London Walsh

Professor Christenson
Edu 280
04/17/18

MULTICULTURAL
LESSON PLAN FORMAT
1. Standards:
In this section of the lesson plan include the following:
 Grade: 4
use knowledge of character, setting, plot, conflict, and resolution to comprehend a
variety of works [NS/PS 3.4.1]
Write an observable objective using Bloom’s verbs/levels for the CCSD
standard to explain the subject teaching and learning focus of the lesson plan.
 Students will be able to construct a book cover page using the major themes,
setting, and characters in order to demonstrate comprehension of the passage.

Select one multicultural goal from the Manning Chapter 1 Study Guide.
 Students will be able to comprehend themes and ideas of short
stories from other countries.
Write an observable objective using Bloom’s verbs/levels for the multicultural
goal explaining the multicultural knowledge and skills the lesson will
accomplish.
 Students will be able to produce a visual representation of the story they read and
discuss comparisons between the two stories we read.

List Auditory-Visual-Kinesthetic learning styles with brief explanation of how

included in lesson.
 Visual – Before I divide the kids in their groups I will read a short story
with the class to introduce the following activity. I will have the story
shown through the overhead projector so that those who prefer to, can
read along with me and have the text to refer back to. After splitting
into groups these learners will have the story in front of them to aid
visually while discussing the major themes, characters, and plots with
their group.
 Kinesthetic- After reading their short stories, the groups will put
together a presentation using large pieces of construction paper. They
will have the materials listed below to have as much freedom of
creativity in order to create an illustrated cover, demonstrating the
important details of the story.
  Auditory- After splitting the kids into groups, those who learn better by
having the story read out loud to them can have that option available.
These kids will more than likely be the speakers during the
presentation.
Briefly explain how One of Gardner's Intelligence (besides linguistic and
logical-mathematical which every lesson uses) is implemented in the
teaching/learning activities.
The Interpersonal Intelligence will be implemented into this lesson plan by
allowing the kids to get to know their classmates. They will be working together,
discovering what each student may or may not have liked from their short story. The
students will help assist each other in making a presentation, working amongst
themselves to divide tasks and create their project.

2. Materials:

Short story to read as a class.

Overhead projector
Short story for each group of four
Pencils.
Construction Paper.
Markers
Colored Pencils
Crayons
Scissors
Glue
Pipe Cleaners
Colored Cotton Balls
Colored Ribbon

3. Instruction- learning Process: Create the lesson following the

design below:
Do First:
Introduction – Instructor will peak students’ interests by asking them about popular
stories we have read in previous schooling years (such as Three Little Pigs, Red
Riding Hood, Goldielocks) Instructor will ask about the characters and themes of
these stories in a mini discussion. (5 minutes)

Mini-lesson:
 Instructor will then ask if any of the students know about popular children’s
stories from other countries. (This including any stories they might have read
or heard from their family, fairytales, folklores, etc) (5 minutes)
  Explain how all cultures have their own folklore, their own traditional bedtime
stories, etc. Some are very much like our own, whereas others may be
different. Explain the point of the lesson today is to explore a story from
another country in order to get an idea of what kinds of themes both
countries might share.
 Guide students through vocabulary- plot, theme, characters, setting. What do
these words mean and how do we apply them to a story?
 Read short story of Be Truthful with class. Ask for volunteers to read aloud.
The story will be projected up on the board for the students to read along. (10
minutes)
 Guided discussion about the origin of the story, it is an Indian story, originally
in the Hindi language, translated to English.
Guided Practice:
 Divide the class into groups of four.
 Each group will read the story of The Spider and His Two Friends amongst
themselves with close teacher supervision. A copy of the story will be
provided to each pair of students. The groups will read out loud to each
other, with a copy to ensure that those who would like to follow along, can do
so. (7 minutes)
 Discuss the theme of the story as a class. Why does the spider get
entangled in his own web? This story originates from Nigeria. Does anyone
know where Nigeria is? Does anyone know anything about Nigeria? (8
minutes)
Independent Practice:
 Students will remain in their groups in order to complete their presentation for the
class.
 Each group will create their own book cover for this short story. They may use
all materials listed above in order to bring their illustration to life. They will
change the book title to whatever they feel suits the story. In their picture, they
can show what the setting of the story is, as well as include the characters
and provide an illustration of part of the plot. (25 minutes)
 Each group will present their unique book cover to the rest of the class,
explaining their title, and pictures (why they drew what they drew)
 The book covers will be based off of the use of knowledge applied into the
picture.
 Freedom of creativity is encouraged.

Exit Slip:
At the end of the lesson, each student will be given a slip of paper, to individually
answer questions about the story and the activity they did as a group.
4. Resources:
Hindi Story - San Kalp Pandy. Be Truthful. April 27, 2018. Retrieved from
http://worldstories.org.uk/stories/be-truthful/
Nigerian Story – Abimbola Alao. The Spider and His Two Friends. April 27,
2018. Retrieved from http://worldstories.org.uk/stories/the-spider-and-his-two-
friends/

5. Reflection:

1. The student will be applying comprehension skills to identify the major points
of a short story, such as identifying main characters, side characters, setting,
plot, conflict, and theme. This lesson will be used as an introduction lesson to
reading in the fourth grade.
2. The student has learned in this lesson that many different cultures develop
their own short stories that may or may not be similar to our own here in
America. They are learning that stories come from all of over the world and
that some of our own stories originated from somewhere else, such as The
Boy Who Cried Wolf which can be compared to Be Truthful, originating in
India.
3. The students are actively learning in this lesson by applying their knowledge
of the plot and creating their own book cover in order to provide a sneak peak
of what the story is about. They are actively engaged with classmates,
working on social skills, as well as comprehension and creativity.
4. The strengths of this lesson plan are: allowing the kids to tap into their
creativity and work on interpersonal skills; comprehension of short fictional
stories; identifying themes. The weaknesses are: not providing more than
one short story for the different groups to work on; providing more of a
challenge for students who may be more advanced than others; transitions
from mini lesson into guided lesson and into the individual practice.