Sample Lesson Activities
Read Alouds
Students enjoy read alouds where the teacher reads the book to them, and teachers can do read alouds for any age level. Teachers should questions before reading, during reading, and after reading. Before reading, ask students to predict what they think the book will be about, based on the title and the cover. Read the book initially without interruption. The second time, ask students questions about the content, such as how do you think the character feels, what has happened in the story. After reading the book, ask students to summarize it, or how the book made them feel. Expanding from the specific book, ask students how the character in the story is the same or different from them, or how they would react if a person with that disability was in their class.
Journaling
For older students, keeping a journal during read aloud is an effective way for them to share their feelings, especially if the book is multiple chapters. While reading, have students write in their journal answers to specific questions or express their general feelings about the book. Students can form small groups to discuss their reactions during parts of the book as well. After the book is finished, ask students to record their opinions on the book and how it made them feel. Students can also use their journals to imagine how they would respond to situations in the book if they had the disability.
Likes & Dislikes
While reading the book, compile a list of the character’s likes and dislikes as well as strengths and weaknesses. After reading, ask students to also create a list of their likes, dislikes, strengths, and weaknesses to identify any similarities or differences between themselves and the character. The teacher should help students understand that everyone has differences and similarities with other people, regardless if he or she has a disability or not.
Classroom Discussion Themes
Classroom discussions are helpful to assess if students understand the deeper themes of literature on disability. The following topics may be useful for teachers depending on the age of students: definitions of disability, boundaries of “normal,” idealization of differences, focus on the person, building on strengths, issues of fairness and equity, and developing advocacy (modified from Adomat, 2014).
Classroom Bingo
To teach children about the similarities and differences between all students, students could play a game of Classroom Bingo. In this game, students write in their classmates’ names that correspond to the squares on the board (i.e., has blue eyes, likes to read). Once all the squares have been filled in with a classmate’s name, Bingo is played. The descriptions are read and students place markers on the squares until they have a Bingo. As they read the squares, they also read the name of the student who signed their name in the square. If any other student also signed that square on a different board, their names are also announced to this class. This is a way for the students to see the similarities within their classmates.
“Difference Day”
To acknowledge and appreciate students’ differences, teachers can host a “Difference Day.” Students create posters sharing unique things about themselves, and present them to the class. The posters are displayed for the students to see each other’s differences, and students celebrate their differences, learning that everyone is an individual.
“Mirror and Window”
In the “Mirror and Window” activity, students write positive comments about their classmates on a sheet of paper resembling a window. These represent the ideas of “how others see me.” After reading the positive things each classmate has written, students complete the mirror paper of “how I see myself.” This activity would help self-concept in students because students will only write positive comments for their classmates.
Interactive Games
Some websites allow students to experience what it is like having a disability if they do not have one. The following website gives students some activities where they can experience what it would be like to have a specific learning disorder: http://www.pbs.org/wgbh/misunderstoodminds/reading.html.
All activities listed are original activities unless otherwise cited.
Students enjoy read alouds where the teacher reads the book to them, and teachers can do read alouds for any age level. Teachers should questions before reading, during reading, and after reading. Before reading, ask students to predict what they think the book will be about, based on the title and the cover. Read the book initially without interruption. The second time, ask students questions about the content, such as how do you think the character feels, what has happened in the story. After reading the book, ask students to summarize it, or how the book made them feel. Expanding from the specific book, ask students how the character in the story is the same or different from them, or how they would react if a person with that disability was in their class.
Journaling
For older students, keeping a journal during read aloud is an effective way for them to share their feelings, especially if the book is multiple chapters. While reading, have students write in their journal answers to specific questions or express their general feelings about the book. Students can form small groups to discuss their reactions during parts of the book as well. After the book is finished, ask students to record their opinions on the book and how it made them feel. Students can also use their journals to imagine how they would respond to situations in the book if they had the disability.
Likes & Dislikes
While reading the book, compile a list of the character’s likes and dislikes as well as strengths and weaknesses. After reading, ask students to also create a list of their likes, dislikes, strengths, and weaknesses to identify any similarities or differences between themselves and the character. The teacher should help students understand that everyone has differences and similarities with other people, regardless if he or she has a disability or not.
Classroom Discussion Themes
Classroom discussions are helpful to assess if students understand the deeper themes of literature on disability. The following topics may be useful for teachers depending on the age of students: definitions of disability, boundaries of “normal,” idealization of differences, focus on the person, building on strengths, issues of fairness and equity, and developing advocacy (modified from Adomat, 2014).
Classroom Bingo
To teach children about the similarities and differences between all students, students could play a game of Classroom Bingo. In this game, students write in their classmates’ names that correspond to the squares on the board (i.e., has blue eyes, likes to read). Once all the squares have been filled in with a classmate’s name, Bingo is played. The descriptions are read and students place markers on the squares until they have a Bingo. As they read the squares, they also read the name of the student who signed their name in the square. If any other student also signed that square on a different board, their names are also announced to this class. This is a way for the students to see the similarities within their classmates.
“Difference Day”
To acknowledge and appreciate students’ differences, teachers can host a “Difference Day.” Students create posters sharing unique things about themselves, and present them to the class. The posters are displayed for the students to see each other’s differences, and students celebrate their differences, learning that everyone is an individual.
“Mirror and Window”
In the “Mirror and Window” activity, students write positive comments about their classmates on a sheet of paper resembling a window. These represent the ideas of “how others see me.” After reading the positive things each classmate has written, students complete the mirror paper of “how I see myself.” This activity would help self-concept in students because students will only write positive comments for their classmates.
Interactive Games
Some websites allow students to experience what it is like having a disability if they do not have one. The following website gives students some activities where they can experience what it would be like to have a specific learning disorder: http://www.pbs.org/wgbh/misunderstoodminds/reading.html.
All activities listed are original activities unless otherwise cited.