CulturallyResponsiveLessonsActivitiesGrades16Sampler 1

™
Culturally
Responsive
Lessons & Activities
Contents
What’s In This Book? .............................................................. Click
How to Use This Book ............................................................ Click
Grade 1 Unit ............................................................................... Click
Grade 2 Unit ............................................................................... Click
Grade 3 Unit ............................................................................... Click
Grade 4 Unit ............................................................................... Click
Grade 5 Unit ............................................................................... Click
Grade 6 Unit ............................................................................... Click
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What’s in Culturally Responsive Lessons and Activities?
8 Nonfiction, Informational Fiction, and Realistic Fiction Units

The units in this book are about people from diverse backgrounds with different abilities, ethnicities, and origins.
Four units feature nonfiction biographical stories or informational fiction stories about people who are inspirational
and perseverant. Four units feature realistic fiction stories about authentic situations and challenges that real people
experience. Each unit has a different theme and begins with a teacher page that introduces the subject and activities.
The story pages and activities are reproducible for students. The unit’s theme is shown at the top of each student page.
Examples of themes include:

Believe in Yourself
We Can Learn to Do Things Differently Name We Can Learn to Do Things Differently Name
Christine Ha’s Story

We Can Learn to Do Things Differently When Christine Ha was a little girl, she had no idea
that one day she would win a national TV food competition
and become a famous chef! She also never imagined that
Christine decided that losing some of her vision
You Can Learn from Mistakes

she would experience vision loss one day, which would
wouldn't stop her from doing things she loved, like
cause her to become legally blind.
cooking. It took many months for Christine to learn
Christine loves making food for other people. how to cook for herself again. She practiced
She says cooking is her way to connect with people. cooking a lot. She also found new cooking tools,
Kathy Hutchins / Shutterstock.com

She is the daughter of Vietnamese immigrants, and she like talking thermometers, which she didn't even
likes to blend Asian and American flavors together in her know about before! Christine had to learn new
cooking. In 2012, Christine won the MasterChef USA ways to cut food with a knife. She also learned that
Story
competition on television! As the winner, she got to publish she didn't need her vision to cook and that she
her very own cookbook. This helped her to reach another could use her senses of smell and taste a lot more.
dream of hers: opening her own restaurant in Houston, Christine Ha
Christine cooks a lot of Vietnamese foods
Texas. Her restaurant is called The Blind Goat. The restaurant
because they remind her of her mother. Her mom
has a mix of Vietnamese and American foods.
Each of the nonfiction, informational fiction, and

died when Christine was 14 years old. Her mother
Cooking is one of Christine’s biggest joys, and she does it a little bit differently was an excellent cook, but she never wrote down
from other chefs. This is because Christine is legally blind. any of her recipes. Christine says that she
realistic fiction units has a reproducible two-page

Christine started to experience vision loss as a young adult. She developed a remembers her mom when she tries to make
disease that affected the nerves in her eyes. Over time, Christine slowly lost more of her foods the same way her mom used to.
vision. Her ability to see was changing. It was so different from how she was used to Christine Ha travels and talks with people all over the world. She talks about
seeing before. She compared her vision to looking through a foggy bathroom mirror.
story that the subsequent activities relate to.

being a famous chef, and she also talks about her vision loss. She reminds other
She could not see as well as she could before, so she had to get used to a new way people to appreciate their physical abilities and to trust their senses. She believes
of doing things. that a person’s talents are not limited by one of the senses. Sometimes life changes,
but it doesn't mean that these changes have to stop you from doing anything you
The story emphasizes the unit’s theme. want. You might just have to learn to do things a bit differently!
24 Culturally Responsive Lessons and Activities • EMC 8263 • © Evan-Moor Corporation © Evan-Moor Corporation • EMC 8263 • Culturally Responsive Lessons and Activities 25
The stories describe real-life experiences in an

age-appropriate way. They tell how people overcame
challenges, navigated through complicated situations, and made choices that defined their lives.
All of these story subjects and themes were chosen thoughtfully because of their power to inspire
and the importance of representation.
Theme-Based Activities We Can Learn to Do Things Differently Name
Name
Each unit has an activity that students complete independently, a whole-class or Talk with Your Partner
People use their senses every day. Read the idioms
below. They are about using your senses. With your
small-group discussion activity, a partner activity, and a project menu. Students

What is an Idiom?
partner, try to guess the meanings of the idioms.
Then write what you think each idiom really means. An idiom is a phrase that really
means something different
from what the words say.
choose from hands-on projects, performance projects, and creative writing projects. 1. “To“To
keep in in
keep touch with
touch someone”
with someone”
Activities in all units vary and are designed to be engaging and open-ended, with a 2. “To“To
see things
see eye
things to to
eye eye”
eye”
wide variety of response formats. The goal is for students to feel like the activities are 3. “Cool asisamusic
“That cucumber”
to my ears”
providing a “safe space” to share their own unique viewpoints and experiences.
4. “Follow your
“Follow nose”
your nose”
Activities include the following: We Can Learn to Do Things Differently Name

We Can
Learn to
Do Things
Choose Your Project– Diff
• creative writing and drawing

5. “To“To
get a ere
get taste
ntlyof of
a taste your own
your medicine”
own medicine”
Doing Things Differently
Name
Doing Th
ings
Create a Differently–
Christine Ha says that all people should try to appreciate their own abilities and senses.
She believes that all people can do what they want if they are willing to learn new ways Make a box
Feely Bo
• critical thinking
that helps
to do things sometimes.
x
28 Culturally Responsive Lessons and Activities • EMC 8263 • © Evan-Moor Corporation
you and oth
ers think
1. Think about your own senses and abilities. Think about learning to do things What Yo your sense about
u Need of touch.
differently. Then choose a project to do from the menu below. • shoebo
x with a top
2. Write a ✓ to show which project you chose. • scissor
• visual information
Last, give this page to your teacher. s and glu
e
• items for
decorating
colored pap the box,
er, marke such as GLUE
Interview Someone Create a Feely Box • small obj rs, or pai
nt
?
ects that
Interview someone to learn Make a box that helps you think can be pla
• discussion
meant to ced inside
be identifi the shoebo
about that person's life and how about your sense of touch. raw vegeta ed by tou x that are
bles, fruits, ch alone,
that person learned to deal with such as the
fabric, or twigs, rub following:
changes. other sm ber ball,
all objects plastic toys
with differe , slime,
nt texture
s
• hypothetical scenarios and problem solving

What Yo
u Do
1. Cut a hol
e on one
2. Decora side of the
te your box shoebox
with colo just large eno
your han red paper, ugh for you
d. Decora
• making choices and justifying opinions

te the box but do not r hand.
can place top separa cover ove
an object tely so you r the hole
3. Place inside tha can remove made for
Make a Smelling Test Cook a New Food different t may be
objects insi larger tha it. That wa
4. de that fee n the han y, you
Make a smelling test using things Help an adult cook something new Ask someone to put l different d hole.
their han to the tou
that have a strong smell, and see that you both have never made or - What wor d inside the ch.
• art projects
ds can you box and
if other people can guess what the eaten before. - What size use to des answer the
is the obj cribe this following
smells are. ect object? questions:
- Is the obj in your han
ect smoot d? What
Is it wet or h or bum is the sha
py? Is it squ pe?
slimy or dry ishy or har
- What do ? Is it hot d? Is it fuzz
you think or cold? y or silky?
- Is the obj it’s made
of?
ect heavy
or light? Is
it bendab
le?

32
Culturally
Responsiv
e Lessons
and Activ
ities • EMC
8263 • ©
Evan-Moo
r Corporatio
n

3 Cultural Exploration and Self-Discovery Units Class Book
About Me, con

Name
The cultural exploration and self-discovery units are not centered

Draw and write
to tell about you. tinued
around a text, rather they feature a variety of engaging and creative

I wish I could:
activities that invite students to reflect on their own cultures and Let’s Celebrate Who We Are Name
Name
interactions with the world. The activities prompt students to share Same and Different Handprints
All people have differences and similarities. We all look kind of the same and kind of
about their own opinions, tastes, families, and experiences. These

different. Compare your handprints with your classmates’ handprints to see one way
you are all the same and different. This is my favor
ite place to be:
What You Need
activities also support students in being culturally responsive by

• paints
• light-colored construction paper
• marker
keeping an open mind, learning about the people around them with the
If I could chan
ge one thing,
• paper plate I would change:
• a place to hang or lay out all of the handprints
intention of recognizing their value, and considering other viewpoints. What You Do
1. Use the marker to write your name on the construction paper.
Many of the activities provide opportunities for collaboration and

2. Pour paint onto the paper plate.
3. Dip each hand into the paint. Then press your hands onto the
construction paper.
4. Let the paint dry. Then put your handprints with your classmates’.
whole-class projects. Some collaborative activities include making a 5. Look at all of the handprints with your classmates, and
© Evan-M
they are the same. Also talk about any differences you see.
talk about how
oor Corporation
• EMC 8263 •
Culturally Respon
sive Lesson s and Activitie
s
class book, comparing handprints, and interviewing their classmates.

