Day 1

Day 2

Day 3

Students will be able

to identify ways we
learn about the
characters in a book
and their importance.
The students will be
able to visually see
how one culture is
not more important
than the other.

Students will be able

to identify ways we
learn about the
characters in a book
and their importance
through their writing
and producing
drawings about their
journey to America.
Students will
demonstrate
knowledge of crosscultural experiences.

2.2.4

2.RL.2.3

2.RL.2.2

Box of crayonsbox
should contain
different colors, sizes,
wrappers, and some
that are worn out.

Peppe The
Lamplighter

Coming to America
Read-Aloud book

Construction Paper

Notecard

Markers

Pencils, Crayons, and

Markers for activity

Objectives

Standards
Materials

Students
will be
able to
explain
the
importan
ce of not
excluding
people
based on
appearan
ces.
Students
will be
able to
explain
the
importan
ce of
difference
s.
Students
will be
able to
write
about a
time they
felt they
were
excluded
because
of
appearan
ce.

Poem/Song Were
Just Like Crayons by
Stephen Fite
displayed for the
class to see

Crayons
Stickers
Notecard for closure

Piece of paper for

picture and
sentences

Students will have

assigned seating; if
lower proficiency
English level,

Students will have

assigned seating; if
lower proficiency
English level,

Tape or CD of the
poem/song Were
Just Like Crayons for
students to
listen/sing along to

Management

Students will have

assigned seating; if
lower proficiency
English level,

Pieces of paper with

four countries

students will be
closer to me.
Show Students a
box of crayons. The
students will be
asked to explain what
they see when they
look at the box of
crayons. They should
be able to explain the
similarities and
differences between
the crayons. They will
also have to think
about how the
different crayons
make them feel. Do
they like and dislike
certain crayons? Why
or why not?

students will be
closer to me.
Can everyone stand
up out of their seat
and come sit down
quietly on the carpet?
Let me tell you about
a time when I
traveled to an
unfamiliar place.
When I was in third
grade just like you,
my mommy and
daddy decided they
wanted to move to a
place far away so we
could be closer to my
daddys work. When
we moved, I went to
a new school and had
to make new friends.
I was in a place I felt
like I did not belong
and I was out of
place. I felt every
time I tried to make
an effort, no one
noticed. Raise your
hand if you have ever
moved to an
unfamiliar place.
Those of you who
raised your hand, do
you remember where
you moved from?
(Answers will be
recorded.)

students will be
closer to me.
I will set up the
classroom labeling
the four corners with
different countries.
The game will be
called Four
Countries instead of
Four Corners. I will
have my eyes closed
and will call out a
country (corner). The
country that gets
called on will be out
and this will be
played until there is
one student
remaining. The group
will then come
together and the
teacher will talk
about the relation of
the game to the
students journeys to
America.

Purpose

We are going to
discuss the
importance of
differences and why
it is important to not
judge a person based
on how they look

Lesson
Presentation

Input: Circle game

and reading of the
poem.
Output: Students
will write about a
time they felt left out
because of their
differences.

I am going to read
Peppe The
Lamplighter by Elisa
Bartone. I want you
to pay attention to
what the main
character Peppe is
doing and how he
reacts.
Input: Read Aloud
Output: Grand
Conversation and
response activity of
making a culture
quilt.

I am going to read
Coming to America
by Betsy Maestro. I
want you all to pay
attention to the
characters within the
story and what it
took for them to
come to America
Input: Read Aloud
Output: Grand
conversation and
response of drawing
a picture that
represents their
journey to America.

Anticipatory
Set

Closure or
Conclusion

Students will remain

seated at their desks
and be able to
explain to other
students what makes
them special.

Please write down

one thing you learned
today on your
notecard. Write down
what we talked about
Peppe and his job as
the lamplighter. I
will collect these
notecards and
students will be
asked to sit quietly in
their desk.

Please write down

one thing you
learned today on
your notecard. Also,
write down one thing
you learned about
people coming to
America. I will
collect these
notecards and
students will be
asked to sit quietly at
their desk.

Formative
Assessments

I will observe what

students write for the
writing assignment to
see if they
understand the
concept of diversity
and prejudice.
For those students
who are at a lower
English proficiency,
give them
preferential seating
closer to me. It will
be easier for them to
get off task, so it is
important to be in
check that they are
staying focused and
on task.

I will observe the

students during our
grand conversation
after the book to see
if they are grasping
the concept.

I will observe the

students during our
grand conversation
after the book to see
if they are grasping
the concept.

For those students

who are at a lower
English proficiency,
give them
preferential seating
closer to me. It will
be easier for them to
get off task, so it is
important to be in
check that they are
staying focused and
on task while
understanding the
story.

For those students

who are at a lower
English proficiency,
give them
preferential seating
closer to me. It will
be easier for them to
get off task, so it is
important to be in
check that they are
staying focused and
on task while
understanding the
story.

Adaptions