25 EE_Fair vs Equal_Pt2 extensions_k-2 1 final

Fair vs Equal: Celebrating Differences Academic Extensions Level: Lower Elementary (K-2) Big Ideas: Seeing Strengths in Our Differences We are living in a diverse world. That means we have a wide range of differences between and among individuals and cultures. How can we best prepare our children to meet the challenge of the increasingly diverse world we live in? Throughout this program students have been learning how to show kindness and compassion toward themselves and others. Children learned empathy and practiced respectful listening and cooperation. These are all skills that support children in being able to see strengths in our differences; that is something for us to celebrate! Use the resources in this extension lesson to engage students in understanding the concept of seeing strengths in our differences. Teaching Note: The Celebrating Diversity lesson concepts strongly align with the Colorado Academic Standards for Social Studies. Student Resources PAGE 1 of 7 Literature Text: • Muskrat Will Be Swimming by Cheryl Savageau (Grades 2 – 3) • Thank You Mr. Falker by Patricia Polacco (Grades 2 – 3) Picture Books: • All the Colors of the Earth by Sheila Hamanaka (Grades K – 3) • Angel Child, Dragon Child by Michele Surat (Grades 1 – 4) • Beads on One String + CD by Dennis Warner (Grades K – 4) • Beautiful Blackbird by Ashley Bryan (Grades K – 2) • Beauty, Her Basket by Sandra Belton (Grades 1 – 4) • Being Friends by Karen Beaumont (Grades K – 2) © 2016 Empowering Education, Inc. All rights reserved.

FAIR VS. EQUAL - ACADEMIC EXTENSIONS | GRADES K-2 • Apple Pie Fourth of July by Janet S. Wong (Grades K – 3) • Chocolate Milk, Por Favor: Celebrating Diversity with Empathy by Maria Dismondy (Grades K – 5) • Dear Primo: A Letter to My Cousin by Duncan Tonatiuh (Grades K – 3) • Four Feet, Two Sandals by Karen Lynn Williams and Khadra Mohammed (Grades 1 – 5) • Grandfather’s Story Cloth by Linda Gerdner and Sarah Langford (Grades 1 – 4) • Halmoni and the Picnic by Sook Nyul Choi (Grades K – 3) • Horton Hears a Who! by Dr. Seuss (Grades K – 4) • I Lost My Tooth in Africa by Baba Wague Diakite and Penda Diakite (Grades K – 2) • I Love Saturdays y domingos by Alma Flor Ada (Grades K – 3) • Jack’s Talent by Maryann Cocca-Leffler (Grades K – 3) • Jingle Dancer by Cynthia Leitich Smith and Ying-Hwa Hu (Grades K – 4) • Mama Panya’s Pancakes by Mary Chamberlin and Rich Chamberlin (Grades K – 3) • Marisol McDonald Doesn’t Match / Marisol McDonald no combina by Monica Brown (Grades K – 3) • My America by Jan Spivey Gilchrist (Grades K – 3) • My Diary from Here to There: Mi diario de aqui hasta alla by Amanda Irma Perez (Grades 2 – 5) • My Name Is Sangoel by Karen Williams and Khadra Mohammed (Grades 1 – 5) • My Name is Yoon by Helen Recorvits (Grades K – 3) • Nadia’s Hands by Karen English (Grades K – 3) • One Green Apple by Eve Bunting (Grades K – 3) • Same, Same But Different by Jenny Sue Kostecki-Shaw (Grades K – 2) • Sitti’s Secrets by Naomi Shihab Nye (Grades K – 3) • Skin Again by Bell Hooks (Grades K – 3) • Suki’s Kimono by Chieri Uegaki (Grades K – 3) • Take Me Out to the Yakyu by Aaron Meshon (Grades K – 3) • Tea with Milk by Allan Say (Grades K -3) • The Colors of Us by Karen Katz (Grades K – 3) • The Name Jar by Yangsook Choi (Grades K – 2) • The Ugly Duckling by Hans Christian Andersen (Grades K – 3) • The Upside Down Boy: El niño de cabeza by Juan Felipe Herrera (Grades 2 – 5) • The Way We Do It in Japan by Geneva Cobb Iijima (Grades K – 3) • The Whispering Cloth: A Refugee’s Story by Pegi Shea (Grades 1 – 3) • Throw Your Tooth on the Roof: Tooth Traditions from Around the World by Selby Beeler (Grades K – 3) • What I Like About Me! by Allia Zobel Nolan (Grades K – 3) © 2016 Empowering Education, Inc. PAGE 2 of 7 All rights reserved.

