BookConnect Teacher Guide by bookwormcentral

BookConnect: Building Community One Book at a Time

TEACHER GUIDE Area of Focus: Personal & Community Well-Being Topic: Celebrating Diversity and Inclusion

Table of Contents Table of Contents

Teacher Reflection Guide

I AM HUMAN: A BOOK OF EMPATHY

IT'S OKAY TO BE DIFFERENT

All Are Welcome

THE SKIN YOU LIVE IN

SAME, SAME, but DIFFERENT

FRY BREAD

A Native American Family Story

The Sandwich Swap

THE DAY YOU BEGIN

SAY SOMETHING!

you matter

Teacher Reflection Guide BookConnect: Building Community One Book at a Time Area of Focus – Personal & Community Well-Being Topic 4 – Celebrating Diversity and Inclusion

Recognizing that all teachers, children, and classroom environments are distinct, this guide hopes to inspire teachers in finding their unique voice – through reflection – to support personal & community well-being. In exploring and sharing this program in your classroom, reflecting will allow you to draw upon experiences, refine perspectives, and expand the scope of possibilities throughout every phase of the program.

Significance of Reflection in Every Phase

REVIEW Reflection in this phase will allow you to set objectives and determine how this program may be applied. The aim is for students to have an enriching experience and reach a deeper understanding of the topic.

Reflection in this phase will allow you to present the program in a manner strategically designed to provoke thought, encourage questions, and bring about change.

RESPOND

REVEAL

Reflection in this phase will allow you to appropriately observe and respond, seizing every teachable moment.

REVISIT Reflection in this phase will allow you to evaluate the program journey: reception by students; achievement of desired outcomes; and future enhancements.

"We do not learn from experience... we learn from reflecting on experience." 4

– JOHN DEWEY

Reflections for Realizing Growth

Self-Reflect

Reflect on the World

Reflect on Making a Difference

How is this a relevant topic in education today?

What do you see on the news?

How can this topic be made more accessible for children?

How does your experience as an educator influence your understanding of this topic?

What do you hear your local community saying? What do you observe in your classroom/school?

How can collaborating with peers/families/community support children's understanding of this topic?

What do you see in children’s play?

What more can be done? Short term, long term?

How comfortable are you in addressing this topic with: children; parents; teachers; community?

Celebrating Diversity and Inclusion – Deeper Reflections FOCUS

EVALUATION

MOVING FORWARD

Respecting Differences

Viewing and valuing them as community strengths

How may you inspire self and students on this journey?

Going Beyond Stereotypes

Recognizing and breaking of molds

How may you encourage self and students through this process?

Responding to Biases

Detecting and countering them

How may you empower self and students to do this?

Identifying Entitlement

Acknowledging and safeguarding against it

How may you educate self and students to avoid this?

Understanding Sensitivities

Being aware of and acting on them

How may you guide self and students to be mindful?

Appreciating Co-existence

Evaluating and cherishing the benefits

How may you inform self and student practices?

Inspiring Self-Care and Self-Regulation Cultivating Social/Emotional Intelligence Fostering Resilience Celebrating Diversity and Inlcusion Nurturing Connections Cherishing Environment

LEVELS

TOPICS

BookConnect Topics and Levels for Personal & Community Well-Being 1. SHARE – Ages 0-2 (Early Childhood), Ages 2-5 (Pre-K) 2. LEARN – Ages 5-8 (Grades K-2), Ages 8-11 (Grades 3-5) 3. REFLECT – Ages 11-14 (Grades 6-8) 4. BECOME – Ages 14-18 (Grades 9-12)

Interested in offering BookConnect across different grade levels? Contact Bookworm Central at outreach@bookwormcentral.com

BookConnect: Building Community One Book at a Time Area of Focus: Personal & Community Well-Being Topic: Celebrating Diversity and Inclusion Level 2: Learn, Ages 5-8

TEACHER GUIDE: I AM HUMAN Book 1 of 10

Share the Book

Initiate Discussion Do all humans have good and not-so-good moments like the boy from the book? Have students share similar good and not-so-good personal experiences that made them recognize and accept that they are human. How does caring for others make us human? Have students share ways in which they care for others around them.

I AM HUMAN A BOOK OF EMPATHY by Susan Verde

The book shares that humans have the power of choice and action – ask students on how they practice their “powers” to turn a bad day into a good day or a poor choice into a better one for themselves and/or others. How can the understanding that friends and family are also human – just like us – help with moving beyond differences and misunderstandings?

