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This is a lesson plan that I and my group made for children in middle school age. The lesson is interesting and helpful to guide children to read the book " Wanting Mor" easily. This lesson could be applied to any other novels that has new words or represents another culture.

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For third graders and older, reading a variety of poems and creating their own poetry by combining different parts from each poem is a helpful activity to build their confidence in their writing skills. They can represent themselves and their feelings and write with a confidant.

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The teacher can use this activity in the art center, where she provides peace of colored papers and a wheel for each child. Children can create their own wheels by sticking the colors they choose to their wheels, and then write the associated feelings with each color. For younger kids, the teacher can provide them with emojis to represent their feelings.

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The teacher can use similar activity to ask children to write about themselves. Children in kindergarten and first grades can use simple adjectives, names, and descriptions to express themselves and talk about their great dreams. This activity is exciting and self-related so that children can develop all the linguistic domains. They build vocabulary, writing, and reading when they do a similar exercise.

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Supporting social issues should start at a young age so that children can believe it and adopt it as they get older. Stories about people who suffered from discrimination raise children’s empathy and develop their sense of others, so the society will benefit from their view of social justice as they become active parts of the community.

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The activity of reading picture books with no words is surprisingly successful. I tried it with my son who is a five years old bilingual child. He switched roles, languages, and used all his languages’ abilities to tell the story.
As we practiced in the class, these stories can be modified to meet the linguistic needs of children up to high school. Wordless books are flexible so that the teacher can adjust them to her educational needs. The complexity and process of the wordless stories depend on the readers’ view. Therefore, it is an excellent source for all class levels.

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Children can point discriminations, racism, and other social justice issues in stories more than adults. If teachers raise critical questions and provide a secure environment, children will learn to be critical thinkers about social and even educational issues as they grow. Rewriting stories after looking at them critically helps children develop broader and more in-depth view of the stories. For kindergarteners, students can rewrite the story with their teacher as a group. As they get older like in third grade, they can discuss stories and rewrite them together.

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Children have a secure connection and loaded emotions with their stuff. Asking a young child to bring an artifact from home to show it to her classmates will give her a high motivation to use her words to express herself. Therefore, bringing an artifact to class is a great way to generate children’s vocabulary and encourage conversations.

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Kindergartners do not have fully developed writing skills; therefore, picture collecting activity would help them express the essential events in their lives. When children work in similar activities, they feel proud that they can share about themselves and their families without being fluent writers. They learn the value of writing as a way of communication and expression. Also, this activity is fun because children like to cut papers and stick them. However, the teacher should ask parents for pictures that they don't mind sharing it with class.

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Teaching children to be active parts of the society is the best way to have better future. Just drawing on a Domino and put it anywhere in public with a sentence that inspire others encourages children to work and motivate who finds it to do better in life.
I think it is an enjoyable activity to do with children in a kindergarten or first grads class.