Disabilites

Disabilites Book List

Just Ask by Sonia Sotomayor

Just Ask is a children's book that discusses a
variety of challenges that people with different
disabilities of all ages experience. This book lets the
reader know that if someone ever is unsure, then
all they have to do is ask.

We’re All Wonders by Palacio, R. J

We’re All Wonders is a book about a kid named Auggie
who was born with different facial features. Despite the
challenges that he faced in school, he learns to embrace
his differences. This book also shows the reader the
importance of kindness, respect as well as acceptance.

Special People Special Ways by Arlene H.

Maguire
Special People Special Ways is a book that discusses
that everyone is unique in their own ways and even
though we have our differences, we still share
something in common.
Thank you Mr. Falker by Patricia
Polacco
Thank you Mr. Falker is a book about a young girl
who has dyslexia. In this book, Mr. Falker the
teacher never gave up on his student. This is a
wonderful book for teachers to read to their
students at any grade level.

Emmanual’s Dream by Laurie Ann

Thompson
Emmanual’s Dream is an incredible true story about a
man named Emmanual Ofosu Yeboah. This young man
was born with one deformed leg and in the story he does
not let his leg stop him. Instead, he continues to get from
place to place and stay active in his everyday life.

Uniquely Wired by Julia Cook

Uniquely Wired is a children’s book about a boy
named Zak who has autism. This book is a great way
for readers to get some understanding of Zak’s
experiences, and ways he sees the world around him.

Lemon the Duck by Laura Backman

Lemon the Duck is a book about a duck who is unable
to walk due to neurological issues. Throughout this
book, Lemon is supported by her lovely teacher and
classmates who continue to create a happy
environment with Lemon.
Susan Laughs by Jeanne Willis
Susan Laughs is a book about a girl named Susan
who does all sorts of activities throughout the book
such as goes swimming, rides horses and plays
with her friends. As the reader reaches the end of
the book, the author reveals that Susan uses a
wheelchair.

Mama Zooms by Jane Cowen-Fletcher

Mama Zooms is a book about a mom and son and is
from the son's perspective as he goes on many
adventures with his mom who is in a wheelchair. To
the son, the wheelchair is no ordinary wheelchair,
but instead he likes to call it a “zooming machine”

Hello Goodbye Dog by Maria Gianferrari

Hello Goodbye Dog is about a little girl and a dog who
have an unbreakable connection. From the two never
wanting to be apart, the dog eventually gets the
opportunity to become the little girl's service dog so
that they can always be by each other's side.

My Three Best Friends and Me, Zulay by

Cari Best
My Three Best Friends and Me is a book about a
young girl named Zulay who is blind. Zulay has three
best friends in school who she loves to be around as
well as share her struggles with.
My Travelin’ Eye by Jenny Sue
Kostecki-Shaw
My Travelin’ Eye is an inspiring story about a girl
named Jenny who has a lazy eye. Even though she
has a disability, it doesn’t stop her from embracing
her disability by seeing the world in her own,
special way.

All the Way to the Top: How One Girl's

Fight for Americans with Disabilities
Changed Everything by Annette Bay
Pimentel
All the Way to the Top: How One Girl’s Fight for
Americans with Disabilities Changed Everything is a
story about a young girl in a wheelchair who was
determined to make a change to help not only herself,
but those around her who also face everyday
challenges.

When Charley met Emma by Amy Webb

When Charley met Emma is a book about a boy
named Charley that sees a girl named Emma with
limb differences who is also in a wheelchair. After
Charley gets the chance to get to know Emma, he
realizes that different isn’t bad, and instead, different
is great!

We Move Together by Kelly Fritch

We Move Together is a story about a group of a
variety of individuals who each have a different
disability. Throughout this book, these characters
learn how to work with constant barriers as well as
find constant joy in who they are
Awesomely Emma by Amy Webb
Awesomely Emma is about a girl who wants to go
to an art museum, but is unable to because there is
not a wheelchair accessible ramp. Emma decides
that it’s time to stand up and make a change and
that is exactly what she did.

Can Bears Ski? By Raymond Antrobus

Can Bears Ski is a book about a bear who is unable to
hear. This story takes the reader into the process of a
little bear slowly learning that he is unable to hear
and the action he takes to help him with that.
Awards for Children’s
Books with Disabilitys

Schneider Family Book

Award

Dolly Gray Children’s

Literature Award
 Lesson Plan
Building our classroom garden
Lesson type : SEL
Lesson theme/title: We are ALL special in our own ways
Grade: 4th
Materials:
Each student will have a plant page
Each student will need colors.
Book: Just Ask by Sonia Sotomayor
Each student will need scissors
Slides
Doc cam
Scentence stems
YouTube video of garden

Technology
Slides for visual representation
YouTube video to create a calming background.

