Unit Plan: Tuesday

Learning Adjectives Through the Art of Storytelling

Albani Tynes
GALLAUDET UNIVERSITY
PROFESSOR MANGRUBANG
EDU 600
 TUESDAY (Multicultural Education)

1. Grade/Ages of Target Learners: 2nd Grade

2. Duration: 50 minutes

3. State Standards Addressed: Use verbs and adjectives correctly in sentences.

4. Unit/Content Goal: The student will create their own story and characters based on

an assigned country and identify at least 10 adjectives, including characters’

appearance and demeanor.

5. Student learning objective(s):

Cognitive: After going over a PowerPoint regarding different cultures, the student will

create their own character and story based on a specific country. The student will list at

least ten adjectives.

Affective: Given an opportunity to participate in a small group, the student will follow

directions and listen to their group members 90% or better using the behavior checklist.
6. Materials/ Resources/Technology:

-map/globe

-videos

-random images

-paper

-crayons

-scissors

-stickers

-markers

-colored pencils

-whiteboard

-dry erase markers

-eraser

-PowerPoint

-3 x 5 index card

7. Prepare the Environment/Prepare the Audience

The desks in the classroom will be in rows. This is good because students will be

looking at the front of the classroom for most of the lesson. Students will be asked to

name the seven continents. We will find the location on a globe, and search for the

most known country in that region and look up their traditional holidays, clothes, and

foods. As a class, we will pull up many pictures, using Google, and we will describe
 what we see. We will examine at least 5 different countries and their traditions and

cultures. Once we have finished with that, we will watch clips from popular stories of

each country and point out information that we have previously learned. Once we

finish with that, students will head over to the round table which will have several

cartons of crayons, lots of paper and other items used for decorating pictures, and

create one big character of their own, based on a country that I will assign them.

Then, they will come up with a short story. Once they are done, if we have enough

time left, they will present their characters and stories. If they run out of time, they

will present their characters on Wednesday.

8. Procedures:

a. Preparation I will first ask students if they know of their heritage, and what

they know about it. Then, I will explain that the world is big one, and that

there are many different cultures. The goal is to have students approach each

culture with an open mind. The students will walk away with basic knowledge

about a few different cultures. This will spark a conversation with their

parents, as they will go home and ask their parents about their own cultures,

for their homework.

b. Presentation/Application The instructor will broadcast the powerpoint, and

then we will have a conversation about the word “culture”. I will pass out

index cards, so students can jot down their initial thoughts when they think of

that word. Students will then take turns reading their cards, describing what

culture is and different aspects of it. Then, if they would like to, use examples
from their own life to share with the class. Then, I will start to lecture from the

powerpoint. Once we start getting to examples that are written on the

powerpoint, I will ask them if they can name any continents. As they do that, I

will write them on the board so I can keep track of them. Once the class

finishes that, we will look up the most popular countries in that region, and

then learn about the basics of their culture. We will be comparing this to our

own cultures, therefore using adjectives to distinguish the differences and

similarities. After that, I will assign students to a country,

most of which being in different continents. Three students will share

continents, since there are 10 students, and only 7 continents. Students will

then go to the big, round, table and then gather the things they need to create

their new character, and their story.

Closure I will be able to assess the students’ comprehension of the lesson by

looking at their character/story and seeing if they followed the rubric. After

the lesson is over, I will pass out a worksheet, with questions that concern

their family’s culture and traditions, to celebrate the fact that there is a mix of

cultures, even in my own classroom. The goal is to build a strong foundation

of acceptance, so that when these students encounter diverse people, they will

know not to judge.

9. Assessment Plan: What will you assess during your lesson? How will you assess if

you students met or did not meet the objectives? [Attach your Assessment(s) to your

lesson plan]

a. Pre-assessment

“What is culture?” -3x5 index cards, asking students to write down their

thoughts when they heard the world “culture”.

b. Formative assessment

“Create a Character”

Name: ____________

Country: ______________

Describe the traditional clothing:

Draw your character here:

Story:

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c. Post-assessment/Homework

“My Family Heritage”

Name: _________________________

Family Member’s Name: ___________________________

1) What is your race/ethnicity?

2) What family traditions do you have?

3) Where is your family originally from?

4) When did your family come to America?

5) Compare and contrast your family dynamic to the typical U.S. family

dynamic?

6) What are some holidays that you celebrate?

 7) If we were to discuss this holiday or culture in the classroom, what are some

false stereotypes that we should avoid?

8) Adaptations and Modifications: The dyslexic student will be allowed to videotape

his interview with his family, although he would have to fill out the paper as well.

As an instructor, you want the students to feel very confident in what they do. I

would use the videotape as encouragement to push through the learning problem.

This could give the student more confidence, and it would make him want to put

more effort in.

Evaluation:

Student: Participation (Circle one) Showing comprehension? (Check, if

yes.)

A Excellent Satisfactory Unsatisfactory

B Excellent Satisfactory Unsatisfactory

C Excellent Satisfactory Unsatisfactory

D Excellent Satisfactory Unsatisfactory

E Excellent Satisfactory Unsatisfactory

F Excellent Satisfactory Unsatisfactory

G Excellent Satisfactory Unsatisfactory

H Excellent Satisfactory Unsatisfactory