We All Sing with the Same Voice -READ ALOUD LESSON PLAN

Your Name: Emma Wesley

Focus of the Lesson: Differences and similarities of people and celebrating diversity.
Grade Level: First
Number of Students: 25
Standard(s): VA English SOL Standard 1.9 C): Relate previous experiences to what is read
Objective(s): Students will be able to distinguish ways they are similar and different from their
classmates. Students will be able discuss and celebrate their differences.

Materials
Teacher materials: We All Sing With the Same Voice by Philip J. Miller and Sheppard M. Greene
Student materials: None

Procedures
I. Opener— (Before-reading): I will tell the students that all over the world people have a lot of
similarities and differences. I will ask the students to turn to the person next to them. I will
ask the question: “How are you similar to classmate sitting next to you?” I will then ask them
“How are you different from the person sitting next to you?” They will share with the person
next to them. Then I will introduce the title and start reading the book.
II. Body— (During-reading): I will read the story and show pictures. On page 8, The book talks
about how some people live on the street while others live in the mountains or on the beach. I
would then ask the students “Where do you guys live?” On page 11, the book talks about
emotions that a student may feel. I will explain to the students that “you may feel happy at
times and sad other times.” I will ask the students what types of emotions they feel. On page
23, the book talks about running and climbing versus sitting and reading. I will ask my
students “What activities do you like to do?” The book ends with the main song which is
repeated throughout the book. The song goes “We all sing with the same voice, the same song,
and the same voice. We all sing the same voice, and we sing in harmony” (Miller, 2000,
pg.25) the students and I will sing this song together.
III. Closing— (After-Reading): I will ask the students, “What were some way that people were
different from each other? I will also ask students “what were ways that people were similar to
each other?” I will conclude with the idea that all of us experience different things and see life
differently. However, even though we come from different up-bringings and have diverse
experiences, we have a lot in common and we should lift up our differences. I will explain that
our differences make us unique and that our differences make life full of excitement.
Reflection

My reading aloud was done with a group of three students named Jayvon, Chloe, and

Bryce. We sat at a “U” shaped table located in the back of the classroom. I sat in the center,

inside the “U” shape while the students sat around the outside of the “U”. Before I read the book

to the students I said “In class a couple days ago we talked about ways that we are similar and

different from people” and then I said “we wrote about ways that you may be similar and

different from someone else.” I was trying to refresh some of the concepts we talked about in

class. Then I ask them “what ways are you guys different from eachother and what ways are you

similar from eachother” The students said they have different friends, different color shirts,

different names, different hair. They said they are similar because they have all had the same eye

color, all play with toys and that they all play together. I then read the story: We All Sing with the

Same Voice by Philip J. Miller and Sheppard M Greene. The students liked to talk about each

page. On page 8, I asked about where they live and they all agreed that they lived in a

neighborhood. However, they understood that they lived in different neighborhoods. On page, 23

the book talks about different emotions that people feel. I asked the students if they ever feel

happy, mad or sad. Chloe said that she had never been mad before. However, they agreed that

they had been sad and happy. During one part of the book it talked about different sports that

people play. Bryce and Jayvon made a connection that they both play football. Then Jayvon said

“but we wear different colored jerseys”. After I was finished with the book, I asked them “what

are some more ways that we are similar and different from each other”. They were very

distracted by the end of the book and did not really answer my closing question. I reminded them

about emotions and how we all experience similar emotions. I reminded them about how we like
different sports and to do different activities. I then closed by saying that we all have different

life experiences and like different things but there are also many ways that we are similar. I tried

to help them understand that our differences and similarities are important and should be

celebrated. I think that in some was my read-aloud did meet my objectives. They meet the first

grade VA English SOL Standard 1.9 C which states: “relating pervious experiences to what is

read” (English Standards of Learning, 2010, Pg.13). The students were able to comment on their

own experiences and relate it to the book. In Chapter 6, in “Read Aloud”, Chappellini talks about

the importance of making connections because it “can help them enhance their own

understanding. Other people call this building on background knowledge or schema because the

children are asked if they have experiences similar to the ones in the book” (Chappellini, 2004,

Pg.101). I thought it was really cool when Jayvon talked about how he and Bryce played football

together. I feel like this read-aloud did meet the objective of “Students will be able to

distinguish ways they are similar and different from their classmates” because when the story

was read the students were able to say reasons why they were different and similar. However, I

think the idea of celebrating differences and similarities was harder for them. I do not think they

understood why it is important to lift up our differences. I think that at the beginning and end I

could have done a better job of telling them the importance of valuing differences.