135
Student Resources
Additional pages provide students with support as well as opportunities
for students to take an active role in their learning.
Student Contents
Student Contents Believe in Yourself: Laurel Robinson’s Story Page 11
An Indigenous Australian woman in a famous singing group is treated unfairly by
some people, but she doesn’t let it stop her from singing and doing what she wants.
You may wish to allow your students to choose a unit to complete. We Can Learn to Do Things Differently: Christine Ha’s Story
An American woman of Vietnamese descent becomes legally blind, but she doesn’t
let it stop her from becoming a chef and winning a TV food competition.
Page 23
Reproduce and distribute the Student Contents to students. Review Life Can Change: Ramsey Nouah’s Story
A famous Nigerian actor with many fans was not rich and famous growing up.
He had some very hard times before he became famous.
Page 35
the Student Contents with students. Read aloud the choices of units You Can Stand Up Against Unfairness: Kumi Naidoo’s Story Page 47
A young boy sees unfairness and inequality in South Africa and decides to do
something about it.
and descriptions. Have students think about what they are interested You Can Learn from Mistakes Page 59
A girl breaks the rules and learns that she can tell her friends “no” if she is being
asked to do something that she feels is wrong.
in reading, and let the class choose a unit. You Can Make New Friends Page 71
Kids learn that they can be friends with people even if they are different.
Let Other People Show What They Can Do Page 83

How Do I Say It? Kids learn to not make guesses about people or assume what they can and can’t do.
It’s Better When We Work Together Page 95
How Do I Say It?

It is important to do these things when you talk with your classmates: Great things can happen when people try to be helpful to each other.
Let’s Celebrate Who We Are Page 107

Share about yourself and learn about your classmates!
Food Is Part of Culture Page 119
Reproduce and distribute the page to students. The text at

Tell about foods you like and learn about foods that other people like.
Class Book Page 131

Make a book with your classmates that is about yourselves.
the top of the page explains the purpose. This page models
You can say these things when you talk with your classmates:
That’s a cool way of thinking.
respectful language that students may choose to use during a

class or group discussion. Read aloud the text and sentences I liked what you said, but I disagree.
on the page as students follow along silently. Discuss with Thanks for telling us what you think.
This is what I think.
students what listening, showing respect, and being kind I agree.

Student Sharing
Answer the quest
Form Name
ions below or write
looks and sounds like. You may wish to distribute this page
to tell your teach
Is there any topic er anything you
want to share about
you want to learn .
If yes, write it: more about?
Yes No
to students before you begin the first unit.

I feel differently.
© Evan-Moor Corporation • EMC 8263 • Culturally Responsive Lessons and Activities Is there some 9
thing you want to tell the
about your famil class
y or your life?
If yes, write it: Yes No
Student and Parent/Guardian Sharing Forms

The Student and Parent/Guardian Sharing Forms are Parent/Guard
This is an optional
Please contribut
form to help build
ian Sharing For
a sense of commun
m
intended to provide a connection between home and

e an idea if you ity in our class.
wish to.
Name
Is there anything
that you would
that relates to your like your child
family’s culture ’s classmates to
or your family’s/yo learn about
If yes, please write ur child ’s exper
iences? Yes
school. The purpose is to invite students and their

to explain: No
Student Sharing Form Name
to share about.
to tell your teacher anything you want
Answer the questions below or write
families to communicate directly with the teacher Is there any topic you want to learn
If yes, write it:
more about? Yes No
and to take an active role in their learning. 10

Culturally Respon
the class sive Lessons
Is there something you want to tell
and Activities
• EMC 8263 •
© Evan-Moor
Yes No Corporation
about your family or your life?
If yes, write it:
Parent/Guardian Sharing Form

a sense of community in our class. Name
This is an optional form to help build
to.
Please contribute an idea if you wish
© Evan-Moor Corporation • EMC 8263 • Culturally Responsive Lessons and Activities

Is there anything that you would like
that relates to your family’s culture or
your child’s classmates to learn about
your family’s/your child’s experiences?
Yes No
5
If yes, please write to explain:
How to Use This Book
Planning Instruction
Nonfiction, Informational Fiction, You Can Make New Friends
and Realistic Fiction Units We Can All Be Friends

This unit is about making new friends and giving people a chance. It is also about how to connect
friends you already have with the new friends you make. As you guide students through these topics,
consider their varying world views as they share their experiences and make connections to their
Teacher Pages
own lives.
The pages in this unit are reproducible. Reproduce the unit in its entirety or choose the pages that
you wish to have your students do. A suggested teaching path is below.
Each unit begins with a teacher page that summarizes the focus of
1. Read the text (pages 72 and 73)
Distribute one copy of the text to each student. Have students read the text independently, or
read the text aloud as they follow along silently.
the unit and provides a suggested teaching path. 2. New Friends! (page 74)
Distribute one copy of the page to each student. Guide students in completing the page
independently.
3. Let’s Talk About the Story (page 75)

Distribute one copy of the page to each student. Facilitate a whole-group discussion or divide
Nonfiction, Informational Fiction, and Realistic Fiction Stories

the class into small groups.
Prepare for discussion:

Tell students that they will have a conversation with classmates about the questions they have
been given. Explain that they do not have to write complete answers to the questions. They
These units center around the story and theme, such as Believe in can write notes about how they want to answer the questions or how they want to respond to
other students’ comments. Remind students that they can disagree with or add on to what other
students say, as long as all students are respectful.
Yourself. The story provides context for the activities and projects. You 4. Talk with Your Partner (pages 76 and 77)
Divide students into groups of two. Distribute one copy of each page to each group. Have each
group work on the activity together.
can choose the activities that align with your students’ needs or provide 5. Choose Your Project—Making Friends (pages 78–82)
Distribute one copy of the project menu to each student. Explain to students that they will each
opportunities to increase engagement and positive interactions among

choose a project to do. After students have chosen their project, collect the project menus.
Reproduce and distribute one of the following project pages to each student based on the
student’s choice: Page 79 for the card; Page 80 for the video; Page 81 for the list; Page 82 for the
students. Or you can allow students to choose the theme or person they poem. Decide whether or not students will share their finished projects with the class and
instruct students accordingly.
would like to read about by reproducing the Student Contents on page 8

and distributing it to students.
© Evan-Moor Corporation • EMC 8263 • Culturally Responsive Lessons and Activities 71
Independent Activities
Each nonfiction, informational fiction, and realistic fiction story is followed by an independent activity
that provides students opportunities to reflect on the story and the theme and relate it to their own lives.
Discussion Activities
Each unit includes a discussion activity. Before the discussion, students read the discussion items that are
based on the story and theme. They are asked to think about their own opinions and experiences, and
they may choose to write about them in preparation for the discussion. Before you begin the whole- and
small-group discussions, you may wish to reproduce and distribute page 9, How Do I Say It? This page
provides ideas and suggestions for statements and sentence starters that encourage respectful and productive
communication.
Partner Activities
Each unit includes partner activities that are intended to help students learn about each other as they also
learn more about themselves. To prepare for these activities, consider how you will assign partners or what
process you will use to have students choose partners. It is important that students connect with classmates
that they may not have in their social circle.
Choose Your Project Activities

Each unit includes a project menu for students to choose from. The project choices include hands-on,
performance, and creative writing projects. Many of the projects require materials that are commonly part of
classroom art supplies. Before you distribute the Choose Your Project activities to students, you may wish to
confirm that you have access to the materials needed.

Cultural Exploration and Self-Discovery Units
Teacher Pages
Each unit begins with a teacher page that summarizes the focus of the unit and provides an overview of the
activities and projects in the unit.
Activities, Games, and Projects

These units focus on learning about oneself and others through the lens of culture, family traditions, and
people’s similarities and differences. The activities, games, and projects range from individual to collaborative
and often extend to home and family.
The pages in these units do not have to be completed in sequential order. Choose the activities that you want
your students to complete, or offer them the opportunity to choose based on their interests.
About Culturally Responsive Teaching and Learning
Culturally responsive teaching is about connecting students’ cultures and life experiences with what they are
learning in school. Cultural responsiveness is creating a climate in which all students can feel a sense of belonging
while also feeling safe to be their authentic selves as they process the curriculum and academic content.
These are some things you might see in a culturally responsive learning environment:
• Student-choice learning activities
• Students sharing about their home lives, first languages, or other cultural and personal experiences
• A sense of community as an emphasis during learning, in addition to academic content
• Family involvement in the learning process
Evan-Moor’s Approach to Culturally Responsive Teaching and Learning

The activities in this book are designed to provide students with choices for how to demonstrate
their learning and unique viewpoints. Many of the activities, including the group discussions, give
students the opportunity to share about their own families and experiences. Our goal is to help
students explore their own individualities, cultures, and life experiences and to help them learn
more about their classmates, as well as to help teachers gain insights about who their students
are so they can make every student’s learning more meaningful. The authentic stories in this book
represent people from many backgrounds and reflect the diversity and life experiences of people in
our world. We hope these stories are both inspiring and enlightening for students.

