Materials Needed:You will need any kind of assortment of blocks. Could be blocks of different mathematical shapes or a uniform type of blocks. You will also need slips of paper with the childrens roles on them. Students might not understand the true message of the story just by reading it the first time or will ignore the fact that the son is deaf. The illustrations also could distract them, because they are so artistic and intricate. This story shows what a deaf child goes through every day. The child can still enjoy moments of the day, even though he has a physically disability. Him and his father enjoy the sunset every morning, without words. His father is accepting his sons disability and by using ASL is accepting and accommodating for his son. This is helping the boy have a healthier state of mental and emotional health. Health Message:Potential Concerns:2nd Grade Activity:Developmental Appropriateness:Early one morning, when it is still dark, a young boy wakes to his special alarm clock. He puts on his hearing aids and clothes, then goes to wake his father. Together they brave the cold as they walk down the dirt road that leads to the beach. They are excited about their adventuresoon they will see the sunrise.According to Albert Whitman & Company, this book is developmentally appropriate for children ages 6-8 or in 1st to 3rd grade. The ATOS Level is 2.20, which falls in the range for 1st to 3rd graders.

NHES #4: Interpersonal CommunicationsHBO: (7) Show tolerance and acceptance of differences in others.

Activity: Students will grab a partner. One student is the able student, while the other is given one of the three options: being blind, being deaf, or physically handicapped. The students goal is to build a structure or shape out of blocks. The able student must find a way to help the other student build the shape. They can show the student how to make it visually, tell them how to make it, or move their hands for them. It helps the able student learn how to help and accommodate for other types of students.Story Summary:Written By: Patricia Lakin & Illustrated: by Robert G. Steele Dad and Me in the Morning

Discussion Questions:1. How did it feel to not be the able student?

2. How did it feel to be the student who was blind, deaf, or physically handicapped?

3. How were you able to communicate to your partner? Were you successful?

4. After doing this activity, if you were to meet an actual student with one of these disabilities, how would you work with them in a group?Directions: One student is the able student, while the other is given one of these three options: being blind, being deaf, or physically handicapped. The students goal is to build a structure or shape out of blocks. The able student must find a way to help the other student build the shape. The able student can show the other student how to make it visually (for a deaf student), tell them how to make it (for a blind student), or move their hands for them (for all three options). The only rule is the other student must be the one to build the shape, not the able student. Once the shape is made, switch roles and repeat the process. After each student builds the shape, please answer the following discussion questions. Shape: Duck swimming in the waterTeamwork and Communications Worksheet

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