Differences Help

Celebrating Diversity

Teacher Lesson Guide

(swipe to advance)

Objectives

  • Denotation

  • Awareness

  • Active Listening

Lesson Design

45-60 Minutes

5 Min: Review Learning Objectives
20 Min: Literary Discussion: Coyote Brings Fire to the People
5 Min: Supporting Activity: This Is Me
10 Min: Reinforcing Activity: Similarities and Differences Matching Game
3 Min: Closing Activity

Objectives

  • Identify skills and assets by:

    • Surveying examples in text and student contributions to the lesson.

    • Participating in conversations that identify personal qualities that contribute to the group.

  • Actively listen to peers share their attitudes and feelings regarding their own interests and talents.

Lingo List

Language of Comparison

fast/slow

strong/ weak

interesting/ dull

like/dislike

distinction

similar/different

equal/unequal

Personality Words

calm

jealous

feature

funny

talent

kind

sensitive

envious

nice

smart

intelligent

stingy

greedy

selfish

Embracing Diversity Words

acceptance

celebration

admiration

acknowledgement

recognition

respect

tolerate

Words that Challenge Inclusion

exclude

isolate

ignore

shun

ridicule

snub

reject

Understanding that diversity is an asset to a group and culture can be aided by regular integration of a variety of perspectives and modeling of the advantages that different individuals bring to group goals. In this lesson, students will discuss the benefits brought to a group by unique differences and how those differences can contribute to common objectives.

In early primary grades, student perspectives of school culture are being developed. Some children will have been in preschool or daycare for years and had deep exposure to classroom socialization. Others may be new to the educational environment and are just learning how to navigate complex and shifting interpersonal situations. It is important for students to establish the basis of self-advocacy by seeing their own uniqueness as inherently valuable and translate that lens to peers and their assets.

Guiding Questions for Class:

What are some of your skills and assets? What are some skills and assets of other people in your group? How do we get to know about other people's personal qualities/interests/talents? How does learning more about each other build friendships and communities?

Reading:

Coyote Brings Fire to the People

Long ago, before man had fire to cook food and keep warm, when the people saw winter moving near, they became fearful and unhappy. Many young and old villagers would die in the long, ice-bitter months of winter.

Coyote, like the rest of the animals, had no need for fire. But one spring day when he was passing a human village, the voices of women singing a song of sadness for the babies and the old ones who had died in the winter, moaned like the west wind through a buffalo skull, prickling the hairs on Coyote's neck.

"Feel how the sun is now warm on our backs," one of the men was saying. "Feel how it warms the earth and makes these stones hot to the touch. If only we could have had a small piece of the sun in our teepees during the winter."

Coyote, overhearing this, felt sorry for the men and women. He also felt that there was something he could do to help them. He knew of a faraway mountain-top where the three Fire Beings lived. These Beings were called Yellow-jackets and kept fire to themselves, guarding it carefully for fear that humans might somehow acquire it and become too strong. Coyote saw that he could do a good turn for man at the expense of these selfish Fire Beings. Coyote devised a plan to get the fire, but it would take the help and talent of every creature’s unique gifts to make the plan successful. All the other animals agreed to help. So, Coyote climbed up to the top of the mountain where the Yellow-Jacket sisters guarded the fire. As he came near, the Beings leaped to their feet and gazed searchingly round their camp. Their eyes glinted like bloodstones, and their hands were clawed like the talons of the great black vulture.

"What's that? What's that I hear?" hissed one of the Beings.

"A thief, skulking in the bushes!" screeched another.

The third looked more closely and saw Coyote. But he had gone to the mountain-top on all fours, so the Being thought she saw only an ordinary coyote slinking among the trees.

"It is no one, it is nothing!" she cried, and the other two looked where she pointed and also saw only a grey coyote. They sat down again by their fire and paid Coyote no more attention. Coyote waited through the day and watched as night fell and two of the Beings went off to the teepee to sleep. He watched as they changed over at certain times all the night long, until at last, the dawn winds rose.

Then the Being on guard called, "Sister, sister, get up and watch the fire" And the Being whose turn it was climbed slowly and sleepy from her bed, saying, "Yes, yes, I am coming. Do not shout so."

But before she could come out of the teepee, Coyote lunged from the bushes, snatched up a glowing portion of fire, and sprang away down the mountainside.