Grade 1
Kids Can Help
Moziah Bridges’ Story

This unit is about how kids can help people and how you’re never too young to help. Students will
read a story that features Moziah Bridges, a boy who started his own business designing and selling
bow ties. Moziah uses the money he earns to help people in his community. Students may have had
their own experiences with helping people, or they may learn how even young kids can make a big
difference in the world. As you guide students through these topics, consider their varying world
views as they share their experiences and make connections to their own lives.
1. Read the Informational Fiction Story (pages 48 and 49)

Distribute one copy of the text to each student. Have students read the text independently
or read the text aloud as they follow along silently.
2. I Can Help (page 50)

independently.
3. Let’s Talk About Moziah Bridges (page 51)


Guide students through reading each question. Give them time to think of their answers and
to write them if they want to. Then facilitate a group discussion, encouraging students to share
their thoughts.
4. Match to Help and Helping Hands Partner Activities (pages 52 and 53)
Divide students into groups of two. Distribute one copy of each page to each student.
Have each group work on the activities together.
5. Choose Your Project—How I Can Help (pages 54–58)

Distribute one copy of the project menu to each student. Explain to students that they will
each choose a project to do. After students have chosen their project, collect the project menus.
Reproduce and distribute the following project pages for each student based on the student’s choice:
• Pages 55 and 56 for How I Can Help—Video

• Pages 57 and 58 for How I Can Help—Poster
Decide whether or not students will share their finished projects with the class and instruct
students accordingly.

Kids Can Help Name
I Can Help Other People

Kenny and his dad washed his mom’s car. Then they
went to play at the park.
Kenny saw a girl playing by herself.
She looked sad. She was wearing
old shoes that had big holes in them.
“Hi,” Kenny said to the girl. “I’m Kenny.
Do you want to play?”
Kenny and the girl played on the swings. The girl told
Kenny that she felt sad sometimes because she was hungry.
Kenny felt sad for her.
On the way home from the park, Kenny told his dad about
the girl. “Dad, that girl was hungry. And she had holes in her
shoes. I wish I could help her. But kids like me can’t help.”
Kenny’s dad said, “Look at the tie I have on, Kenny.
Do you know who made it?”
Kenny looked at the tie and shook his head.
“A kid named Moziah Bridges made this tie,” said Dad.
“He started making ties when he was only 9 years old.”
“No way! A kid made that?” asked Kenny.

Kids Can Help Name
Kenny’s dad laughed. “Yes, kids

can do anything!” he said. “Moziah
sells his ties all around the world.
He uses the money he makes to
help other kids.”
“How does he help?” asked
Kenny.
“Some families do not have © WENN Rights Ltd / Alamy Stock Photo
money to buy food or clothes,” said Kenny’s dad.

“He also helps pay for kids to go to summer camp.”
“Wow, if Moziah can help, I think I can help
people, too!” said Kenny. “I have shoes that
are too small for me. I can give them to people
who need them, like the girl at the park!”
“That is a great idea!” said Kenny’s dad.
“I think we should wash people’s cars, too!”
said Kenny. “We can get even more money.
Then we can use it to buy food for people.”
“Kenny, it sounds like you will help a lot of
people, just like Moziah,” said Dad.

Kids Can Help Name
I Can Help
You can help people in many ways.
1. Draw a picture of one way you help your family or friends.
2. Would you like to do these things to help?

Circle yes or no.
pick up my toys sweep the floor
yes no yes no
3. Finish the sentence. Tell how you feel when you help.
I feel when I help people.

Kids Can Help Name
Let’s Talk About Moziah Bridges

Moziah Bridges is a kid who makes
and sells ties. He uses some of the
money he makes to help people.
Think about these questions. Then talk with

your classmates. You can tell them what you
think. You can listen to what they think.
Do you think it is a good idea for Moziah to use some

of his money to send kids to summer camp? Tell why or
why not.
If you made money from selling things, would you use

some of it to help people? Tell why or why not.

Kids Can Help Name
Match to Help Partner Activity

Everyone needs help sometimes.
Look at the pictures with your partner. Then draw a line to give each
child what he or she needs. Last, show your partner your answers.

Kids Can Help Name
Helping Hands Partner Activity

You can help other people. Inside one hand, draw a picture
of one way you can help a friend. Then write
about it on the other hand. Last, show your
Helping Hands to your partner.

Kids Can Help Name
Choose Your Project–

How I Can Help
Moziah Bridges made money from selling bow ties. He used some of
the money to help kids go to summer camp. You can help kids, too.
Choose a project that shows what you would like to sell or do
to make money and help people.
1. Draw an X in the box next to the project you chose.
2. Give this paper to your teacher.
Make a Video
Make a video that shows something
you can sell or do to make money to
help other people.
Make a Poster
Car Wash
Make a poster with pictures
This
that shows what you could
Friday!
sell or do to help other people.

Kids Can Help Name
How I Can Help–Video

Make a video that tells and shows what you could sell or do to make
money. Tell how you could use the money to help others.
What You Need
• a smartphone or other device that can

record video
• page 56 to plan your video
• a pencil
What You Do
1. Use the Plan Your Video sheet on page 56 to help you

think about what you want to say and do in your video.
2. Practice making your video. Have a grown-up help you.
3. Have a grown-up help you record your video. Then show
it to your friends and classmates.

Kids Can Help Name
Plan Your Video

This is what I will sell or do to make money:
This is how I will help kids in my town:
What my video will show:
What I will say:

Kids Can Help Name
How I Can Help–Poster

Make a poster with words and pictures to show what you
would sell or do to make money and help other people.
What You Need
• a large sheet of construction paper Coloring

Crayons
• page 58
• crayons or markers
G lu e
• glue
• scissors
• things to decorate a poster, such as dried
pasta, beads, buttons, cotton balls, paint,
glitter, pompoms, dried leaves, foil, etc.
What You Do
1. You can draw your own pictures for your poster.

Or you can cut out and color the pictures on page 58
and glue them to your poster.
2. Write your own words to tell what you will sell or do.
Tell how you will help other people.
3. Add decorations to your poster.
4. Show your poster to your friends.

I
CAN
HELP!

Grade 2
Change Can Be Hard
Two Schools Every Year

This unit is about changes that children and families go through. For some families, change can
be hard because it brings difficult circumstances; for other families, change can be good and bring
exciting opportunities. Students will read a realistic fiction story about Berto and Blanca, children
of migrant farmworkers who move from Yuma, Arizona, to Salinas, California, in the middle of the
year, causing the children to have to change schools. The students may connect to Berto and Blanca’s
story, or they may gain a better understanding of how hard it can be to move to a new home and a
new school. As you guide students through these topics, consider their varying world views as they
share their experiences and make connections to their own lives.
1. Read the Realistic Fiction Story (pages 96 and 97)

Distribute one copy of the story to each student. Have students read the text independently
or read the text aloud as they follow along.
2. Feelings About Change (page 98)

Distribute one copy of the page to each student. Guide students in completing the activity
independently.


Guide students through reading each question. Give them time to think of their answers and
to write them if they want to. Then facilitate a group discussion, encouraging students to share
their thoughts.
4. Talk with Your Partner and Which Changes Would Be Hard? (pages 100 and 101)
Divide students into groups of two. Distribute one copy of page 100 to each student. Distribute
one copy of page 101 to each group. Have each group work on the activities together.
5. Choose Your Project—Feelings and Changes (pages 102–106)

Distribute one copy of the project menu to each student. Explain to students that they will
each choose a project to do. After students have chosen their project, collect the project menus.
Reproduce and distribute the following project pages for each student based on the student’s choice:
• Pages 103 and 104 for Feelings and Changes—Write a Story
• Pages 105 and 106 for Feelings and Changes—Feelings Book
Decide whether or not students will share their finished projects with the class and instruct
students accordingly.

Change Can Be Hard Name
Two Schools Every Year

Berto ran through the fields of red strawberries. “Mamá, Mamá!
I’m in the same class as Federico!” he said.
“Berto, you know you are not supposed to run onto the fields,”
said Mamá as she looked around her and slowly stood up. She
pulled Berto to her for a hug.
“Sorry, Mamá, I just had to tell you! I’m so happy! I’ll run back to
the house and help Blanca make dinner. Should we make you a hot
bath?” Berto knew his mamá would be sore after a long day picking
strawberries. Mamá nodded and started picking strawberries again.
Berto skipped to the house with a smile on his face. He had the
best first day of school ever! He finally knew someone in his class.
Each year he went to two schools. His parents were migrant farm
workers, so they moved from Yuma, Arizona, to Salinas, California,
every year. They moved so they could be where it was picking
season. Moving a lot made it hard to make friends at school.
Berto walked into their small house, which was beside the fields.
It was in a row of houses that all looked the same. He saw his papá
inside. “Papá, Federico from
Yuma is in my class!”
Berto said.