Coordinate Group Activities Everybody Makes Mistakes Share a mistake from your life, letting students know your takeaway from it: how you made it right or how you learned from it. Invite students to anonymously share a mistake from their lives. Present a few, encouraging the class to talk about reasons why the mistake may have happened and what could be learned from it. Once discussed, mime tossing away the mistake and the negative feeling associated with it. This activity will help children recognize that we all make mistakes, can learn from them, and do better in the future. 6

We're All Human – Two Truths and a Lie Introduce Two Truths and a Lie to your students in which they share three experiences which show them as “human” – two must be true, one must be a lie. Kick off the activity yourself, inviting the students to find your lie. Then have students think deeply about what they could share, and allow time for each to participate. This activity allows children to recognize that we're all human and to relate to each other's experiences with empathy.

Guide Students with Handbook Activities What Makes Me Human In completing this activity, encourage your students to refer to the story to determine which speech bubbles reflect being human. Guide your students toward the idea that they should not expect to be perfect, but should always strive to improve themselves.

The Caring Tree In this ongoing activity, students will add a leaf each time they do something especially caring for someone else or someone else does something especially caring for them. This is intended to be a self-reinforcing activity, encouraging acts of kindness among students. In the course of working on this activity, help students understand that kindness begets kindness, and guide them to recognize that kindness is not a temporary act, but something to practice over a lifetime.

Help Them Dig Deeper – Research Project Encourage students to choose a famous person to study – a sports idol, scientist, historical figure, etc. – and look for mistakes they may have made during their lives. Understanding that mistakes can be made by even the smartest and most successful people may ease student fears, and help them be less judgmental of themselves and others. It’s important for children to understand that imperfections are part of being human.

Encourage More Reading – at Home, at School Other Books by Susan Verde Hey, Wall I am Love: A Book of Compassion I am One: A Book of Action I am Peace: A Book of Mindfulness I am Yoga The Museum The Three Little Yogis and the Wolf Who Lost his Breath The Tossy-Turny Princess and the Pesky Pea The Water Princess You and Me

Making Mistakes The Bad Seed Beautiful Oops! The Book of Mistakes It's Not My Fault! It's Okay to Make Mistakes The Magical Yet The Most Magnificent Thing A Whale of a Mistake

Empathy Be Kind Be Kind: You Can Make a World a Happier Place! The Cool Bean Each Kindness I Walk With Vanessa If You Plant a Seed The Kindness Book A Map into the World My Heart Tomorrow I'll Be Kind When We Are Kind

Interested in other BookConnect Topics? Reach out to Bookworm Central: outreach@bookwormcentral.com

BookConnect: Building Community One Book at a Time Area of Focus: Personal & Community Well-Being Topic: Celebrating Diversity and Inclusion Level 2: Learn, Ages 5-8

TEACHER GUIDE: IT'S OKAY TO BE DIFFERENT Book 2 of 10

Share the Book

Initiate Discussion How do the students perceive the word “different” when it is used to describe another? How does it make them feel about that person? Invite students to share ways in which people may be different. Do they feel awkward or comfortable when they meet someone who is different? How does this feeling affect their actions? Do students find it easier to be with someone who is similar to them? Ask students to share ways that help them feel comfortable around people who are different from them.

IT'S OKAY TO BE DIFFERENT by Todd Parr

Have students imagine themselves meeting the author of this book in a park. Do they think they would be comfortable being themselves with him? Why? Who would your students prefer to be friends with – a person who accepts them the way they are – even though they are different – or one that wants to change them? Why?

Coordinate Group Activities The Iceberg of Differences Draw a large iceberg where the top is above water and the rest is below. Explain that the top shows what is visible to the eye and the bottom shows what’s not. Invite students to share differences that are visible, recording these at the top of the iceberg. Then invite them to think of differences that are not visible, but are important in making a person who they are. Record these at the bottom of the iceberg. This activity allows students to reflect on both sets of differences and how they might affect their acceptance of others. During the school year, invite students to return to the Iceberg and add to the list of differences. 8

Welcome our Visitors from Planet Zuptar After students have created their visitors from Planet Zuptar (in their student activity handbook), have them share their creatures and describe them. How would each student react to their visitor? How would they make them feel welcome? What questions would they want to ask them? What would they want to share about themselves? Help them understand that differences are not obstacles to friendship, and may make friendship more rewarding.

Guide Students with Handbook Activities Visitor from Planet Zuptar As students create their visitors from Planet Zuptar, guide them in understanding that regardless of how different they may be, they should be able to accept these differences and look forward to welcoming these visitors as friends.

Find Your Buddy This two-part activity will help students establish a sense of self and reflect on the role this plays in making friends. Remind students that even though they may naturally choose friends with similar interests, they can also choose to befriend others who are starkly different. While friends come in all colors, shapes, and sizes, it is who they are on the inside that truly matters. Most importantly, encourage students to think about what motivates their choices.

Help Them Dig Deeper – Research Project Have students research a differently-abled person who has made a fabulous contribution to the world. How did their abilities help or hinder their work? What obstacles did they face and what traits, skills, and knowledge allowed them to ultimately triumph?

