MULTICULTURAL LESSON ACTIVITY

1. Lesson Objectives:
● Subject/Grade Level: The subject is Reading, and the grade level of the activity is
third.
● The students will arrange Malala’s accomplishments with the use of a timeline.
The students will compare Malala’s achievements with any other educational
figure.
● Multicultural Goal: 3. Understand social, political, and economic realities
affecting student learning.
○ The students will illustrate the impact Malala has had on educational
rights.
2. Materials:
● Big poster board of Pakistan, washable paint, writing supplies, tarp, shoe covers,
aprons, Malala Yousafzai Brainpop video from Brainpop.com, and the Malala
Activist for Girls’ Education book.
3. Instruction- Learning Process:
● Do First: Transitioning from our daily class routine, I will begin by asking my
students about their accomplishments, “What do you think you’ve accomplished
so far?” Answers could vary. Going on based on their responses, the introduction
of Malala will begin. The background knowledge will be considered as well
(Education in other countries, differences, similarities? Have they heard about
Malala? Have you heard about Pakistan?).
● Mini-Lesson: Before beginning, we’d have to dive into a video, Malala Yousafzai
Brainpop video from Brainpop.com. It will show the main topic and give
everyone more background knowledge. After, we can begin to read the book,
“Malala Activist for Girls’ Education”. It is roughly 50 pages so splitting it up
into sections may be necessary. Starting off to read the book, students will be
identifying her accomplishments and or anything interesting they hear from the
book. Throughout the entire time of the reading, answering any questions to come
up is necessary as well. Within their tables, they will begin to discuss their ideas
with each other to get the base of their practice.
● Guided Practice: After having their discussion, we will begin guiding them into
another activity that will lead to their independent practice. Students by then will
have more knowledge of who Malala is, her life, accomplishments, and anything
that sticks out to them. Students will then be able to list these accomplishments on
their group scratch paper. They will solidify which achievements they believe are
the most significant to education and or are just merely impactful. Any questions
or concerns will be answered as they go through with this practice.
 ● Independent Practice: Prior to their independent practice, every student will
pick a paint color of their choice and place their hand on the board (a poster board
of Pakistan will be printed out and displayed). The lesson will be divided between
before and after lunch to let the paint dry, and coming back into the lesson the
start of the timeline will begin.
● Students will be given a selected year from the book, from there they will have to
decide which achievements based on education and or in general are the most
significant. What did she accomplish that helped others in education, or others in
general is the main question. Once they come to a decision, they will go one
group at a time to write in their handprints. The main component in this practice is
to see if students are able to identify which are her accomplishments and sort
them in order. Once it’s completed, as a class, we will go over the timeline we all
created.
● Exit Slip: After reviewing the timeline, we will all go back into working
individually. Students will end the day by writing a short letter to Malala, which
we can see if they comprehended her significance and any global issues.
4. Resources

“Famous Historical Figures: Malala.” Brainpop.com,

https://www.brainpop.com/socialstudies/famoushistoricalfigures/malala/.

“Malala's Story.” Malala Fund, https://malala.org/malalas-story.

“Malala: Activist for Girls' Education” YouTube, uploaded by Nathan Stein, 24 October 2021,
https://www.youtube.com/watch?v=J20p-qjRJV8.

5. Reflection
1. What specific subject concepts, and skills were taught and how?
The core subject concepts revolved around identifying main and or important ideas within a text
or a passage. It is learned through the use of discussion in their groups, identifying which
achievements they believed were significant, and also recalling what they read.
2. What specific multicultural knowledge, and skills were achieved?
The specific knowledge that the students will achieve is Malala Yousafzai’s significant
involvement in education and her impact on others. Students will now be able to identify and
recall information in a better manner.
3. Evaluate the level of student engagement in the instruction-learning process.
I believe my level of engagement is not quite as strong as I should create it. I have the
importance of answering questions and asking questions to the students within the whole activity.
I can see how now it may be more important to continue to engage them in a more creative
manner.
4. List the strengths and weaknesses of the multicultural activity.
Some of the strengths that I can find with this activity is the amount of information that can be
used. The brain pop video is a great interactive way to show the students a brief background, and
it is also a great website to use afterward. The book itself is also wonderful to read and the
concept of adding in paint. I know it can get messy but sometimes students need something new
and refreshing inside of a lesson that may not be as interesting as it sounds. I feel like a weakness
may be how the lesson will flow, and or if it is within the time limit. I am not sure how it can go
unless I preform it.