1. Dad and Me in the Morning
Written By: Patricia Lakin & Illustrated: by Robert G. Steele
Story Summary:
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 adventure—soon 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 Communications
HBO: (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.
Developmental Appropriateness:
Health Message:
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 son’s 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.
Potential Concerns:
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.
2nd
Grade Activity:
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 children’s roles on them.

2. 2
Teamwork and Communications Worksheet
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 discussionquestions.
Shape:
Duck swimming in the water
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?