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Recognize and accept that each person is unique and special. ... Children learn the poem 'Same but Different' and celebrate what they have ... – PowerPoint PPT presentation

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Bibliotherapy Lesson Celebrating Differences
Blanca Maritza Nunez SPED 620 April 13, 2005

  • Cannon, Janell, (1993). Stellaluna. New York, NY
    Scholastic Inc.
  • Classic Music
  • Candle (mango fruit scented)
  • Stellaluna puppet.

  • A baby fruit bat is separated from her mother
    after an owl attack. Since she is still very
    young and unable to fly, Stellaluna lands into a
    nest where three baby birds are awaiting for
    food. Stellaluna is adopted by the mother bird
    who raises her as one of her own. Stellaluna
    must follow the rules and way of life of her
    foster family. She must eat live bugs and worms,
    sit in the nest instead of hanging upside down
    and sleep at night. She adapts very obediently
    to this new way of life- even though it is
    sometimes difficult for her-so she could fit in.
    Once Stellaluna learns to fly, she has chance to
    soar at night. This allows her to meet other
    fruit bats, who make fun of her strange customs.
    She follows them and is finally reunited with her
    own mother who explains that her ways of doing
    things is appropriate for fruit bats.
    Stellaluna feels happy to find this out and
    learns the ways of bats. She returns to her
    adoptive family to show her step-brothers and
    sisters what she has learned. She invites her
    friends to visit her true family. The birds tried
    the ways of bats and recognized that bat behavior
    was not appropriate for their species. Finally,
    Stellaluna and her bird stepbrothers and sisters,
    realize that despite the huge differences in
    their ways of life, they can still be friends.

  • To help children appreciate differences among
    people, and value the rights and cultural
    diversity of others.

  • This Bibliotherapy lesson provides an opportunity
    for students to reflect upon and personally
    relate to a story, read by the teacher, by having
    students reflect on similar situations or
    emotions in their own lives.
  • This is a positive way to acknowledge individual
    differences of people, especially friends and
  • With a beautiful language, and exquisite
    illustrations, Cannon portrays how the norms
    learned in a social group may differ from those
    practiced in other groups.
  • As a consequence, familiar behaviors tend to be
    viewed as good and accepted while that of the
    others are less good and rejected. This tendency
    leads to make prejudicial judgments about others
    and exhorting discriminatory behaviors.

  • The main character of the book portrays the
    psychological stages through which a person
    advances during an intercultural encounter.
    Stellaluna experiences several emotional
    reactions when she is forced to behave
    differently. Then she adapts to a new way of life
    and finally she, and her siblings, experience a
    significant personal change, becoming more
    complex thinkers as a consequence of such
    intercultural experience
  • As the cover of the book illustrates, Stellaluna
    is trapped between two worlds the world of the
    birds above and the world of the bats below Two
    creatures that are alike and yet so different.
    An allegory for accepting differences we are
    alike in some ways, but we are different in

  • This story is especially important for children
    who are not being raised in the style of the
    majority of the population . If children are
    comfortable with being different, then they can
    help their peers be comfortable with these
    differences as well.
  • This fable also proves the importance of finding
    true roots. Stellaluna feels happy when she
    finds out that her strange ways are normal for
    the one of her species

  • How can we be so different and feel so much
    alike?, mused Flitter.
  • And how can we feel so different and be so much
    alike?, wondered Pip
  • I think this is quite a mystery, Flap
  • I agree, said Stellaluna. But we are
    friends. And thats a fact .

