Cody Wilcox

12/10/2015
EDU 280 1006
Multicultural Lesson Plan

Lesson Objectives:

As per Common Core Standards: Students will analyze a particular point of view or
cultural experience reflected in a work of literature from outside the United States,
drawing on a wide reading of world literature.
The student will be able to interpret the themes, motifs and the symbolism found in

Things Fall Apart.

The student will be able to demonstrate their knowledge before the class.

Multicultural Objectives and Learning Styles:

Students will be able to recognize the importance of the works of multicultural authors

upon the world of English literature.

Allowing groups to decide how they want to go about presenting their projects allows
students to express themselves creatively and utilize their natural learning styles.
Performing will tap into the learning potential of kinesthetic learners, the oral aspect of
the presentation will help auditory learners, and visual learners can shine with creating
the projects visual aid.

Materials and Equipment:

The only materials necessary for this lesson plan are enough copies of Things Fall Apart
for every student and art supplies or props for the groups visual aids.

Procedures:

This will be a lesson that sets up a group project assignment for a high school English
class. The students are to perform a presentation in front of the class the following day.
Students will be given the opportunity to work together in their groups for the remainder
of the period. On the second day of the lesson each group will perform their 5-minute

presentation.
Greet students as they walk into the classroom. The students should notice right away the
odd arrangement of desks as they are placed in ten groups of three. Tell students we will
be working in groups for todays lesson and to sit where they like until they are split into

groups.
Once the bell rings, indicating that the period of time allotted to students to get to their
next class is over, begin the lesson by having students get started on their warm up
activities. Students are to write and define the vocabulary units written on the board in
their journals as well as write a half page free writing exercise utilizing the new vocab

words.
This lesson plan has been specifically set aside for the end of a unit where students have

finished reading Things Fall Apart, a novel written by Nigerian author Chinua Aghebe.
Encourage students to meet outside of the classroom to work together on their projects,
but as this may not be feasible for every student allow for the remainder of the period to

be spent on groups working together to plan their presentation.

Inform the students that they will be performing a presentation the following day in small
groups. The groups are to prepare a 5-minute presentation in the format of their choosing.
In their presentations students are asked to present the major themes, motifs, and

symbolism in the novel. I will give the class examples of what they could do for their
presentation, such as a skit, a PowerPoint presentation, an essay, etc. Instruct students to
find a visual aid to go along with their presentation, be it a poster, a diorama, props for a
skit, etc. Each group is to submit their ideas by the end of class for teacher approval. This
group project should allow students to improve their literary analysis skills as well as
develop their collaboration and oral presentation skills and develop a stronger
multicultural education by appreciation the contributions of African authors to English
literature.
Closure:

In addition to their presentations students will also be assigned a page and a half written
response discussing their role in the project, evaluating how they and their fellow group
members contributed, and what they learned from their fellow group members. These
papers will be due at the beginning of class the following day

Assessment:
Of a possible 50-point final score students will be graded based on the following rubric:
Presentation:
Of a possible 40 points students will be given a score based on the following:

0 points Group did not present.

10 points The group presented; however, their presentation was of poor quality. The
group had made two or more of the following mistakes: their presentation was
significantly under the 5-minute expectation, the group was missing their visual aid, or
their analysis of the novel was not present.

20 points The group presented; however, their presentation was of average quality. The
group missed one of their expectations, either their presentation as under the 5-minute
expectation, their visual aid was of poor effort, or their analysis of the novel did not go

sufficiently in depth.
30 points The group presented and their presentation was of above average quality. The
group sufficiently met all of the projects expectations; however, as the group did not
excel significantly in the expectations they have just missed out on the perfect 40-point

score.
40 points The group presented and their presentation was excellent. The group put
serious effort into their presentation and visual aid. The groups analysis of the novel was
in depth and well thought out.

Written response:
Of a possible 10 points, the students written response will be graded on this rubric:

0 points The student did not turn in a written response.

5 points The students written response was either below the page and a half
requirement, poorly written, or did not express what their role had been in the project,
their evaluation of their own performance and that of their group mates, or what they had

learned from the working in their group.

10 points The students written response was excellent. The response met the page and
a half minimum, was well written, and they student discussed what their role in the
project was, their evaluation of the personal effort and that of the group, and what they
learned from the group experience.

45 50 points = A
40 points = B

35 points = C
30 points = D
0 25 points = F

Resources:
The resources used for this lesson plan were:

A previous lesson plan that I had devised for another education class, this time with a

strong sense of multicultural education.

Things Fall Apart by Chinua Aghebe
Common Core Standards
Blooms Taxonomy chart from Fresno State website.