Running Head: EDU 280 Artifact #3: Multicultural Lesson Plan

EDU 280 Artifact #3: Multicultural Lesson Plan

7/31/16
Professor Connie Christensen
Ryan Moore
College of Southern Nevada

Artifact #3: Multicultural Lesson Plan

1. Standard(s) Nevada Common Core for ELA Grades 11/12 Standard 2, Determine two
or more themes or central ideas of a text and analyze their development over the course
of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text. Nevada Common Core for ELA
grades 11/12 Standard 5, Analyze how an authors choices concerning how to structure
specific parts of a text (e.g., the choice of where to begin or end a story, the choice to
provide a comedic or tragic resolution) contribute to its overall structure and meaning as
well as its aesthetic impact. Nevada Common Core for ELA Grades 11/12 Standard 6,
Analyze a case in which grasping point of view requires distinguishing what is directly
stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement.
A. Observable Objective The student will be able to learn more about the cultures of
their fellow classmates through listening to others students presentations of what
they deem the most important work of literature to their culture. The student will
also be able to choose their own piece of literature based on what they deem
important to their culture. The student will be able to fully understand the meaning of
the text through evaluating the themes, ideas, language, and other literary devices
used in the literature.
i.
Students will analyze a text, construct their own thoughts on what makes the
work important to their culture, and evaluate the works other students talk
about.
B. Multicultural Objective This lesson focuses on mainly on two Goals of
Multicultural Education. The first is goal two; create a total educational environment
that promotes respect for difference. The second is goal four; develop a positive
attitude toward our personal culture. The student will select a piece of literature they
deem important to their own culture. The student will identify the important aspects
of the work, and summarize it for the class. The student will demonstrate a positive
attitude toward their own culture, as well as show respectful and active listening skills
when hearing other students presentations. The student will develop a respect for
others cultures, through hearing what makes certain pieces of literature important to
other students and their culture. The student will compare central ideas and messages
found in different texts presented by the class, and value the importance of each
culture.
2. Materials This lesson only requires the literature presented by each student.
3. Instruction/Procedures This lesson is centered on the important role literature plays in
different cultures. By asking students to bring in a piece literature they deem important to
their culture, this gives the class a chance to learn about the many wonderful cultures they
are surrounded with. Each student will take any piece of written literature from their
culture (any book, song, play, poem, etc.) and prepare a summary of the work. Students
must also highlight the themes, important messages, historical importance, and literary
devices used within the work. Students will each get up and give a brief presentation
regarding the work. Students will then explain to the class the important role this piece of
literature plays in their culture by illustrating how this work is tied to their culture.
A. Teacher Procedures: As an active member of the classroom community that this
multicultural activity will be taking place in, I too will be giving a presentation of a
work I deem important to my culture. To give an example of how the activity will go,
I will give my presentation first. As the teacher, I will encourage students to ask

Artifact #3: Multicultural Lesson Plan

questions to their classmates. I will also enforce strict rules on being respectful, since
the heart of lesson is teaching the importance of respecting both individual and
different cultures. I will ask my own questions regarding the students presentations,
as this activity is a learning experience for both the class and the teacher. I will help
students in regards to the literary aspect of the assignment, for example if a student is
confused on any literary devices used or unknown phrases/words.
B. Student Activities: Students who are not presenting should be engaged in active
listening and openly asking questions to those presenting. Students should treat this
activity as a window in which they can look into other cultures to get different
perspectives on the world we all live in together. Through this activity, students
should feel that through our differences, it is what makes the class they learn in so
diverse and full with people whom they respect due to their cultural values. Students
are not only critically thinking about literature (one of my main goals as an English
teacher) but also actively engaging in discussion with their classmates about their
own cultures and views.
4. Closure After all students and myself have presented, the class will ask any remaining
questions they may have. I will ask the class to type a two-paged paper regarding central
ideas or messages they found in three different works presented by their classmates. The
paper will be graded on the students ability to respectfully talk about different cultures
while being able to identify themes from works from different pieces of literature.
5. Assessment Rubric that is attached to the students paper.
Student showed interest
in the discussion and
asked questions.

10

Student showed respect

for all other cultures and
presentations.

10

Student gave a
thoughtful presentation
that shows they critically
thought about the work
they were discussing in
regards to their culture.

10

Student wrote a
minimum of two pages
and discussed a theme or
idea found in three
different works presented
by the class

10

Total Points: ____/40

6. References:
English Language Arts. (n.d.). Retrieved July 31, 2016, from
http://www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Stan
dards/ELA/

Artifact #3: Multicultural Lesson Plan

Manning, M. L. & Baruth, L. G. (2009). Multicultural Education of Children and

Adolescents (5ed.). Boston: Allyn & Bacon.