The length of the movie is 35 minutes. I would choose to play this film in English throughout two periods. The first day includes Chinese subtitles to engage students, especially emergent ESLs initially and then the second day, the movie only has English subtitles to ensure students have a complete understanding of the video dialogue content.I chose this film because this film creates kid-friendly, age-appropriate media resources and help students recognize the wide range of family structures that form the fabric of our communities today to reduce students' prejudice towards family different from themselves. In addition to the content being relevant for utilizing prejudice reduction when creating lesson plans, there is a strong connection to social study since it can lead to lessons about eliminating prejudice towards different cultures, genders, jobs, etc. 

Showing this film would relate to the topic "preventing prejudice" in the social study and help students understand differences among families. Deeply, it will help lay a foundation for them to break up their stereotype and respect other kinds of differences as well, such as gender, culture, jobs, and race. Also, while they’re watching the film, they’ll be absorbing a powerful message about what’s universal to all families and how to treat children whose families may be different than their own. Lastly, students who think they are growing up in a family structure that looks “different” in any way from the traditional nuclear family will have the confidence to speak for themselves and proudly talk about their families in public. 

 

This book illustrated in full color talks about colorful characters from Sesame Street teaches young children about racial harmony. I will show students illustration on each page and ask them to compare among noses, hair, and skin of Muppets, monsters, and humans to realize how different we all are. For example, some have a rounded nose, but some of them have a yellow nose. Then, I will ask students to look further and find out the similarities of those noses so they would discover their nose all breathe, sniff and sneeze. Then, I will students do draw a self-portrait and write their personalities on the self-portrait. After finishing the self-portrait, students will discuss the differences and similarities to have the students notice and describe how they are similar and different from one another in pairs. Lastly, students will have a whole class sharing in a community circle. 

 

I hope students will develop the acceptance of different people who may not the same look or race with them and appreciate who they are. After reading this book and doing the class activity, when students look further, they would realize how similar people are despite physical differences. It does not mean ignoring or dismissing racial history or the struggles of people of color. It just means that kids grow up with an awareness of these issues, their multiracial makeup, and understand, appreciate, and celebrate who they are and who they are meant to be.

I will use this book on the first day of school. Since some of the students are emergent English learners, I will use this Chinese English bilingual book to help them not only easily understand the content of the book but also overcome the language barrier to feel comfortable. At the same time, I will do an activity to ask students to share what they learned in the book and write down things they think can do and can not do while in the classroom by using any language they want. Through the interaction with students, I empower students to participate in setting up the school rules based on their cultural backgrounds, gender, and social class to promote equal and diverse classroom setting norms.

I hope students can learn to contribute their ideas to create an equal school culture while having a chance to explore a new language-English. 

I will use this poem in this class in read-aloud to ask students their perspectives on immigration and develop their empathy on the character as an immigrant in the poem. If students have similar experiences as the author, they are more likely to share their stories. 

I hope students can learn to develop empathy towards peers different from them in multicultural education and communicate with students from different cultural backgrounds to  promote the equity in school.