The story is written from the boy’s first-person perspective and highlights the bond between mother and child and follows them on a day where they use a tablet to communicate with others. [...] Use “people with disabilities” or “has a disability” instead.) ¾ What does the boy’s mom say to the other mom? Why does she say that? ¾ Have you ever had to say or do something when someone said something mean, rude, prejudiced or hurtful to someone you care about? What was that like? ¾ How did you feel when the book ended? ¾ How do the pictures help to tell the story? ¾ What do you think is the m. [...] People with Disabilities and the Tools they Need Ask students: What did you learn about the boy in the book? Explain/elicit that the boy does not use his voice to communicate. [...] When the boy and his mom go to the playground and one of the other mothers says, “that boy is handicapped.” She assumes that the boy can’t hear what she’s saying and the word “handicapped” is considered to be a rude/mean/biased/harmful term for people with disabilities, which students might or might not know. [...] After taking turns, process the activity by asking: How did you decide the way to communicate nonverbally? What was it like to use nonverbal/nonspeaking communication? To learn more the author’s perspective on nonverbal/ nonspeaking communication, read aloud some or all of “A Note from the Author” at the back of the book on page 40 and engage students in a brief discussion about her notes.
- Pages
- 5
- Published in
- United States of America