“Good, Mijo. I’m glad you are back with your amigo. Now go
help your sister with dinner. Mamá will be home soon.”
As Berto went into the small kitchen, he
saw his older sister, Blanca, wiping tears
from her eyes as she cut peppers. He asked
what was wrong.
“It is just hard moving schools in the
middle of the year,” said Blanca. “I don’t have anyone
I know in my classes. I’ll have to try and make new friends again.”
Berto thought about how hard it was when he did not know
anyone at his other schools. He thought about how happy he was
when he saw Federico in his class today.
“I understand, Blanca,” Berto said as he put his arm around his
sister. “Going to two schools every year is hard. Moving from house
to house is hard. Change can be hard.”
Suddenly, someone was knocking at the door. Blanca opened it.
“Alma!” shouted Blanca with a smile. “I thought your family was
going to Washington after you left Yuma.”
“Mi padre got a job at the strawberry fields here!” said Alma.
“Well,” said Berto, “change can be hard. But sometimes a
change of plans can be good!”
Feelings About Change

Berto and Blanco had many changes in their lives. They went to two schools
each year. They moved to a new home two times each year. Change can be hard.
Change can also bring good things, like making new friends.
Answer the items below.
1. Imagine you had to change schools two times each year.

How would you feel? Color the face that shows your feelings.
happy ok sad
2. Have you had a new student in your class in the middle of the
year? Color the shapes that tell how that student may feel.
happy to make
shy
new friends
scared
Write another
word in this box.
nervous proud

Let’s Talk About the Story

Read the questions. Think about what you read about Berto and his family and
friends. Think about your answers. Then you will talk with your classmates.
Why was Berto excited that Have you ever felt like Berto
Federico was in his class? and Blanca feel about moving
and going to a new school?
Berto’s mamá and papá are migrant farm workers. They move
to different places each year when it is time to harvest the crops.
What are some things that can be hard about this?
What are some things that can be good about this?

Talk with Your Partner

Berto and Blanca have a lot of changes in their lives. Sometimes change can
be hard. Color all of the changes you think would be hard.
Which of These Changes Would Be Hard?
you are moving you are going you have a new

to a new house to a new school baby in your family
your school changes your mom gets your best friend

the lunch menu a new job moves away
your dad has to work at night the library in

instead of during the day now town closes
Change Can Be Hard
Which Changes Would Be Hard?

Write one partner’s name at the top of each column. Use page 100 to compare
your answers with your partner’s. Then put a √ next to each of the things
you colored.
Changes that would be hard Changes that would be hard
you are moving to a new you are moving to a new

house house
your mom gets a new job your mom gets a new job
you are going to a new you are going to a new

school school
the library in town closes the library in town closes
your best friend moves away your best friend moves away
you have a new baby you have a new baby

in your family in your family
your dad has to work at your dad has to work at

night instead of during the night instead of during the
day now day now
your school changes the your school changes the

lunch menu lunch menu
Choose Your Project

Feelings and Changes
Sometimes when things change, people have different feelings about those
changes. Every person is different and may feel differently about changes.
1. Think about how you feel about change or

how someone else may feel about change.
Then choose a project to do.
2. Draw an X in the box next to the project you
chose. Then give this page to your teacher.
The Big
Write a Story Change
Write a story about a child who My friend got a new
has a change in his or her life. puppy. But then the...
Make a Feelings Book

Make a book that shows how Feelings
someone may feel about things Book
that change in his or her life.
Write a Story
Write a story that has a beginning, a middle, and an end. The story will be
about a child who has a change in his or her life.
What You Need
• a pencil
• page 104
What You Do
1. Plan your story in the box on this page.

2. Write your story on page 104.
3. Read your story after you are finished.
Make any changes you want to.
4. Give your story to someone to read.
The main character in my story is named .
The change in my story is
A Story About Changes

Beginning
Middle
End
Feelings Book
Make a book with words and pictures about feelings and changes.
What You Need
• a pencil • glue
• page 106 • scissors
Coloring Cray
• 3 sheets of paper • a stapler ons
G lu e
What You Do
1. Cut each sheet of paper in half. Then put the sheets of paper
together and staple them on the edge. This is your book.
2. The first page is the cover. Write “Feelings Book.” You can draw
pictures, too. You can also write your name on it.
3. On each inside page of the book, draw or write one sentence
about changes that happen to someone. For example, you can
write, “This boy is going to a new school.” You can cut out the
feeling words and pictures on page 106 and glue them in your
book, or you can draw pictures of your own.
4. These are some things you may write about:
Moving to a new house Having a new brother or sister
Going to a new school Losing your bike and getting a new one
Change Can Be Hard
Feelings Book
excited sad
scared happy
shy mad
Grade 3
Life Can Change
Ramsey Nouah’s Story

This unit is about recognizing that everyone faces obstacles in their lives. Even people whom we may
consider to be successful have gone through their own challenges and hardships, and that’s why
it’s important not to make the assumption that someone has had an “easy life.” Students will read
about Ramsey Nouah, a Nigerian actor, who had many hardships during the early part of his life, but
he didn’t stop dreaming, and his life changed. As you guide students through these topics, consider
their varying world views as they share their experiences and make connections to their own lives.
1. Read the Informational Fiction Story (pages 36 and 37)

2. What Would You Change? (page 38)

independently.
3. Let’s Talk About Ramsey Nouah (page 39)


can write notes about how they want to answer the questions or how they want to respond to
other students’ comments. Remind students that they can disagree with or add on to what other
4. Talk with Your Partner and Guess the Job with Your Partner! (pages 40 and 41)
Divide students into groups of two. Distribute one copy of page 40 to each student. Distribute
one copy of page 41 to each group. Have each group work on the activities together.
5. Choose Your Project—I Can Help Give Hope (pages 42–46)

student’s choice: Page 43 for the book; Page 44 for the video message; Page 45 for the picture;
Page 46 for the poem. Decide whether or not students will share their finished projects with
the class and instruct students accordingly.

Life Can Change Name
Ramsey Nouah’s Story

I couldn’t stop thinking about the story
Aunt Abishola told me about Ramsey Nouah.
He is one of her favorite actors. Ramsey
Nouah is from Nigeria, a country in Africa.
My aunt told me that Ramsey Nouah
had a hard life before he became famous. AFRICA
“When I see him in movies and magazines,
I can hardly believe that he did not have
enough food to eat or a place to sleep when Nigeria
he was young,” she said. “Hakeem, you know
that Ramsey is a big movie star, so I just thought he
always had an easy life. But his life wasn’t always so easy.”
“Hmm, I guess people’s lives can change,” I thought.
Aunt Abishola explained that many families go through some of the same things
that Ramsey’s did. He only had one parent, his mom. She could not work very much
when he was a baby because she had to stay home to take care of him. That meant
that Ramsey and his mom did not always have enough money to buy food to eat.
It also meant that sometimes they did not have a place to live.
My aunt saw an interview where Ramsey talked about how hard life was for him
and his family when he was growing up. He said that he still remembers his stomach
rumbling from being hungry when he was a little boy. He also remembers his mom
going from shop to shop to ask if any of the shop owners would let them sleep on their
floor. He and his mom looked at each other and smiled when one of the shop owners
said yes. Even though the mat was thin and the floor was hard and cold, at least they
would not have to sleep outside in the rain.
Aunt Abishola had tears in her eyes when she told me his story. I felt sad for him.
I have food, and I have a warm bed to sleep in. I even have my own bedroom. And
Ramsey had so little. But then Aunt Abishola reminded me, “Hakeem, it is not where
you are or what you have, it is who you are inside that matters.” I thought about
what that meant as Aunt Abishola told me more about Ramsey’s life.
As Ramsey grew up, he felt happiest when he was watching movies. He loved
American movies and Nigerian movies. Ramsey loved watching the actors onscreen.
He decided that he wanted to be a movie star one day. “I wonder if I can do it,” he
thought to himself often.
Ramsey also liked going to school. As he got older, he still wanted to be an actor.
But there were other jobs that Ramsey was thinking of doing, too. He thought about
becoming an engineer. He loved planes, machines, and gadgets. But he was most
interested in acting, and he didn’t give up on that. He decided to go to acting school.
Ramsey finally got his chance to start

acting when he was 23 years old. He
acted in a TV show that was on almost
every day. Because Ramsey was on TV
so much, people started to recognize
him. He became famous quickly. Then
he started getting a lot more acting jobs.
Today, he is one of the most famous
people in Africa!
Ramsey Nouah
Aunt Abishola and I talked about how
a person’s life can change. We thought about how Ramsey Nouah and his mom
and so many other people go through hard times. We thought about how each
of those people will do something different in this world. Not all of them will
become famous actors.
“Aunt Abishola, I’m glad Ramsey never lost hope to have a better life. I’m glad
he knew that his life could change.”
“So am I, Hakeem. Now let’s make some popcorn and watch Ramsey in Merry
Men. That movie is so funny, and I feel like laughing!”

What Would You Change?

Ramsey Nouah’s life changed. When he was young, he had some tough times. But he
never lost hope, and things got better. In the circles, write or draw one thing that
you would change about your life and one thing that you would not change.
i n g I would c h g I w o u l d n ot
et h an h in ch
om ge et an
S om g
e
S
When Ramsey Nouah was young, he felt happy watching movies.

Write or draw yourself doing something that makes you feel happy.

