GENEVA COLLEGE

BEAVER FALLS, PA
EDU 343 - ESL
INCLUSION LESSON PLAN

NAME: KACEY COSTAL DATE: NOVEMBER 5, 2019

COURSE: EDU 343 GRADE LEVEL: K

I. TOPIC AND GENERAL GOAL

TOPIC: WELCOMING ANYONE INTO A COMMUNITY, SPECIFICALLY THE CLASSROOM
GOAL: FOR THE STUDENTS TO MAKE THEIR CLASSROOM A MORE INCLUSIVE
ENVIRONMENT BY BECOMING AWARE OF HOW TO WELCOME PEOPLE INTO A COMMUNITY.

II. REFERENCE TO PA OR COMMON CORE STANDARDS

STANDARD - 5.3.K.F IDENTIFY AND EXPLAIN BEHAVIORS FOR RESPONSIBLE CLASSROOM
CITIZENS.

III.LESSON OBJECTIVES
TSWBAT DEFINE COMMUNITY.
TSWBAT IDENTIFY DIVERSITY WITHIN THEIR OWN COMMUNITY.
TSWBAT IDENTIFY WAYS TO BE RESPONSIBLE CLASSROOM CITIZENS.

IV. MATERIALS
 ALL ARE WELCOME BY ALEXANDRA PENFOLD AND SUZANNE KAUFMAN
 POSTER BOARD
 CRAYONS
 SHARPIE
 PEOPLE PAPER OUTLINES (PREVIOUSLY CUT WITH SPACE TO WRITE WORD OR
SPEECH BUBBLE NEXT TO PERSON)
 GLUE

