Multicultural Lesson Plan 1

Multicultural Lesson Plan

Sarah Barnes

College of Southern Nevada

EDU 280 Valuing Cultural Diversity

Multicultural Lesson Plan 2

MULTICULTURAL LESSON PLAN

Student__________________________________

Subject/Concepts: Reading – Figurative Language Grade Level: 6

1. Standards:
ENGLISH and reading SIXTH GRADE
These courses develop students’ reading, writing, speaking, listening, and
research skills. They apply skills learned in earlier grades to make sense of longer,
more challenging books and articles. That includes learning about how authors try to
influence readers and find reasons to support their ideas. Focusing on how authors
make their points and support their arguments with evidence and reasoning helps sixth
grade students sharpen their ability to write and speak with more clarity and coherence.
Students also will expand their vocabularies and use new words in their stories, reports,
and essays.
Language: Conventions, KNOWLEDGE, and vocabulary
It is expected students will:
• demonstrate command of grade-appropriate conventions of standard English grammar
and usage when writing or speaking. • demonstrate command of grade-appropriate
conventions of standard English capitalization, punctuation, and spelling when writing. •
determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on sixth grade reading and content.

Observable objective:
Day 1 (45min) – Students will be able to identify eight common types of figurative
language after reading the story “Oh, The Places You’ll Go.” Students will discuss and
write in groups the different types of figurative language they can identify within their
assigned section of the book. This will be turned in for a grade.

Multicultural goal:
#3 Understand social, political, economic realities affecting student learning.
I. Develop a positive attitude toward our own cultural background

#5 Build social relationships to promote interest in differences and include others in

school and social activities

Observable objective:
Day 2 (45min) – Students will discuss key points that stood out to them in the story.
After class discussion students will create an, “Oh, The Places We Will Go” unity board
of hot air balloons. Students will write on their hot air balloons one type of figurative
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language and its definition. They will also write one sentence about where they want to
see themselves headed after their senior year of high school (6 years). Students will
then get back into their groups to discuss each other’s balloon and present a group
members (not their own) hot air balloon to the class.

Auditory learning styles: Students will listen to the story, Oh, The Places You’ll Go!”
online. https://www.youtube.com/watch?v=wa-0yJXFeKk

Visual learning style: In addition to watching the story being told on You Tube,
Students will be able to look through my personal book if need be. I will also provide
each group with a section of the book so that they can identify the different types of
figurative language.

Kinesthetic learning style: Students will work in groups and list the different types of
figurative language they recognize throughout their section of the story. Students will
also write on their hot air balloon where they see themselves headed after their senior
year in high school (six years) and present their partners air balloon to the class.
Through this activity we will discuss the paths that are the same and the ones that are
different.

Gardner's Intelligence:
LINGUISTIC INTELLIGENCE - This lesson requires the use of many of Gardner’s
Multiple Intelligence. I am going to present my class with notes on what is figurative
language which will use the.
INTRAPERSONAL INTELLIGENCE - After the lesson in figurative language is given
we will watch the video, “Oh, The Places You’ll Go!” and discuss key points that stood
out to the students and why. Students will then work in groups to identify and write down
the different types of figurative language found within their section of the book.
SPATIAL INTELLIGENCE - Students will create a Unity Board of “Oh, The Places We
Will Go!” by designing a hot air balloon and answering the question “where do I want to
be headed by the time my senior year comes to an end (six years)?”
Interpersonal Intelligence- After all the groups have completed their balloons, each
student will present another students’ hot air balloon to the class.

2. Materials:
1. Lesson Plan – Created by Ms. Barnes
2. “Oh, The Places You’ll Go!” audio version from you tube -
https://www.youtube.com/watch?v=wa-0yJXFeKk
3. Book – “Oh, The Places You’ll Go” written by Dr. Seuss
4. Figurative Language Notes - worksheet/printout
https://www.education.com/download/worksheet/171708/what-is-figurative-language.pdf
5. CCSD Curriculum Overview Standards -
http://www.ccsd.net/parents/resources/pdf/curriculum-overview/ccsd-curriculum-overview-6-
8-english-2011-2012.pdf
6. Hot Air Balloon print out
7. Construction paper
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8. Students will use their own supplies to decorate their balloon

3. Instruction- learning Process:

• Do First:
Greet my students and explain what today’s lesson is about: Good morning class. How
are you today? I hope all of you are well. I would like to get right into today’s two-part
lesson because we have a lot to cover and I have a fun and creative activity for you
guys to do at the end of this lesson. Today we are going to learn the different types of
figurative language and by the end of this lesson in its entirety you will be able to
identify the different types of figurative language. We are going to go over notes about
figurative language and then watch a video about one of Dr. Seuss’ most famous books
which has a lot of figurative language elements throughout the story. Please take out
your note books so you can take notes

• Mini-lesson:
Figurative Language Notes

What is figurative language? Figurative language is a tool that authors use to help
readers visualize what is happening in the story or poem. It is used to describe
something by comparing it with something else.
Here are the 8 common types of figurative language:

Name Definition Example

Simile Using the words “like” or as to compare two 1. His smile was bright as
things that are not alike the sun.
2. Busy as a bee.