Encourage More Reading – at Home, at School

Other Books by Todd Parr Be Who You Are The Don't Worry Book The Earth Book The Family Book The Feel Good Book The Feelings Book It's Okay to Make Mistakes The Joyful Book The Kindness Book The Peace Book The Spring Book The Thankful Book

Our Unique Selves Bad Guys #1 Chrysanthemum Eyes That Kiss in the Corners The Fearsome Five Giraffe Problems I Am Enough I Talk Like a River I'll Walk with You The Itty-Bitty Kitty-Corn The Name Jar Not Quite Narwhal Superluminous What’s the Difference? Being Different is Amazing

Interested in other BookConnect Topics? Reach out to Bookworm Central: outreach@bookwormcentral.com

BookConnect: Building Community One Book at a Time Area of Focus: Personal & Community Well-Being Topic: Celebrating Diversity and Inclusion Level 2: Learn, Ages 5-8

TEACHER GUIDE: ALL ARE WELCOME Book 3 of 10

Share the Book

Initiate Discussion What does the word “welcome” mean to students? Do they think people can sense when they’re being welcomed? Invite students to share their special talents in welcoming people. Can they think of other ways to be welcoming? What would be an easy practice to adopt so others feel welcome in the classroom, school, and neighborhood? Can students sense when they are not welcome? How does that make them feel? Do they think others feel the same way?

ALL ARE WELCOME by Alexandra Penfold

How does a welcoming environment help everyone learn, play and be their best selves?

Coordinate Group Activities Out of Many, One Introduce students to the concept of the mosaic of people that comprises our country. Share a simple graph showing: 330 million people live in the United States. Of these, 25% (over 80 million) were born in other countries or are children of those born in other countries (i.e., 1st and 2nd generation Americans). 12% (40 million) were born in other countries (i.e., 1st generation Americans). First generation immigrants come from over 100 countries around the world. (That’s about half of all existing countries.) Share a world map, explaining that – throughout history – people have come here from all over the globe. Ask students about their own ancestry to show how many countries are represented in your class. We are a nation of immigrants... 10

Welcoming Members of the Community To highlight the mosaic that comprises our community, invite unique people to share information about themselves with your class. These could be parents or grandparents of your students or members of your broader community. Have them share their personal stories, perhaps their arrival story; aspects of their culture; information about their occupations, special abilities, or passions. Encourage your students to be welcoming to the classroom guests, show respect, and ask appropriate questions.

Guide Students with Handbook Activities

Words of Welcome

Welcoming without Words

As your students learn the words of welcome from different countries, encourage them to say these words out loud with feeling. Talk to them about how all languages have words – and all countries have ways – of welcoming others. This stems from a basic human desire to experience the joy that comes from inviting others into our world.

This activity was designed to help children focus on ways to be welcoming beyond words. Encourage students to be mindful that in welcoming others, our gestures, body language, demeanor, and attitude may be even more important than the words we use. This can be especially true when we encounter a language barrier.

Help Them Dig Deeper – Research Project Building on the “Out of Many, One” group activity, have students research and graph demographic information about their classroom or neighborhood. They can focus on various aspects such as continent of origin, country of origin, proportion of 1st, 2nd and 3rd+ generation immigrants; number of siblings; etc.

Encourage More Reading – at Home, at School

All Kinds of People

Inclusion of Others

Girl Who Thought in Pictures: The Story of Dr. Temple Grandin I Talk Like a River Nana Akua Goes to School Oldest Student: How Mary Walker Learned to Read Under My Hijab We're All Wonders When Charley Met Emma Why Am I Me?

All Are Welcome Here Big Umbrella Buddy Bench I'll Walk with You I'm New Here Invisible Boy Nothing Rhymes with Orange Our Class is a Family Someone New Strictly No Elephants

Interested in other BookConnect Topics? Reach out to Bookworm Central: outreach@bookwormcentral.com

BookConnect: Building Community One Book at a Time Area of Focus: Personal & Community Well-Being Topic: Celebrating Diversity and Inclusion Level 2: Learn, Ages 5-8

TEACHER GUIDE: THE SKIN YOU LIVE IN Book 4 of 10

Share the Book

Initiate Discussion Ask students to consider what humans would look like if they had no skin. Do they feel lucky to have the skin they live in that so beautifully holds the “YOU who’s within"? Invite students to consider the various purposes and functions of skin in the human body.

THE SKIN YOU LIVE IN by Michael Tyler

Review the food/skin comparisons from the book. If students were to pick a food to describe their own skin color, what food would they pick? If they had an option to keep changing the color of their skin to mimic various foods, would the purpose of their skin change? What would they think if the skin covering of all their favorite foods was the same color? Allow students to consider whether skin color has anything to do with a person’s imagination, creativity, talents, hopes, and dreams.

