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Running head: ARTIFACT 2- MULTICULTURAL LESSON PLAN 1

Artifact 2- Multicultural Lesson Plan

Marilyn Gonzalez

EDU 280
ARTIFACT 2- MULTICULTURAL LESSON PLAN 2

“A Bad Case of Stripes”

Subject: English Grade Level: 2

Standards: CCSD English Language Arts/Reading for Grade 2

 (2)2.1 identify and use pre-reading, during, and post-reading strategies to aid

comprehension [NS 2.2.1]

a. access prior knowledge

b. make predictions

c. preview text

d. set a purpose

e. make connections to personal experiences and knowledge

f. connect, compare, and contrast the story elements in text

g. discuss authors and illustrators

o Observable Objective: Students will be able to discuss why Camilla developed a

case of the Stripes (comprehension level)

 Multicultural Goal: 2. Promote Respect for Differences

o Observable Objective: Students will be able to interpret how Camilla’s peers’

reactions affected Camilla (analysis level)

 Auditory-Visual-Kinesthetic Learning styles:

o Auditory: This lesson will engage auditory learners through Sean Astin’s reading

of “A Bad Case of Stripes” as well as the discussion component of the lesson.

Students will be able to absorb the information presented in the text through Mr.

Astin reading the book aloud. Students will be able to analyze the information

through peer discussion.


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o Visual: This lesson will also engage visual learners through Sean Astin’s reading

of “A Bad Case of Stripes” as well as the writing component of the lesson.

Students will be able to absorb the information presented in the text through

watching the video accompanying Mr. Astin reading aloud.

o Kinesthetic: This lesson will engage kinesthetic learners through the writing

component of the lesson. Here, kinesthetic learners will be able to absorb and

interpret information through answering the discussion questions and the

scenario-creating component of the lesson.

 Gardner’s Intelligence: Interpersonal Intelligence.

o This lesson is aimed at allowing students to recognize and distinguish another’s

feelings and intentions as well as empathizing and recognizing differences among

people. This will be achieved through analyzation and discussion of the text, as

well as students relating situations similar to those experienced by Camilla.

Materials:

 “A Bad Case of Stripes” read by Sean Astin found here.

 Discussion Questions handout (attached)

 Image of Lima Beans (attached)

 Easel Paper

 Drawing materials: Markers, Pencils, Crayons

Instruction-Learning Process:

 Do First: Show students image of lima beans. Explain to the students that in today’s story,

the main character loves lima beans. Ask students to evaluate the image and determine if
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the lima beans look tasty or not. Finally, ask students if they have ever tried lima beans. If

not, would they like to try lima beans?

 Mini Lesson: Play “A Bad Case of Stripes” read by Sean Astin (run time approx. 12

minutes). Afterwards, present students with Discussion Question handouts. Go over and

answer the discussion questions with the students. (12 minutes)

 Guided Practice: Focusing on the second question of the handout, ask students what are

appropriate actions to take if they experience bullying. Using your own easel paper, draw

a line down the middle and explain that you are going to create your own scenario. On

the left, draw the “bad-bullying” scenario: (draw two students, one of which is laughing

at the other who likes lima beans). On the right, draw the “good-respectful” scenario:

(draw two students again, both of which are enjoying lima beans together). Discuss why

each part of the scenario is bad/good. (15 minutes)

 Independent Practice: Dividing students in groups of 3-4, ask students to create their own

scenario. Instruct each group to draw out their scenario on the easel paper provided and to

assign one student to write a short paragraph explaining the scenario (25 minutes). Have

each group present their scenario. (15 minutes)

 Exit Slip: Ask students what they have learned throughout the lesson and if they have any

questions. Assure that the students were able to effectively grasp the lesson. (5 minutes)

Reflection:

 What specific subject concepts, skills, applications etc. does the student achieve for the

identified grade level?

o Second grade students are able to apply sub-category E outlined in the CCSD

standard cited (make connections to personal experiences and knowledge).


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Students are also able to apply sub-category F (connect, compare, and contrast the

story elements in text). Students have to be able to effectively evaluate the text

and draw comparisons with their prior knowledge. This allows students to fulfill

the pre- and post-reading standard.

 What specific multicultural knowledge, skills, etc. has the student achieved?

o In this lesson, students are able to develop interpersonal skills-- specifically that

of valuing and respecting differences in others. Throughout the lesson, students

also learn how to identify bullying and are also able to engage in cooperative

learning to complete an assignment.

 Assess the level of student engagement and active learning in the lesson strategies

selected for the “Instruction-learning process”.

o This lesson asks that students actively participate in every facet of the lesson.

Students first interact as a whole and then are tasked with splitting into smaller

groups where are to work cooperatively. Students are tasked with answering

questions and actively engaging in discussion.

 List the strengths and weaknesses of this lesson.

o I feel that the strength of this lesson lies in how actively involved students are

expected to be throughout the lesson. I also feel that all learning styles are

engaged through listening, discussion, drawing, presenting, and scenario-creation.

The material selected has a female main character and discusses a topic that

emphasizes multicultural learning goals.

o I feel that the biggest weakness in the lesson is that perhaps there may be too

much activity packed into the assignment between the handouts and the group
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activity. Some students may have difficulty with the time-constraints as well and

perhaps require further explanation of the group assignment.


ARTIFACT 2- MULTICULTURAL LESSON PLAN 7

References

California State University, Fresno (n.d.). Bloom's Taxonomy Action Verbs. Retrieved from

https://csn.instructure.com/courses/1287823/files/55075329?module_item_id=1251336

CCSD Elementary Curriculum (CEF) Grade 2. Page 3. Retrieved from

http://sites.csn.edu/education/education_department_CSN/Resources_files/grade2.pdf

Christensen, Connie (2017). Howard Gardner’s Eight Intelligences, Pages 1-11. Retrieved from

https://csn.instructure.com/courses/1287823/files/55075329?module_item_id=12513365

Christensen, Connie (2017). Manning Study Guide, Page 1. Retrieved from

https://csn.instructure.com/courses/1287823/files/55241917?module_item_id=12557971

Storyline Online (2012, May 21). A Bad Case of Stripes read by Sean Astin. Retrieved July 28,

2017 from https://www.youtube.com/watch?v=cKaQXmRvpvw