say, “I have here a potato. Technical Help  |  Legal  |  International Literacy Association  |  National Council of Teachers of English, Celebrating All of Us: Inclusive Children's Books. Yet it is more than that. As young people, they are discovering their identity. )–1913 Abolitionist and rescuer of hundreds of slaves on the Underground Railroad. When enough students have introduced their “friends" to the class, take the bag around to each person. Do they have more in common with the students in their groups than with people in the rest of the world? When we lump everyone from the same group together and assume they all have the same characteristics, what are we doing? No thanks, I don't need to stay current on what works in education!

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Blank mailing labels or blank name tags, cut in half. Sometimes I wonder if potatoes aren't a lot like people. Divide the class into small groups (four learners to a group) and issue each group a flipchart and markers. Ask participants to form groups with three to five people in each. Tell participants that each group will make a poster to celebrate a holiday, season of the year, or other occasion (for example, Mother's Day, spring, fall, or Thanksgiving Day). Why do you think I set up this activity this way? Provide each group with a set of Fact/Opinion Statement cards.

“Teacher, They Call Me a _____!" Lead students to understand that people can have blue eyes or brown eyes, small ears or big ears, curly hair or straight hair, dark skin, light skin, or a shade in between, freckles, glasses, or a hat, and so on. You need not comment on the contents of the bag. Some items that could be listed include: After the small groups have worked on the activity for about 25 minutes, bring the groups together and have them present their findings. However, he could memorize entire lectures—this was how he got through school. Take one apple, say something mean to it (for example, “I hate you."

His teachers considered him to be mentally slow, unsociable, and a dreamer. When students have printed off their pages, they should illustrate them. After students have struggled with this, read the passages from the answer sheet. Do you know anyone else who has the same difference? Show the class the cover of It's Okay to Be Different. Can youimagine what it is like to read when thewords and letters move up and downon the page? Distribute the labels randomly.

Younger students, especially, will be intrigued by this "unique" word!

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For people with learning disabilities, reading can be especially difficult, but that does not affect their intelligence. Clark, Donald R. (1997–2000). Give each group a sheet of paper with the number of their group on it. Tell the volunteers that you will be back to give them instructions in a minute. Permission to reprint was granted by Kathie Little, Volunteer Girl Scouts of the Old 96 Council. Discuss some of the ways in which people's bodies might be different. Both youth and adults respond well to this activity. Prepare for what life has to teach by being open to the lessons in everything you do and experience. JavaScript seems to be disabled in your browser. (Sometimes they get together and form their own groups and isolate themselves; perhaps this happened during this activity.). kids from a certain racial or ethnic group. Then ask everyone to return to their seats. How did you feel? When they reach the end of the available space, have them turn and face each other. Remind them to think first about the features the persons head will have; they can refer to the list they and their classmates created in the first part of the lesson.

What is this called? Label each group. How hard did you try to become part of the group? Oakland: Division of Agriculture and Natural Resources, University of California. Do you know anyone who is like the characters in this book? To help participants think about the concept of lookism and to identify how appearance affects bias. Draw two horizontal lines across the person's body. You might give students time to practice reading their books aloud.

Ask students to think about groups at school or in the community that we tend to lump together. 3. Materials

This continues around the table a couple times as everyone takes turns being mean to it and dropping it. When students finish drawing a unique head, provide them with a sheet of paper that measures 4 inches square. Under each title they will list how people are hindered for not meeting a group's or organization's standards (norms).

To articulate the difference= between fact and opinion and to identify ways to clarify or qualify statements of opinion.

unique, friend, writing, friendship, self-esteem, appreciation, differences. What can we do to change our nonverbal behavior to help everyone feel included? Why do you think it is important to understand our differences? After entering the labels, each student should type a sentence on the page that is labeled with his or her first name.

People wear pants, dresses, high-top sneakers, high-heeled shoes, construction boots, ballerina slippers, and so on. Ask them to try to pick out their “friend." When the allotted time is up, ask participants to put their unused supplies back into their bags. _____________________________________________. He learns his lines by listening to a tape because he suffers from dyslexia. One at a time, call each group to come up to the front of the room to display and explain their poster. Oakland: Office of Affirmative Action, Division of Agriculture and Natural Resources, University of California. Tom CruiseHe is a famous movie star. Albert EinsteinAs a child, he could not talk until the age of three. Wheelchair users feel sorry for themselves. Introduce a writing rubric to be used with this lesson. The groups can use any means possible, except violence, to keep the volunteer from becoming a part of the group. Byrnes, D. A. (Ask students to share.) While students are working in groups, walk around to make sure that groups are on task. You might have students put the heads in one box or folder, the torsos in another, and the legs in a third. Next, draw a simple outline of a person on the board or chart. Understanding, accepting, and valuing diverse backgrounds can help young people and adults thrive in this ever-changing society. After students have decided what qualities their new friends have, tell them you would like them to write about their new friends.

After each group has had a chance to share, encourage discussion with the new class.

China is the most populous country in the world.

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