MULTICULTURAL LESSON PLAN FORMAT

Student______Jamie Funes____________________________

Subject/Concepts__Timeline Book Report _ Grade Level___4___

1. Standards: English Language Arts Standards Reading: (4)6.4 [NS/PS 6.4.2]

Organize ideas through activities that draw upon sequencing and classifying skills. a.
mapping b.webbing c.listing.
Observable objective: SWBAT construct and a timeline, and record in chronological
order, dates and events from a chosen Who Was book, with no errors, and will be
able to present the timeline to the class.
Multicultural goal: Develop a positive attitude and understanding towards others
cultural backgrounds
Observable objective: SWBAT relate to other cultural backgrounds by comparing
5 similarities between themselves and the character from the Who Was book
Auditory-Visual-Kinesthetic learning styles: Auditory students will listen to a video
on what a timeline is as well as listen to each student as timelines are presented. Visual
students will read a book from the Who Was series and will create a timeline for the
other students to view. Kinesthetic students will participate in an activity categorizing
differences/similarities between themselves and the character from the book and produce
a timeline of dates/events from their book.
Gardner's Intelligence: Interpersonal The ability to understand other people.
Kinesthetic Capacity to use your whole or parts of your body to solve a problem, make
something or put on a production. Using the Venn diagram and by constructing a
timeline of events each student will be able to find a relatable link to someone of another
culture.
Day 1
2. Materials: Timeline worksheet, crayons/markers, Timeline video
3. Instruction- learning Process:
Do First: What is a timeline? How do we use one? The teacher will create a timeline of
the first 10 years of his/her cultural background, make sure to include dates and events
the students will be able to relate to (birth, first tooth, broken arm, swimming lesson etc).
The teacher will place the time line on the front board or projector for students to see and
will talk about each event being sure to emphasize the date and order in which each event
happened.
Mini-lesson: Show Video Example of a timeline https://you HYPERLINK
https://youtu.be/842mEdbuTJs out timeline worksheet. Have the students pick 10
important events of their life on the time line such as when they were born, a birthday,
when they got their first pet, their first day at school, class field trips, vacation trips,
learned to ride a bike, learned to swim, when their younger siblings were born, or other
special events.
Guided Practice: walk around and help students with the first 3 dates/events, be sure to
show them how to put each event in chronological order
Independent Practice: Students will take home timeline to complete the last 7
dates/events. Students will turn in timeline to be displayed in classroom.
Day 2
2. Materials: Venn Diagram worksheet
3. Instruction Learning Process
Do First: Hand out Venn diagram worksheets. Explain what a Venn diagram is and how
to use one
Mini Lesson: Pair students together and begin Venn diagram activity. Teacher will
instruct the students to write down their cultural background similarities (i.e. hair color,
eye color, boy/girl, tall, short, like sports, reading, like school/hate school, favorite foods)
using the Venn diagram.
Guided Practice Day 2: In pairs students will examine themselves. Using the Venn
diagram worksheet, each student will take a side and write down how they are different
and then in the middle how they are similar. The Teacher will move around the groups
helping the students with the activity.
Day 3
Materials: video depicting a timeline, Who Was book (found at the library and
previously read), Timeline worksheet, Similarities worksheet, crayons/markers
Do First: Review timeline video and go over what should be included on their own
timeline. Review what a Venn diagram is and how to use it.
Independent Practice: create a timeline and include the following 9 important
dates/events, each event should include a title that explains the event and should include a
picture and be in chronological order. The timeline will be long and a ruler should be
used to make the timeline straight. Students will then pick 5 cultural background
similarities to the person from the Who Was book they read.
Exit Slip: Each student will present their timeline in front of the class and talk about
how the person from their book is similar to themselves. At the end of their presentation
the student will involve the class by asking them 3 questions about their presentation.
4. Resources:
Manning, M & Baruth, L. (2009). Muticultural Education of Children and Adolescents,
Boston, MA: Pearson Learning Solutions.
Simons Kids (2016, May 24). How to Make a Timeline #readalong [video file]. Retrieved
from https://www.youtube.com/watch?v=842mEdbuTJs HYPERLINK
5. Reflection: At the end of the lesson the students should be able to read and comprehend
their chosen book as well as understand how to integrate specific information from the text
into visual content. The Timeline Book Report puts a different spin on the standard written
book report. It is an interesting way to encourage students to not only read but makes it fun.
On a multicultural basis there is a thought provoking angle. Discovering cultural background
similarities with other people and using those similarities to open discussions among each
other promotes cultural empathy. Each activity is simple and easy to understand.

Strengths New style of book report. Helps the students relate to who they are reading about,
and encourages the want to find out more.

Weakness Time consuming. The lesson has to be spread out over 3 days and each day a review
will need to be done.