Multicultural Lesson Plan

Student: Brianna Garcia Grade Level: 2nd

a. (2)6.3 generate possible ideas for future writing by recalling experiences, talking,
drawing, and listening to stories [NS 6.2.1]
b. (2)6.4 organize ideas through activities such as listing, webbing, and clustering
[NS/PS 6.2.2]
- Observable Objectives:
a. Students will be able to generate ideas to use on their writing assignment
about a social injustice problem by recalling information shared when
listening and talking to their classmates in previous classroom
assignments.
b. Students will organize social injustice problems found in U.S society that
were thought of and shared, by listing and expanding on solutions for
them.
● Multicultural Goal: 1. Develop the knowledge, skills and attitudes to function in a
diverse society
- Observable Objective: Students will develop the knowledge, skills and attitudes
needed to function in a diverse society by applying the lesson on social injustice
to come up with solutions to scenarios they may encounter in their everyday lives.
● Auditory-Visual-Kinesthetic Learning Styles: The auditory learning style is in the
lesson through the discussion the students will participate in for the do first and the whole
group discussion after the story is read. The kinesthetic learning style is included in the
lesson because kinesthetic learners like to solve problems by physically working through
them so the scenarios worksheet will be a time where they can contemplate their options
and figure out why racism and discrimination are bad. Kinesthetic learners also like to
write, so the letter and the worksheet will be another benefit to them. The visual learning
style is met in the lesson with the story because visual learners like to read. Visual
learners also have an organized approach to assignments so the listing organization
activity they have to complete before they write their letter will benefit their learning
style.
● Gardner’s Intelligence: Intrapersonal Intelligence is included in this lesson because in
order for students to be able to fully understand and learn the lesson of the harm social
injustice and discrimination brings to people, they need to think about and understand
other people’s feelings. Through thinking about and understand others emotions they will
be able to interact effectively with peers, family, and friends, which is a part of the
multicultural goal.
● Materials:
The Story of Ruby Bridges by Robert Coles
 Scenarios Worksheet
Powerpoint
Instruction-Learning Process
● Do First: Students will be separated into four groups and each be given a word such as,
racism, social justice, discrimination, and injustice. Their task is to provide definitions for
the word they were assigned and list situations in which they have seen these words in
their personal lives or in any media. They will also discuss how their assigned word could
be harmful to individual groups of people. These questions and these words are all to be
displayed on the board in slide 2 of the powerpoint. After students discuss in their groups,
students will present the information to the rest of the class. After each group presents,
the teacher will present the dictionary definition to all the words as seen in slide 3-6 of
the powerpoint. (5 Minutes)
● Mini-Lesson - The entire class will read The Story of Ruby Bridges by Robert Coles
which tells the story of Ruby Bridges attending an all-white school and experiencing the
discrimination that occurs at the school. Ruby learns about how to stay calm in the face
of hate and racism. After reading the story the class will participate in a whole group
discussion where they will explain what happened and why it was wrong and unjust, and
how other people around when the incident was occurring could have helped in
defending the person being treated wrongly. Students will learn to apply what they have
learned by answering where they have seen these incidents occur before and discussing
how they could promote social justice in their own lives. Questions will be displayed on
board as seen in slide 8 of the powerpoint. Teacher will promote discussion and provide
answers of their own to guide the students. (25 Minutes)
● Guided Practice - Students will be given a worksheet. First, they will match the words,
racism, social justice, discrimination, and social justice to their definitions. The next part
of the worksheet is to read examples of situations that explain how individuals can be
discriminated against or treated unfairly. Students will have to write and figure out why
the action is wrong and explain how the unjust character in the scenario should have
acted. The teacher will help students with any questions they may have about the scenario
or about how to make the situation fair and just. (15 Minutes)
● Independent Practice: - Students will be tasked to write a letter to the President of the
United States about two incidents of social injustice that affect the lives of people in
America. In the letter, students will outline injustice shared in the class, explain why it is
a problem that should be fixed and explain who is in the wrong and how they should have
acted. Before students begin writing, they will be instructed to recall all of the discussions
about racism and discrimination and write down a list of all the injustices they heard.
Then, after they’ve made their list, they will pick two to expand on and write about. (40
Minutes)
● Exit Slip: For the closing activity students will define the words they learned; racism,
justice, discrimination, and social justice. Then they will provide their own examples for
 one word using a scenario they have experienced or seen in media. Slide 10 of the
powerpoint will be displayed so students can see the questions they have to answer for
this closing activity. (5 Minutes)
● Resources:
Coles, R., & Ford, G. C. (1995). The Story of Ruby Bridges. New York, NY: Scholastic.
• Reflection:
What specific subject concepts, skills, applications, etc. does the student achieve for
the grade level identified in the lesson plan?
With this lesson, the students will learn how to pay attention and participate in a
discussion in order to be able to recall information shared. They will also learn an
organization technique, listing, to help them keep information shared organized and
available to use in their writing assignment. The specific concepts they will learn is what
racism and injustice mean and how they can affect the lives of many. They will be able to
apply what they learned if they ever are involved in future unjust situations.
What specific multicultural knowledge, skills, etc. has the student achieved?
With this lesson plan, the specific multicultural knowledge they will have received is the
specific definitions of racism, social injustice, discrimination, and injustice and how these
words/concepts affect the lives of many. After this lesson, they will be able to identify
when injustices are occurring or when certain individuals are being discriminated against
so they can in turn help or seek help to make situations fair. They will also learn how to
act if they are ever involved in an unjust situation. Through learning these attitudes and
skills they will learn how to function in the diverse society they live in.
Assess the level of student engagement and active learning in the lesson strategies
selected for the “Instruction-learning process?”
The students will have to be very engaged in this lesson because it is primarily based on
whole group discussion. They will have to participate and listen to what is being shared
and said in order to recall the information when working on the worksheet and when
writing the letter. Students will discuss for the do first and after the story is read so they
will have to engaged during these lessons in order to understand.
List the strengths and weaknesses of the lesson plan.
Strengths: Promotes discussion and conversation between students and adults about
racism and social justice. Lets students know how to identify injustices that they may see
occurring in their lives currently or in the future. Gives definitions to the words and
concepts being discussed early in the lesson and in each component of the lesson students
are reminded of the words/concepts and expected to be able to identify the meanings of
each word by the end of the lesson.
Weaknesses: Since the lesson relies on whole group discussion, students will have to be
comfortable sharing thoughts and information with the class. They will also have to be
comfortable with working in groups and discussing with groups. The lesson also relies on
students having encountered these words and their definitions before and them being able
to connect ideas from the past to the new definitions to the words they have learned in the
lesson.