Lesson One

Subject: English language art

Instructor: Zhu Shasha

Time length for each session: 45 mins

Students grade level: Grade 10

Lesson Introduction
Our world has increasingly become culturally diverse. Due to the rapid globalization and
economic development throughout the world, cross-cultural travel and migration have happened
a lot more often than ever before, which makes cultural diversity a common phenomenon in our
life. It is schools and teachers responsibility to teach students to appreciate and respect other
cultures so that they can live in harmony with people of different cultures.
This lesson is designed to provide students a multicultural education, aiming to lay a theoretical
and methodological foundation for the ensuing cultural diversity activity. It will be
implemented before the students start their

PART 1: OBJECTIVES AND OUTCOMES

At the end of this lesson, students will be able to
Have a basic understanding of multicultural education and can give their own
simple definition of it;
Learn some basic knowledge about histories, characteristics and contributions of
different cultures;
Understand the significance of cultural diversity to the world;
Know briefly about cultural biases and stereotypes;
Form a group and pick up their topics concerning cultural stereotypes or biases;
Have some topics and perspectives they can use in their cultural exploration group
activity;
Using a few technological tools to search for information they need;

PART 2: IMPLEMENTATION/ PROCEDURE

Activities and class time allocation
(1) For class opener, I will present students some interesting maps of stereotypes of
the world as well as of some countries, including the U.S. I will have them work in
groups of 2 or 3 to study these maps for 3-5 minutes, and for each group to pick up one
point they would like to discuss with others; (3-5)
(2) Then each group would have chances to share their ideas. For example, if they
identify with one of the biases, they could share their personal experiences with it or
other knowledge about the cultural biases. (5-10)
(3) I will lead the students to learn about culture, cultural diversity and the value of
and the importance to respect this diversity. Some basic knowledge and theoretical
framework will be provided. Besides, some basic concepts and guiding questions
concerning multiculture in our world will be discussed. (12-15);
(4) Introduce the cultural exploration activity and what they are supposed to do
during the following month;(3-5) (see introduction in the appendix A)
(5) Help students form groups based on their interests and knowledge and initially
choose their topics to explore; (5)
(6) Briefly introduce some technological tools to students, including how to search
for information for their exploration and how to present their findings and information,
using tools such as VoiceThread, Weebly, and IMovie, etc. (3-5)

Closure:
(1) Q & A session
(2) Suggest each group to think of a group slogan to identify themselves;

PART 3: ASSIGNMENTS AND FOLLOW-UPS

(1) Each group needs to turn in a proposal for their exploration, including information
about their topic, the purpose of their exploration, the form of their final presentation, and
timeline as well as time allocation for each stage;
(2) Each group will make a brief summary after they collect most information and
data they need, and they will present their summary in lesson two.
(3) Each group member keeps a reflection diary to record his or her own thoughts;

PART 4: SUPPORTING MATERIALS/TECHNOLOGY/RESOURCES

Some visual elements such as maps of biases and stereotypes;

Textbooks for multicultural education;
An instructional manual for the activity (see Appendix A);
Guiding question list (see Appendix B);
Digital tools such as VoiceThread, weebly and iMovie, etc

APPENDIX A:
An Instructional Manual for the Activity of Cultural Exploration
STEP ONE: Each group of students chooses a cultural stereotype or bias that they want to
explore and know more about.

STEP TWO: Students use the guiding question to help themselves to shape and structure their
ideas and decide what information they need to search and collect.

STEP THREE: They need to categorize all the information they have collected and analyze the
information, including information about how to understand reasons why people stick to certain
stereotypes and how these misunderstandings get spread, information about how to promote true

understanding about each culture, and make more people aware of being respectful toward other
cultures, also information about what harm would such misunderstanding bring to our society.

STEP FOUR:The next step is to decide which form they want to use to present their ideas. It can
be a group speech with slides and pictures, or a video, a website, etc. Once they pick up a
presentational form, they need to learn more about how to use certain digital tools and work
together to structure their information.

STEP FIVE: After they finish the creation of the presentation, they need to assign different work
shares to different group members, and then practice a lot. During their practice, it is a good idea
to get peer feedback and make changes.

STEP SIX: On the event night, the students will have chances to present to the rest of their
classmates and all the teachers. Each group has 10-12 minutes. They are supposed to include a Q
& A session at the end of their presentations to answer questions and discuss relevant issues with
the audience.