Buffy Thomas

EDU 280
October 11, 2015

Diversity Lesson Plan

Standard: CCSS.ELA-
• RL.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
• RL. 3.3 - Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their
actions contribute to the sequence of events.

Culture or Cultural Concept: Realize that everyone is more than how they look; understand that every
boy and girl are the same with differences.

Objective: Students will:

• Describe characters.
• Monitor comprehension by composing thin and thick questions as they read
• Determine the difference between thin (factual) and thick (inferential) questions
• Use graphic organizers effectively to collect information that answers questions

Materials:
• The book I Am Mixed by Garcelle Beauvais and Sebastian A. Jones
• Chart paper and markers
• Writing Journals
• Sticky notes
• Character map student sheet (Activity Master C.001.SS1)—2 per student
• White construction paper handprints
• White copy paper to make Zigzag books
• Pencils, crayons, stapler, and long length of ribbon

Preparation:
• Create a reference list of words that begin questions: who, what, where, when, why, how, what if, I
wonder, etc.
• Make a T-chart on chart paper with the labels 'Thin' and 'Thick' to use when introducing thin and thick
questions during Session 1.
• Make construction paper handprints

Procedure
Set the Stage/Anticipatory Set
• Show the book I Am Mixed by Garcelle Beauvais and Sebastian A. Jones (Visual) and
say, “Today we will meet Nia and her twin brother Jay. Do any of you have a brother
or a sister?” Brief discussion of siblings. (Auditory)

State the Objective

• State, “We will describe the characters and learn to ask questions to help us
understand what is going on in the story.” (Auditory)

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Investigate Prior Knowledge
Session 1:
• Review words that begin questions: who, what, where, when, why, how, what if, I
wonder, etc.; refer to reference list. (Auditory/Visual)

• Read-aloud: I Am Mixed

New Information/Input & Model

• Let students know that they can ask questions for many different reasons. During
reading, asking questions can help them stay engaged with difficult or unfamiliar
material.

• Introduce the idea of two different types of questions: thin (or factual) and thick (or
inferential). Describe thin questions as ones whose answers can be found in the text.
Describe thick questions as ones that readers have to think about more fully since the
answers come from one's head, not solely from the text.

• Display the T-chart with the columns labeled as 'Thin' and 'Thick.' Write a sample
thin question in that column of the T-chart: “How did the kids describe Nia’s
hair?” (Answer: bendy, like curly straws; not straight, not thick)

• Next, pose a thick question to the students: ’Why did Nia think her friends asked her
funny questions?' [Two possible answers: 1) Because her hair wasn’t like theirs 2)
They were not use to seeing hair like hers.]

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Guided Practice
• Post the list of question words near the T-chart for easy reference during the read-
aloud.

• Have the students write questions on sticky notes (one question per sticky note) as
you read aloud. Students are not to interrupt the reading with oral questions at this
sitting, just to listen and write their questions.

• Begin the read-aloud, pausing from time to time to model for students your thinking
when you have a question about an important point in the material.

• After the read-aloud, have students place their sticky notes on the T-chart under the
appropriate headings and explain to the group what their questions are and why they
are thin or thick..

Independent Classroom Practice

Session 2:
• Read-aloud: I Am Mixed

• Students describe a character by using a graphic organizer. Students can use the thick
and thin questions they came up with to help them fill out their character maps.

Session 3:
• Read-aloud: I Am Mixed

• In their writing journals, students will write five sentences beginning with the words
“I am,” and ending with something that describes them (ex., Nia likes to draw, she
would write: “I am an artist.”)

• Each child will make their own “I am…” zigzag book. Include a cover page, with
the “I am…” title and author’s name; end with “The End,” on the final page.

• In their best handwriting, have them write their five sentences and draw
corresponding pictures.

Session 4:
• Read-aloud: I Am Mixed

• Ask the students to think about all the things Nia and Jay were mixed with.

• Have each student write down five things they are mixed with.

• Give each child a handprint on white construction paper. On the fingers and thumb,
have them write their five things; include their name on the palm.

• Have the children color their construction paper handprints (around the words) to
match their real hands.

• Staple each handprint to a wide ribbon to create a classroom banner.

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 Accommodations
o English Language Learners: Ask the students a mixture of thick and thin
questions and ask them decide which questions are thick and which are thin.
Verbally have students discuss the worksheet questions and help them to
write their answers

o Special Education: Ask the students a mixture of thick and thin questions and
verbally answer the questions. Verbally have student discuss the worksheet
questions, reduce writing assignment, use adaptive technology if necessary.

o Gifted: Students write a new ending to the story.

Topic Review/Closure
• Session 1 & 2: Teacher asks, “What did we learn about Nia and Jay by reading I Am
Mixed?” Students reply with answers.

• Session 3 & 4: Teacher asks, “What did we learn about ourselves after doing todays
activities?” Students reply with answers.

Evaluation/Assessment Teacher checks thick and thin questions, character maps, handprints, and Zigzag
books to see if key details are present and in correct order.

*Sessions are meant to breakdown the lesson into morning or afternoon work and/or to present on
different days.

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Name
Character Characteristics C.001.SS1

Name of the
character

What would you do if you

were the character? Wh
at
the ? ch thing
es like ara s
t do look cte doe
a r
Wh cte r d s th
o? e
ara
ch

Some
ter?

thing
Why o e charac
not?

impo
r why

rtant
th
u like

abou
Do yo

t the
chara
cter

2006 The Florida Center for Reading Research (Revised July, 2007) 2-3 Student Center Activities: Comprehension

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