Coordinate Group Activities

An Apple is an Apple is an Apple...

Role Playing – Be a Plum

Many fruits and vegetables come in different colors, shapes and sizes (peppers, potatoes, tomatoes, plums, apples, grapes, etc.). Bring several types of fruits and/or vegetables to class, making sure you have at least three varieties of each type. Ask your students to consider the best way to sort or classify them. Color, shape, size or function? Guide students to understand that despite differences in color/shape/size, an apple is an apple and a potato is a potato. None of the differences disqualifies them from belonging with their group. This is because the skin we live in and what it covers does not change what or who we are – whether we’re talking about an apple, potato or person.

Divide the class into two groups, the black plums and the red plums, who all live happily in one neighborhood. In comes a green plum (you – the teacher – can play this part), who feels nervous, anxious, and somewhat out of place amidst neighbors that seem so different. Invite both groups to make suggestions on how they might make you feel more at home. You may share specifics on how you – the green plum – feel. Encourage the red and black plums to support the green plum by providing reasons to give friendship a chance. You may note all suggestions on a vision board that guides students in adopting an inclusive mindset.

Guide Students with Handbook Activities Playground Adventures This simple maze encourages students to focus on the joys of friendship and inclusiveness, regardless of color, shape, or size. Guide your students to recognize that everybody has more fun when doing things together.

You Can’t Live Without It – Your Colorful Skin This matching activity reinforces the idea of seeing skin as a covering in which all colors are beautiful and appealing. Invite students to continue to play with the idea of finding delicious foods to describe their own skin.

Help Them Dig Deeper – Research Project Have students research the science, purpose, and function of skin in the human body. Such a study can be tied in with how both geographical factors and genetics influence skin color.

Encourage More Reading – at Home, at School

Colors of Our Skin

Science of Skin

All the Colors of the Earth Black Is Brown Is Tan Color of Us Colors We Share Happy in Our Skin I Am Brown If Dominican Were a Color Magnificent Homespun Brown: A Celebration Mixed Me! Shades of People Skin Again

Inside the Skin, Hair, & Nails Our Skin Can Touch Skin Skin and Hair: (A Sickening Augmented Reality Experience) The Skin on Your Body The Skin You're In! The Secrets of Skin Your Amazing Skin from Outside In Your Skin and Mine

Interested in other BookConnect Topics? Reach out to Bookworm Central: outreach@bookwormcentral.com

BookConnect: Building Community One Book at a Time Area of Focus: Personal & Community Well-Being Topic: Celebrating Diversity and Inclusion Level 2: Learn, Ages 5-8

TEACHER GUIDE: SAME, SAME BUT DIFFERENT Book 5 of 10

Share the Book

Initiate Discussion Invite students to consider similarities in the lives of Elliot and Kailash. And differences? Are their lives more similar or more different? Have students explore with whom they identify more closely: Kailash or Elliott. What are the reasons for this identification? What do Kailash and Elliot learn from each other? How can we all learn from those who are different than us?

SAME, SAME BUT DIFFERENT by Jenny Sue Kostecki-Shaw

The book’s cover shows one boy right-side up and the other upside-down. Invite students to consider why the illustrator might have portrayed them this way. If Kailash and Elliot were to swap places and find themselves living in the other's country, what would they find easy to adapt to? What would they find hard?

Coordinate Group Activities Ready, Set, Travel!

Pen Pals from Around the World

Use a globe to show your students where India and the US are located. Play a game of "Boat, Train or Plane", finding many different ways of getting from the US to India. As they travel, have students take note of oceans, continents, countries, rivers, mountain ranges, etc. that they cross.

Have students imagine they can choose a pen pal from anywhere in the world. What country would they choose? What would their friend's name be? Who would be in their family? How would they live, dress, eat, learn, play, celebrate? In pictures or words, have the students create a "pretend" letter that they might receive from their pen pal.

Help students recognize that vast as the world may be, all of it is accessible to each one of us – through books or in reality. Even though distances and differences may seem intimidating, openmindedness can lead to unlimited possibilities. 14

You may wish to create a collage of all the “created” friends for students to examine, enjoy and discuss. This will expose students to lives and experiences from around the world.

Guide Students with Handbook Activities Draw Your Own “Same, Same but Different” Worlds Students can enjoy, first-hand, the Same, Same but Different experience with a friend. Before starting, encourage students to talk to their “portrait” friends about the things that are most important to them so they may represent them in their drawing. Have students consider how these similarities or differences affect their relationship – do they add difficulty, richness, excitement, unexpected outcomes?

Match the Different Stamps This activity is designed to help children understand that despite superficial differences, there are many underlying similarities across cultures. No matter what country children are from, they all have people, places, and things that are significant in their lives.