FAIR VS. EQUAL - ACADEMIC EXTENSIONS | GRADES K-2 Informational Text: • A Rainbow of Friends by P K Hallinan (Grades K – 1) • All the Colors We Are/Todos los colores de nuestra piel: The Story of How We Get Our Skin Color/La historia de por qué tenemos diferentes colores de piel by Katie Kissinger (Grades K – 3) • It’s Okay To Be Different by Todd Parr (Grades K – 1) • Shades of People by Shelley Rotner and Sheila M. Kelly (Grades K – 1) • The Skin You Live In by Michael Tyler (Grades K – 2) • We Are All Alike....We Are All Different by The Cheltenham Elementary School Kindergartners (Grades K – 3) • Whoever You Are by Mem Fox (Grades K – 3) Learning Links: • I Think You’re Wonderful (Video & Song) • Multicultural Awareness Activities by EdChange (Website) • Sesame Street Celebrates Diversity (Video 1:57) Writing Tasks • Use pictures and words to explain whether it is better to be equal or better to be fair. Draw or write about fairness and equality, tell your opinion, and a reason for your opinion after the word because. • Write an opinion piece about whether you think people with different needs should be treated differently. Make sure to write a beginning and end, include your opinion, and include at least 2 reasons for your opinion, using the words and or because to state your reasons. • Write an opinion piece about which is more important in school: fairness or equality. In the beginning, state your opinion. Then give at least 2 reasons for your opinion, writing a few sentences for each reason, and connecting your opinion to the reasons. Make sure that your ending reminds readers of your opinion about whether it is more important to be fair or equal in schools. Opinion/Argument Writing Rubrics Check-Lists/Look Fors © 2016 Empowering Education, Inc. PAGE 3 of 7 All rights reserved.

FAIR VS. EQUAL - ACADEMIC EXTENSIONS | GRADES K-2 Teacher Resources • 25 Resources for Teaching Kids About Diversity (Blog) • Celebrating Diversity, Nurturing Respect (PDF) • Preparing for Cultural Diversity: Resources for Teachers (Blog) by Edutopia • Teaching Diversity: A Place to Begin (Article) by Scholastic • Teaching For Change - Building Social Justice Starting in the Classroom (Website) • Teaching Tolerance Classroom Resources (Website) • Mind, Brain, & Education: Neuroscience Implications for the Classroom by David Sousa • Multiple Intelligences in the Classroom by Thomas Armstrong • Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life by Thomas Armstrong, Ph.D. • Young Learners, Diverse Children: Celebrating Diversity in Early Childhood (Book) by Virginia Gonzalez Standards Alignment Common Core State Standards for English/Language Arts: R.CCR.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing and speaking to support conclusions drawn from the text. R.CCR.2. Determine central ideas of a text and analyze their development; summarize the key supporting details and ideas. R.CCR.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. R.CCR.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning and tone. R.CCR.6. Analyze how point of view or purpose shapes the content and style of a text. W.CCR.1. Write arguments to support claims in an analysis of substantive topics or text, using valid reasoning and relevant and sufficient evidence. W.CCR.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. SL.CCR.1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on other’s ideas and expressing their own clearly and persuasively. © 2016 Empowering Education, Inc. PAGE 4 of 7 All rights reserved.

