Azsa Osborne

10/02/2021
EDU 280 - 1003
Diversity Lesson Plan
Intermediate Autism Diversity Lesson Plan
Title: Chocolate Milk, Por Favor
Author: Maria Dismondy
Published: 2015
Subject: Reading
Topic: Empathy
Culture: Hispanic
Grade level: (3rd - 5th grade)

Social Justice Standard:

DI.6. Express comfort with people who are both similar to and different from them and
engage respectfully with all people.
DI.9. Respond to diversity by building empathy, respect, understanding and connection.

Nevada Academic Content Standards

Reading Standards for Literature RL 2.1 Ask and answer such questions as who, what,
where, when, why, and how to demonstrate understanding of key details in a text.

Reading Standards for Literature RL 2.2 Recount stories, including fables and
folktales from diverse cultures, and determine their central message, lesson, or moral

Speaking and Listening SL 2.2 Recount or describe key ideas or details from a text read
aloud or information presented orally or through other media.

Objectives:

o Students will be able to demonstrate the ability to discuss similarities and differences
with others, ask and answer “WH” questions about the text with 80% accuracy.
o Students will be able to respond to diversity by showing empathy, respect, understanding
and connection to the text based on personal experiences with 80% accuracy.

Materials:

Chocolate Milk, Por Favor, Story Map Worksheet, Adaptive Paper, Writing Utensils,
Coloring pencils, crayons, scissors, glue.
 Azsa Osborne
10/02/2021
EDU 280 - 1003
Diversity Lesson Plan

Procedures:

*First, start by setting classroom expectations. Remind students of having listening ears,
calm hands, and a calm body. Always reinforce students demonstrating the appropriate
behavior (verbal praise, token boards, sticker charts, PBIS points, dojo points, etc)
*Reinforce, Reinforce, Reinforce!
1. Introduce: the book Chocolate Milk, Por Favor
o Ask students “What do you think the book will be about?”
o Explain to the students that a main character is a person or an animal in a story
(Refer to anchor chart done previously on story elements)
2. Read the story with animation in voice to describe different characters.
3. Discuss the story while asking WH questions (Who, what, when, where, why, and how)
If students are struggling to answer questions, give them a visual and a force choice. For
example, “What is Gabe doing, playing soccer, or playing the guitar?” Adapt questions
for nonverbal students by using AAC devices, giving verbal prompts and or gestures and
using literacy picture cards.
1) Why is Gabe crying?
2) How is Gabe feeling? How do you know?
3) Where are Johnny and Gabe?
4) What do you think will happen next?
5) How does Johnny feel about Gabe being good at soccer?
6) Now that we know how Gabe felt, can you think of a time when you felt like
Gabe?
*Reinforce, Reinforce, Reinforce!
○ Review the characters and setting with the use of literacy picture cards. (I do)
○ Students will work in pairs, with staff cues and literacy picture cards, to share
their ideas with their partner, and share their ideas with the class. (We do)
4. Activity:
Students will complete a story map worksheet (you do) by filling in the missing
answers and or circle the answer to the appropriate questions about the story. “The
main character is ____”. Students will then color and cut and paste the pictures about
the story on their story map.

Assessment
● Students will be assessed based upon answering WH questions independently and
completing the worksheet. Use the WH questions to mark in the IEP binder for each
 Azsa Osborne
10/02/2021
EDU 280 - 1003
Diversity Lesson Plan
student. Products of the completed story map will be used as DATA for progress
monitoring according to IEP goals of students.
○ + if students were able to answer the questions independently
○ - if students were not able to answer the questions
○ P - if a prompt was given