Help Them Dig Deeper – Research Project Many students may be interested in having their own real pen pals after reading about Kailash and Elliot. You may have a colleague or friend living abroad with whom you could set up a pen pal project. There are also several websites offering this possibility. (For safety reasons, mail should be shipped in bulk to and from yourself.)

Once arranged, students may start by exchanging pictures or letters showing aspects of their own lives – their families, typical activities, games they play, books they read, favorite foods… In this way, students will participate in sharing country and culture, learning about ways we are different and ways we are the same.

Encourage More Reading – at Home, at School Fiction: Similarities/Differences Colors of Us Dear Primo Elephant & Piggie: Can I Play Too? Frog & Toad All Year Giraffes Can't Dance Last Stop on Market Street Name Jar On the Same Day in March Proudest Blue: A Story of Hijab and Family Toot & Puddle Whoever You Are

Non-Fiction: Similarities/Differences Back to School: A Global Journey Barefoot Books: Children of the World Children Just Like Me: Food Like Mine Children Just Like Me Children Just Like Me: A School Like Mine Come Out and Play: A Global Journey This Is How We Do It: One Day in the Lives of Seven Kids from around the World To Be a Kid What We Wear: Dressing Up Around the World World Together

Interested in other BookConnect Topics? Reach out to Bookworm Central: outreach@bookwormcentral.com

BookConnect: Building Community One Book at a Time Area of Focus: Personal & Community Well-Being Topic: Celebrating Diversity and Inclusion Level 2: Learn, Ages 5-8

TEACHER GUIDE: FRY BREAD Book 6 of 10

Share the Book

Note: Before reading the book, explain to students the terms “indigenous” and “Native American”.

Initiate Discussion Explore with students what may have surprised them about this story. Would they have expected a typical Native American family to look like this family? Why or why not? What else surprised them? Invite students to consider how and why the author and illustrator worked together to evoke the five senses.

FRY BREAD A Native American Family Story by Kevin Noble Maillard

Fry bread is food, but in this book, it is also so much more than that. Ask students other ways in which fry bread is presented in the book. What is their favorite? Many different emotions are shown in the faces of this family throughout the book. As you share each double-page spread again, invite students to describe the expressions on the people’s faces. Why do they change from page-to-page?

Coordinate Group Activities Stimulate the Senses* Have students form groups in which they will create their own food-focused book highlighting how the food appeals to all five senses and how it represents the culture from which it comes. (They might choose – for example – tacos, pizza, sushi, kebabs, hamburgers.) *Explain to students that food – as seen in this book – may play an important role in a community’s culture. (Share that “culture” reflects parts of everyday life shared by a family or community including food, music, dance, art, language, holidays, customs, and history.) 16

Native Americans: I Never Knew...** After reading the book to students, share some additional information about Native Americans from Kevin Noble Maillard's notes at the back of the book. Then play a game with students: "Things I Never Knew". Divide the class into small groups and have each discuss what information surprised them and why. After each group has had a chance to share their findings, have the class vote on what they found the most surprising of all. **You may wish to share the end papers of the book showing over 600 different tribes, explaining that some Native Americans live on reservations, while others live intermingled with other Americans in cities, towns and rural areas. You may also wish to share the map from the book, alongside a more typical US map showing the 50 states delineated. Why are there no lines on the book’s map?

Guide Students with Handbook Activities Family Fry Bread Day

Memories from Family Fry Bread Day

This activity is designed to invite family engagement. Send a note home to parents stating the purpose and importance of this activity. Encourage parents to set aside some time so they may enjoy this special family experience with their children. Remind students to share the story from the book while preparing the bread with their parents.

To remember this special time, students will draw pictures or take photos documenting their experience with their family. Guide students in showing the sequence of events, having them record their activities step-by-step. For example, they may wish to show: 1) the ingredients; 2) making the dough; 3) frying the bread; and 4) enjoying fry bread with their family.

Help Them Dig Deeper – Research Project There are indigenous groups in our area students can study. Have them find out which tribes these are, where members live, and what their daily lives are like. Do any of them live on reservations? How similar or different are their lives from those of other Americans? Do they, too, eat fry bread? How do they celebrate their culture?

