MULTICULTURAL LESSON PLAN FORMAT

Student:_Veronica Buller________________

Subject/Concepts: Writing Grade Level: 1_

1. Standards:

(1)3.4 Respond to literature selections d. draw/illustrate responses e. write responses.

o Observable objective: Students will be able to write and illustrate a book about their

families.

 Multicultural goal: Promote respect for differences.

o Observable objective: Students will be able to compare their family to other families

by discussing how their families are different and like others.

 Auditory-Visual-Kinesthetic learning styles: Auditory learners use oral discussion and

group study to remember class materials. Visual learners are helped by films, pictures,

demonstrations, and modeling. Kinesthetic learners make real world connections.

(Learning Styles PowerPoint). Students will be talking about how people and families are

different from around the world and in our own classroom. Teacher will be reading a

picture book to help the visual learners. Teacher will be asking how the student’s lives

compare to the children in the book so they can make a real-world connection.

 Gardner's Intelligence: Interpersonal Intelligence: empathize and recognize differences

among people. (Howard Gardner’s Eight Intelligences PowerPoint)

2. Materials: Book Whoever You Are by Mem Fox, white board, dry erase markers, paper,

crayons, markers, pencils, blank book.

3. Instruction- learning Process:

 Do First: Explain to the students that we are going to be talking about different cultures

and families. How are families the same and how are they different? How do they think

they are the same from families in other countries? (5 minutes)

 Mini-lesson: Read the book Whoever You Are by Mem Fox. While reading ask

questions about the buildings in the background. Do they remind them of where they

live? How are the children in the book different and how are they alike? Does the school

look different from theirs, How? How are they traveling and how do you travel? Does

Las Vegas look as green and grassy, why not? Do we experience some of the same

feelings as the children in the book? (15 minutes)

 Guided Practice: Students will work in groups of four and discuss some ways that they

are the same and different. Students can take notes on a piece of paper and they will

discuss everything as a class and will write everything on the board. It can be anything

from eye and hair color to favorite subject in school. How many members are in their

family? Do they have pets? How are you the same and how are you different? (20

minutes)

 Independent Practice: Then students will write and illustrate a book on their family.

They can use the examples written on the board if they need a starting point. Teacher will

also be giving them help if they need it. Some good questions to answer are: Who does

their family consist of? What are their family traditions? Where do they live and have

they ever lived in another state or country? Did your parents live in another country? Do

you speak more than one language, is a language other than English spoken at home? (45
 minutes)

 Exit Slip: At the end of the lesson have the students that want to share their books with

the class share them. Review how students and their families are different but similar at

the same time and why the differences should be celebrated. (5 minutes)

4. Resources:

Bloom's Taxonomy Verbs retrieved from

http://www.fresnostate.edu/academics/oie/documents/assesments/Blooms%20Le

vel.pdf

Howard_Gardner_s_Eight_Intelligences.pptx retrieved from

https://csn.instructure.com/courses/1287823/files/55075329/download?download_frd=1

LEARNING_STYLES.pptx retrieved from

https://csn.instructure.com/courses/1287823/files/55075328/download?download_frd=1

Fox, M. (1997). Whoever You Are. New York, New York: Voyager Books Harcourt, Inc.

5. Reflection: During this lesson plan students will be working on their writing and illustrating

skills. The student will also be working on learning about culture from around the world and in

their own classroom including what homes and schools look like in other countries and the

different languages spoken by their classmates. Working in groups will help Auditory learners

and help students connect with other classmates. Writing our thoughts on the board will help

Visual learners and the book will help Kinesthetic learners. The strengths of the lesson are that it

has a few different activities and it will be helpful for students that learn differently. The book is

also a great book especially for students that are different culturally than most of the students.
The goal of this lesson is to see and appreciate cultural differences. If I did it again I would ask

the students to ask their parents about their family’s heritage and culture before we do this lesson

in class so the student knows a little more about their own background.

[Refer to Grading Rubric for the Multicultural Lesson Plan in the Course Syllabus.]