V. A. INTRODUCTION
“TODAY WE ARE GOING TO TALK ABOUT MAKING OUR CLASSROOM A
WELCOMING COMMUNITY. CAN ANYONE TELL ME WHAT COMMUNITY MEANS?
YES, IT IS A GROUP OF PEOPLE LIVING OR WORKING TOGETHER. OUR
CLASSROOM IS A COMMUNITY BECAUSE WE ALL WORK TOGETHER IN HERE.
WHAT DO YOU THINK A WELCOMING COMMUNITY MIGHT LOOK LIKE IN OUR
CLASSROOM? THOSE ARE SOME GOOD IDEAS. WE COULD SMILE TO GREET
SOMEONE NEW. WE COULD ASK SOMEONE TO PLAY WITH US IF THEY ARE BY
THEMSELVES. WHAT ARE OTHER WAYS WE COULD WELCOME SOMEONE INTO
OUR CLASSROOM? “
B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)
 THE TEACHER WILL BEGIN THE LESSON BY READING THE BOOK ALL ARE
WELCOME BY ALEXANDRA PENFOLD AND SUZANNE KAUFMAN.
 BEFORE THE TEACHER READS THE STORY, THE VOCABULARY WORDS WITH
“STUDENT-FRIENDLY” DEFINITIONS ARE:
O COMMUNITY: GROUP OF PEOPLE LIVING OR WORKING TOGETHER
O DIVERSITY: DIFFERENCES
O ADVERSITY: DIFFICULTIES
 AS THE TEACHER IS READING, THEY SHOULD MONITOR FOR UNDERSTANDING
THROUGH QUESTIONING.
O “HOW ARE THE STUDENTS PLAYING ON THE PLAYGROUND TO SHOW
THAT ALL ARE WELCOME HERE?”
O “THERE’S THAT WORD COMMUNITY AGAIN. WHO REMEMBERS WHAT
THAT MEANS?”
O “DOES ANYONE REMEMBER WHAT DIVERSITY MEANS? HOW DO YOU
THINK DIVERSITY CAN BE A STRENGTH OR MAKE THINGS BETTER?”
O “WE HAVE DIVERSITY IN OUR OWN CLASSROOM BECAUSE WE HAVE A
LOT OF DIFFERENCES. WHAT ARE SOME OF OUR DIFFERENCES? THIS
STUDENT AND THIS STUDENT DON’T HAVE THE SAME FAVORITE
SCHOOL SUBJECT. THIS STUDENT AND THIS STUDENT DON’T HAVE THE
SAME HAIR COLOR. THIS STUDENT AND THIS STUDENT DON’T HAVE
THE SAME SKIN COLOR. THESE DIFFERENCES MAKE OUR CLASSROOM
STRONGER JUST LIKE IT DOES IN THE BOOK.”
O “HOW CAN WE LEARN FROM EACH OTHER IN OUR CLASSROOM JUST
LIKE THEY ARE DOING IN THE BOOK?”
 ONCE THE TEACHER IS FINISHED READING THE BOOK, THE TEACHER SHOULD
TRANSITION THEM INTO THE ACTIVITY.
 “REMEMBER HOW WE TALKED ABOUT WAYS TO MAKE OUR CLASSROOM A
WELCOMING ENVIRONMENT? WELL, WE ARE GOING TO MAKE OUR VERY OWN
WELCOME SIGN FOR ANYONE TO SEE WHEN THEY VISIT OUR COMMUNITY OR
CLASSROOM.”
 “I HAVE THIS POSTER BOARD THAT WE ARE GOING TO DECORATE WITH
PICTURES YOU ARE GOING TO MAKE OF YOURSELF AND WORDS TO HELP
WELCOME ANYONE WHO COMES TO OUR COMMUNITY.”
 “FIRST,WE WILL BEGIN WITH EVERYONE MAKING THEIR VERY OWN SELF
PORTRAIT. YOU WILL DECORATE THE OUTLINE OF A PERSON TO LOOK LIKE
YOU.”
 THE TEACHER SHOULD FIRST MODEL THE MAKING OF THEIR PERSON TO SHOW
THEIR HAIR COLOR, EYE COLOR, SKIN COLOR, AND FAVORITE OUTFIT. THIS
WILL HELP THE STUDENTS IDENTIFY THE DIVERSITY THEY REPRESENT.
 THE TEACHER MAY SAY, “I HAVE THESE DIFFERENT COLORED CRAYONS JUST
FOR OUR SKIN COLOR. I THINK I HAVE VERY PALE SKIN COLOR SO I AM GOING
TO USE THIS VERY LIGHT-COLORED CRAYON. YOU CAN USE WHATEVER COLOR
YOU THINK YOUR SKIN LOOKS LIKE.”
  “ONCE YOU ARE DONE DECORATING YOUR MINI PERSON, YOU ARE GOING TO
THINK OF A WELCOMING WORD OR SOMETHING WE CAN DO TO HELP
WELCOME EACH OTHER. YOU MAY SHOW THIS THROUGH WORDS OR A
PICTURE.”
 THE TEACHER WILL WRITE A FEW IDEAS ON THE BOARD SO THE STUDENTS
MAY REFER TO THIS AS THEY ARE WRITING THEIR OWN WORD.
 THE TEACHER MAY WRITE WORDS SUCH AS, “HELLO, WELCOME, SHARE,
AND/OR PLAY TOGETHER.” THE TEACHER SHOULD ACCOMPANY A FEW OF
THESE WORDS WITH A PICTURE.
 THESTUDENTS WILL BE DIRECTED TO WRITE THEIR OWN WORDS OR
DRAWINGS IN THE BLANK SPACE NEXT TO THEIR PERSON.
 “IWANT TO CHALLENGE YOU TO WRITE A DIFFERENT WORD THAN YOUR
NEIGHBOR.”
 THE TEACHER MAY GIVE THE STUDENTS AN OPPORTUNITY TO COME UP AND
GLUE THEIR PERSON ONTO THE POSTER ONE AT A TIME.
 ONCE THOSE ARE FINISHED AND GLUED TO THE POSTER, THE TEACHER WILL
ASK WHAT WE SHOULD WRITE AS A BIG WELCOME MESSAGE ON OUR POSTER.
 ONCE IT IS FINISHED, IT SHOULD BE HUNG UP NEAR THE DOOR FOR ANYONE
TO SEE AS THEY COME IN THE CLASSROOM.

