Lesson Plan
All-Star Inclusion Team
Students will be able to identify strategies for including all classmates, including those with social skills concerns or IEPs, in classroom activities and discussions.
Creating an inclusive classroom makes everyone feel valued and helps build a strong, supportive community, where every student feels seen and heard. This lesson will equip students with practical ways to ensure no one is left out, fostering empathy and collaboration.
Audience
5th Grade Students
Time
20 minutes
Approach
Discussion, role-playing, and collaborative activity.
Materials
Whiteboard or Projector, Inclusion Champions Slide Deck, Let's Talk About Inclusion Discussion Guide, and The Inclusion Challenge Activity Sheet
Prep
Review Materials
5 minutes
- Review the Inclusion Champions Slide Deck to familiarize yourself with the content.
- Read through the Let's Talk About Inclusion Discussion Guide to prepare for leading the discussion.
- Print or prepare to project The Inclusion Challenge Activity Sheet.
Step 1
Warm-up & Introduction (3 minutes)
3 minutes
- Begin by asking students what 'inclusion' means to them. (1 minute)
- Introduce the lesson title: 'All-Star Inclusion Team!' and explain that today they will learn how to make sure everyone feels like a valuable part of the team. (1 minute)
- Briefly introduce the topic using the Inclusion Champions Slide Deck (Slide 1-2). (1 minute)
Step 2
Understanding Inclusion (5 minutes)
5 minutes
- Use the Inclusion Champions Slide Deck (Slides 3-5) to explain what inclusion looks like, especially for students with different needs, including those with IEPs or social skills concerns.
- Lead a brief discussion using prompts from the Let's Talk About Inclusion Discussion Guide to explore scenarios where students might feel left out and how they could be included. (3 minutes)
- Emphasize empathy and understanding. (2 minutes)
Step 3
Inclusion Challenge Activity (10 minutes)
10 minutes
- Divide students into small groups (3-4 students). (1 minute)
- Distribute or display The Inclusion Challenge Activity Sheet. (1 minute)
- Instruct groups to read the scenarios on the sheet and brainstorm specific actions they could take to include the student in each scenario. Encourage them to think about students with various needs. (5 minutes)
- Bring the class back together and have a few groups share one scenario and their proposed solution. (3 minutes)
Step 4
Wrap-up & Commitment (2 minutes)
2 minutes
- Reiterate the main message: everyone benefits when everyone is included.
- Ask students to commit to being an 'All-Star Inclusion Team' member by trying one new inclusion strategy this week.
- Display a final slide from the Inclusion Champions Slide Deck (Slide 6) with a positive message about inclusion.
Slide Deck
All-Star Inclusion Team!
Building a Classroom Where Everyone Belongs 🤝🏽🌟
(Image: Diverse group of kids playing and smiling together)
Welcome students and introduce the exciting topic of creating an 'All-Star Inclusion Team' in their classroom. Emphasize that this is about making sure everyone feels like they belong.
What Does Inclusion Mean?
It means making sure EVERYONE feels:
- Welcome 👋🏽
- Valued and important ✨
- Able to participate fully 🎉
It's like building a team where everyone gets to play and contribute!
Define inclusion in simple, relatable terms. Use an analogy like a sports team or a band where every member is important.
Why Is Inclusion Super Important?
When we include everyone:
- We all learn more from different perspectives 🧠
- Everyone feels happier and safer 😊
- We build stronger friendships 💖
- It helps students who might feel shy, have different ways of learning (like an IEP), or need a little extra help with social skills.
Explain why inclusion is beneficial for everyone. Connect it to positive feelings and better learning experiences. Mention that some students might need a little extra thought.
How Can We Be Inclusion All-Stars? (In Group Work)
Think about:
- Listening to everyone's ideas – even quiet voices 🤫
- Inviting everyone to join your group or project 🙋
- Sharing tasks fairly – finding roles for all strengths 💪
- Explaining things clearly if someone doesn't understand (patiently!) 💖
Discuss practical ways students can be inclusive in group work. Provide concrete examples.
How Can We Be Inclusion All-Stars? (At Play & In Discussions)
Think about:
- Inviting someone new to play at recess ⚽
- Asking questions to get others involved in conversations 🤔
- Being patient and understanding if someone communicates differently 🗣️
- Standing up for others if they are being excluded 🛡️
Discuss practical ways students can be inclusive during playtime or discussions. Provide concrete examples and encourage empathy.
You are the All-Star Inclusion Team!
Every single one of you has the power to make our classroom a welcoming and awesome place for everyone.
Let's be Inclusion All-Stars every day! ✨
(Image: Diverse hands joining together)
Conclude with a powerful message about the collective impact of their actions. Encourage them to apply what they learned.
Discussion
Let's Talk About Inclusion!
Use these prompts to guide a class discussion about what inclusion means and how to practice it in our classroom.
Opening Questions:
- What does the word "inclusion" mean to you? How does it feel when you are included? How does it feel when you are left out?
- Why do you think it's important to make sure everyone in our classroom feels included and like they belong?
Scenario-Based Questions:
Read each scenario aloud and ask students to discuss what they would do.
- Imagine a classmate often plays by themselves at recess, even when others are playing a group game. What could you do or say to invite them to join?
- During a group project, one of your teammates is very quiet and doesn't share many ideas, even when you ask them directly. What are some different ways you could try to get their ideas and make sure their voice is heard?
- Sometimes, a classmate might do things a little differently or have a hard time understanding social cues. If you notice someone struggling to join a conversation or an activity, how can you show patience and help them feel comfortable?
- What if you overhear some classmates whispering and giggling about another student, making that student feel excluded? What is a brave and kind way to respond to that situation?
Reflective Questions:
- What is one small thing you can commit to doing this week to be more inclusive in our classroom or on the playground?
- What are the benefits for everyone when our classroom is a place where every single person feels included and valued?
Activity
The Inclusion Challenge: Be an All-Star!
Instructions: Read each scenario below with your group. Discuss and write down at least two specific actions your group could take to make sure the student in the scenario feels included and valued. Think about what we discussed about empathy and different needs!
Scenario 1: The Quiet Genius
Maya is super smart, especially when it comes to math. However, during group work, she rarely speaks up unless directly asked a question. She often looks down or fidgets when others are talking. Sometimes, her ideas are missed because she doesn't share them loudly.
How can your group make sure Maya feels included and her ideas are heard?
Scenario 2: New Kid Nerves
Leo is new to your school. At lunch, he sits by himself, and at recess, he often just watches other kids play. He seems a little shy and unsure how to join in. You notice some kids don't really talk to him.
What can you and your friends do to help Leo feel welcome and included in school activities?
Scenario 3: Different Communication
Sam has an Individualized Education Program (IEP) and sometimes has trouble following fast-paced conversations or understanding jokes. They might take a bit longer to respond or communicate in a way that's different from other kids. Because of this, some classmates accidentally talk over them or move on before Sam can fully participate.
How can your group adjust to help Sam feel included in discussions and activities, respecting their communication style?
Scenario 4: Recess Exclusion
During kickball at recess, a few students always get picked last or sometimes aren't picked at all. They stand on the sidelines looking disappointed. When they do play, they sometimes make mistakes, and other kids get frustrated.
What could your class do to make sure everyone who wants to play kickball feels included and has a positive experience?