Introduction
Materials
"The Skin You Live In" book
paper
colored pencils or crayons
mirrors (optional)
It is important to have the students feel confident and open-minded before discussing heavy weight feelings and issues about racism.
This is why the first day starts with an introduction or ice-breaker activity so that the students feel comfortable and ease into the topic of racism.
eye color, etc)
-the other students should listen and anonymously write on a small piece of paper one thing they appreciate about that person (the teacher will
read and filter the responses before giving them to the student).
-the teacher should collect the illustrations and hang them on the wall
Assessments
Materials
"The Skin You Live In" book
paper
colored pencils or crayons
mirrors (optional)
It is important to have the students feel confident and open-minded before discussing heavy weight feelings and issues about racism.
This is why the first day starts with an introduction or ice-breaker activity so that the students feel comfortable and ease into the topic of racism.
- Read “The Skin You Live In” story
- Ask students to create a self portrait of themselves.
eye color, etc)
- Depending on the students in your class, have the students either share their portrait to the class, in small groups, or in pairs.
-the other students should listen and anonymously write on a small piece of paper one thing they appreciate about that person (the teacher will
read and filter the responses before giving them to the student).
-the teacher should collect the illustrations and hang them on the wall
- For homework, the students should fill out sheets about where their family/ancestors came from, their background, their culture, etc.
Assessments
- student's self portrait & description: detailed, colorful, neat, symmetrical
- participation in writing about others' qualities: respectful responses
- attempted to find information about family for homework