Você está na página 1de 5


Descriptive Data:
Teacher: Mercedes Botero Class: Language/Art Date: February 17, 2016 Grade Level: 1st
grade Room number: 271 Unit: Speaking, listening and drawing Topic: Diversity/Tolerance
Anticipated noise level: low to moderate
Common Core Standards:
Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (listening to others with care, speaking one at a
time about topics and text under discussion)
b. Build on others talk in conversation by responding to the comments of others through
multiple exchanges.
c. Ask questions to clear up any confusion about the topic.
Ask and answer questions about what it was said in order to gather additional information or
clarify something that is not understood.
2. Goals and Objectives:
Instructional goals:
1. Students will learn that each individual is unique.
2. Students will practice cooperative behavior in a group setting.
Specific objectives:
1. Students will be able to learn about diversity and tolerance.
2. Students will discuss how alike and different we all are and how important is to respect
each other.
Students will participate by given their opinion on the different questions asked by the
teacher; and they will be able to recognize the different outcomes.
Students will use fine motor skills when ask to cut out their favorite drawing.

While exchanging and sharing the different colors of crayons with their classmates,
students will demonstrate a positive increase in attitude towards others.
3. Rationale:
This lesson plan encourages students to respect each other by celebrating our uniqueness and by
sharing and working together.
4. Procedure:
Activity 1:
Learning style: Auditory
Allocated time: 6 minutes Materials needed: 1 Sheet of paper with crayon pattern and 1
crayon. Materials will be handed out by a volunteer student.
I will start by introducing myself and letting students know the subject of the lesson. I will ask
students if they know the meaning of the word Diversity and I will explain to them with
examples that I will draw on the whiteboard. Then, I will read to them the story The Crayon
Box That Talked followed by an exercise about the subject. I will provide every student with
two sheets of paper with a crayon pattern on it and crayons. Then, I will ask students to draw a
picture of them with the first crayon I will give to them (every student will have one crayon of
the same color). Once the students finish, I will ask the following questions:
1. Do you think you and your classmates look alike?
2. How would you like our world if it was only one color?
3. How can we make this picture better?
After they respond, I will continue with the second activity.
This section is worked by teacher-student and individual/active
Activity 2:
Learning style: Visual
Allocated time: 6 minutes. Material needed: 1 Sheet with crayon pattern and crayons. Material
will be handed out by a volunteer student.
I will show them a short video of The Crayon Box That Talked before I ask students to make
groups of 4 and draw a picture of themselves with the box of crayons that I will provide for
every group. They can choose to use one color or they can choose to share and work together.
This section is worked by teacher-student and group/active
Activity 3:

Learning style: Verbal

Allocated time: 6 minutes Materials needed: Whiteboard, markers
Lets discuss what we saw
How different were the crayons from each other?
I will write in the whiteboard:
How are we different from each other?
How are we alike from each other?
Sometimes people dont like other people becauseI will write the students answers on the
whiteboard and I will close this section by letting the students know that even when we look
different and we dress or act different every one is unique and special, so we need to respect and
accept everyone for who they are.
This section is worked by teacher-student/active
Activity 4:
Learning style: Kinesthetic
Allocated time: 6 minutes Material needed: Scissors, tape. Material will be handed out by
I will ask students which drawing they like best? Why? Which picture would you like to
display? As soon as they decide which one, I will ask them to write their name by the lines at the
bottom and I will give the students some scissors to cut out the crayon with their picture and I
will put tape on the back so they can tape it to the display it.
This section is worked individual/passive
5. Additional time/Supplemental:
I will ask students to write on a piece of paper 5 things that makes them unique.
6. Special Considerations, Notes, and Reminders
The lesson includes the reading of the poem The Crayon Box That Talked by Shane DeRolf for
all the auditory learners, the video The Crayon Box That Talked by same author for al visual
learners and the actual activity of drawing, cutting and interacting with the crayon pattern for all
the kinesthetic learners.
7. Materials and Equipment Needed


Poem The Crayon Box That Talked

Crayon Pattern
Media-to watch the video
Music for background (optional)

8. Assessment, Reflection, and Revision

Assessment: I will ask questions like: Why didnt the crayons get along?
How did the crayons learn to get along?
Teacher will listen to the comments made by students and will observe students behaviors.