Let’s Talk About Ramsey Nouah

Read the questions. Think carefully about how to answer each one.
You will talk with classmates about your ideas. There are no wrong answers.
Below each question, you can write:
Things that you Things other people Things other people said
want to say said that you agree with that you disagree with
1. All people have hard things that 2. Do you think that anyone can
they go through in their lives. change their life? Tell why you have
Different people have different your opinion.
kinds of hardships. In your opinion,
why is it important to remember
this?
3. Ramsey Nouah remembers the 4. Do you think that going through

hard times he went through in the hard times can make people
past. Do you think it’s good to try to stronger in the end? Why or
remember hard times in the past why not?
so you can learn from them? Or is it
better to try to forget hard times?

Name

One way that life changes is that you can get a job. Ramsey Nouah knew that he
wanted to be an actor when he grew up. Do you know what jobs you might want to do
when you grow up? Read the list of jobs below. Write a ✓ next to any jobs that you
think you might want to do. Then write a reason why. Last, share your answers with
your partner.
Career Reason
Actor
Athlete
Chef
Dancer
Detective
Doctor
Firefighter
Game designer
Lawyer
Musician
Pilot
Scientist
Store manager
Teacher
Veterinarian
Writer
Other:

Name
Guess the Job with Your Partner!

Each card has a job name. Cut out the cards. Then shuffle the cards and place them
facedown in a pile. Decide which partner will be Partner 1 and Partner 2. Next, follow
the steps below to play the game.
Steps to Play the Game
1. Partner 1 picks up a card and without looking at it, shows it to his or her partner,
and puts it facedown.
2. Partner 1 has to guess what job is on the card. Partner 2 gives clues without saying
any words on the card. Partner 2 can say words or do actions to give clues.
3. After Partner 1 guesses the job or gives up, it is Partner 2’s turn to pick a card
and guess the job!
4. Continue playing until time runs out.
Dentist Parachute jumper Musician
Nurse Video game tester Chef
Clothing designer Illustrator Teacher
Bus driver Gardener Server in a restaurant


I Can Help Give Hope
Ramsey Nouah went through some very hard times in his life. But he always had hope
that life could change and that things could get better. You can make something
to try to give other people hope when they are going through hard times, too.
1. Think about messages that help you feel hopeful. Then choose
a project from the menu below.
2. Write a ✓ to show which project you chose. Then give this page to your teacher.
Create a Book Record a Video Message

Create a small book that has Use a smartphone or device to
messages of hope for someone. record an inspiring message for
someone to have hope.
Make a Picture Write an Acrostic Poem

Make a picture to help someone Use a person’s name to write an
feel hopeful. acrostic poem about all the things
you like about that person.

I Can Help Give Hope–Create a Book

Create a book with hopeful messages and pictures for someone.
What You Need

• 3 sheets of white paper
• stapler
• markers or colored pencils
What You Do
1. Place the 3 sheets of paper on top of each other. Fold them in half like
a book. Then staple them together on the left side.
2. Write a title for your book on the front cover. Draw a picture on the cover.
3. On each page inside the book, write a kind or hopeful message. You can
write a quote from a poem or a song if you’d like. Then draw pictures
inside the book.
4. Give your book to someone or share the book with your friends.
staple here
fold them in half

I Can Help Give Hope–

Record a Video Message
Record a short hopeful video message!
What You Need

• smartphone or other device that can record a video
• any objects you want to wear or use in the
video, or music
• index card
• pencil
What You Do
1. Write what you want to say in your video message on the index card.
2. Record your video message. You can read from the index card.
3. Share your video with your class.
Plan Your Message

I Can Help Give Hope–Make a Picture

Make a picture that can help someone feel hopeful.
What You Need

• sheet of light-colored construction paper
• materials to make a picture, such as colored pencils,
paint, crayons, glue, glitter, scissors, colored tissue paper,
cotton balls, buttons, beads, foil, etc.
Coloring
Crayons
GLUE
What You Do
1. Make a picture of anything that you think could make someone feel happy
or hopeful.
2. Hang up your picture or show your picture to other people.
Plan Your Picture

I Can Help Give Hope—

Write an Acrostic Poem
Write a poem that tells someone the things you like about that person or the things
you like to do with that person.
What You Need

• light-colored construction paper
• markers or crayons Coloring Crayons
What You Do
1. Write the letters of the person’s name from top to Joking around with you
bottom on the left side of the paper. Write all Eating lunch with you
capital letters. N
2. Write a phrase that begins with each letter of the
N
person’s name.
Y
3. Draw pictures on the paper to make it colorful.
4. Give your poem to the person whose name you wrote.
Plan Your Poem

Grade 4
You Can Get Help, You Can Give Help
Carter Wants to Help

This unit is about recognizing that it is okay to need help and to receive help. Everyone has times
when he or she needs help. Students will read a realistic fiction story about a family who gives back
to the community and helps in ways that they can. Students may have had experiences in the past
with giving or receiving help. As you guide students through these topics, consider their varying
world views as they share their experiences and make connections to their own lives.
1. Read the Realistic Fiction Story (pages 84 and 85)

Distribute one copy of the text to each student. Have students read the text independently
or read the text aloud as they follow along silently.
2. How I Get and Give Help (page 86)

independently.

Distribute one copy of the page to each student. Facilitate a whole-group discussion
or divide the class into small groups.

can write notes about how they want to answer the questions or notes about how they want to
respond to other students’ comments. Remind students that they can disagree or add on to
what other students say, as long as all students are respectful.
4. Talk with Your Partner and Kindness Acts Partner Activity (pages 88 and 89)
Divide students into groups of two. Distribute one copy of each page to each group.
Have each group work on the activities together.
5. Choose Your Project—Giving Help (pages 90–94)

Reproduce and distribute one of the following project pages for each student based on the
student’s choice:
Page 91 for the painting; Page 92 for the poster; Page 93 for the photo album; Page 94 for the
journal entry. Decide whether or not students will share their finished projects with the class and
instruct students accordingly.

You Can Get Help, You Can Give Help Name
Carter Wants to Help

Carter and his dad are watching the local news. “The food bank is having a tough
time,” says the news reporter. “They are running low on food,” she says. “This year has
been especially tough on a lot of families for many reasons. Please think about giving
help by donating your extra food items if you are able to.”
Carter’s dad wrote a small note to himself. “Your mom and I will go through the
pantry,” he says. “I’m sure there are things we can donate.”
The reporter shows a video clip of the food bank. There’s a long line of people. Carter
sees a kid in line, and he feels surprised. “That kid looks like he’s my age,” Carter says.
Carter’s dad nods his head. “Yes, there are kids your age who also need help. We
all need help sometimes.” Carter’s dad gets up and leaves the room.
Carter looks down at his brand-new shoes. His mom just bought them. He knows
that they cost a lot of money. Carter wonders, “Have I ever felt hungry?” He can’t think
of a time when he did not have food to eat. There was always food in the refrigerator.
That night, Carter thinks about all the people he saw on the news. There were so
many people lined up to get food. He thinks about it in school the next day, too. After
school, his mom picks him up. “We are going to make a quick stop at the food bank,”
she says. Carter looks in the back seat of the car and sees bags full of cans.
After his mom parks the car, Carter gets out to help her carry the bags into the
food bank. He shivers when the cold winter air hits him. “It’s freezing,” he thinks.
Outside the building, someone has set up a table. There

are jackets and coats piled up on it, and a woman is handing
them out to some of the people standing in line. Carter is
shocked to see so many people standing in line without
a jacket or anything to keep themselves warm. A woman
and her two young kids are putting on fleece jackets.
One of the kids looks younger than Carter. He is shivering.

Carter is quiet on the drive home. His mom asks him if anything is wrong, and Carter
sighs. “Dad and I watched the news last night. There were so many people waiting in
line for food yesterday, just like today. I wonder if there will be just as many people who
need food and warm jackets tomorrow. I feel guilty for everything we have, and I wish I
could solve this problem so that nobody will ever be hungry again.” Carter has tears in
his eyes. “Kids like me were waiting for food.”
Carter’s mom nods. “You’re right, Carter. We are very lucky. I am grateful that my
family has enough to eat. I am grateful your dad and I both have jobs. Not everyone has
work. Not everyone has enough to eat. You do not have to feel guilty at all. But it is okay
to feel grateful.” She looks out the window. “I’ve told you the story of your grandparents
immigrating to America, right?”
“Yeah, they came from Sudan,” Carter said, nodding.
“Yes, and it was very hard for them at first,” said his mom. “Moving to a new country
is scary. Everything is new and unfamiliar. Your grandparents got a lot of help when they
first came here. People in their neighborhood were very kind and caring. They donated
blankets, clothes, pots and pans, and furniture to your grandparents. Some people
offered them free classes so they could learn English. Some people helped them find
jobs. They also got food from the food bank. I was born two years after they moved here.
I am grateful that people gave them help. And it’s okay to feel grateful for what we have.”
“I guess we all need help sometimes, right?” Carter says.
“Exactly,” his mom replies. “We all need help. And

we can all give help. You can give help, too, Carter.”
“How?” he asks.
“Do you maybe have some clothes you

could donate? Are there any toys you haven’t
played with in a while? We can donate those.”
Carter’s mind starts to race. He can’t wait to get home and see what he can donate.