Wrong for a Bird, but not for a Bat!
Themes/Key Concepts
  • Accepting differences
  • Appreciation of cultural diversity
  • Tolerance
  • Friendship
  • Responsibility
  • Accepting rules
  • Identity crisis
  • True roots
  • Adoption
  • Feelings love, fear, loneliness, sadness,
    confusion, embarrassment, relief , happiness
  • Adaptation

From Theory to Practice
  • Bibliotherapy is defined by Riordan and Wilson as
    "the guided reading of written materials in
    gaining understanding or solving problems
    relevant to a person's therapeutic needs"
    (Riordan and Wilson, 1989, p. 506).
  • "Through Bibliotherapy," children have an
    opportunity to identify, to compensate, and to
    relive in a controlled manner a problem that they
    are aware of" (Olsen, 1975). Olsen (1975)
    compares Bibliotherapy to prevention of a
    disease, and suggests that, because books help a
    child develop his or her self-concept, the child
    will be better adjusted to trying situations in
    the future.

From theory to Practice
  • One long-term goal in education is for
    individuals to become broader, more complex
    thinkersStrategies designed to increase
    cognitive sophistication have been shown to have
    a positive impact on prejudice. (Cushner, et al.
  • Pettegrew(1981)established that the more
    confident a person is in his own sense of
    identity and competence, the lower is that
    persons degree of prejudice

From Theory to Practice
  • Simulations, acting out plays and writing stories
    that characterize acts of prejudice are
    excellent tools for helping children become
    sensitive to others who look and act different
    (Shaver Curtis,1981).
  • Children co-construct knowledge during social
    exchanges that occur among and between
    individuals in a setting.(J. Bruner, 1985)
    Social interactions allow children to extend
    their thinking and prolong their involvement with
    the text.

Derived from Colombian Social Studies Standards
for Grades 1-3
  • Strand Relation with History and Cultures
  • The learner will
  • Identify some physical, social cultural and
    emotional characteristics that describe him or
    her or as a unique human being.
  • Identify some physical, social cultural and
    emotional Characteristics of other members of his
    own community and members from other communities.

  • Strand Ethical and Political Relations
  • The learner will
  • Identify the characteristics of the basic social
    organizations in his community.
  • Strand Communicating in social Sciences
  • The learner will.
  • Communicate in written and oral form
  • Work with others to gather information

  • Strand Development of Personal and Social
  • The learner will.
  • Recognize and respect different points of view
  • Respect individual physical features and that of
    the others
  • Recognize that rules are basic agreements that
    look for the well-being of the community

Specific Objectives
  • At the end of this Bibliotherapy lesson Children
    will be able to
  • Recognize and accept that each person is unique
    and special.
  • Describe how she/he is alike as well as different
    from others.
  • Verbalize a personal traits or behavior that
    she/he likes about self.
  • Respond to reading, listening, viewing
    experiences orally, artistically, dramatically
    through various formats.

You are teaching my children bad things!
The Lesson
Grade Level
  • This book is exceptional for
  • First Grade
  • (6-7 years old)
  •   This Bibliotherapy Lesson could be part of a
    Long term project on multi-cultural awareness.

Classroom Setting
  • This lesson could be used, after several
    activities have helped develop inclusion for
    everyone in the group, and when conflicts begin
    to arise.
  • Shared Reading time with whole class.
  • Children are gathered close to the text, so they
    can see the print.
  • The book is on an easel.
  • The teacher sits on a low chair.

Estimated Lesson Time
  • Two 30-minute sessions on consecutive days which
    will allow children to explore the main goal of
    the lesson Accepting Differences
  • Session I
  • Read aloud Session 15-20min.
  • Discussion Questions 10 min.
  • Session II
  • Revisiting the Book 5 min.
  • Venn Diagram Activity 5 min.
  • Individual work 10
  • Sharing Activity 10

Introductory Activities
  • Play classic music, turn of lights and light a
    mango fruit scented candle.
  • Invite children to sit around you on the carpet,
    by holding the book in an inviting way.
  • Build on students prior knowledge by asking them
    what animal they see on the cover of the book.
    Invite a few children to give some
    characteristics of bats.
  • Ask children to anticipate what the book will be
    about after looking at the picture in the cover
    and after reading the title.
  • Read the book Stellaluna, displaying emotions and
    interest as you read. At appropriate parts, ask
    children to predict what might happen.

