Students will be able to identify what it means to be an "includer" and discuss ways they may include others inside and outside of school.
- Join students together in a circle, seated or standing.
- Ask students, "What does it mean to 'include' others?"
- Ask, "Can someone give an example of a time they have been included in a game or activity?"
- Ask, "How does it feel when you are included?"
- Explain that someone who includes others is called an includer.
- Write "includer" on the board and draw a picture of a young person including someone else in a game.
- Show the video "The Number One Way To Teach Kids About Inclusion."
- Ask, "What are some tips they give us on how can we include others?"
- Take 3–4 student responses.
Explicit Instruction/Teacher modeling(15 minutes)
- Show students the book All Are Welcome.
- Ask, "What do you think this book will be about?"
- Read the book aloud to the class.
- Pause and ask questions to check for understanding throughout the story.
- Ask the following questions:
- What can you do to make someone else feel welcome?
- How can you include others at lunch?
- What are some ways you can include others during recess?
- Describe how you can include others in class.
Guided Practice(10 minutes)
- Show students The Strength of Community worksheet.
- Explain that this worksheet guides them to draw a picture of themselves and write their interests and talents.
- Tell students that each picture will become part of a classroom bulletin board under the title: “We are part of a community. Our strength is our diversity.”
- Model drawing a picture of yourself and writing your likes and talents.
- Ask if there are any questions.
Independent working time(15 minutes)
- Send students back to their seats to work on The Strength of Community worksheet.
- Circle around the room and check in with as many students as possible to see if they have any questions or need support.
Enrichment: Ask advanced students to help you create the sign for the bulletin board: "We are part of a community. Our strength is our diversity."
Support: Work one-on-one or in small groups with some students and provide support with The Strength of Community worksheet.
- Walk around the room and check student comprehension during independent work. Field any questions and provide support where needed.
Review and closing(5 minutes)
- Bring students back together in a circle (ask them to bring their completed boxes for the poster).
- Ask each student to share their picture and read their interest/ talent to a partner.
- After each pair shares, have students hand their pictures to you to put up on the classroom bulletin board.
- Have the class say in unison, "We are part of a community. Our strength is our diversity."
- Play and video and song "Everyone Belongs."
- Sing the song together.
- Ask, "How will we remember what we have learned today?"