How I Get and Give Help

Carter’s grandparents got help from people with caring hearts. Carter’s family also cares
about others and gives help to people in need. They know you can get help, and you can
give help.
Write or draw to tell how you or people in your community get help. Then write or draw
to tell how you can give help to people in your community.
How I Get Help: How I Give Help:

Let’s Talk About the Story

Read the questions. Think about what you read in the story. Think about your answers.
Then you will talk with your classmates. Below each question, you can write:
Things that you Things other people said Things other people said
want to say that you agree with that you disagree with
1. Carter’s mom remembers how her 2. Carter’s mom told Carter to feel
parents received help in the past. grateful and to try to help in ways
Do you think it’s important to that he can. Do you agree with
remember times when you’ve Carter’s mom that people should
received help? Why or why not? not feel guilty for the things that
they have?
3. What are some things that you feel grateful for, and why do you feel grateful
for them?

Name

Carter’s family moved to America from Sudan. Many people in their community gave
them a “helping hand” when they came. Think of different ways people give you and
your partner a helping hand. Write or draw 4 ways you get help from others.
We Get Help From . . .

Name
Kindness Acts Partner Activity

Random acts of kindness are when you do something to help someone else. This activity
can help you and your partner talk about how you can be kind and give help to others.
Draw or write in the boxes to tell random acts of kindness you can do for others.
RANDOM ACT OF KINDNESS RANDOM ACT OF KINDNESS

This is one way we can be kind This is one way we can be kind
to others: to others:
RANDOM ACT OF KINDNESS RANDOM ACT OF KINDNESS

This is one way we can be kind This is one way we can be kind
to others: to others:


Giving Help
Carter’s grandparents got help when they came to America. Carter now wants to give help
to others.
1. Think of a time when you needed help from someone or wanted to give help to other
people. Then choose a project to do from the menu below.
2. Write a ✓ to show which project you chose. Last, give this page to your teacher.
Paint a Picture Make a Poster

Paint a picture that shows how you Cut out and then paste pictures and
can give help to others write words on a poster to show
how you can give help to others.
Crayons
Coloring
Make a Photo Album Write a Journal Entry

Make a photo album with photos Write a journal entry to tell about
of you or other people giving help how you can give help to others.
to others.

Giving Help–Painting
Paint a picture showing how you can help others.
What You Need

• a large sheet of construction paper
• paints
• paintbrushes
What You Do
1. Paint a picture of yourself giving help to others.
2. Let your painting dry.
3. Show your painting to your friends.
Plan Your Painting

Giving Help–Poster
Make a poster with words and pictures to show people helping others.
What You Need

• a large sheet of construction paper
• scissors
GLUE
• glue or tape
Crayons
Coloring
• things to decorate a poster, such as dried pasta, beads, buttons,
cotton balls, paint, glitter, pompoms, dried leaves, foil, etc.
What You Do
1. Cut out pictures that show different ways that people give help to others.
2. Glue or tape the pictures onto the construction paper.
3. Write your own words to tell about how you can give help.
4. Add decorations to your poster using glue.
5. Show your poster to your friends.
Plan Your Poster

Giving Help–Photo Album

Make a photo album with pictures and decorations to show you
or other people giving help to others.
What You Need

• a smartphone or other device to take pictures
• 2 sheets of light-colored construction paper
• a stapler
• glue or tape GLUE
• materials to decorate the photo album, such as glitter, dried pasta,

cotton balls, colored tissue paper, beads, buttons, foil, etc.
What You Do
1. Take photographs of you or other people in your community giving help to others.
2. Print the photographs.
3. Place the sheets of construction paper on top of each other. Fold them in half like
a book to make the photo album. Staple the paper together on the left side.
4. Glue or tape the photographs inside the photo album.
5. Decorate the cover of the photo album.
6. Show your photo album to your friends.
Plan Your Photo Album

Giving Help–Journal Entry

Write a journal entry to tell how you can give help to others.
What You Need

• a sheet of lined paper
• a pen or pencil
What You Do
Write a journal entry that tells about how you can give help to others and why
you want to. Or you can use these questions to help you:
a. What are different ways people give help to others?
b. Who or what might need help in your community?
c. How can you give help to people in your community?
Plan Your Journal Entry

Grade 5
Be Different
Misty Copeland’s Story

This unit is about embracing what makes you different and unique. Misty Copeland was unique
because she took up ballet dancing later than a lot of other people and became the first female
African American principal dancer at the American Ballet Theatre. Students may already have their
own experiences feeling different from others and learning to embrace these differences, so they may
connect to Misty Copeland’s story, or they may learn anew what it means to be proud of the things
that make you unique. As you guide students through these topics, consider their varying world
views as they share their experiences and make connections to their own lives.
1. Read the Nonfiction Story (pages 36 and 37)

2. Being Unique (page 38)
independently.
3. Let’s Talk About Misty Copeland (page 39)


been given. Explain that they do not have to write complete answers to the questions. They can
write notes about how they want to answer the questions or how they want to respond to other
students’ comments. Remind students that they can disagree with or add on to what other
4. Talk with Your Partner (pages 40 and 41)

Divide students into groups of two. Distribute one copy of each page to each group. Have each
group work on the activity together.
5. Choose Your Project — Embracing Differences (pages 42–46)

student’s choice: Page 43 for the video; Page 44 for the collage; Page 45 for the drawing; Page 46
for the acrostic poem. Decide whether or not students will share their finished projects with
the class and instruct students accordingly.

Be Different Name
Misty Copeland’s Story

Misty Copeland is a world-famous ballerina and athlete and an inspiration to many
young dancers. In 2015, she made history as the first African American woman to become
principal dancer at the American Ballet Theatre in New York City.
Misty was born in Kansas City, Missouri, in 1982. She grew up in the
San Pedro community of Los Angeles, California. She was one of six children
being raised by a single mother. Sometimes Misty’s family struggled to
pay for things that they needed.
At school, Misty was a responsible and well-prepared

student. She served as hall monitor and class treasurer. From
a young age, she liked watching music videos and dancing
to different kinds of music.
Most professional ballet dancers start their training at a

very young age. But Misty didn’t start taking dance classes until
Featureflash Photo Agency / Shutterstock.com

age 13. Her first ballet class was in the gym of the local Boys &
Girls Club. She was shy and unsure at first, but she kept trying.
Misty learned very quickly, and she was flexible and

strong. She started going to ballet classes five days a week.
“When I was dancing, I felt in control and happy,” Misty said.
When she was 15, Misty won first place in the Los Angeles
Music Center Spotlight Awards. She also got a full scholarship
to attend the San Francisco Ballet summer intensive program.
Then in 2000, Misty received a scholarship to participate in the American Ballet Theatre’s
summer training program. Soon after, she was invited to join the theatre as a professional
dancer. This was a huge accomplishment. The American Ballet Theatre is considered by
many to be one of the best classical ballet companies in the United States.
As Misty’s dance career grew, she stood out for her talent,
her background, and for the color of her skin. For a long time,
people of color had not had the opportunity to dance ballet
or had been discouraged from dancing ballet due to
discrimination. As a result, there were few people
of color in the world of professional ballet.

Be Different Name
The American Ballet Theatre had existed

for 75 years, but there had never been an
African American woman in the role of
principal dancer. The principal dancer is the
highest rank of dancer. Misty soon became
determined to become principal dancer of
the American Ballet Theatre.
Misty began to play bigger and more

challenging roles. She was promoted to the
role of soloist. Then in 2012, she got the part
of the Firebird and performed her first full lead
role for the American Ballet Theatre. Many
people praised her performance. Then
she suffered from an injury and had to take
time off to recover.
© Gilda N. Squire
When she came back, her dancing was more powerful than ever. She won awards and
honors. She danced a variety of roles, including the role of Clara in The Nutcracker and the role
of Juliet in Romeo and Juliet. Then in 2015, she achieved one of her biggest goals. She finally
became principal dancer at the American Ballet Theatre.
Misty has appeared in many publications, commercials, and television programs. She is
passionate about helping others and giving back to her community. She works with youth at the
Boys & Girls Clubs in New York, where she now lives. She hopes to inspire other young dancers.
She strongly believes that all children, of all races and backgrounds, should have an equal
chance to discover ballet.
Misty is also an author. She wrote the story of her life in the memoir Life in Motion. She
also wrote the children’s books Firebird and Bunheads. More recently, she wrote the book
Black Ballerinas: My Journey to Our Legacy, which tells about some of the ballerinas of color
that have inspired her throughout her career.
Misty didn’t always feel that she belonged. Being the only African American person in
the room was often difficult. She sometimes felt like an outsider. But Misty says that over time
she learned “that it’s okay to be different, it’s okay to be unique.” This helped her succeed and
achieve her goals, despite the many challenges she faced. She wants children to know that
being unique is not something to be embarrassed of. It’s something to be proud of!

Be Different Name
Being Unique
Misty Copeland wasn’t like everybody else. She was unique in many ways. How are you unique or
different from others? Draw and write in the boxes to tell some things that make you unique.
What
makes me
unique

Be Different Name
Let’s Talk About Misty Copeland

1. Have you ever felt that you didn’t belong? 2. Why can it sometimes be hard to be
Tell about it. unique or different from others?
3. Do you think it’s true that what makes 4. When you feel that you don’t belong
you different also makes you special? in a situation, what helps you or makes
Why or why not? you feel better?