Objectives
1. Students will learn that each person is uniqie in their own ways.
2. Students will learn that thier peers are special in thier own ways
which is a perfect thing.
3. Students will learn the importance of building a strong classroom
community.
Instructional Plan
***Students will start on the carpet***
1. (SLIDE 1) Introduce the lesson by showing a garden. Have students
think about what they notice and then have a few students share.
TT: What can you tell me about this garden that you see? (different
flowers, some taller than others, shorter, spikey, pointy etc)
TT: Perfect! Those are all wonderful observations. Keep those
important things you notice in mind as we continue our lesson.
2. (SLIDE 2)Show Just Ask book. Ask students about the cover and the
title. Have them make predictions about what the story is going to be
about.
TT: Notice the title and the cover. When I say the magic word, I
want you to turn and talk to your partner about what you notice,
what you think the book will be about and any predictions that you
have.
Call on a few students to answer.
3. Read the title of the book and tell students to pay close attention
and to think about what the book is saying and the questions that are
being asked throughout.
TT: As I read, I want you to think carefully about what the story is
saying, what it is about and think about the questions that are
being asked throughout the book.
4. Start Reading the book. Ask a few questions throughout. Questions
to ask:
Page 12: (about learning about the world differently page) TT: How
do you learn best? Maybe it’s through visualizing, maybe you like
more hands on, or maybe you do better listening as you learn.What
works best for you? (call on a few students to answer)
Page 18: (page about people understanding you) TT: What are
ways that you can get to know others and understand them better?
Everyone is special in their own ways, so how can we get to know
them better?
TT: I would like you to turn and talk to your partner about how we
can get to know each other better.
Page 20 (page about emotions) TT: Sometimes, we can feel sad,
mad and angry. What do you do to help with your emotions? (call
on a few students if they do not want to share, give them some of
your ideas)
TT: Sometimes, when I feel angry. I like to stop what I am doing,
take a bigggg deep breath and hit my imaginary reset button. I then
like to think about things that make me happy and things that calm
me down like a funny movie that I recently watched.
5. (SLIDE 3) Finish book and gather students thoughts from book.
TT: Okay! When I say the magic word, I would like you to turn and
talk to your partner about some important things that you took
away from the story that we just read.
(as students are talking, walk around and listen to the answer you
would like to share.
TT: I heard ____talking and I was wondering if he/she could share
their thoughts? (have student share or you share for them.
 TT: Yes! We learned that flowers grow at different rates, stages,
and need different things in order to grow and bloom. The same
thing goes with each of you in this classroom. That means that
each of you are unique and special in your own way and we all
have something different that allows us to create a strong
classroom community.
6.(Slide 4)LEARNING OBJECTIVE: Today we will be making a
classroom garden and I need each one of you to be a part of it in
order to create a wonderful masterpiece of learners.
7. (Doc Cam) Tell instructions of the activity that the students will be
doing.
Each student will get a plant. Show the variety of plants on doc
cam.
Explain that each student will get ONE plant.
Explain that once the student gets back to their desk they will
write on the pedals.
Pedal 1: , students will write AT LEAST two ways that the student
learns best.
(MODEL) TT: On the first pedal, you will write at least two ways
that you learn best. Remember this may be by seeing pictures,
listening, or more hands on. You can even talk about your work
space and anything you need in order to help you learn. For
example, on my flower pedal, I am going to write “I learn best by
seeing pictures and by working in quiet spaces.”
Pedal 2: Students will write AT LEAST two things that make them
special, stand out, unique etc.
(MODEL): TT: On the next pedal, you will write at least two ways
that make you special, unique, stand out. For example, on my
pedal, I am going to put, “I am special because I have ADD so I
have to find more ways to help me focus. I am also special
because I love to make people smile no matter what.
TT: Remember, this is anything that makes you stand out. It
needs to be appropriate though. Be confident in yourself and let
your classroom community or as we call it garden know how
special you are.
Pedal 3: Students will write AT LEAST two things they can do to
create a strong, rooted, classroom garden.
(MODEL): TT: On the last pedal, I would like you to list at least
two things that you can do to create a strong, rooted classroom
garden to help your peers grow in the best way possible.
TT: For example, I can say “I will help build a strong classroom
garden by making sure I am positive towards my peers. I will also
help by getting to know how each student learns best.
 Remember, this can be anywhere from offering to help a peer,
holding your peers accountable, asking if your peers are okay and
even making a new friend.
8. Check for understanding if students understand what to do. Have
them give a thumbs up or thumbs down. Give them the option to stay
on the carpet if they are still confused.
TT: Okay if you are good to go then when I call your name you
may quietly come pick a plant and go back to your desk. If you are
still a little unsure you may stay on the carpet and I will come
help you.
9. (Slide 5) Let students know if they finish they should decorate
their flower however they would like. Make it creative. make it their
own.
TT: If you finish writing on the pedals, I would then like you to
decorate your flower. Make it creative. Make it your own unique
and special flower.
10. If students finish EVERYTHING! have them write about what
they put on their flower, have them read quietly.
TT: If you get done with absolutely everything, make sure your
name is on your paper, then put out the flower and turn it in.
Then, you may go in your writer’s notebook and write either
about what we did today, or anything you want OR you may read
quietly and independently.
11. While students are working, walk around, confer with students
and stop the class to help reenforce what they should be doing
(giving reminders)
12. CLOSURE: TT: Okay can everyone pause for just a moment! If
you are not done, that is okay. We will have time to finish it later in
the day. Can someone tell me one big thing we learned today? (let
student answer) Today, we learned about the importance of having a
strong classroom garden and how each one of us are important
aspects of our garden. Each of us are special, unique and different in
our own ways. We each learn in different ways, have different needs
and that is perfect because that is how we will create a strong,
classroom garden that is rooted in a way that will never be broken.

Assessment
Assess through observation during students independent work
check for understanding during read aloud.

Differentiated Instruction
Having slides as a visual for students to follow along.
Modeling on the DocCam so students can see and know exactly
what they should be doing.
Providing instructions on the board so that students can have
reminders of what needs to get done.
Having turn and talk opportunities to allow students time to
think and communicate with their peers before speaking in front
of the class.
Providing sentences stems for students who need them. These
will be given to students and they will also be on the board.