MULTICULTURAL LESSON PLAN FORMAT

Student: Jelaila Gonzalez

Subject/Concepts: Social Studies/Social Emotional Grade Level: Pre-K

1. Standards:
 Observable Goal: Students will be able to identify differences and similarities between their
peers and themselves.
 Nevada Core Curriculum Standard: Begin to recognize characteristics that make the student
unique.
 Multicultural goal: To promote respect for differences.
 Auditory-Visual-Kinesthetic learning styles:
-Visual: Students will use crayons and mirrors to identify which skin-colored crayon
matches their own skin color the best. Students will go to organized “stations” when
adding to their “paper heads”.
-Auditory: Students will describe and discuss the differences they see in the mirror. They
will communicate with teacher/classroom aid what features will best suit their “paper
head” as they move from station to station.
-Kinesthetic: Students will be able to move freely to different stations set up around the
classroom. Students will be able to use “manipulation materials” such as chenille stems
(pipe cleaners) and fabric at the “hair” station. Students will use real world connections
when using trying to identify what selections they make to best replicate their own self
when creating their “paper head”
 Gardner's Intelligence: Spatial Intelligence will be implemented in this lesson as students will
work to understand the physical traits that make them both unique and the same to their peers.
Through use of the mirrors, students must perceive the visual information to create “paper heads”
that replicate their own heads. They will have to visualize their “paper head” based on their
reflections.

2. Materials: Child Safe Mirrors (10 ct.), Crayola’s “Multi-cultural” Crayons (large, 8 Pieces,
2pks), Crayola’s “Multi-Cultural” Markers (8 Pieces, 2pks), Chenille Stems (Pipe Cleaners, 50pc.
Multi-colored) White Construction Paper, Scissors, 10 glue sticks, Yarn (brown, black, yellow).
Regular Crayons and Markers.

3. Instruction- learning Process:

 Do First: Hook Questions: Can anyone tell me something we all have? (I.E body parts, parents,
grandparents etc.) Does everyone in this classroom have a nose? Do we all have eyes? Now do
we all have the same eyes…or the same hair? Today will are going to look hard at ourselves. We
are apart of the same school community, we are apart of the same classroom, but what are some
things that make every one of us different from each other…and what are things that make us the
same. We are going to use these (holds up mirror) to discover the answers to those questions!
 Mini-lesson: There are three stations set up, each station has mirrors that you will use to look at
yourself and pick what is the best choice to make a paper version of your: “Paper head”. I have
already cut out paper heads for each of you. They are blank. When we look at these Paper heads it
should be like there is two of you right here in the classroom! The first station will be for
coloring. There are different colored crayons, make sure you pick the color that best matches your
own color. You can also add your nose, and mouth at the first station. Second Station will be
 were you add your eyes. There will be paper eyes of different shapes and colors, and you will
have to pick the eyes that best match your eyes to glue onto your paper head. The third station
will be for hair! You will use different materials to match your own hair. When you are done with
your paper head bring it to me and I will hang it up. At the end of the activity, we will all look at
our twins together!
 Guided Practice: Teacher/Teacher Aid should provide guidance at stations. For example, when
students are using the mirror to pick with crayon would best match their own skin color, ask
questions like: are you a darker or lighter color? Have the students look at their hands as well as
their reflection. Compare your own skin to theirs to help them notice differences or similarities.
At the eye station, an example of a question is if their parent or caregiver shares the same eye
color as the student? Help guide the student to focus on detail. Asking questions like, do you have
long eyelashes or short eyelashes? Similar guiding should be done at the “Hair” station.
 Independent Practice: Place all paper heads near each other yet spaced out enough that each one
can be clearly seen. Okay, let us look at our classroom family. Wow, so many differences, and so
many similarities! I see eyes, noses, mouths, eyelashes, teeth, hair, and eyes. How great is it, that
our classroom family is made up of so many different types of people? Some of us come from
different places, live with our mama, or maybe our grandma, or abuela! Some of us love to be
loud, and some love to be quiet. Some of us are brown and some of us are white. Would you all
have had as much fun as you did if I only put one color crayon at the first station, or just one type
of “hair” at the third station? All of us being different is what makes things so much fun! We are
all different, but we are all human beings.
 Exit Slip: Do you think that even if someone had blue eyes and you have brown that you can still
be friends with them? Or what if your best friend suddenly came to school and had different
colored hair, would they still be your best friend? Allow the students to answer some of these
types of questions…Have closing discussion, close with end statement: Remember, people may
look different, may live different, may be different, but we need those differences to make our
community better and more fun!

4. Resources:
References

Baruth G.L., Lee L.L. & Manning M. (2017) Multicultural Education of Children and

Adolescents. (6th Edition): Routledge

PBS NewsHour. (2017, November 7) Anti-Bias Lessons Help Preschoolers Hold Up

Mirror to Diversity. [Video] Youtube. http://youtu.be/s3iM7ylhde0

5. Reflection: Students were able to recognize characteristics that made them unique. Students were
able to see difference amongst themselves and their peers and therefore have an introduction to pluralism
in society. As students could see their friends and classmates reach for other colored crayons or “hair”
then what they themselves needed. This resulted in an understanding of the differences between
themselves and the peers they have strong bonds with. Students responded strongly to activity. Guiding
questions seem to really be the foundation of success for this activity. The more questions asked to the
students the more they had to dig to think about concepts they hadn’t before…such as how dark or light is
my skin, there are only so many yellow haired classmates in this class, or that they might be the only one
in their own family with curly hair. The strength of the activity is that it does the most important work on
its own… in a fun and creative way students used artistic expression, observation, comparison, and
analysis to look at some of the specifics that make them…them. The weakness of the lesson plan could be
its exclusion of diversity. For example, part of the lesson is to show we all have eyes, hair, ears, noses and
mouths…when in reality there are many individuals who may not have hair, or may have a deformity, or
a skin condition. Therefore, the success of this activity grows, or lessens by the true diversity of the
classroom it is happening in.