Kari Connellan and Jaime Hoonsan

Diversity Lesson Plan Grade: Kindergarten

EDU 280
Standard: CCSS.Math.Content.K.MD.B.3 Classify objects into given categories; count the
number of objects in each category and sort the categories by count. (Anderson, L.W., 2001)
(Common Core Standards Initiative, 2014),
Culture or Cultural Concept: Comprehending diversity and tolerance. (Anderson, L.W., 2001)
(Cheltenham Elementary Kindergarteners, 1991),
Objective: The student will be able to differentiate, sort and count groupings of their classmates
based on physical characteristics with a 95% accuracy. (Anderson, L.W., 2001), (Cheltenham
Elementary Kindergarteners, 1991), (U.S Department of Education, 2010)
Materials: We Are All Alike We Are All Different written and illustrated by Cheltenham
Elementary School Kindergarteners, 1 large square of black butcher paper, 1 large square of
brown butcher paper, 1 large square of white butcher paper, 1 large square of yellow butcher
paper, white board, dry erase markers in the following colors: black, brown, yellow, blue,
Multicolored unifix blocks. (Cheltenham Elementary Kindergarteners, 1991)
Procedure
Set the Stage / Anticipatory Set

Say: Today, we are going to learn about some ways that we are all alike and ways we are
all different. (Auditory) (Anderson, L.W., 2001), (Cheltenham Elementary
Kindergarteners, 1991), (Common Core Standards Initiative, 2014),

State the Objective:

Say: Today, we are going to sort our classmates by skin tone. Using the corresponding
color white board markers, write on the white board the color words black, brown,
yellow, and blue. (Visual) (Anderson, L.W., 2001), (Cheltenham Elementary
Kindergarteners, 1991), (Common Core Standards Initiative, 2014),

Investigate Prior Knowledge

Say: We are all people who have feelings and are the same on the inside, but have you
noticed that none of us look exactly the same on the outside? Engage the children in a
discussion to list noticeable differences in hair color, eye color and skin color. (Auditory)
(Anderson, L.W., 2001), (Cheltenham Elementary Kindergarteners, 1991), (Common
Core Standards Initiative, 2014)

New Information/Input & Model

Say: Look around at your classmates. How many friends do you think will be in each
group? (Auditory) (Anderson, L.W., 2001), (Cheltenham Elementary Kindergarteners,

1991), (Common Core Standards Initiative, 2014)

Have each child answer, and record answers on white board. (Visual)
Read the story We Are All Alike We Are All Different. (Auditory) (Cheltenham
Elementary Kindergarteners, 1991)

Guided Practice

Say: Now, we are going to divide ourselves into groups based on which color our skin is.
Have each child make a tally mark in their respective category on the white board with
their corresponding marker color (Tactile), then have each child stand on the

corresponding color butcher paper until all children are standing on a butcher paper
square. (Kinesthetic) Have each group of children count how many classmates are in
their group. Write the number of each group in their respective square on the white board.
(Anderson, L.W., 2001), (Cheltenham Elementary Kindergarteners, 1991), (Common
Core Standards Initiative, 2014)
Independent Practice
Have the students think of other ways that they can classify and sort themselves such as
by hair color or texture, favorite food, height, or gender. (Anderson, L.W., 2001),
(Cheltenham Elementary Kindergarteners, 1991), (Common Core Standards Initiative,
2014)
Accommodations

ELL (English Language Learners) Provide color cards with the color name that
corresponds to each color of butcher paper. Have one student go first as an example so
that the ELL student will see how the activity is done. (Newfoundland Labrador

Education, 2009)
Learning Disabilities Use unifix blocks to correspond with the different colors of

butcher paper to help the student gain a better understanding of the activity.
(NCLD Editorial Team, n.d)
Gifted Provide a charting sheet so that the student will be able to do one to one
correspondence, and chart the results of the activity. (n.a, n.d)

Topic Review/Closure
What was your favorite part of this activity?
Evaluation/Assessment

Engage students in a discussion about sorting, grouping and one to one correspondence.
(Anderson, L.W., 2001), (Cheltenham Elementary Kindergarteners, 1991), (Common Core
Standards Initiative, 2014)

References
Anderson, L.W. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of
Blooms Taxonomy of Educational Objectives. Anderson, L.W., Krathwol, D., Bloom,

B.S. (Eds.). New York, NY: Longman

Bar Graph Retrieved from
http://vickimartinez.com/math_bar_graph_blank.png
Cheltenham Elementary Kindergarteners. (1991) We Are All Alike We Are All Different.
NewYork, NY: Scholastic Inc.
Common Core Standards Initiative. (2014). Retrieved from the Common Core State Standards
Initiative: http://www.corestandards.org/
NCLD Editorial Team. (n.d). Common Modifications and Accomodations. National Center for
Learning Disabilities. Retrieved from
http://www.ncld.org/students-disabilities/accommodations-education/commonmodifications-accommodations
Newfoundland Labrador Education. (2009). Classroom Accomodations for ESL and ELD
Students. Retrieved from
http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/esl/classroom_accommodations.pdf

U.S Department of Education. (December 10, 2010). The No Child Left Behind Act of 2001.
Retrieved from
http://www2.ed.gov/policy/elsec/leg/esea02/index.html

(n.a). (n.d). Modifications and Accomodations for Gifted and Talented Students. Retrieved from
http://curriculum.mydallasisdonline.org/file.php/1/Curriculum/RLA/04_05/ec/kinder_rea
ding_expcurr/appendix/reading-expcurr_appendix_tag_mod_04-05.pdf

(http://vickimartinez.com/math_bar_graph_blank.png)