Be Different

Each card below tells about a person who feels different. With your partner, cut out the cards.
Then read about the person’s situation. Talk about it with your partner to see if you both relate
or do not relate to the situation. When you relate to a situation, you understand it or feel like it
has happened to you before, too. Last, tape each card under the appropriate heading on page 41.
Most kids in Atafah’s fifth-grade class wear

Mario feels different. Everyone on his soccer the P.E. uniform, which is shorts and a T-shirt.
team is getting new cleats at the beginning Atafah chooses to wear long pants, long
of the school year, but his mom says that they sleeves, and her hijab. She is proud of her
can’t afford to buy new ones this year. Mario family’s beliefs and believes in dressing this
has to wear his old cleats. way, but it makes her feel different from her
classmates sometimes.
Matty invited his friend Jordan to his house. Sheila was hanging out with her older cousin
“Have you ever had Filipino food before?” Matty Michael. They were at the skate park. She told
asked. Jordan shook his head to say no. They Michael that she wanted to try skateboarding
sat at the table, and Matty’s mom served some like him. “I don’t know,” said Michael. “I’ve
different foods. Some of the foods had fish. been skating since I was 4 years old. It’s the
Some of the foods smelled like curry. Jordan kind of thing you should really start when
said that he didn’t like any of these foods. It hurt you’re younger.” Sheila thought Michael would
Matty’s feelings. He loved these foods. “I guess be happy that she wanted to skate. She was
my family’s food is kind of different,” he thought. surprised by his opinion. She felt discouraged.
Maria and her family went to a quinceañera. Tyler went to stay with relatives on their farm.
Maria’s family is Mexican American, and they Tyler had never left the city before, so this was
don’t speak Spanish. So many people tried to really different for him. They had to get up
speak Spanish to her and her siblings at the early to do chores like collecting duck eggs. His
quinceañera. Maria felt a little out of place cousins laughed when he fell into a snake hole.
whenever she couldn’t respond. “I can’t wait to go back to the city,” he thought.
Everyone in Shaniqua’s class can eat treats

Jay, Saif, and Hakeem are friends and have
at birthday parties or foods from the school
sleepovers sometimes. When it’s time to pick a
cafeteria. But Shaniqua has a really serious
movie, though, Saif usually feels left out. That’s
peanut allergy. It’s not safe for her to eat
because his friends love scary movies, and they
foods that her mom doesn’t make at home.
often end up watching one. But Saif doesn’t like
Sometimes Shaniqua wishes she was like
scary movies at all.
everyone else.

Be Different Name
Name
We both understand why the person feels this way
We both do not understand why the person feels this way
One of us understands why the person feels this way

Be Different Name

Embracing Differences
Misty Copeland was different from those around her. She learned to embrace her differences.
She learned that it is okay to be unique.
1. Think about how you are unique. Then choose a project to do from the menu below.
2. Write a ✓ to show which project you chose. Last, give this page to your teacher.
Record a Video Make a Collage
Record yourself showing a unique talent. Make a collage showing all the different
things that make you unique.
GLUE
Draw a Superhero Write an Acrostic Poem
Imagine that your differences are powers. Write a poem about what makes you
Draw yourself as a superhero with unique unique using the letters in your name.
powers and special abilities.

Be Different Name
Embracing Differences–Video
Record a video of yourself showing a talent you have that is unique or different from the talents
of some other people you know.
What You Need
• smartphone or device that can record a video

• a place to show your talent
• materials you need to show the talent
• another person to record you showing the talent (optional)
What You Do
1. Decide what kind of talent you will show.

2. In the space below, plan how you will show it. You can draw a picture of yourself
performing the talent.
3. Record yourself or ask someone else to record you doing the work.
4. Show your video to someone!
Plan Your Video

Be Different Name
Embracing Differences–Collage
Use cutouts to make a collage showing some of the things that make you unique and special.
This could include food you like, your culture, your interests, your favorite books, or anything
else that is part of who you are.
What You Need
• large sheet of construction paper or poster board

• scissors
GLUE
• glue
• magazines, photos, or printed images
What You Do
1. Think about what makes you unique and special.

2. Look through magazines, photos, or search online for images that show these things.
3. Print and cut out images you like.
4. Glue the images onto the construction paper or poster board.
5. Show your collage to someone!
Plan Your Collage

Be Different Name
Embracing Differences–Drawing
Think of what makes you different or unique. Now imagine that those differences are your
superpowers. Draw a picture of yourself as a superhero to show your superpowers.
What You Need
• sheet of light-colored paper

• pencil
Coloring Crayons
• colored pencils, markers, or crayons
What You Do
1. In the boxes below, brainstorm some things that make you who you are. They
can be things you like to do, things you care about, or parts of your personality.
2. Read your list and think about how you can show some of these things in
your drawing.
3. Draw!
4. Show your drawing to your friends.
My Superpowers

Be Different Name
Embracing Differences–Acrostic Poem

Think of what makes you different or unique. Using the letters of your name, write an acrostic poem
that shows what is different or unique about you.
What You Need
• sheet of light-colored paper

• pencil with eraser rayons
Coloring C
• colored pencils, markers, or crayons
What You Do
1. Think about what makes you unique and special.

2. On the sheet of paper, write your first, last, or middle A mazing at math an
name in capital letters vertically down the left side d soccer
of the page. M
3. Now write a phrase that starts with each letter. A
Each phrase should tell about something that
makes you different or special. N
4. Once you are happy with your writing, decorate D
your poem and add pictures or a colorful border.
5. Share your poem with someone!
A

Grade 6
Let’s Celebrate Who We Are
This unit is about your students. The goal of this unit is to foster a sense of belonging for every
student. Every student deserves to feel safe and proud when sharing about his or her own culture and
life. When we talk about culture in this unit, we are not only referring to students’ ethnic or national
cultures, but also their social cultures, which includes students’ values, stories, traditions, interests,
struggles, and more. One way to help all students feel a sense of belonging is for them to share about
themselves and learn about each other.
you wish to have your students do.
1. Let’s Talk About Culture (page 108)

Distribute one copy of the page to each student. Facilitate a whole-group discussion or divide the
class into small groups. Explain to students that they do not have to write complete answers to
the questions. They can write notes about what they would like to say during the discussion.
2. Heads Down, Palms Up! (pages 109 and 110)

Distribute one copy of the activity page and one copy of the fact cards on page 110 to each student.
Provide students with the other materials needed for this activity and facilitate the game.
3. This Makes Me Happy (page 111)

Distribute one copy of the page to each student. Provide the materials needed for the activity.
4. Same and Different Handprints (page 112)

Distribute one copy of the page to each student. Provide the materials needed for the activity.
Plan the space where you will display the handprints for students to compare.
5. Give Shout-outs! (pages 113 and 114)

Distribute one copy of each page to each student. Provide the materials needed for the activity.
6. Questions for Parent/Guardian and A Bit About Me, A Bit About You (pages 115 and 116)
Distribute one copy of page 115 to each student. This page is for students to take home. After
students return the page to you, use the answers to form questions to ask each student during
the circle discussion for A Bit About Me, A Bit About You. Before beginning the discussion,
distribute the appropriate number of copies of page 116 to each student.
7. Do You Agree? (pages 117 and 118)

Reproduce multiple copies of the sentences on page 118 as needed and cut them out. Then
distribute one copy of the activity on page 117 and one sentence to each student. Provide the
other materials needed for the activity.
Let’s Celebrate Who We Are Name
Let’s Talk About Culture

1. Every person is different from other 2. Do you believe that all people can choose
people, but all people are the same in to be kind or mean? Tell what you believe
many ways, too. Do you think it is good and why.
or not good that every person is so
different from everyone else?
3. What are some of the ways that all 4. What are some of the things that make
people are the same, no matter where you and your family different from other
they live or what they look like? families?
Heads Down, Palms Up!

