Diversity Lesson Plan

By:Brodi Krantz, EDU 280, February 6, 2021

Teacher: Teri Wyckoff

Book: I, Too, Am America

By: Langston Hughes

Theme:Racial discrimanation, American Identity and

diversity

Published on May 22, 2012

Grade level: 3rd grade

Social Justice Standards:
Identity Standard #3: Students will recognize that people’s
multiple identities interact and create unique and complex
individuals.
Diversity Standard #6: Students will express comfort with people
who are both similar to and different from them and engage
respectfully with all people.

Nevada Academic Content Standards:

Reading Standard for Literature:Describe characters in a story
(e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events.

Reading Standard for Literature: Refer to parts of stories,

dramas, and poems when writing or speaking about a text, using
terms such as chapter, scene, and stanza; describe how each
successive part builds on earlier sections.

Reading Standard for Literature:With prompting and support,

generate supporting questions related to compelling questions

Materials:Book-I,Too, Am America

Sheet of paper
Pencil
Handout

Objectives:The student will be able to identify the

diversity theme of the book by group discussion and

visualization through inference while reading with 90% accuracy.

Procedure:
-Introduce:In today’s activity we will be looking at the beauty

of equality and diversity. We will start off by reading the book

called I, Too, Am America by Langston Hughes.

-Read:I will read the book out loud to the entire class

-Discuss:We will go over each question as a group and

share/compare our answers to the questions

Question 1:What is the main character’s goal?

Question 2:Who is the main character?

Question 3:Is this book important to you? If so, how?

Question 4:How did the book make you feel?

Question 5:Are there any questions about the book?

-Activities:Think/pair/share:Give each student a copy of I, Too,

Am America, along with some questions. Students will answer

questions individually and then as pairs, they will discuss

their answers. Pairs will then share their answers to the class

Concept mapping:Students will build more knowledge about the

book by creating concept maps with the characters and events in

the book. Students will do this in pairs, then will be

discussing their answers as a class.

Assessment:My observation of each student identifying the

diversity of their answers to the question of the activity. I

will also compare each of their concept maps to see how

different each of those are as well.