Encourage More Reading – at Home, at School Food and Culture Almost Time Amy Wu and the Perfect Bao A Big Mooncake for Little Star Bilal Cooks Daal Cora Cooks Pancit Dim Sum for Everyone Everybody Cooks Rice Freedom Soup Hot Pot Night! My Day with Gong Gong Ohana Means Family Salma the Syrian Chef Tea Time Around the World Thank You, Omu! Thunder Cake Vamos! Let's Go Eat Watercress

Native American Life Awâsis and the World-Famous Bannock Day with Yayah Dream Wolf Forever Sky The Girl Who Loved Wild Horses Grandmother's Dreamcatcher Hiawatha and the Peacemaker I Am Sacagawea Indian Shoes The Most Amazing Bird Range Eternal Raven: A Trickster Tale from the Pacific The Story of Jumping Mouse Thunder Boy Jr. We Are Grateful: Otsaliheliga We Are Water Protectors When the Shadbush Blooms

Interested in other BookConnect Topics? Reach out to Bookworm Central: outreach@bookwormcentral.com

BookConnect: Building Community One Book at a Time Area of Focus: Personal & Community Well-Being Topic: Celebrating Diversity and Inclusion Level 2: Learn, Ages 5-8

TEACHER GUIDE: THE SANDWICH SWAP Book 7 of 10

Share the Book

Initiate Discussion Invite students to consider some of the things that are the same about Salma and Lily; and then have them consider some of the things that are different. Are there more similarities or more differences between them? Are differences like the ones between Salma and Lily “big” enough to disturb a friendship? Why or why not?

THE SANDWICH SWAP by Queen Rania Al-Abdullah and Kelly DiPucchio

Why did other children get involved and take sides in the Salma and Lily fight? Should they have gotten involved? Was the fight over just two sandwiches or were there other reasons? Ask students how they feel about the namecalling. Have your students suggest other ways that Salma and Lily could have resolved their differences. How do they feel about the way Salma and Lily chose to resolve their differences?

Coordinate Group Activities My Food: Good to Me, “Yucky” to You Play a Good to Me, "Yucky" to You game, in which each student talks about one food typically eaten in their family/culture that may appear “yucky” to others. The first person to speak will end with, “Would you try my food?” The next person (chosen by you) should answer the question, and then share information about their own special food.

Continue the game until all students have had a chance to speak. Throughout the game, remind students of the importance of being open not just to new foods, but to new experiences. Address the importance of being respectful of differences – whether in food, clothing, habits, ideas, etc.

More Group Activities >>

Respecting Differences – Take a Walk in My Shoes... Talk to students about aspects of themselves that they would like to share – about their family history, culture, and life. Have them create “Shoe Box Histories”, collecting items that represent who they are and placing them in a self-decorated shoe box. Ask them to focus especially on aspects that may be a little (or a lot) unusual to others in the class.

To give students a sense of what these boxes should contain, first create and share your own “Shoe Box History”. Set aside time for each child to share their own "Shoe Box History". Encourage students to listen closely, becoming more aware of their classmates and attuned to the world around them.

Guide Students with Handbook Activities Favorite Family Recipe After writing out their recipes, students should come to class prepared to talk about them, whether they’re used for special occasions or everyday meals, and what special meaning the recipes have for them. This activity gives students a chance to provide their classmates with a small window into

their home life, while assuming acceptance and respect. You may wish to copy the recipe pages and create a “class cookbook” to be shared with each student. If the situation allows, set aside a day for a special luncheon where students would bring in their special family food.

Foods from Around the World Word Search This is designed to introduce students to foods from around the world andpique their interest. Exposure to the unfamiliar naturally leads to the opening of minds and the desire to be more adventurous in exploration of differences.

Help them Dig Deeper – Research Project Choose a country and explore the foods typically eaten there. What are the common fruits, vegetables, grains and proteins available? What does a typical breakfast, lunch, or dinner consist of? In what ways are this country’s foods similar to those you eat? In what ways are they different?

Encourage More Reading – at Home, at School Friendship Wolf & Little Wolf Birdsong Day So Gray Each Kindness Elephant & Piggie: Can I Play Too? Enemy Pie Evelyn Del Rey Is Moving Away Four Feet, Two Sandals

Respecting Differences Frog and Toad are Friends Map into the World My Two Blankets Neville Rita and Ralph's Rotten Day Stick and Stone Strictly No Elephants Thousand White Butterflies We Don't Eat Our Classmates

Arabic Quilt: An Immigrant Story Lailah's Lunchbox Mixed: A Colorful Story Nana Akua Goes to School One of These Is Not Like the Others Our Favorite Day of the Year Proudest Blue: A Story of Hijab and Family Swing Yoko Your Name Is a Song

Interested in other BookConnect Topics? Reach out to Bookworm Central: outreach@bookwormcentral.com

BookConnect: Building Community One Book at a Time Area of Focus: Personal & Community Well-Being Topic: Celebrating Diversity and Inclusion Level 2: Learn, Ages 5-8

TEACHER GUIDE: THE DAY YOU BEGIN Book 8 of 10

Share the Book

Initiate Discussion How does the author show ways in which people may feel different from others? Have students suggest other ways that may make a person feel different. Is the feeling of separateness that Angelina experiences one that is shared by many children? Ask students if they have ever experienced this, and how they responded.

