Black, White Just Right Lesson Plan

Standard: RL.1.2 - Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
Culture and cultural concept: Self Identity, acceptance
Objective: Student will learn to identify the central message of Black, White, Just Right.
Materials: Black, White, Just Right? By Margret W. Davol, White blank sheet of paper, crayons
or colored pencil, pencil.
Procedure
Set the stage
 Introduce the book Black, White, Just Right Encourage student to think about
their own family while they listen to the story. Explain that books can give M
State the objective
 “Reading this book is going to give us perspective on different types of
families and then we are going to do an activity to shared our own unique
families.”
Review prior knowledge
 Review lesson about moral and central messages.
New information
 Then discuss new vocabulary like biracial, acceptance, perspective, central
message, and different.
 Ask the class what do they think the story is about? Does the title of the story
give you any predictions?
 Read book to class.
Group discussion
 What lesson did you learn from the story?
 How do you feel about this family? Is the main character family similar to
your family? If not how?
 Do you like the same activities as the main character?
 What does the main character mean when she says “Just right”?
Assignment
 First explain the assignment then hand out blank white piece of paper to each
student.
  Then have them draw a picture of their parents or a family member. Then on
the back of the paper have the student write a description of the parent and a
fun activity the like to do.
 Then they will show the picture then have the student share what the wrote.
Also have the kid repeat “That’s Just right!” after student present.
 Stress that the drawing does not need to be perfect but, they should have
details like eye color, hair color, skin tone, and clothing
 Make positive remarks and ask student question about the activity.
Accommodation
 ELS: Have a translator present to explain the assignment and have
 Special education: Make sure that they understand the instruction and put
them in small group. Turn the activity in to more of a discussion. Use picture
of activities that the students might like to do with their family.
Closure
 Ask class “what acivites did you find the most intresting?”
Evaluation
 Check the assignment to make sure that the give detail description and clear.
Also go around he class and make sure that the student understood the
lesson learned from the story.