Last unit, the students read the book The Girl Who Thought in Pictures (the story of Temple Grandin).
The students' discussion led us to think about how people in Japan are treated if they learn in a
different way from someone with a neurotypical brain.
This week we read and discussed the RAZ Kids book, Many Faces of Autism. We practiced our
close reading skills for this book, as the level is a bit high. The students did a great job making
real-life connections to the book. Actually, the book provided a checklist of sorts that apply to
some people with autism. The students realized that each one of us can check at least two of the
items on the list, which led to the question: Why is this list in the book? Students decided that
the list was included "so everyone reading the book can see that people with autism are just like
them. We shouldn't treat people with autism differently."
For English we worked on letter writing. The students wrote "a letter to Ms. Dana" explaining the importance of including all people and how we can encourage inclusivity.
The students shared with me of their learning in Japanese class about the Ainu, an indigenous group in the Hokkaido area of Japan. They have continued to go back to this topic, so we found a documentary about the Ainu people. We watched a few excerpts to provide students with more primary sources of the discrimination the Ainu people endured.
Throughout the week, the students continued to update our inquiry wall as they learned more information on their own and in class. They also continued vlogging in class and at home about lessons, questions, and thoughts our classroom discussions.
After art on Friday before lunch, the students asked if they could clean grade 1's classroom while they were at the park. I was blown away by this selfless act. The discussion of being inclusive and treating all groups and grades with respect was seen in real life in that act.
The students' discussion led us to think about how people in Japan are treated if they learn in a
different way from someone with a neurotypical brain.
This week we read and discussed the RAZ Kids book, Many Faces of Autism. We practiced our
close reading skills for this book, as the level is a bit high. The students did a great job making
real-life connections to the book. Actually, the book provided a checklist of sorts that apply to
some people with autism. The students realized that each one of us can check at least two of the
items on the list, which led to the question: Why is this list in the book? Students decided that
the list was included "so everyone reading the book can see that people with autism are just like
them. We shouldn't treat people with autism differently."
For English we worked on letter writing. The students wrote "a letter to Ms. Dana" explaining the importance of including all people and how we can encourage inclusivity.
The students shared with me of their learning in Japanese class about the Ainu, an indigenous group in the Hokkaido area of Japan. They have continued to go back to this topic, so we found a documentary about the Ainu people. We watched a few excerpts to provide students with more primary sources of the discrimination the Ainu people endured.
Throughout the week, the students continued to update our inquiry wall as they learned more information on their own and in class. They also continued vlogging in class and at home about lessons, questions, and thoughts our classroom discussions.
After art on Friday before lunch, the students asked if they could clean grade 1's classroom while they were at the park. I was blown away by this selfless act. The discussion of being inclusive and treating all groups and grades with respect was seen in real life in that act.
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