THE DAY YOU BEGIN by Jacqueline Woodson

Why does the author move between many different characters, noting their feelings, throughout the book? Explore with students why the author starts and ends the book with Angelina and her thoughts. How might sharing of stories help with appreciating differences and improving understanding of others?

Coordinate Group Activities Being on the Outside, Looking In Share the double page spread from the book where five children are playing happily on the left-hand side, and one lonely boy is sadly looking on from the right-hand side. Divide the class into groups, and have each group imagine they are the five happy children. What could they do or say to encourage the lonely child to join their happy circle? 20

Jitter Jar Ask students to share (anonymously) a short note about what makes them feel nervous or jittery in a new situation. Place these "jitters" in a “jitter jar” and, sharing one at a time, have the class discuss ways of handling them. As students learn that others have “jitters” like their own, they should be less self-conscious and more willing to share their personal stories. Use the “jitter jar” throughout the year, allowing students to dispose of their jitters whenever the need arises.

Guide Students with Handbook Activities Stairway to Friendship Reaching out into the world to engage others and hear their stories helps students understand and appreciate different perspectives. Most of all, it teaches empathy. Once they start this practice of building connections, they may continue it with other people they meet.

Sharing Your Story In completing this activity, students have a chance to express their authentic selves, actively recognizing and acknowledging that their story matters. Encourage students to apply their creative talents in telling their “real” story.

Help Them Dig Deeper – Research Project Students may explore the concept of family trees and then apply it in creating their own "Family Story Tree". For each family member, they can highlight an attribute that best expresses the essence of that person, shared through story. They may choose to document some of their favorite stories for personal remembrances.

Encourage More Reading – at Home, at School Other Books by Jaqueline Woodson Coming on Home Soon Each Kindness The Other Side Pecan Pie Baby

Show Way This Is the Rope: A Story from the Great Migration Visiting Day

Telling Your Story Alma and How She Got Her Name Boy Like You Drawn Together Girl Like You Home is In Between Islandborn Just Ask! Be Different, Be Brave, Be You Marianthe's Story: Painted Words and Spoken Memories Most Beautiful Thing

Our Favorite Day of the Year Priya Dreams of Marigold and Masala Proudest Blue: A Story of Hijab and Family Marisol McDonald Doesn't Match A Story About Afiya Watch Me: A Story of Immigration and Inspiration The Word Collector Your Name is a Song Zara's New Eid Dress

Interested in other BookConnect Topics? Reach out to Bookworm Central: outreach@bookwormcentral.com

BookConnect: Building Community One Book at a Time Area of Focus: Personal & Community Well-Being Topic: Celebrating Diversity and Inclusion Level 2: Learn, Ages 5-8

TEACHER GUIDE: SAY SOMETHING Book 9 of 10

Share the Book

Initiate Discussion What is the author trying to share with readers throughout this book? Invite the class to brainstorm ways – other than using words – for people to have a voice, be heard, and/or make a change. Have each student reflect and talk about their own voice: is it music, inventing, poetry, gardening, art, etc.? Ask students if they have ever felt that no one is listening to them or understands them. How can they use “their” voice in such moments? How do students respond to the voices of others? Do they take the time to listen, reflect, and respond to them? How?

SAY SOMETHING by Peter H. Reynolds

Is finding a "voice" a big or small thing? How would students develop and refine their voice so it could make a change or difference? What changes would they like to see/make with their voice?

Coordinate Group Activities

Find Your Voice – Say Something

Different Voices, One Purpose, Collective Action

Create a speech board like the end papers in the book and have each student specify “their voice” and how they imagine it being useful in contributing or bringing about a change in the home, class, school, city, country, and/or the world. (Note: Students should refer to the "Express Your Feelings" activity in their handbook and choose the one that's most meaningful to them.)

Through a class discussion, identify a project that may add positivity in the class, school, and/or community. Have students brainstorm ways in which their special voices can lend themselves to support such a project. (For example, in adopting an old-age home, students may contribute artwork, put on a concert, grow a garden...) Allow students to experience that when unique voices come together, the results can be powerful.

Guide Students with Handbook Activities

Express Your Feelings

Share Your Hopes, Show Your Gratitude

Encourage students to reflect deeply before doing this activity. Students should be inspired to find their voice and use it to say what's most important to them. They should gain understanding of the significance of having a voice – a true gift – which through regular practice can be put to good use.

This activity is designed so students can express their hopes, share their gratitude, and set them free in the universe with their very own, special voices. Encourage students to see the connection between their hopes and voice, and the role gratitude plays in fully realizing both.

Help Them Dig Deeper – Research Project Find out about a young person who has had something to say and has made their voice heard. What was the issue they were concerned about? How did they follow up? Who heard their voice or saw their actions? Did they have an impact on the world around them?