FAIR VS. EQUAL - ACADEMIC EXTENSIONS | GRADES K-2 SL.CCR.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. SL.CCR.6. Adapt speech to a variety of contexts and communicate tasks, demonstrating command of formal English when indicated or appropriate. L.CCR.1. Demonstrate the command of the conventions of standard English grammar and usage when writing or speaking. L.CCR.2. Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L.CCR.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.CCR.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.CCR.6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. © 2016 Empowering Education, Inc. PAGE 5 of 7 All rights reserved.

FAIR VS. EQUAL - ACADEMIC EXTENSIONS | GRADES K-2 Colorado Academic Standards for Social Studies K – 1.1b. Identify information from narrative stories that answer questions about the past and add to our collective memory and history. K – 1.2b. Explore differences and similarities in the lives of children and families of long ago and today. K – 2.1a. Compare and contrast how people live in different settings around the world. K – 2.1b. Give examples of food, clothing, and shelter and how they change in different environments. K – 2.1c. Distinguish between a map and a globe as ways to show places people live. 1st – 1.2a. Identify similarities and differences between themselves and others. 1st – 1.2b.Discuss common and unique characteristics of different cultures using multiple sources of information. 1st – 2.2c. Identify how community activities differ due to physical and cultural characteristics. 1st – 2.2d. Give examples of how schools and neighborhoods in different places are alike and different. 1st – 2.2e. Identify cultural and family traditions and their connections to other groups and the environment. 2nd – 1.2b. Compare and contrast past and present situations, people, and events in neighborhoods, communities, and the nation. 2nd – 1.2c. Give examples of people and events, and developments that brought important changes to the community. 2nd – 1.2d. Compare how communities and neighborhoods are alike and different. 2nd – 1.2e. Describe the history, interaction, and contribution of the various peoples and cultures that have lived in or migrated to neighborhoods and communities. 2nd – 4.1a. List ways that people express their ideas respectfully. P21 Partnership for 21st Century Learning Student Outcomes: Learning and Innovation Skills: Critical Thinking and Problem Solving - Make Judgments and Decisions • Effectively analyze and evaluate evidence, arguments, claims and beliefs. • Analyze and evaluate major alternative points of view. • Synthesize and make connections between information and arguments. • Interpret information and draw conclusions based on the best analysis. • Reflect critically on learning experiences and processes. Learning and Innovation Skills: Critical Thinking and Problem Solving – Solve Problems • Solve different kinds of non-familiar problems in both conventional and innovative ways. • Identify and ask significant questions that clarify various points of view and lead to better solutions. © 2016 Empowering Education, Inc. PAGE 6 of 7 All rights reserved.

FAIR VS. EQUAL - ACADEMIC EXTENSIONS | GRADES K-2 Learning and Innovation Skills: Communication and Collaboration - Communicate Clearly • Listen effectively to decipher meaning, including knowledge, values, attitudes, and intentions. • Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade). Learning and Innovation Skills: Communication and Collaboration – Collaborate with Others • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal. Information, Media and Technology Skills: Media Literacy - Analyze Media • Examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors. Life and Career Skills: Social and Cross-Cultural Skills - Work Effectively in Diverse Teams • Respond open-mindedly to different ideas and values. REFERENCES 1. Wiggs, M. (2015). Opinion/Argument Writing Checklists/Look Fors for Grades K, 1, 2. Developed for Empowering Education by Educational Performance Consulting, LLC. 2. Wiggs, M. (2015). Opinion/Argument Writing Rubrics for Grades K, 1, 2. Developed for Empowering Education by Educational Performance Consulting, LLC. 3. Robison, J. E. (2013, October 7). What is Neurodiversity? Retrieved from https://www. psychologytoday.com/blog/my-life-aspergers/201310/what-is-neurodiversity 4. Armstrong, T. (2012). Neurodiversity in the Classroom: Strength-based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD. 5. Armstrong, T. (2013). Neurodiversity in the Classroom. In 2013 COSA Conference - Special Education Pre-Conference. Seaside, OR. https://www.cosa.k12.or.us/downloads/profdev/ Seaside%202013/Handouts/Armstrong%20Keynote.pdf © 2016 Empowering Education, Inc. PAGE 7 of 7 All rights reserved.