Content Area or Developmental Focus: Cultural Inclusivity
Age/Grade of Children: 3 to 4
Length of Lesson: 40 minutes
| Goal | To understand cultural inclusivity by engaging children in an activity about the identification of different cultures and their activities |
| Objective |
The students will: identify activities of another specific culture identify how children get to school in other schools with different culture relate to the experiences of others around the world. |
| Standards Included | Cultural views influencing the relationships among families, schools, and communities with regards to the instructional contents |
| Materials | Photos, literature, books, videos, and images of children and paints of children from different races |
| Introduction |
5 minutes The teacher narrates a story about children from different cultures, how they access their schools, and reflects on the relationship of their environment with the culture under study. |
| Lesson Development |
20 minutes The teacher shows the children the paints, images, and videos of children accessing the school compounds to explain the differences in color and ask children to identify what children eat for lunch. The teacher also asks children if they can desire to go to the school shown on the video. |
| Differentiation | The use of images that represent different colors among the children in the classroom will lead to complete identification. The children will understand that other people look like them in other schools from different cultures. |
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Assessment (Practice/ Checking for Understanding) |
10 minutes The teacher uses the book, the cultural nature of Human Development by Barbara Rogoff to ask children to identify images of other children embracing culture. Children from different cultures show compassion to one another through cultural inclusion (Rogoff, 2003). |
| Closing |
5 minutes The teacher explains the need to accept one another regardless of the color differences. The teacher further reminds children of the images and paints of culturally different people for ease in remembrance. |
Content Area or Developmental Focus: Creation of a cohesive classroom and Environment
Age/Grade of Children: 3 to 4
Length of Lesson: 40 minutes
| Goal | To understand the need for love and caring about one another in a social group such as classroom |
| Objective |
The students will: identify the names of their classmates identify how to engage in caregiving Show respect, truthfulness, and caring for each other. develop a sense of belonging among themselves in the classroom and at home. |
| Standards Included | Promoting young children's act of development and cohesion in society with regards to the stages of development and caring aspect of humanity. |
| Materials | Friendship bracelets, mirrors, tape measure, snack, markers of different colors and papers, a video and audio on sounds made by animals, and how they respond to sounds |
| Introduction |
5 minutes The teacher introduces him or herself and asks children to pronounce their louder for everybody to hear and know them. Through the activity, children will recognize and appreciate one another to create aspects of compassion and care. |
| Lesson Development |
20 minutes Children share examples of what it means to be a friend. Show children some of the friendship bracelets that show an image of other children's happy faces embracing one another. Children to use the mirror to understand their images and the tape measures to measure their arms and share the measurements through the guidance of the teacher. The activity will show the slight differences in height and faces and the need to embrace the differences. The children draw any shapes with different colors on a paper through the use of the marker pens of different colors. The teacher explains the meaning of respect and its importance in society. |
| Differentiation | The use of video and audios that represent different love and caring aspects and how people and birds respond to such care will lead to ideal respect, love, and care shown by children. The children will understand caring for one another is an essential activity in their lives. |
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Assessment (Practice/ Checking for Understanding) |
10 minutes The teacher uses the book, The Power of Play: How Spontaneous, and Imaginative Activities Lead to Happier, Healthier Children to ask children to identify images of happy children and activities that lead to happiness. Children realize a happier and healthy life through play and care (Elkind, 2007). |
| Closing |
5 minutes The teacher explains the need to accept one another regardless of the different homes and parents. The teacher further reminds children of activities that lead to respect, happiness, and truthfulness. |
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References
Elkind, D. (2007). The Power of Play: How Spontaneous, Imaginative Activities Lead to Happier, Healthier Children . Da Capo Press.
Rogoff, B. (2003). The cultural nature of Human Development . Oxford University Press.
