Daily Lesson Plan

Teacher: Christina Martinez

Subject: Bilingual and Multicultural Education
CCSS/CLGs/SC Assessment Limits/Standards: (What are the skills being taught? Which
standards are being specifically addressed in this lesson?)
How to recognize and respect our differences. Students understand the relationship between the
perspectives of other cultures they come across. Students will also understand the value in being
diverse themselves, the importance of learning other languages and cultures.

Lesson Date: 11/1/2016

LDC/Unit Title: Todays Students
Agenda: (What is the snapshot of my class flow?)
Have all students move and take a seat on the right side of
the classroom. Then have students gather supplies and
place them on their desk. Do a quick game for class
engagement, followed by whole instruction based off
chapter sections on PowerPoint. Have the class separate
into groups of 3 to share supplies and work on individual
drawings. Finish the class off by joining art work together to
create a Classroom Friendship Quilt.

Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
Students will understand that we are all individuals, we come from different places and have different upbringings but when we come together we form
one entity; we become a class joined by our differences. By drawing out individual phots and combing them together they will understand and visually
see how we have commonalities and differences in a fun interactive way.

TIME

INSTRUCTIONAL SEQUENCE

FORMATIVE ASSESSMENT
Note: A variety of formative
assessments should be used at key
points throughout the lesson.

1 min

Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the classroom?)
Students will gather from their desk the list of supplies listed on the board. If students do not have supplies
use the teachers supplies located in the box labeled Classroom Friendship Quilt.

Use a sticky not and lists the

students who did not read the
board and gather supplies
correctly.

Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there

Have a list of questions ready

to ask and a list of who has
taken part in answering or at
least in raising their hand and
making the effort to take part.

vocabulary that must be cleared? Is there brainstorming that student need to complete before the lesson begins?)

1 min

Students will take part in a quick guessing game. For example: Have one student stand up, ask the class
Where do you think your classmate is from?, allow the students time to guess. Based off what another
student I wearing or looks like, ask the remainder of the class to guess where they think that student comes
from or what nationality they think they are. Use yourself and several other students as a guessing game
example.
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge],
shared reading, shared writing, discussion, writing process.)

15
min

As a class, go through PowerPoint slides and review important aspects of chapter sections.

Definition of Bilingual Education

Definition of Bicultural

Research and Debate on Bilingual Programs

Those in favor, those opposed

Definition of a Monolingual Teacher

Useful strategies for a Monolingual teacher

Definition of a Multicultural Education

List the dimensions of a Multicultural Education

Definition of Multicultural Curricula

Finish off PowerPoint with listing the Multicultural Instructional Materials and Strategies
Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, student
conferencing, re-teaching or intervention, writing process)

Share
with
Whole
Group
mins

10
min

Students are to break up into groups of 3 to 4. Students are to share drawing materials only. They are not to
share the same piece of paper nor draw on another students work. They are in groups to share materials; it
is still and individual assignment.

Independent Practice: (individual practice, discussion, writing process.)

Students are to individually work on their drawing. Their drawing should represent who they are as

Observer interactions of the

smaller groups, whether
students are polite and
courteous while sharing
materials. Pay close attention
to who works well together and
keep track on a sticky note
who does not for future
assigned groups.
Visual presentation of art work
depicting a replication of

5 min

1 min

individuals: face, hair color, skin color, type of clothes they like to were or colors they are drawn to. Second,
they must draw at least one item that represents where they were born. After they are done they are to tape
their individual picture up on the wall creating a boarder around the teachers picture that was previously
taped up, becoming the center piece of the classroom quilt.

themselves and one item that

symbolizes where they were
born.

Evaluate Understanding/Assessment: (How will I know if students have achieved todays objective?)
Have students look through their classmates drawn out photos and name some of the similarities and
differences that they can discover between one another.

Learn and respond, students

are given a chance to reflect on
their work and the work of their
peers.

Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective and connect the lesson to the unit?)
Open discussion about how we are all different students, how our differences are individually special, how
together we form a greater picture that consists of unity, individual strengths, value, and that are all on the
same team.

Leave open for discussion or

questions.

Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?)

This is an example of multicultural instruction or curricula. It is a lesson that everyone can take part in
equally without feeling singled out or feeling the need to have the answers. We are all on one level. There
isnt one race being singled out over another.

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)

PowerPoint slides of designated chapter sections, tape, paper for each student, colored pencils or crayons, computer and screen.
Notes:

Structure
Whole Group
Guided
Practice/Small group
Independent Practice

Strategies Included in the City School/ Model of Highly Effective Literacy Instruction
-Anticipatory guides/sets
-Close Reading
-Text annotation
-Anticipatory guides/sets
-Close Reading
-Question-Answer-Relationships (QAR)
-Strategy groups
-Think/Pair/Share
-Anticipatory guides/sets
-Close Reading
-Question-Answer-Relationships (QAR)
-Strategy groups
-Think/Pair/Share

-Book/author talks
-Questioning the Author (QtA)
-Think aloud
-Book/author talks
-Literature Circles
-Reading conferences
-Text annotation
-Writing Conferences
-Book/author talks
-Literature Circles
-Reading conferences
-Text annotation
-Writing Conferences

-Cornell Notes
-Question-Answer-Relationships (QAR)
-Think/Pair/Share
-Cornell Notes
-Questioning the Author (QtA)
-Reciprocal teaching
-Think aloud
-Cornell Notes
-Questioning the Author (QtA)
-Reciprocal teaching
-Think aloud