Autumn Fields

ELM 375-032

April 27, 2017

Lesson Plan Analysis

Overall, the implementation of the Multi-Cultural Cinderella lesson plan went very

well. The students were engaged during the entirety of the lesson and met all learning outcomes.

Due to the implementation of the Case21 benchmark assessment throughout the day, necessary

changes were made regarding timing elements and the amount of students present for the lesson.

Some aspects of the lesson had to be shortened or cut out, but I do consider the students had a

meaningful learning experience and build on to their cultural competence as well as critical

consciousness.

There were many successes in facilitating the lesson that allowed all students to meet the

learning outcomes and to build on to their cultural competence. The first success is the

engagement of students during the beginning of the lesson. All students were interested in the

video that was shown to refresh their memory or even introduce the Cinderella story that most of

us are familiar with. Students participated in discussions at the beginning of the lesson that

included take-aways from the video and what culture means to them. Another success that

occurred during the facilitation is that students read and thought critically about how the

Cinderella story from a different culture compares or contrasts from the Cinderella story that we

are familiar with. For example, one group of students noticed from the video that the Cinderella

that we are familiar with was friends with the birds, but the Cinderella in their varied culture in

their book was friends with crickets. This was a clear difference on their Venn diagram chart.

Through discussion, student work, and observing students work, I was able to be aware that
students have met the learning outcomes, which allowed me to consider much of the lesson to be

successful.

In a variation, there were a few challenges that occurred during the lesson

implementation that resulted in modifications that needed to be made prior to the

implementation. The students had been taking a Case21 benchmark test all day long, 9:45-2:40,

so there was definitely excessive movement and talking, which completely expected. Managing

the students after they had been testing all day was difficult, but overall students were

completing the necessary activities. An additional challenge that occurred was the amount of

time that was available to implement the lesson. Our plan was to teach from 2:00-3:00, however,

additional time was needed for the Case21 so we were not able to start our lesson until 2:45. We

had to cut out and make some elements of the lesson shorter in order to fit necessary into the

time available. The challenges that were presented did not extremely hinder the implementation

of the lesson; it was just a matter of adapting and being flexible.

By teaching the Multi-Cultural Cinderella lesson, it has become apparent to me how

natural it can be to implement culture pieces or learning elements into a content-specific lesson

plan. By using literature pieces and videos that introduce or support the learning of culturally

relevant pedagogy, there are various ways to incorporate culturally relevant pedagogy through

cultural competence, critical consciousness, and academic rigor. This lesson allowed me to

experience first hand that it is completely achievable to incorporate these practices into future

lessons that I will teach.