1. Grade 2 “Promoting Respect” Workshop Pirate of Kindergarten Greater Mankato Diversity Council

2. Introduction And you Instructions:
One of the facilitators introduces GMDC
Each facilitator introduces himself/herself—possibly mention something about themselves that is relevant to the topic of the day -- “disability”
Ask students to introduce themselves---name and something relevant to this grade topic

3. What is Disability? Ask students examples:
Refer to the goal of the lesson: people with disabilities do the same things they do only in a different way.
People who cannot see well wear glasses or use a special method (braille) to read
People who cannot move well might use a wheel chair
People who cannot hear well use may wear hearing aids or use sign language to communicate
You could also point out with examples that:
Disability can be temporary: e.g. When you are sick, injured….
Disability does not have to be physical: e.g. Not understanding language in a foreign county, not good at many things such as math, music, art, reading etc.
There are many ways to overcome disabilities including technology. Sometimes disabled people become more capable than capable people. Racing in a wheel chair makes people much faster than runners.
People with a disability are similar to others. They just do things differently.

4. Double Vision? Instructions: Introduce double vision.
Definition of double vision (Diplopia) : seeing two images of a single object at the same time.
Question: What do you think is going to happen if you see two of everything?
Sometimes it’s good: you can see two pizzas and ice cream…
But it is very difficult much of the time because you do not know which one is the real one!
We will read a story about a girl with double vision to see how difficult things are!

5. The Pirate of Kindergarten
Instructions:
This is a relatively long story—it takes about 7 minutes to read. While reading the book, point out:
Two things she is seeing
When she gets teased
Example questions after reading the book:
What difficulty did Ginny have?
Did Ginny get teased? Why? Is it nice to tease her?
Was she different from other students other than seeing two of everything?
What fixed her double vision?
If you had a friend like Ginny, what would you do?

6. The Pirate of Kindergarten
What difficulty did Ginny have?
Did Ginny get teased? Why? Is it nice to tease her?
Was she different from other students other than seeing two of everything?
What fixed her double vision?
If you had a friend like Ginny, what would you do?
Instructions:
This is a relatively long story—it takes about 7 minutes to read. While reading the book, point out:
Two things she is seeing
When she gets teased
Example questions after reading the book:
What difficulty did Ginny have?
Did Ginny get teased? Why? Is it nice to tease her?
Was she different from other students other than seeing two of everything?
What fixed her double vision?
If you had a friend like Ginny, what would you do?

7. Instructions:
Ginny was still able to see even though she had double vision. But some people have more difficulty in seeing things. Some might not able to see at all.
If this is the case – if someone is blind but likes to read books just like you and me, they have to use something like this:
Distribute braille cards
Braille Activity
Distribute Braille Cards and remind students not to write on the cards, as they will be shared with other classrooms.
Demonstrate how Braille is read. Instruct students to use the first two fingers of each hand held parallel to lightly glide the finger pads over each line of the Braille card. Ask students to repeat movement with eyes closed.
Instruct students to visually locate the first letter of their first name. Instruct students to feel the letter several times and identify if it is similar or different than how the letter looks in print.
Instruct students to close their eyes and locate the first letter of their first name by touch.
Collect Braille cards and distribute Braille Worksheets

8. Worksheet instructions 1:
Ask students to do the following:
Write your first name using braille dots:
First, fill lower rectangles with alphabet, then locate each letter and fill above rectangle with corrects braille dots.

9. Worksheet instructions 2 -- if time is limited, this can be homework.
Have students figure out the secret message---write alphabet in rectangles at the bottom to figure out the message ( We are all friends)

10. Worksheet instructions 3 : introduction of American Sign Language
What if we cannot hear, how can we communicate?
Sign language is the way to go.
Can we try to introduce ourselves?
My: Place right hand on your chest
Name is: With two fingers straight out on both hands, tap one set of fingers twice on the one two fingers.
Let’s try the first letter of your first name. You can practice the rest at home or later.
My name is…

11. Your name… Instructions:
On top of both sides of the worksheet, there are empty rectangles. Have students write their names with dominant hand on one side and non-dominant hand on the other side; students will experience temporary disability.
Examples:
You can take the worksheet home and practice “braille” and “ sign language.”
But in order not to mix your worksheet up with other students’ worksheets, let’s put your names in the empty rectangle at the top of the sheet on Braille side.
We are going to do this all together…so do not start yet.
Pick up a pencil and raise your hand so that we can see you have pencils.
As soon as you are done, raise your hand again. OK? Ready…GO!
It was easy, wasn’t it. OK, flip the paper …do you see another rectangle on sign language side?
OK. Now I want you to hold the pencil with the other hand. This time I want you to write your names with the other hand.
We will do it the same as before…when you are done writing your name, you can raise your hand. Ready…go!
Can anyone tell me which was easier?
Compare both names you just wrote…which looks better?
Now you know how difficult things are when you are handicapped!

12. Closing
Have you ever had to do something differently because of an injury? Did you use special equipment to do anything? What did Ginny use?
What are some other ways people do things differently? Why might they do those things in a different way from you?
What does it mean to have a disability? A disability could make it hard to see, hear, learn, or move.
How can you be friends with someone who sees, hears, learns, or moves in a different way than you?

13. Evaluation
Did you learn more about what it means to have a disability?
Did we read about “The Pirate of Kindergarten” and learn that Ginny is just like other kids but has double vision?
Do you think that people with disabilities do things in different ways?
Do you think it is important to respect everyone even if they have different abilities?
Facilitators:
Please read the statements below. Ask students to raise hands “Yes” or “No”
Record the number of “yes’s” and “no’s” on the lines provided.
Afterward ask for student comments and record in the space provided.
Explain to students how disability is a relative term. All of us have difficulty doing some things at some time.
While one facilitator reads the student feedback form statement/question, the second facilitator could summarize points learned.

14. Thank you! Instructions:
Before finishing the lesson, introduce two more “Sign languages”
The sign language for “Thank you” is very similar to “blowing a kiss.”
Facilitators will thank students and teacher for participating. Remind students of ways they identified that people with disabilities are similar to them. Remind them that everyone wants to be treated with respect.

15. Good bye! Instructions:
Comment that we have really enjoyed being with you today.
All the differences in your group make us happy and we are excited to know you!
Say “Good bye” in sign language by holding up the palm and bend 4 fingers down 2-3 times.
Repeat “Thank you” and “Good bye” with students using your voices.