Multicultural Unit:

Ariana Vega LGBTQ culture

Briana Perera
Jazmine Serrato
Monique Esparza
 History Identity/
02 Intersectionality
01
Book 1: Pride by Rod Sanders
Book 2: Sewing the Rainbow by Book 1. The Day You Begin by Jacqueline
Gayle E. Pitman Woodson
Activities: Book 2. I am Jazz by Jessica Herthel
1) 1.Inferring Activities:
2) 2. Main Events List 1)Venn Diagram compare and contrast
3) 3. Class Discussion 2)Class Discussion

03
4) 4. Identity Flag 3)Two Truths and a Lie Game
4) Exit Ticket

04 Anti-Bullying

LGBTQ
Acceptance Book 1. Confessions of a Former Bully, By
Trudy Ludwig
Book: From the Stars in The
Book 2. Morris Micklewhite and the
Sky to The Fish in The Sea.
Tangerine Dress
Poem: Nessie
Activites:
Activites:
1. Identify types of bullying and understand
1.) Character Traits
the power of words
Anchor chart
2. Pros/Cons list of “Empower Tools”
2.) Identity poem
3. Write/Draw realistic Scenario
3.) Self portrait
4. Present story to class
II. Learning Goals for the Learning Experiences
● Students will learn about events in American history that are often omitted from textbooks.
● Students will learn about prominent LGBTQ people and historical events that were part of the LGBTQ civil
rights movement.
● Students will explore the concept of personal expression with students and how to embrace differences in the
classroom community.
● Students will explore the concept of gender expression with students.
● Students will understand the power of words to lift others up or make others feel “less than” or unwelcomed.
● Students will strategize effective “empower tools” they can use to welcome and stand up for someone who has
been treated badly.
● Students will develop an understanding to determine the central message, lesson, or moral and explain how it is
conveyed through key details in the text.
● Students will make connections between the text of a story and a visual or oral presentation of text.
● Students will be able to explain their feelings using a poem to help students share and explore their identities
through poetry and build community by learning about one another.
● Students will express themselves through art creating a work that reflects their culture.
 ELA Standards

● CCSS.ELA-LITERACY.RL.4.1: Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
● CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and
expressing their own clearly.
● CCSS.ELA-LITERACY.RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on
specific details in the text (e.g., a character's thoughts, words, or actions).
● CCSS.ELA-LITERACY.RI.4.3:Explain events, procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why based on specific information in the text.
● CCSS.ELA-LITERACY.RL.4.4 Determine the meaning of words and phrases as they are used in a text,
including those that allude to significant characters found in mythology (e.g., Herculean)
● CCSS.ELA-LITERACY.RL.4.7: Make connections between the text of a story or drama and a visual or oral
presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
● CCSS.ELA-LITERACY.RL.4.9: Compare and contrast the treatment of similar themes and topics and patterns
of events in stories, myths, and traditional literature from different cultures.
● CCSS.ELA-LITERACY.RL.4.10
● By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5
text complexity band proficiently, with scaffolding as needed at the high end of the range.
 Art Standards

● VA.Cn:10
Create works of art that reflect community cultural traditions.
● 4.VA:Re8
Interpret art by analyzing use of media to create subject matter, characteristics of
form, and mood. Interpret art by referring to contextual information and analyzing
relevant subject matter, characteristics of form, and use of media.
● 4.VA:Re7.2
Analyze components in visual imagery that convey messages.
Adaptations
● Teacher will provide visual aids in the classroom of the texts.
● Give the students extra time to complete assignments, if needed
● Provide audiotaped books so that students are able to follow along as they read
● Use large print books or a bookmark to follow along, line by line
● Reduce the reading level, if needed, through “popcorn reading” or partner reading
● Allow answers to be given orally or written
● Partner discussion and work.
● Group discussion and work.
● Multiple modalities of work submission
○ Present
○ Artwork
○ Writing
● Hands-on activities to show symbolism.
 History of the Pride Flag
Day 1
Pride by Rod Sanders
1. Make predictions prior to
the story
2. Explaining the historical
event
3. Write each main event
one one strip of the Flag
4. Create the Flag
Day 2
Sewing the Rainbow by Gayle
E. Pitman
1. Read Sewing the RainBow
2. Students will discuss and write
details and examples from the
book to writes why identity and
representation is important
3. Students will create a flag that
represents them and present
 Identity/ Intersectionality

Day 3 Activities
1)Teacher will play read aloud of each of the
books
2)Students will take notes .
3) Teacher will have a class discussion about
identity.
3) Students will fill out a venn diagram.
The Day You Begin by 2)Teacher will have class discussion about
Jacqueline Woodson Intersectionality.
3)Two Truths and a Lie
4) Exit Ticket: depiction of their culture(s).
I am Jazz
by Jessica Herthel
The Day You Begin
Identity Intersectionality
I am Jazz
Low Socioeconomic class Transgender
Female Minority (LGBT)
● Angelina feels left out as Cultural Groups
all her classmates spent (African ● -Jazz has a “girl brain”
summer vacation American/ Hispanic) but a “boy body”.
PRIDE: ● -Jazz enjoys playing
traveling and brought
Jazz: “I don’t mind being different, with the girls and
souvenirs.
being different is special”: shares the same
● Angelina is from a lower
socioeconomic interests.
Angelina: “And all at once, in a ● -People are Jazz are
background and had
room where where no one confused by her.
nothing to share.
else is quite like you, the (Teachers told her to
(No air conditioner,
world opens itself stay on the boys
caretaker)
a little wider to team)
● -Angelina is a minority
make some ● -Kids at school teased
woman with curly hair
space for you” her and called her a
unlike her peers.
boy name.
 Anti-Bullying
Books
1. Confessions of a Former Bully By, Trudy Ludwig
2. Morris Micklewhite and the Tangerine Dress By,
Christine Baldacchino
Activities:
1. Students will read Book 1 and Book 2, together as a class
and as a group.
2. Teacher will have a class discussion about the types of
bullying and how their words can make others feel.
3. Teacher will read out loud hurtful words and comments
students have said to each other or heard others say.
4. Students will crumble heart chart to symbolize how words
can hurt someone.
5. Teacher will assign groups with a “Totally Awesome
Empower Tool” to discuss and list Pros/Cons of each
6. As a group, students will write a realistic scenario using
dialogue and pictures
 1.) From the stars in the sky to
the fish in the sea By Kai
Cheng Thom
2.) Nessie By Rachel PLummer

Activities:

1.) Discuss the book and go over identity and character

traits.
2.) Students will fill out anchor chart of character traits
with partner.
3.) Students will create own poem about their identity
using the starter, “I know who I am and who i'm not.”
4.) After poem students will create self image that goes with

their poem .
 Thanks!!
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