Multicultural Lesson Plan

Elisa Kurtz

EDU 280

Professor Christensen

March 16, 2014

SUBJECT:
English Language Arts/Reading

TITLE OF MULTICULTURAL LESSON PLAN:

Calling All Readers & Writers! Let’s Learn About Each Other!

LENGTH OF LESSON: 1.5-2 hours

GRADE LEVEL:
1st

OBJECTIVES:
 Students will be able to learn that every story has a main idea and
supporting details (teacher will give examples to the class from the
book they are reading to them)
 Students will be able to identify and locate a topic sentence. (teacher
will give examples to the class from the book they are reading to
them)
 Students will be able to arrange and write a story in sequenced
sentences. (teacher to point out the “flow” of the book they are
reading
 Students will be able to formulate a story using sentences which
include, transition words, capitalization and punctuation
 Students will be able to use descriptive words to write about a
classmate, they will learn about all of their classmates by listening to
stories written about them
 Students will be able to write some sort of closure to their story
 Students will participate in a discussion about the book
MULTICULTURAL OBJECTIVE:
Students will be able to point out the differences between their partner and
themselves, as well as the similarities. Student will then write a story about
their partner with an emphasis on what makes their classmate special.
Teacher will reference the message in the story, despite the children’s
physical differences; they have a lot in common. Remind the students that
we should have respect for all people, despite our differences.

LEARNING STYLES:
The use of Linguistic Intelligence and Interpersonal Intelligence are used in
this assignment. The assignment will give students an opportunity to
directly interact with a classmate during their interview process. They will
use written language during the writing portion of the assignment. Spoken
language is used, as they read their stories out loud to the class.

MATERIALS:

 The Above Book “Bein’ With You This Way. Have the class sit on
the mat in the reading area- teacher should sit close enough so that
students can see pictures.
 Pencils & Erasers (provided on student tables)
 Writing paper
 Handout called “Rough -Draft”
 Find all of the above material on teachers desk

INSTRUCTION/PROCEDURES:
 Teacher will begin by reading the book Bein’ with You This Way,
written by W. Nikola-Lisa. Please read the title of the book,
author, and illustrator for the students. Before teacher starts
 reading students are reminded to pay close attention. Ask them to
think about how they are like some of the children in the book and
how they are different. Remind the students that after you read the
book, you will all discuss the book together. Then, they are going
to interview one of their classmates to find out more about them.
 After reading the story, ask the students these questions: How are
the children on the front cover different? How are they alike?
Then, go through the book again, but this time just looking at the
pictures with them. Ask the students who they see in the story?
Where it takes place? The similarities and differences between the
children and themselves. Ask them what the word “opposite”
means? Give students the chance to answer the above questions.
This is helpful in getting them ready to do their writings.
 After you have discussed the book in detail have the students go
back to their desks. Pass out several sheets of writing paper to
each student. Pass out the rough-draft print out, as well. The
students are very familiar with the rough-draft because they fill this
out prior to any writing assignment. It helps the student formulate
their thoughts and organize the structure of their writings, also.
 Time to explain the assignment to them. They are writing a short
story about their classmate. They will need to conduct a short
interview with them. Give the class a few examples of what they
can ask: My friend likes______, My friend has ______ hair, My
friend has ______ skin, My friend is from (country, state) ______,
My friend plays soccer, just like I do, My friend speaks_____
language, My friend is a _____(boy, girl). They can choose some
of these questions or make up some of their own. Make sure to
write some examples for them on the board.
 Teacher will point out how different we all are, but still the same in
many ways. The book talks about how despite their physical
differences, how alike they really are. Teacher can mention that
we should all be proud of who we are, accepting, etc. Students
should end their story with what makes the person they are writing
about special. Please remind them about being respectful and kind
to each other (writing nice things). There is space provided at the
top of the writing paper for a picture. Have the student draw a
picture of the person they are writing about. It should include hair
color, skin color, eye color, clothes they may wear, etc.
  Next, the teacher will have the students get into pairs. The
students are not allowed to leave their seats for this assignment, but
instead will be asked to interview someone sitting on either side of
them. There is an even number of students at each table; therefore
no one should be left out. In the event that there is one child
without a partner, the teacher will do the exercise with that student.
Please remind them to interview a student sitting on either side of
them (not at the end of the table- this is distracting). They may
begin the interview process (give them approx. 15 minutes). After
they have gathered the information they need to write a story, they
can start writing the story. Remind them to fill out a “rough-draft”
first, and then they can use their writing paper. Remind them to
look at their rough-draft”, while they are doing their final paper to
keep them on track. They can add a sentence or two to their final
paper, if needed. (Give students 20 minutes to do their writing and
5 minutes for the drawing). Check to see how they are doing,
some students may need more time and or help with writing.
Teacher should be accessible for questions they may have.
 The following day the stories will be read by the students. This
will take place in front of the class. The student reading their story
will stand at the front of the class. At the end of the story, they
will tell us who they wrote about.

CLOSURE:
 Student will read their story to the class. Student will briefly
tell what they learned about the student they interview and
wrote about. Student should use good speaking voice;
demonstrate knowledge of stopping at periods, clarity, good
sentence structure and descriptive words. Student will tell the
class in what ways they are alike and in what ways they are
different, from the person they interviewed and wrote about.
Student can be asked if they liked the book and what they
learned from it.

ASSESSMENT:
Student will be graded on their writing projects and speaking performances.
The following chart and point grade is attached to every writing assignment
that goes home with the student.
 NAME: ________________________________
Writing
Topic sentence Writing does not Writing does exceeds
contain contain expectations

The story is not in The story Organization

Sequenced sequence contains exceeds
sentences complete and expectations
sequenced
instructions
Transition words Transition Transition Transition
words are used for 2 or used for 4 or
not used more more
sentences sentences
Closure No details or One or 2 4 or more
complete complete complete
sentences with details with details
Did not speak Spoke in a
Speaking/Tone clearly, or didn’t clear voice,
stop at periods. comfortable Student
Voice/Style Student was with attention exceeds
uncomfortable focused on expectations
speaking in front them. of grade
of class level

Exceeds 20-22 points

Meets 15-19 points
Approaches 10-14 points ______/22
Emergent 0-10 points
 References

Retrieved from www.au.af.mil/au/awc/awcgate/edref/bloom.htm

Baruth, L. G., & Manning, M. L. (1992). Multicultural education of children and adolescents.

Boston, MA: Allyn and Bacon.

Bein' with You This Way by W. Nikola-Lisa | Scholastic.com. (n.d.). Retrieved from

http://www.scholastic.com/teachers/book/bein-you-way#cart/cleanup

Clark County School District. (n.d.). Retrieved from http://ccsd.net

Reading Is Fundamental. (n.d.). Retrieved from http://www.rif.org