Screaming, the Fire Beings flew after him. Swift as Coyote ran, they caught up with him, and one of them reached out a clutching hand. Her fingers touched only the tip of the tail, but the touch was enough to turn the hairs white, and coyote tail-tips are white still. Coyote shouted and flung the fire away from him. the other animals had gathered at the mountain's foot, in case they were needed. Squirrel saw the fire falling, and caught it, putting it on her back and fleeing away through the treetops. The fire scorched her back so painfully that her tail curled up and back, as squirrels' tails still do today.

The Fire Beings then pursued Squirrel, who threw the fire to Chipmunk. Chattering with fear, Chipmunk stood still as if rooted until the Beings were almost upon her. Then, as she turned to run, one Being clawed at her, tearing down the length of her back and leaving three stripes that are to be seen on chipmunks' backs even today. Chipmunk threw the fire to Frog, and the Beings turned towards him. One of the Beings grasped his tail, but Frog gave a mighty leap and tore himself free, leaving his tail behind in the Being's hand---which is why frogs have had no tails ever since.

As the Beings came after him again, Frog flung the fire on to Wood. And Wood swallowed it. The Fire Beings gathered round, but they did not know how to get the fire out of Wood. They promised it gifts, sang to it and shouted at it. They twisted it and struck it and tore it with their knives. But Wood did not give up the fire. In the end, defeated, the Beings went back to their mountain-top and left the People alone.

But Coyote knew how to get fire out of Wood. And he went to the village of men and showed them how. He showed them the trick of rubbing two dry sticks together, and the trick of spinning a sharpened stick in a hole made in another piece of wood. So, women and men, babies and elders, were, from then on, warm and safe through the killing cold of winter.

Open-Ended Questions:

After the reading, debrief the story using the open-ended questions below. 

Denotation

What are some differences among members of your family?

What is something that you like about yourself?

What is something that you know you are good at?

Awareness

When you see that someone is struggling with something, what can you do?

If you need help with something, what can you do?

When you see that someone is really great at something, how do you feel?

Active Listening

How can we celebrate the skills and abilities other people have?

How can we learn about the way others feel?

Identifying Diversity Activity: This Is Me

Introduction: Students will use vocabulary from the Lingo List to denote personality traits of themselves, and others in the group by how they respond to situations presented by the facilitator

  1. Review each of the terms in the box below, define new words as needed.

  2. The facilitator will use words below to ask participants about experiences/personality as time permits:
    Example: Raise your hand if...someone said something bad about a physical feature like your nose, hair, height?
    Example: Raise your hand if...you fell down because you were running really fast and tripped, would you stay calm?

  3. Ask students to explain why they raised their hand, or didn’t

Personality Words:

calm

jealous

feature

funny

talent

kind

sensitive

selfish

greedy

stingy

intelligent

smart

nice

envious

Debriefing Questions:

  • What is a new word you learned from this lesson? 

  • What did you learn about someone else in the group?

  • How did it feel to see how other people would act in some instances?

Reinforcing Activity: Similarities and Differences Matching Game

Goal: Identify commonalities among members of the group (ex. Someone with the same number of siblings).

Instructions:

  1. Have participants stand up and tell them once the activity gets started, that they will move around the room until they find a classmate that they share something in common with. (Give another example). If someone is left without a match, give them recognition of some type (a cheer) and ask them to come up with another similarity for the class.

  2. Continue to list commonalities as students change partners throughout based on the commonalities that are asked about.

Examples:

Someone with the same favorite animal.

Someone who likes the same candy.

Someone with the same favorite color.

Someone who likes playing the same game.

Someone who has read the same book.

Someone who has same favorite sports team.

Debrief Questions

  • What did you have in common with someone else?

  • What is something new you learned about someone else?

  • Why was it important to celebrate the people who did not always have something in common with another person?

  • How can learning about similarities and differences help build friendships?

Closing Activity

Let’s end with a closing circle activity that will remind us of what we learned about working as a team.

Today we learned about each other's skills, talents, interests while talking and discussing how our classmates feel about their similarities and differences.

COME FULL CIRCLE- Open-Ended Questions

Write the word diversity on the (white)board and ask students if they know what it means. Acknowledge their responses and work toward the following definition: Being different from each other.

Ask students to share their thoughts and ideas about what makes us all different and what makes us the same. Let students know it is OK to be different and OK to be the same.

  • How can we welcome someone new to our family/classroom/neighborhood?

  • How can we practice celebrating each other’s differences?

  • What classmates did you notice in your groups that you didn’t know you shared things in common?

  • How would you get to know someone better if you know what things they have in common with you?

  • How could today’s lesson help you practice the Four Awesome Questions?

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