Sarah​ ​Adams

Diversity​ ​Lesson​ ​Plan

Title​ ​of​ ​the​ ​Lesson:​ ​Sweetest​ ​Kulu​ ​by:​ ​Celina​ ​Kalluk,​ ​2013,​ ​Grade​ ​level:​ ​1st

Multicultural​ ​theme:​ ​Teaches​ ​values​ ​of​ ​love,​ ​respect​ ​for​ ​the​ ​land,​ ​and​ ​the​ ​lands​ ​animal
inhabitants​ ​through​ ​Arctic​ ​American​ ​Indian​ ​culture

Materials:​ ​Sweetest​ ​Kulu​ ​by:​ ​Celina​ ​Kalluk,​ ​Story​ ​Worksheet,​ ​Lined​ ​paper,​ ​Writing​ ​utensils

Standard(s):​ ​RL​ ​3:​​ ​Describe​ ​characters,​ ​settings,​ ​and​ ​major​ ​events​ ​in​ ​a​ ​story,​ ​using​ ​key​ ​details

RL​ ​4:​​ ​Identify​ ​words​ ​and​ ​phrases​ ​in​ ​stories​ ​or​ ​poems​ ​that​ ​suggest​ ​feelings​ ​or​ ​appeal​ ​to​ ​the​ ​senses

W​ ​3:​ ​ ​Write​ ​narratives​ ​in​ ​which​ ​they​ ​recount​ ​two​ ​or​ ​more​ ​appropriately​ ​sequenced​ ​events,
include​ ​some​ ​details​ ​regarding​ ​what​ ​happened,​ ​use​ ​temporal​ ​words​ ​to​ ​signal​ ​event​ ​order,​ ​and
provide​ ​some​ ​sense​ ​of​ ​closure

Objective(s):​ ​The​ ​student​ ​will​ ​be​ ​able​ ​to​ ​identify​ ​language​ ​and​ ​story​ ​elements​ ​from​ ​a​ ​cultural
lyrical​ ​lullaby​ ​poem​ ​imbedded​ ​with​ ​traditional​ ​Inuit​ ​beliefs​ ​to​ ​form​ ​their​ ​own​ ​poem​ ​using​ ​their
own​ ​story​ ​and​ ​language​ ​element​ ​ideas​ ​with​ ​80%​ ​accuracy.

Procedure:

1. Pass​ ​out​ ​Story​ ​Worksheet​ ​to​ ​each​ ​student​ ​and​ ​make​ ​sure​ ​everyone​ ​has​ ​a​ ​writing
utensil
2. Introduce​​ ​the​ ​book​ ​title,​ ​author,​ ​and​ ​theme
3. Explain​ ​what​ ​the​ ​Worksheet​ ​is​ ​and​ ​how​ ​the​ ​students​ ​should​ ​fill​ ​it​ ​out
a. Students​ ​will​ ​fill​ ​out​ ​Story​ ​Worksheet​ ​Side​ ​1​ ​as​ ​teacher​ ​reads​ ​story​ ​to​ ​briefly
describe​ ​the​ ​story’s​ ​characters,​ ​settings,​ ​and​ ​major​ ​events
b. Students​ ​will​ ​fill​ ​out​ ​Story​ ​Worksheet​ ​Side​ ​2​ ​as​ ​teacher​ ​reads​ ​story​ ​to​ ​list​ ​words
and​ ​phrases​ ​from​ ​the​ ​story​ ​that​ ​suggest​ ​feelings
c. Explain​ ​that​ ​it’s​ ​important​ ​that​ ​the​ ​students​ ​do​ ​this​ ​because​ ​they​ ​will​ ​be​ ​writing
their​ ​own​ ​poem​ ​after​ ​the​ ​story​ ​is​ ​read
4. The​ ​teacher​ ​will​ ​Read​ ​the​ ​book​ ​to​ ​the​ ​class​ ​from​ ​the​ ​front​ ​of​ ​the​ ​classroom​ ​and
students​ ​are​ ​to​ ​fill​ ​out​ ​their​ ​Story​ ​Worksheet​ ​as​ ​the​ ​story​ ​is​ ​read
5. Discuss​​ ​the​ ​following​ ​questions​ ​after​ ​finishing​ ​the​ ​story​ ​as​ ​a​ ​group:
a. Who​ ​was​ ​the​ ​main​ ​character​ ​of​ ​this​ ​story?
b. Can​ ​someone​ ​please​ ​tell​ ​me​ ​what​ ​feeling​ ​words​ ​or​ ​phrases​ ​they​ ​listed?
c. Why​ ​do​ ​you​ ​think​ ​these​ ​words​ ​or​ ​phrases​ ​are​ ​feeling​ ​words​ ​or​ ​phrases?
d. How​ ​would​ ​the​ ​story​ ​be​ ​different​ ​if​ ​there​ ​were​ ​no​ ​feeling​ ​words​ ​or​ ​phrases?​ ​How
would​ ​the​ ​story​ ​be​ ​different​ ​if​ ​humans​ ​were​ ​helping​ ​the​ ​main​ ​character​ ​instead​ ​of
animals?
e. How​ ​are​ ​the​ ​lessons​ ​learned​ ​in​ ​the​ ​story​ ​important​ ​to​ ​you?
Sarah​ ​Adams
Diversity​ ​Lesson​ ​Plan

6. Activities:​​ ​To​ ​be​ ​done​ ​with​ ​a​ ​partner​ ​or​ ​small​ ​groups
a. Have​ ​students​ ​compare​ ​answers​ ​with​ ​each​ ​other​ ​and​ ​have​ ​them​ ​fill​ ​in​ ​any​ ​blank
sections​ ​of​ ​Side​ ​1​ ​and​ ​2​ ​on​ ​their​ ​worksheet
b. On​ ​Side​ ​1​ ​of​ ​the​ ​Lined​ ​paper,​ ​students​ ​are​ ​to​ ​draw​ ​a​ ​Circle​ ​Map​ ​to​ ​brainstorm
ideas​ ​for​ ​writing​ ​their​ ​poem

Evaluation:​ ​After​ ​completing​ ​the​ ​story,​ ​discussion​ ​questions,​ ​and​ ​activities​ ​students​ ​are​ ​to​ ​work
alone​​ ​to​ ​create​ ​their​ ​own​ ​poem​ ​on​ ​Side​ ​2​ ​of​ ​the​ ​Lined​ ​paper

- Students​ ​must​ ​include​ ​their​ ​own​ ​feeling​ ​words​ ​or​ ​phrases

- Poem​ ​should​ ​be​ ​a​ ​half​ ​page​ ​to​ ​full​ ​page​ ​in​ ​length
- When​ ​finished,​ ​students​ ​can​ ​turn​ ​in​ ​poem​ ​to​ ​the​ ​teacher​ ​and​ ​read​ ​quietly​ ​until​ ​everyone
has​ ​finished