Encourage More Reading – at Home, at School

Young Voices Being Heard Boxes for Katje Boy Who Harnessed the Wind Emmanuel's Dream Exquisite: The Poetry and Life of Gwendolyn Brooks Itzhak: A Boy Who Loved the Violin Malala, a Brave Girl from Pakistan Marvelous Cornelius One Plastic Bag Ryan & Jimmy: the Well in Africa Seeds of Change Sharuko: Peruvian Archeologist Story of Ruby Bridges

Gratitude Apple Cake: A Gratitude Bear Says Thanks Elephant & Piggie: Thank You Book Last Stop on Market Street Sincerely, Emerson Thankful Book Thanku: Poems of Gratitude We Are Grateful: Otsaliheliga When Grandma Gives You a Lemon Tree

Other Titles by Peter H. Reynolds Be You! Dot Happy Dreamer I'm Here Ish North Star Sky Color Start with a Dot (Guided Journal) Word Collector

Interested in other BookConnect Topics? Reach out to Bookworm Central: outreach@bookwormcentral.com

BookConnect: Building Community One Book at a Time Area of Focus: Personal & Community Well-Being Topic: Celebrating Diversity and Inclusion Level 2: Learn, Ages 5-8

TEACHER GUIDE: YOU MATTER Book 10 of 10

Share the Book

Initiate Discussion What does the author mean when he says that everything – large or small, near or far – matters? Do students agree or disagree? Why would ants, mosquitos, and things that can only be seen through a microscope, matter? Does everyone – at some point in their lives – feel they do not matter? What are some possible reasons a person might believe this? Do students think the author himself ever felt this way? Continuing along this track, ask students if they have ever felt they did not matter. Why? What do they think the author of this book would say if he heard them voice this thought? (Following this discussion, read the author’s dedication at the beginning of the book: “For anyone who isn’t sure if they matter, you do.”)

YOU MATTER by Christian Robinson

Is it important for people to feel like they matter? How might people act if they felt they did not matter? How might they act if they felt they did matter?

Coordinate Group Activities

We’re All Connected

“You Matter” Mail Service

The idea that everyone matters and we are all connected will be reinforced through this game of “Invisible String”. The first person to go will state their name and why they matter. The next person will repeat it and follow up with their own statement. This will go on until all students and the teacher have had a turn. By having each person state why they matter and be recognized by another for why they matter, students will get a better sense of their classmates, reasons for “mattering”, and the interconnectedness of all.

To emphasize the importance of expressing feelings of gratitude towards others, let your students know the class will be starting its own mail service. You (the teacher) may get this started by writing a note to each student, explaining how they're special and why they matter – a note they may treasure for years to come. Then have your students write their own "you matter" notes to whomever they wish. Urge students to express their gratitude to others – freely and often.

Guide Students with Handbook Activities Who Matters to Me? As they insert pictures in the windows of the apartment house, students will reflect on who matters to them. Encourage students to use their voices in letting these special people know how much they matter.

You Matter

You Matter, Everyone Matters

Help your students understand that others may not always notice or comment on their actions (i.e., how they matter). What truly matters, however, is that they make meaningful contributions and feel good about them.

In this connect-the-dot activity, students will be figuratively connecting everyone together. Reinforce the concept that we all are connected, and that the world needs everyone bringing their best selves in the making of a better world.

Help Them Dig Deeper – Research Project Not only are people dependent on other people, but all living things are dependent on, and interconnected with, other living and non-living things. In the case of certain animal pairings and animal/plant pairings, there is an especially strong (sometimes mutual) relationship between them. Explain the concept of symbiosis to students and let them explore the cases of such interdependence, for example:

Bees and flowers

Sharks and remora fish

Cattle and cattle egrets

Coral and algae

Lichen (algae/fungi pairing)

Crocodile and plover bird

Honey badger and honey guide

Clownfish and sea anemones

In learning about interdependence outside of the human world, students may better understand interdependence within and beyond it.

Encourage More Reading – at Home, at School

Interdependence Among Living Things And Then the Seed Grew Animal Partners Because of an Acorn Becoming a Good Creature Carl and the Meaning of Life Forever Tree Great Kapok Tree Honey-Honey-Lion!

How to Clean a Hippopotamus If You Take Away the Otter Many Biomes, One Earth: Exploring Terrestrial Biomes of North and South America Over and Under the Pond Over and Under the Rainforest Over and Under the Snow

We All Matter Be You! Big Feelings Maybe Sun Shines Everywhere When You Need Wings Why Am I Me? World Needs Who You Were Made to Be You Are a Beautiful Beginning

Interested in other BookConnect Topics? Reach out to Bookworm Central: outreach@bookwormcentral.com