Preparing the Environment for Discussion Questions
  • Session I
  • After Book has been read Sequence the story
    events with the help of children.
  • Introduce the Stellaluna puppet.
  •  The puppet will share with children how the
    feelings of being judged for not being like the
    others and how she felt to find out that what she
    was doing was right for the ones of her species.
    The puppet will also recognize the that it is
    alright to have friends that look and behave
  • Explain to children that the puppet will be
    asking them some questions.

Discussion Questions
  • In what ways was I (Stellaluna) like the birds?
  • In what ways was I (Stellaluna ) different from
    the birds?
  • Do you (children) think people are like me
    (Stellaluna), and my friends? Alike in some ways
    and different in other ways ? How?
  • What did Mama Bird do when she saw me
    (Stellaluna) sleeping upside down? Why did Mama
    Bird act this way?
  • Do you feel is alright to say that somebody is
    bad because he or she acts differently? Why?
  • How did I (Stellaluna) feel when I (Stellaluna)
    was forced to do things I(Stellaluna) was not
    used to?

Discussion Questions
  • 7. Could you describe a situation in which you
    have experienced a similar emotion or situation
    as I (Stellaluna) did in the story? How did
    you feel?
  • 8. How did I (Stellaluna) feel when
    I(Stellaluna) found my real (Stellalunas)
  • How Did I (Stellaluna) feel when I saw that my
    (Stellalunas) bird brothers were not able to do
    the things I was able to do?
  • How did I (Stellaluna) and my (Stellalunas) bird
    brothers solve the problem?
  • What is the most important message that this
    story tells you?

Session II Activity
  • Session II
  • Create, with childrens input, a Venn diagram
    showing the similarities and differences between
    bats and birds. List only the facts highlighted
    in the book.
  • After the Venn diagram has been completed, have
    the children think of the ways that they are
    different/special. Children draw pictures of the
    things that make them special. (favorite foods,
    toys, games, etc.).
  • Pair children and ask them to compare their
    likenesses and differences. Each pair of students
    will share his/her picture with the class telling
    one of the ways that he/she is different that
    makes him/her special.

Follow-up Activities
  • Children Reenact crucial scenes in the book.
  • Children draw pictures of things they like to do
    together with friends.
  • Children collaboratively create a mural
    Different but the Same, using their pictures.
  • Children write their reflections on the story in
    their Reading Response Journals.
  • Children prepare questions and interview a member
    of the community that has a different
    nationality, religion, or ethnic background.
  • Children learn the poem Same but Different and
    celebrate what they have learned presenting this
    chant to the community during an school assembly.

Cross Curricular Activities
  • Technology Children use the electronic version
    of the children's story of the same title,
    designed to help them with word recognition,
    reading comprehension, and computer literacy.
  • Writing Children create a similar story line
    but using different animals as the main
    characters, such as a fish and a dolphin.
  • Science Children research to find other bat
    facts and comparethem with what is known about
  • Math Children create bar graphs to explore
    favorite foods, pets, toys, TV programs etc.

  • Read other books about accepting people and
    celebrating our differences Whoever You Are,
    Fox Fish is fish, Leoni People, Spier.
  • Participate in a global education project through
    websites such as The Global Schoolhouse
    (http//, that promotes
    multicultural awareness by connecting classroom
    teachers and students around the world.

  • Each student's understanding of likenesses and
  • differences will be evident in the conversations
  • take place during the activity and in the sharing
  • same and different exchanges.

  • Cannon, Janell, (1993). Stellaluna. New York, NY
    Scholastic Inc.
  • Cushner , K. et. Al., (2003). Human Diversity in
    Education an Integrative Approach. 4th ed. New
    York, NY Mc Graw Hill
  • M.E.N. (2004) Estandares Basicos de Competencias
    en Ciencias Naturales y Ciencias Sociales.
    Ninisterio de Educacion Nacional Republica de
  • http//
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