Social Justice for Little Learners

Grade Level: Grade One

Topic: Personal Identity

Book Title: “A Kid is a Kid is a Kid”

Author: Sara O’Leary

Link to Purchase: https://a.co/d/7DpIgki

Link for Online Read-Aloud : https://youtu.be/c6CVtnfze_I?si=4gy-mdsfuYbpROyo

Discussion Prompts/Questions:

• Before Reading
  • Looking at the cover, ask students to describe things that are the same and different about the children on the cover.
  • Discuss what the title of the book might mean.
• During/After Reading
  • “What did you notice about the kids in the book? What were some of the things that made them the same as each other? What made them different?”
  • “Each of the children in the book had something about them that made them special. Each of you does, too! What is something about you that you think is important?”

Follow-Up Activity:

• The children in the book play and participate in all sorts of games. As a class, brainstorm some favourite games that students like to play at school, and have students take turns leading out in their preferred games/activities (indoors or outside).
  • Possible Suggestions:
    • Tag
    • I-spy
    • Follow the leader
    • Hopscotch
    • Ga-ga ball
    • Chalk drawing
    • Blowing bubbles
    • etc

BC Core Competency Connections:

Personal and Social

• Personal Awareness & Responsibility
  • I can show a sense of accomplishment and joy, and express some wants, needs, and preferences. I can sometimes recognize my emotions.
• Positive Personal and Cultural Identity
  • I am aware of different aspects of myself. I can describe my family, home, and/or community (people and/or place).
• Social Awareness and Responsibility
  • I am aware that other people can be different from me.
  • In familiar settings, I can interact with others and my surroundings respectfully.

Thinking

• Creative Thinking
  • I get ideas when I use my senses to explore.
• Critical Thinking
  • I can explore with a purpose in mind and use what I learn.

Communication

• Communicating
  • I can understand and share basic information about topics that are important to me.
• Collaborating
  • I contribute during group activities, cooperate with others, and listen respectfully to their ideas.

BC Curricular Connections:

• Understand (Big Ideas):
  • Stories and other texts help us learn about ourselves and our families. (ELA 1)
  • Everyone has a unique story to share. (ELA 1)
  • Curiosity and wonder lead us to new discoveries about ourselves and the world around us. (ELA 1)
  • Healthy communities recognize and respect the diversity of individuals and care for the local environment. (SS 1)
  • Confidence develops through the process of self-discovery. (Career Education 1)
  • Learning about ourselves and others helps us develop a positive attitude and caring behaviours, which helps us build healthy relationships. (Physical and Health Education 1)
• Know (Content):
  • Diverse cultures, backgrounds, and perspectives within the local and other communities. (SS 1)
  • Cultural and social awareness, achieved by exploring self-identity, acknowledging cultural differences, honouring indigenous traditions. (Career Education 1)

• Do (Curricular Competency):
  • Comprehend and connect (reading, listening, viewing)
    • Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community. (ELA 1)
    • Recognize the importance of story in personal, family, and community identity. (ELA 1)
  • Create and communicate (writing, speaking, representing)
    • Exchange ideas and perspectives to build shared understanding. (ELA 1)
    • Create stories and other texts to deepen awareness of self, family, and community. (ELA 1)
  • Identify and appreciate their personal attributes, skills, interests, and accomplishments. (Career Education 1)
  • Share ideas, information, personal feelings, and knowledge with others. (Career Education 1)
  • Identify personal skills, interests, and preferences. (Physical and Health Education 1)

FPPL Link:

• Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
• Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
• Learning involves patience and time.
• Learning requires exploration of one’s identity.
• Learning is embedded in memory, history, and story.

BC ELF Link:

• Children are strong, capable in their uniqueness, and full of potential.
• Early years spaces are inclusive.
• Play is integral to well-being and learning.
• Relationships are the context for well-being and learning.

TFT Through-line Link:

• Community Building