Distribute student journals and copies of the lyrics to “You've Got to be Carefully Taught”. Give each student five minutes to write a response to the song in the journal, labeling it Day One Song Response . Tell the learners to include in their response answers to the following questions:

• What was the song about?

• How did the song make you feel?

• What is the message or theme of the song?

(Teacher Note: Replay the song if requested.)

Have the students sit around you on the floor while you read The Sneetches aloud to them. Give the students an additional five minutes at their seats to write a journal response to the story, labeling it Day One Story Response . They should answer the same questions as they did for the song.

Bring the students back to the floor circle with their journals to share what they have written about the song and/or the story.

Assign the homework: Each student must find an article from a newspaper or magazine or the Internet (ie. tolerance.org) which reflects similar ideas to the song or story from today's lesson. The student will bring the article to school the next day, along with a written summary of the article and an explanation of the way in which it is similar to the song or story.

Day Two: Anticipatory Set:Play or sing Bruce Cockburn's song “Free to Be.”

Distribute the lyrics to the song. Give each student five minutes to write a response to the song in the journal, labeling it Day Two Song Response . They should answer the same questions as for the previous responses, including the message or theme. In addition, they should explain any similarities or differences to yesterday's song.

Divide the students into groups of three or four and have them share with each other the homework article they brought in and their summary/explanation. Each group should choose one of these to share with the class, the one they think best reflects the messages from the songs and story. Give them fifteen minutes for this activity.

Have one student from each group present the chosen article to the rest of the class.

Lead a class discussion of the similarities among the articles, writing key words on the board, making sure the word prejudice is included.

Have the students individually write their own definition of the word prejudice in their journal.

Assign homework: Each student must locate or create a picture that shows the opposite of prejudice to bring to class the next day.

Day Three:Anticipatory Set:Play or sing the song “I'd Like to Teach the World to Sing.”

Distribute the lyrics to the song and give the students five minutes to write a response in their journal, labeling it Day Three Song Response . Remind them to include the message or theme they see in the song, as well as similarities or differences to the other songs.

Divide the students into groups of three or four. Have them select a recorder. The students should share the definitions of prejudice written in their journals the previous day and choose the one they think is best or create a new one together. The recorder will write this definition at the top of a piece of paper to turn in later.

The students should discuss the causes of prejudice (reasons for prejudice) as seen in the songs, story and articles they have read/heard. They should also discuss ways they think prejudice could be prevented or overcome. The recorder will then make a chart based on these ideas, written on the same piece of paper as the definition of prejudice . The chart should contain two columns, one for causes of prejudice and the other for preventions/solutions. Each column should have at least five items. The name of each group member should be written at the top before the paper is turned in to the teacher.

As each group finishes, the students should also turn in their journals to the teacher. Then they may put their homework picture or drawing on the collage paper to make a class collage of acceptance.