C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS,

PRODUCTS, OR LEARNING ENVIRONMENT)
PROCESS: THE STUDENTS ARE ABLE TO ADD EITHER DRAWINGS OR WORDS TO
THEIR SELF-PORTRAIT, WHICH HELPS THE STUDENT PARTICIPATE ON THEIR
DEVELOPMENTAL LEVEL, BUT STILL ALLOWS THEM TO BE CREATIVE.
D. CLOSURE (SUMMARY)
“YOUR CLASSROOM IS ONLY ONE COMMUNITY THAT YOU CAN BE WELCOMING IN. YOU
SHOULD WELCOME OTHER STUDENTS YOU MAY SEE DURING RECESS. YOU SHOULD
ALSO BE WELCOMING TO YOUR NEIGHBORS IN YOUR NEIGHBORHOOD. YOU MAY ALSO
BE WELCOMING TO THE PEOPLE YOU WORK WITH ONE DAY AT YOUR JOB.”

VI. ASSESSMENT/EVALUATION
THE STUDENTS WILL BE EVALUATED ON HOW THEY PARTICIPATE THROUGHOUT THE
LESSON. THE STUDENTS WILL BE QUESTIONED THROUGHOUT THE LESSON TO MONITOR
THEIR UNDERSTANDING. THE STUDENTS WILL ALSO DEMONSTRATE THEIR
UNDERSTANDING BY CONTRIBUTING TO THE WELCOME POSTER.
VII. INTERDISCIPLINARY CONNECTIONS
THIS LESSON RELATED TO ART BECAUSE IT REQUIRED THE STUDENTS TO DRAW A
SELF-PORTRAIT WITH COLORED PENCILS.

Cooperating Teacher Approval

_________________________________________________
VII. ADAPTATION FOR YOUR EL
THE ADAPTATION WAS MODELING THE CREATING OF THE PERSON ALONG WITH THE
WORD THEY WERE DIRECTED TO WRITE. THIS PROVIDED THE EL WITH VISUAL SUPPORT
BY EXPLICITLY MODELING HOW TO MAKE A PERSON TO LOOK LIKE YOURSELF. IT ALSO
EXPLICITLY MODELED A THINK ALOUD ABOUT CHOOSING A GREETING OR ACTION WORD
THAT WELCOMED SOMEONE INTO THE CLASSROOM.
VIII. ELS PROFICIENCY LEVEL
SPEAKING: LEVEL 1: ENTERING
LISTENING: LEVEL 2: EMERGING
READING: LEVEL 1: ENTERING
WRITING: LEVEL 2: BEGINNING

IX. SELF-EVALUATION
I think what I have learned about Els guided me to include more
explicit instruction in my lessons. I wanted to do well scaffolding, because I
knew my EL would need that extra support. Generally, I also wanted to
provide a lot of visuals to go along with my lesson. I chose to include the
book to show my EL and all the students of what diversity looks like. This
gave them a chance to see similar diversities that may be present in their
classroom as well as diversities that may be seen outside of their classroom.
I think my adaption was effectively used. All the students did well with
accurately drawing their hair, skin, and eye color. As I was monitoring the
students during the making of their person, everyone was engaged. The
students were asking each other what their eye color was if they couldn’t
remember. If I had to do it over again, I would include more books about
diversity and extend the lesson. This book only showed diversity within the
classroom, but I would like to show the students where else diversity can
exist and how we should treat others in different settings. I think the
response to what we should write on the poster went really well. The
students were creative and did not just resort to writing “All Are Welcome.” I
also think, for it being the first time the students intentionally drawing a
picture of themselves, they did well with it.
X. JUSTIFICATION
My lesson promotes inclusion because the book shows students of all
different backgrounds and physical looks working and playing together. It
required the students to engage with the lesson by making their own
welcome poster to encourage them to carry out inclusive practices. It
specifically benefitted my EL because not only were his diversities
represented, but the diversities of his classmates were also represented. The
adaptation would have benefitted my EL by setting clear expectations of
what needed to be done. It provided him with a visual of both the picture and
words. The words related back to the book, which he would have also been
able to see visually.