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Getting to Know You - Project Children L.E.A.D. - Learning Early to Appreciate Diversity

Teacher: Eleanor Vistein
Project Children L.E.A.D. Director: Dr. Vincenne Revilla Beltran
Subject Area: Diversity
Grade level: Kindergarten (Ages 5-6)
Length of Lesson: 60 minutes

Learning goals based on Pennsylvania Academic Standards, N.A.E.Y.C. Standards or Early Childhood Learning Continnum Indicators: Children are provided varied opportunities and materials to build their understanding of diversity in culture, family structure, ability, language, age, and gender in non-stereotypical ways.

Arts and Humanities

9.1. E. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.

Language Arts

1.6. A.

  • Listen to others when they are speaking and demonstrate understanding of the message

  • Ask questions to obtain clarifying information

1.6. B.

  • Listen to a selection of literature

  • Listen to a selection and connect similar experiences to real life experiences

1.6. D.

  • Relate a real-life experience to a specified topic

  • Ask related questions to gain information

  • Respond with related information to questions asked

  • Listen to the contributions of others

1.6. E.

  • Recite poems, rhymes, and songs

  • Participate in small and large group discussions with assigned roles

N.A.E.Y.C. Standards

2.36 Children are given opportunities to recognize and write letters.

2.79 Children are provided opportunities to gain an appreciation of art, music, drama, and dance in all of its cultural diversity.

2.81 Children have opportunities to respond to the art of other children and adults.

Objectives: After listening to the book, Chrysanthemum, the students will be able to discuss a real life experience of a time when they were teased and how they felt about the experience. They will offer contributions as to why they think names and the acceptance of people’s names are important. They will participate in a group discussion while sharing items that are meaningful to them. They will draw a self portrait.


  1. Books:

    • Henkes, Kevin. Chrysanthemum. Greenwillow Books, 1991. ISBN: 0-688-09699-9

    • Williams, Rozanne Lanczak. The One and Only Special Me. Creative Teaching Press, 1996. ISBN: 1-57471-142-3

  2. Words for “The Name Game,” included in this lesson

  3. Individual name cards for children to wear

  4. Poem, “The Best Me,” by Kathleen M. Hollenbeck, included in this lesson

  5. “All about Me Bags” – A note is sent home to the parent requesting that they help their child select up to five things to put in a bag to bring in to class to share for the purpose of getting to know the child.

  6. Crayons and multicultural crayons

  7. Art paper

  8. Glue

  9. Scissors

  10. 12 inch by 3 inch piece of oak tag for each child for name card

  11. Various materials for children to use for creating name cards – string, yarn, glitter, craft sticks, buttons, stickers, etc.


If a child’s parent does not send in an “All about Me Bag,” facilitate this child by helping the child to create a bag in school. Take a picture of the child; have them draw a picture of their favorite toy or family activity, look for objects in the room that might represent things that are important to the child.


REVIEW: This is an introductory lesson.

INTRODUCE: Tell the children that today we are going to get to know each other better. Play a name game for children to become familiar with each others’ names. Give each child a name card to wear. Play the game by slapping thighs and clapping hands while saying the following words: Sitting in a circle, playing in a game. When I point to you, please tell me your name, point to a child. Repeat until everyone has a turn to share their name.


  1. Read aloud the book, Chrysanthemum, as a springboard into the lesson.

  2. Ask the students, “What was the problem in the book?” The children were teasing Chrysanthemum about her name.

  3. Ask the students, “Who helped Chrysanthemum solve the problem?” The teacher helped.

  4. Ask the students, “What did the teacher do to help?” She helped the children to see that everyone’s name is important.

  5. Ask the students why they think names are important. Explain to the children that their name helps us to identify them and their belongings.

  6. Have the students use various materials to design a name card on oak tag rectangles. Display these on an “All about Me” bulletin board.

  7. Invite the students to come to the carpeted area to share their “All about Me Bags” so we can get to know more about them.

  8. Provide time for each child to share and for classmates to ask questions or make comments to clarify information. For a large class, a few children could present daily over a several day span.

  9. Reinforce that each child is special by reading, The One and Only Special Me.

  10. Have each student draw a self-portrait to display under their name card on the bulletin board.

  11. Conclude with the action poem, “The Best Me.”

The Best Me

I’m the best me I can be. (Point to self.)

There is no one else like me! (Open hands wide, away from body.)

I have a smile, a face, a name. (Point to face and smile.)

No one else is just the same. (Hug self and rock gently.)

I’m the best me I can be. (Point to self.)

There is no one else like me! (Open hands wide, away from body.)

ASSESS: The students will be assessed through observation and anecdotal note taking.

ASSIGN: Display the students’ names in the writing area and refer students to this area when they want to write the names.

CLOSE: Tell the students, “Today we learned about each other and how important it is to know that everyone is not the same, but that everyone is important.”

©2003 Project Children L.E.A.D.

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