The book “We All Sing We the Same Voice” by Philip J Miller and Sheppard M. Green

is a multiple cultural reading because this book celebrates diversity of all kinds. It talks about

how people have different eye colors and skin color. It talks about how people live in different

parts of the world and different landscapes of the world. This book talks about how some people

have two dads. This book enthusiastically shares a picture of our diverse world. It also has a

common theme song that says “ We all sing with the same voice , the same song, the same voice,
we all sing with the same voice, and we sing in harmony” ( Miller , 2005, Pg.1). The book is

saying that we are united as we all have a common voice. It supports differences and similarities

alike. I lead Young Life at Waynesboro High school and when I was down to Waynesboro, I

went to the local library. I went to the children’s sections in the library and saw a lot of great

books. Most of the multiple cultural books focused on one culture. I choose this books because I

felt that it positively highlighted lots of ways that our world is diverse. I like how this book

touched on lots different types of diversity.

The students enjoyed the book, they liked talking about their differences and similarities.

They enjoyed sharing about their own personal experiences. If I could do this lesson again, I

would allow for a longer pause in the middle of the book to have a discussion. According to the

article “Constructing Meaning” by Jessica Hoffman it is important to have discussions during

read-alouds because it allows “For children to offer and explore interpretations of texts with their

peers, live in the meaning-making process. (Hoffman, 2011. Pg 187). I think that I would have

paused in the middle of the story to talk about how differences should be celebrated and lifted

up. I would want to make the point that it is cool that we are able to experience life in variant

ways. They were a little distracted at the end of reading and did not really want to listen to my

closing thoughts. I think that if I allowed for more free talk in the middle of the book the students

would be more willing to listen until the read-aloud is over.

For the future reference, I could work on being more enthusiastic with the way I read. I

have a very calm voice. However, I think it’s important be enthusiastic when reading out loud. I

feel as though I should work on enunciating my words better because sometimes I can talk too

fast and pronounce words wrong. As a future teacher, it is incredibly important that I read slowly

and carefully to my students that are learning how to read properly. I feel as though I should
have better explained why diversity should be celebrated. As I learned from the article “What’s

On Our Bookshelves”, we should be reading books to children that “that represent the diversity

of identities” (Crisps, 2016 pg. 99). I would want to work on conveying the overall message of a

book better in a future read-aloud.

References

Chappellini Chapter 6 (2004) Read-Alouds Pg.101

Retrieved from file:///C:/users/public/desktop/Cappellini_chap%206%20(1).pdf

Crisp. T, knezek.S.M.,Quinn.M, Bingham E G, Girardeau. K and Starks F.(2016)

What's On Our Bookshelves? The Diversity of Children's Literature in Early Childhood

Classroom libraries Journal of Children's Literature, Pg. 29 Retrieved from

file:///C:/users/public/desktop/Crisp%20(1).pdf

Hoffman,J.L ( 2011) Constructing Meaning. Pg. 187 Retried from

file:///c:/users/public/desktop/hoffman.pdf

Miller P.J , Green S.M ( 2005) We All Sing We the Same Voice New York, NY HarperCollins
 Virginia Department of Education (2010) English Standards of Learning Curriculum

Framework Pg. 13, Standard 1.9 C. Retrieved from

http://www.doe.virginia.gov/testing/sol/frameworks/english_framewks/2010/framework_english

k-5.pdf
 LESSON PLAN & REFLECTION RUBRIC
Total Points Possible - 10 pts.
Emma Wesley

Self- Score
Reflection
Score*
(include
points)

OBJECTIVES None Objectives and 1

& MATERIALS materials are listed
(including a
multicultural picture
book). The
objective(s) matches
the lesson and no
worksheets were used
(1)
OPENER No opener Includes Includes prompting 1
prompting questions and is
questions and connected to the book
motivational (1)
activity
(.5)
BODY None Procedures In addition, questions 1
referenced, more include higher level
than 3 questions thinking questions
listed with (1)
stopping points
(.5)
CLOSING Closing not Closure involves Closure involves 1
included student input student input and is
(.5) directly related to the
book
(1)
REFLECTION Reflection is All Reflection 6
minimal and questions are
very surface addressed (no page
level limit)
(0) (6)

*1 point will be deducted if this rubric with your self-evaluation score completed is not
included with your product.