Play a fun game to learn about your classmates.
What You Need

Let’s Celeb
rate Who We
Are
• clear desktop or tabletop space
and chair for each player Fact:
Fact:
Let’s Celeb
rate Who
We Are
Fact: Fact:
• fact cards on page 110 Fact:
Fact:
• a pencil or pen Fact:
Fact: Fact: Fa
• scissors ct:
Fact:
• a small baggie for each player Fact:
Fact:
Fact: Fact:Fact
:
Fact:
What You Do Fact:
Fact:
1. Write a fact about yourself on each card on page 110.
Fact:Then cut out the cards
Fact: and
Fact:
put them into the baggie without showing anybody what you wrote. Keep the Fact:
Fact:
baggie with you.
Fact:
2. The teacher will choose 5 players to stand at the front

Fact:
of the classroom. Fact:
All
Fa ct: other
Fact:
players must close their eyes, put their head down on the desktop or tabletop,
Fact:
and stretch one hand out with the palm facing up. 110
Culturally Res
110 ponsive LesLessons and Activities • EMC 8263 • © Evan-Moor Corporation
Culturally Responsive
3. Each of the 5 standing players will take one of the fact cards he or she wrote and
sons and Act
ivities • EM
C 8263 • © Corporation
Evan-Moor Evan-Moor
Corporation 8263 • ©
ies • EMC
s and Activit
ve Lesson
Responsi
Culturally
place it in the palm of a sitting player. Then the 5 players return to their places at 110
the front of the room. The sitting players must keep their eyes closed until the
teacher instructs them to sit up and open their eyes.
4. When the sitting players open their eyes, those with a card read it and stand up.
Then they each get one turn to try to guess whose card it is. If a player guesses
correctly, he or she trades places with that person. If a player does not guess
correctly, the player sits down.
5. Players should throw away the fact cards already used in the game. Then repeat
steps 2 through 4 to play another round of the game.
6. For each round, standing players should place fact cards in the palms of players
who have not yet had a turn in the game. Do this until all players have either had
a turn to stand or receive a card.
Fact: Fact:
Fact: Fact:
Fact: Fact:
Fact: Fact:
Fact: Fact:
Let’sLet’s
Celebrate
Celebrate
Who Who
We Are
We Are Name Name
Same and
ThisDifferent
Makes Me Handprints
Happy
All people
Makehave differences
a poster and things
that shows similarities. We all
that make youlook kind of the same and kind of different.
happy.
Compare your handprints with your classmates’ handprints to see one way you are all the same
and different.
What You Need
• large
What You poster
Need board
• pictures of objects, people, food, animals,
• paint
activities, and places that make you happy,
• light-colored construction
or anything else thatpaper
makes you happy
• marker
• markers
• paper plate
• scissors
• a place to or
• glue hang or lay out all of the handprints
tape
• materials to decorate the poster, such as glitter,
dried cereal, colored tissue paper, stamps, foil,
What You Do
paint, yarn, beads, buttons, etc.
1. Use the marker to write your name on the construction paper.
GLUE
2. Pour paint onto the paper plate.
What You Do
3. Dip each hand into the paint. Then press your hands onto the
1. Write the
construction words This Makes Me Happy at the top of the poster.
paper.
4. Let theThen write
paint dry.your
Thenname somewhere
put your onwith
handprints the poster.
your classmates’.
2. at
5. Look Draw
all ofand
thetape or glue with
handprints pictures
youronto the poster.
classmates andNext
talk to eachhow
about picture,
write
they are thetosame.
tell what
Alsothe picture
talk aboutshows and why ityou
any differences makes
see.you happy.
3. Decorate the poster.
4. Show your poster to your class or hang it up This Makes Me
somewhere you will see it often to remind you
of all the things that make you so happy! Happy
112 © Evan-Moor Corporation • EMC 8266 Culturally

• CulturallyResponsive
ResponsiveLessons
Lessonsand Activities• EMC 8266 • © Evan-Moor Corporation 111
andActivities
Give Shout-outs!
A shout-out is something you say to tell someone thanks or that they did a good job.
Give shout-outs to the people in your family, and share the shout-outs with your class!
What You Need

• page 114
• colored construction paper
• scissors GLUE
• tape or glue
What You Do
1. Think of someone in your family whom you want to give a shout-out to.
2. Write inside each star on page 114 to tell whom each shout-out is for,
and write what that person did to help you or make you happy.
Or you can write something that the person did well.
3. Color the stars.
4. Cut out each star. Then tape or glue each one onto the construction paper.
5. Cut out each star again, leaving a border of the construction paper.
6. Share the shout-outs you made with your class. Tell the class why you are
giving those people a shout-out.
7. Take your shout-outs home or give each one
to the person you made it for.
This shout-out is for you,
This shout-out is for you,
Questions for Parent/Guardian

Every group of people has its own culture. Different families have their own cultures. Your culture
includes the things you like to do, the foods you eat, the music you listen to, and much more! Take
this page home, and ask an adult to write answers to the questions. Then bring this page back to
your teacher.
1. What are some family traditions or activities that your family does together?
Or are there any interests or hobbies that all of your family members enjoy?
2. What is something your child is proud of himself or herself about and likes to talk about?
3. Is there anything you have done as a family that is cultural in relation to ethnicity or nationality?
Or are there any special events, holidays, or vacations you have done together as a family?
4. Is there anything else your child likes to talk about, such as an interest, an experience, or
a fact about your family?
5. Are there any special foods or events your child looks forward to every week or every year?
A Bit About Me, A Bit About You

Sit in a circle with your classmates. Write the names of all of your classmates. The teacher will ask
each student questions. When it is your turn to answer questions, only you can talk. When it is
another student’s turn, listen carefully and then write one thing you learned about that person next
to his or her name.
Name What I learned about this person
Do You Agree?
Every person has his or her own opinions and beliefs. Sometimes we share beliefs with other people
and sometimes we don’t, and that is okay. Do this activity to tell what some of your beliefs are.
What You Need

• blown-up balloon
• markers
• a sentence that the teacher provides
• an area of the room to put all of the blown-up balloons
where all students can reach them
What You Do
1. Read the sentence that the teacher gives you. Then use
a marker to write this sentence on your balloon.
2. If you agree with the sentence, write your name on the balloon.
If you do NOT agree with the sentence, do not write your name.
3. Put your balloon in the area where all students are putting their balloons.
The balloons will stay in this area.
4. Try to read as many balloons as you can. Read the sentences and read
the students’ names to see who agreed and who did not. Write your name on each
balloon that you agree with.
5. When all students have finished reading and signing the balloons, talk
with your classmates about the sentences you agreed with and the ones
you didn’t agree with.
Balloon Statements
All people deserve to be treated with I can be friends with someone even if they
kindness and respect. have very different opinions from mine.
I feel more comfortable with people

who look kind of like me, and I feel I dislike people who have a different
uncomfortable around people who look opinion from mine.
different.
No matter what a person looks like, all I would rather have lots of gifts and things
people should be treated fairly. instead of friends.
I would like to have friends who look

I think all countries are just as good as
different from each other and who speak
each other.
different languages.
I wish that nobody in the world would

Some people deserve to be treated badly.
ever get hurt ever again.
You can tell how someone will act just by

All people deserve friends.
looking at that person.
I love all people, no matter where they are Kindness and fairness are very important
from or what they look like. to me.
Grades
Culturally 1–6
Responsive
Lessons & Activities
Connect students’ cultures,

languages, and life
experiences with culturally
responsive lessons!
Build a sense of community and
inclusiveness in the classroom with
culturally responsive teaching units.
Creative activities tap into critical
thinking and problem-solving skills with
hypothetical scenarios, games, reflective
writing, drawing, art projects, and more.
Available at
www.evan-moor.com Available in Print
and E-book Formats
Teacher Resource Book

144 reproducible pages
Grade 1 EMC 8261
Grade 2 EMC 8262
Grade 3 EMC 8263
Grade 4 EMC 8264
Grade 5 EMC 8265
Grade 6 EMC 8266

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Not for Resale

8 Nonfiction, Informational Fiction, and Realistic Fiction Units

Examples of themes include:

Christine Ha’s Story

You Can Learn from Mistakes

Kathy Hutchins / Shutterstock.com

Each of the nonfiction, informational fiction, and

realistic fiction units has a reproducible two-page

story that the subsequent activities relate to.

The stories describe real-life experiences in an

Theme-Based Activities We Can Learn to Do Things Differently Name

small-group discussion activity, a partner activity, and a project menu. Students

Activities include the following: We Can Learn to Do Things Differently Name

• creative writing and drawing

• hypothetical scenarios and problem solving

• making choices and justifying opinions

30 Culturally Responsive Lessons and Activities • EMC 8263 • © Evan-Moor Corporation

4 Culturally Responsive Lessons and Activities • EMC 8263 • © Evan-Moor Corporation

About Me, con

The cultural exploration and self-discovery units are not centered

around a text, rather they feature a variety of engaging and creative

about their own opinions, tastes, families, and experiences. These

activities also support students in being culturally responsive by

Many of the activities provide opportunities for collaboration and

class book, comparing handprints, and interviewing their classmates.

Let Other People Show What They Can Do Page 83

It’s Better When We Work Together Page 95

How Do I Say It?

Let’s Celebrate Who We Are Page 107

Food Is Part of Culture Page 119

Reproduce and distribute the page to students. The text at

Class Book Page 131

That’s a cool way of thinking.

respectful language that students may choose to use during a

students what listening, showing respect, and being kind I agree.

ions below or write

to students before you begin the first unit.

Student and Parent/Guardian Sharing Forms

intended to provide a connection between home and

school. The purpose is to invite students and their

Student Sharing Form Name

and to take an active role in their learning. 10

Parent/Guardian Sharing Form

© Evan-Moor Corporation • EMC 8263 • Culturally Responsive Lessons and Activities

and Realistic Fiction Units We Can All Be Friends

3. Let’s Talk About the Story (page 75)

Nonfiction, Informational Fiction, and Realistic Fiction Stories

Prepare for discussion:

opportunities to increase engagement and positive interactions among

would like to read about by reproducing the Student Contents on page 8

Choose Your Project Activities