Walk in My Shoes--Teaching Tolerance
1 Hook / Attention Getter
"Not Like Me" game ( You will need 2 types of "prizes" such as candy or pencils, etc.)
Before students enter the classroom, decide on criteria for selecting two teams. This game consists of one team receiving extra attention, while the other team will not. ( i.e. rows of seats, light hair/dark hair) The objective is for students to be able to empathize with the main character of a story.
As students enter the classroom, show each child where to sit. ( Team 1 area, Team 2 area) When seated, step "out of character" and favor one team over the other. Welcome the students to class. Greet each student, going down the "favorite" team area or row. Happily greet each student, giving him/her one of the "better" gifts (favorite type of candy--or new pencil). Next, go to the second team area, say a brief "hi and welcome" and gently toss a "non-favored" piece of candy or broken pencil to each one. Continue talking and smiling to the "favored" team, and ignore the other team.
After a minute or two, "act yourself" again, and ask students to discuss in their pod groups how they felt with this activity. How did it feel to be in the "favored" group, and how did it feel to be in the "ignored" group? What did you think about the other group?
Report out to the whole group. Introduce the word, "diversity". Ask students to talk about challenges that may be present on the school campus in the area of diversity. ( Race, gender, religion, etc.)
2 Direct Instruction
Ask students to open their mobile devices and go to their Literature course in Schoology. A PDF of Tier 2 and 3 vocabulary words and an Esperanza Rising excerpt should then be opened in their Notability app.
In pod groups ( 4-5 students), discuss meanings, as they read in Esperanza Rising, yesterday.
Review the vocabulary words discovered yesterday. Students can refer back to the excerpt if necessary. Discuss connections that may be made with various Tier 2 and 3 words.
3 Guided Practice
In pairs, create a concept web/ map in the Popplet app, to visually show relationships between word pairs from the Esperanza Rising excerpt. ( These words are highlighted on student copies.) Share within pod groups.
Use a "Write to the Source" task from Teaching Tolerance website, www.tolerance.org.
1. Select an essential question.
(What forms of cooperation are necessary withing diverse societies?)
2. Review the Esperanza excerpt.
3. Students write a short story that tells bout an experience from Esperanza's point of view. Narratives are written in first person, with appropriate details and dialogue to develop the plot, setting, and characters.
4. Plan to share stories at a later date.
Key Standards Supported
Reading Literature Writing
|W.6: Production and Distribution of Writing|
|W.6.4||Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)|
|W.6.5||With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.|
|W.6.6||Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.|