Metaphor Using the words “is” or “are” to compare two 1. Kate is a cheetah when
things that are not alike she runs.
2. You are what you eat.

Idiom A phrase with a figurative meaning that is 1. Stop beating around

different than its literal meaning the bush.
2. This figurative
language test is going
to be a piece of cake!
Hyperbole an exaggeration so dramatic that it is 1. I’m so hungry, I could
obviously not true eat a hippo!
2. I have a ton of chores
to do
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Personification giving human characteristics to something 1. The wind whistled a

nonhuman tune.
2. That chocolate chip
cookie is calling my
name
Alliteration when a set of words uses the same sound or 1. Gunther gave his
letters repeatedly grandpa some green
grapes.
2. She sells seashells by
the seashore
Onomatopoeia sound words 1. Fireworks boomed
above.
2. Rice Krispies go snap,
crackle, pop!
Imagery the use of descriptive words that appeal to the 1. The silky, soft sweater
five senses (sight, smell, taste, touch, sound) blanketed me in
warmth.
2. The pot was as red as a
tongue after eating a
cherry flavored ring
pop.

After students complete their notes I will play the video of, “Oh, The Places You’ll go” for
them to watch. I will ask the students to keep in mind of certain elements of figurative
language throughout the story. They may write down examples they pick up on if they
choose to do so as they watch the video.

• Guided Practice:
Day 1 -
Once the video is complete I will break my class into 6 groups of 4. At this time I will
hand out the section of the book for each group to go through and identify the different
types of figurative language found within the handout they were given. The book will be
divided into six sections for the six groups I have divided into fours in my class. Once
students are in their groups they will go through the three or four pages from the story
and identify any elements of figurative language. I will be walking around, over-seeing
and available for any questions. We will discuss as a class what each group found for
figurative language within their section of the book. This is how we will end the lesson
for today.

• Independent Practice:
Day 2-
We will review what we did the day before and break back into our groups. I will then
ask them to recall the conversation we had when discussing key points that stood out to
each of them while watching the video. We will discuss what it means to have goals and
how for some of our peers meeting our goals may not be as easy for them as it is for us
and we must be respectful and mindful of that and not judge anyone’s journey. I will
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then present the activity for the day which will be their independent practice. Each
student will receive a hot air balloon. They are to write one type of figurative language
and its definition on the hot air balloon and below it write one sentence of where they
would like to be headed by the end of their senior year. Students may decorate their
hot air balloon however they choose to do so.

Exit Slip for Day 1: Give me one type of figurative language and an example.
Exit Slip for Day 2: Write down the name and six-year goal of one of your classmates
that was not in your group

4. Resources:
1. Lesson Plan – Created by Ms. Barnes
2. “Oh, The Places You’ll Go!” audio version from you tube -
https://www.youtube.com/watch?v=wa-0yJXFeKk
3. Book – “Oh, The Places You’ll Go” written by Dr. Seuss
4. Figurative Language Notes - worksheet/printout
https://www.education.com/download/worksheet/171708/what-is-figurative-language.pdf
5. CCSD Curriculum Overview Standards -
http://www.ccsd.net/parents/resources/pdf/curriculum-overview/ccsd-curriculum-overview-6-
8-english-2011-2012.pdf
6. Hot Air Balloon print out
7. Construction paper
8. Students will use their own supplies to decorate their balloon

5. Reflection:
For my sixth-grade reading class, my students have learned to explain the eight
common types of figurative language. At the end of this lesson my students will be able
to define and write the definition for the eight common types of figurative language as
well as identify the eight types throughout the story, “Oh, The Places You’ll Go.” I split
my lesson up into two days. Day one was used to meet my first objective which was to
expose my students to the main point of this lesson, identifying and understanding
figurative language. The second part of my lesson plan was executed on day two and I
used this day to bring the multicultural element into the lesson. Through discussions,
writing and designing pictures students were able to see all the different goals of their
classmates and relate it to the book. There may be peers who have the same exact
goal as you but may not have the same or easiest opportunities to achieve these goals.
By having my students work in groups and discuss their goals with one another and ask
questions like why and how, they can build social relationships. By applying the concept
of “Oh, The Places You’ll Go,” they are also able to develop an understanding of social
and economic realities affecting student learning as well as develop a positive attitude
toward their own cultural background and the things that make them want to achieve
their six-year goal.