MULTICULTURAL LESSON PLAN FORMAT

Student______Esmeralda Lopez__________________

Subject/Concepts_________Reading_________ Grade Level_5th __

1. Standards: 2.D.1
o Observable objective: Students will be able to recognize information that is applicable to a
specific problem or question. (Comprehension level)
• Multicultural goal: Social Relationships
o Observable objective: Students will be able to create social relationships to promote interest
in differences and include other in-school and social activities. (Synthesis level)
• Auditory-Visual-Kinesthetic Learning Styles: For auditory learning, we will be doing choral
reading. For visual learners, students will be annotating the text themselves. For kinesthetic
learners, we will review the material on how to categorize a text into the appropriate genre by
getting up and chanting it as a class.
• Gardner's Intelligence: Bodily-kinesthetic intelligence will be used in the lesson by students
getting up and chanting the characteristics of each genre. Most genres will use a hand motions to
go along with it.

2. Materials:
• Pencil
• Smartboard
• Projector

3. Instruction- learning Process:

• Do First: Ask students to get out their literacy journals. Then, introduce the two-text title to get
students thinking about what the story might be about. (5 min)
• Mini-lesson: We will review what each genres characteristics are as we chant them. (15 min)
• Guided Practice: We will be choral reading the two passages together.(25 min)
• Independent Practice: Students will annotate the two texts by highlighting and jotting down
thoughts. After students are done annotating, they will answer two questions that they will write
in their journal. The first question is “what is the genre of the two stories?” and the second is
“What differences can you find between the two stories?” each answer needs to be supported by
evidence to back up their reasoning.(40 min)
• Exit Slip: We will review the answers and students will share the evidence they found to support
their answers. (5 min)

4. Resources
(n.d.). Retrieved December 15, 2018, from http://www.sanchezclass.com/reading-genres.htm
Ashliman, D. (n.d.). Folktales from Japan. Retrieved December 15, 2018, from
https://www.pitt.edu/~dash/japan.html
Yankee Doodle Donkey. (n.d.). Retrieved December 15, 2018, from
http://americanfolklore.net/folklore/2010/07/yankee_doodle_donkey.html

5. Reflection:
1. Analyzing and categorizing text by supporting their answers with evidence from the text.
2. They achieve the multicultural goal by looking at different folktales in each culture and
comparing them.
3. For half of the time of this lesson, students are engaging with each other. The other half they are
doing independent work were they are still engage with the material by using critical thinking.
4. Some students may struggle with the analyzing part of the assignment.