Alyssa Gainey

EDU 280
May 3, 2020
Multicultural Lesson Plan

Subject: Reading Grade Level: 1st

1. Standards:
 RI.1.9. Identify basic similarities in and differences between two texts on the
same topic (e.g., in illustrations, descriptions, or procedures).
 RI.1.3. Describe the connection between two individuals, events, ideas, or pieces
of information in a text.
o Students will be able to distinguish the similarities and differences
between different cultures.
o Students will be able to associate different factors such as characters,
ideas, or information from a text.
 Multicultural Goal: #4. Promote positive gender, racial, cultural, class and
individual identities.
o Students will be able to explore a wide variety of cultures and develop an
appreciate for each
 Auditory – This learning style will be incorporated by verbally giving the student
directions on what the assignment is. The students are able to work together in
groups and read their books out loud.
 Visual – This learning style will be incorporated by the students seeing all of the
different books that will be provided to them and the rest of their classmates.
They are able to learn better what is happening in the book with all of the
pictures.
 Kinesthetic – This learning style will be incorporated be allowing the students to
group read rather than listening to the teacher or individually. Students will be
engaging in their books and are also able to get up and form reading groups. Also,
the students get up to find a partner to complete the guided practice activity.

2. Materials:
 Venn diagram sheets
 Pencil
 Multicultural books
 Paper

3. Instruction-learning Process:
 Do First: Students will take out a piece of lined paper and start to brainstorm
special qualities about their families. They will write things about themselves and
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families such as, “What are some holidays you celebrate?”, “What are some
family traditions?”, “What is your family like?” , “How many people are in your
family?” , etc. This warm-up is to get the students thinking about their cultures
and families without directly knowing it. It will also give something to refer back
to while doing their activity.
 Mini lesson: While pulling down the map, the students will be looking at all of
the countries that make up the world. Then, further explain how every country
and family celebrate different holidays, eat different foods, participate in different
activities, etc. Make sure to emphasize that even though everyone is unique in
their own way, everyone should be appreciated and accepted. Go on to give a
real-life example saying something along the lines of “If a new student happened
to walk into our classroom would you want them to feel welcomed and get to
know them or judge them based on their looks before they even say anything?”
Proceed to explain what is happening in the books the students are going to be
reading that day. While passing around the books, each student can get a closer
look at them, explain the main point that is supposed to be taken from them.
 Guided Practice: Starting off, the students will write a list of their favorite things
next to the Venn diagram, on the right side. They will then get up and pick a
partner that they may not talk to often and start to fill out their bubble charts. Each
student will take turns saying some of their favorite things such as activities,
foods, and holidays. As the student is sharing, their partner will be writing down
the favorites that are being said on the left side next to the Venn diagram.
Together, the students will then look for similarities between the answers and
write them in the middle of the diagram. The student’s differences will go on the
right side of the diagram while their partner’s will be on the left. As this is going
on, the teacher will be walking around the room noticing how the diagrams are
being filled out and emphasizing how the similarities and differences are good
things. Once the pairs complete the Venn diagrams, they will then go back to their
seats and the teacher will asked if a pair would like to share their diagram. If so,
their similarities and differences will be emphasized to the whole class that
everyone is unique in their own ways with things in common with everyone. If no
one wants to share, the teacher will point out some of the things they saw the
students sharing and writing and emphasize the same points.
 Independent Practice: The books and Venn diagram sheets will then be passed
out to each table group. Each table group has a different set of books that will be
passed around after each group member completes their diagram. The students
can decide if they would like to read their book together or individually. The
whole group does not have to be reading the same way. If a student choses to read
individually while the rest of the group wants to read out loud, they can do that.
After the book is read, the students will then break off individually if they haven’t
already and start to record the at least 2 similarities and 2 differences, they found
between themselves and the book character. Once each student completes their
comparison, the set of books will them be rotated clockwise. The process will
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them be repeated until each table has had the chance to receive each book or until
time runs out.
 Exit Slip: On the same paper they wrote their do first, the students will look at
their Venn diagrams and decided which book they had the most similarities to.
They will then go on to explain what they learned from each book they read and
examined.

4. Resources:
Ada, A. F., & Savadier, E. (2013). I Love Saturdays y Domingos. Columbus, O.H.:
Zaner-Bloser.
Jules, J., & Mitter, K. (2019). Duck for Turkey Day. New York: AV² by Weigl.
Park, L. S. (2005). Bee-Bim Bop!. Clarion Books.
Peña Matt De la, & Robinson, C. (2017). Last Stop on Market Street. London: Puffin.
Rockliff, M., & Brooker, K. (2016). Chik Chak Shabbat. Somerville, MA:
Candlewick Press.
Soto, G. (2011). Too Many Tamales. Paw Prints.
Student handouts. (n.d.). Venn Diagrams - Free Printable Graphic Organizers:
Student Handouts. Retrieved April 30, 2020, from
https://www.studenthandouts.com/graphic-organizers/relationships/blank-
venn-diagram-printables-with-instructions.html
Student handouts. (n.d.). Character and Me Venn Diagram Worksheet: Student
Handouts. Retrieved April 30, 2020, from
https://www.studenthandouts.com/02-grade-two/ela-english-language-
arts/reading-literature/character-and-me-venn-diagram-worksheet.htm
Washington, D. L., & Taylor, S. (1997). The Story of Kwanzaa. New York:
HarperTrophy.
Yi, H. Y. (2007). Good Morning China. New Milford, CT: Roaring Brook Press.

5. Reflection:
 The first-grade students will learn they all have differences and similarities with
everyone and that is okay. By reading all of the different books, they are gaining
an appreciation for other’s differences and recognizing that everyone should be
accepted. With comparing themselves to the book characters, then they are able to
see that they have something in common with everyone no matter their social
status, race, ethnicity, etc. which shows that others aren’t so different after all.
Starting at a young age, it is important to show the students that everyone is
different in their own ways but that doesn’t mean that they shouldn’t be accepted.
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EDU 280
May 3, 2020
It also shows that no matter how different someone is, there is always something
that is in common.
 The students are learning about different cultures and comparing them back to
their own lives. The cultures particularly in this lesson are Hispanic, African
American, and Asian/Asian American. One book in particular follows a kid who
is asking why he doesn’t have the same things as other kids like an iPod. Another
books follows a little girl making dishes for the Jewish holiday she is celebrating.
The students are learning about different holidays celebrated and how they are
celebrated, different foods from around the world, how some families spend their
time together, and some activities kids from another country like to participate in.
 Student engagement and active learning for this lesson would be at a high level.
The students are engaged by finding particular things in their books to compare to
themselves. They are also engaged by starting off their assignment by comparing
their likes to someone in their classroom that they might not speak to often. All of
the different books will be passed around to ensure the student doesn’t get bored
with just one book and also, they get an opportunity to learn about the same things
the rest of their classmates are learning. If a student has any questions or
confusions about something in the books, then they are able to ask other
classmates or the teacher.
 Some strengths in the lesson plan are the different appeals to the learning styles.
Also, the students are able to be interactive with the lesson and their group. The
books will provide the students with knowledge of how other kids celebrate
holidays or what their favorite foods or activities are. Some weaknesses of the
lesson plan are that it is laid out assuming that the young students are going to
stay on task. Distractions, zoning out, and talking are possibilities for the students
that may throw off the timing of the rotation which is not being accounted for.