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MULTICULTURAL LESSON PLAN FORMAT

Student:__Shard’e Carter____

Subject/Concepts:__English Language Arts_ Grade Level:_Kindergarten_

1.
Standards:
 (3.0) Students will read to comprehend, interpret, and evaluate literature from
a variety of authors, cultures, and times.
 (K)2.1 use prior knowledge and picture clues as pre-reading, during, and post-
reading strategies to aid comprehension [NS/PS 2.K.1]
 (K)1.14 develop vocabulary through meaningful experiences (e.g. wide
reading, discussion of word meanings, interactive activities, examples and
non-examples)
 (K)4.1 demonstrate an understanding that texts, pictures, and graphs provide
information [NS/PS 4.K.1]
 (K)2.2 respond to and generate who, what, where, when, why, and how
questions [PS 3.K.A2]
 (K)2.3 determine importance in stories a. recall important details b. identify
characters c. describe setting d. identify problem/solution
 (K)6.1 become familiar with the writing process
 (K)7.1 write own first and last name(s) [PS 7.K.4]
 (K)8.1 listen for a variety of purposes (to obtain information, to solve
problems, or enjoyment) [NS/PS 8.K.1]
 (K)8.2 listen to and respond to stories and group discussions [NS/PS 8.K.2]
 (K)10.1 demonstrate turn-taking in conversations and group discussions
[NS/PS 10.K.1]
 (K)11.1 use, with teacher assistance, reference materials and technology
[NS/PS 11.K.2]
 (K)11.2 formulate questions, with teacher assistance, to explore areas of
interest [NS/PS 11. K.1]
o Observable objective:
· Multicultural goal: SWBAT- Understand of unique cultural and ethnic heritage and
the development of cultures using their visual, hearing and kinetic skills. To facilitate
acquisition of the attitudes, skills, and knowledge to function in various cultures. It is
expected the student will demonstrate turn-taking in conversations and group discussions
to ask and answer questions, to share ideas and information, and recall comprehended
information of peer’s culture as well as her own. Encourage the student to be sensitive to
multicultural environment around them and support reasoning with related experiences
and facts.
o Observable objective:
· Auditory-Visual-Kinesthetic learning styles:
 Auditory style: Begin new material with a brief explanation of what is coming.
Conclude with a summary of what has been covered; tell them what they are
going to lean, teach them, and tell them what they have learned.
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 Visual Style: Writing down directions and pay better attention to lectures if they
watch them, therefore, use graphs, charts, illustrations, or other visual aids.
Include outlines, concept maps, agendas, handouts, etc. for reading and taking
notes. Include plenty of content in handouts to reread after the learning session.
Supplement textual information with illustrations whenever possible and have
them draw pictures in the margins. Have the students act it out, expressing an
experience.
 Kinesthetic Style: Use activities that get the learners up and moving. Play music,
when appropriate, during activities. Use colored markers to emphasize key points
on flip charts or white boards. Give frequent brain breaks. Provide toys such as
stress balls to give them something to do with their hands. Guide learners through
a visualization of complex tasks. Have them transfer information from the text to
another medium such as a Chromebook or a keyboard.
 Gardner's Intelligence (PH.D):
o Linguistic intelligence - (K)1.14 develop vocabulary through meaningful
experiences; (K)6.1 become familiar with the writing process
o Spatial intelligence - (K)4.1 demonstrate an understanding that texts,
pictures, and graphs provide information
o Interpersonal intelligence - (K)8.2 listen to and respond to stories and
group discussions [NS/PS 8.K.2]; (K)10.1 demonstrate turn-taking in
conversations and group discussions
o Intrapersonal intelligence - (K)1.14 develop vocabulary through
meaningful experiences; (K)11.2 formulate questions, with teacher
assistance, to explore areas of interest

2. Materials:
· Highlighter, pens, pencils
· Despite Our Differences, My Friend and Me handout
· Charts and graphs
· Video Clips
· Stress Balls and Rubik’s Cubes

3. Instruction- learning Process:

· Do First:
 Begin new material with a brief explanation of what being multicultural
is and encourage students to be sensitive to multicultural environment
around them and support reasoning with related experiences and facts.
 Give fun and informational culture facts about yourself.
 Introduce materials the students will be working with such as Power
Point on multicultural education, highlighters, paper, pens, pencils,
handouts, charts and graphs, video clips, stress balls and Rubik’s Cubes.
· Mini-lesson:
 Students will follow along with the Power Point slides to fill in their
worksheet ‘Despite Our Differences, My Friend and Me’.
 The teacher will point out illustrations and key words that relates to each
students culture (religion, food, traditions, origin, etc.); instruct the
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students to write down key words related experiences and facts about
them and highlight it in “ME” section of the worksheet.
· Guided Practice:
 Students will gather in small groups of 4
 formulate questions, with teacher assistance, to explore areas of interest of
themselves and others
 Make notes on their handout
· Independent Practice:
 Students will write a summary of 2-3 sentences on “How are you and
your friend the same?” and “How are you and your friend different?”
 Students will be instructed circulate the classroom and share their ideas
with other students.
 Remind students to utilize the stress ball or Rubik’s Cube if one becomes
nervous or blank.
· Exit Slip:
 Open an opportunity for any students to share fun facts about their
background. (Prompt them to compare themselves to other cultures)
 Conclude a summary of what has been covered from the lesson. "Why is
culture important?"

4. References:

Parker, C. (2010). A multicultural approach to teaching English Language Arts: Starting with the

Personal and Connecting to the Global. Retrieved December 7, 2018, from

https://www.academia.edu/5398883/A_multicultural_approach_to_teaching_English_La

nguage_Arts_Starting_with_the_personal_and_connecting_to_the_global

PH.D, T. A. (n.d.). Multiple Intelligences. Retrieved December 9, 2018,

from http://www.institute4learning.com/resources/articles/multiple-intelligences/

Singsing, E. (2018, March 28). 25. Understanding one's culture - Educational video for Kids –

Role-play conversation. Retrieved December 9, 2018,

from https://www.youtube.com/watch?v=dQGmL6jYqpA
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5. Reflection:

The children became aware of their own ethnicity and began to discover the differences
between cultures at a young age (Parker, 2010). We as teachers have to truly engage students, we
must reach out to them in ways that are culturally and relatively responsive and appropriate, and
we must examine the cultural assumptions and stereotypes we bring into the classroom that may
hinder relationships with one another. An effective learning process allows students to get to
know themselves, others and allows the teachers to know their students and their academic
abilities individually, rather than relying on racial or ethnic stereotypes or prior experience with
other students of similar backgrounds. A Power point lesson plan that presents illustrations,
keywords, videos and charts creates academic success with visual learners. Then followed by an
instructed small group, prompting students to use prior knowledge and picture clues as pre-
reading, during, and post-reading strategies to aid comprehension and respond to and generate
who, what, where, when, why, and how questions have remarkable feedback to their recall
process.

Artifact #2

Worksheet:
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Slideshow:
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Video:

https://www.youtube.com/watch?v=dQGmL6jYqpA&authuser=3