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MULTICULTURAL LESSON PLAN FORMAT

Student: Eric Hufford

Subject/Concepts: English/Tolerance Grade Level: K

1. Standards: Use a combination of drawing, dictating, and writing to narrate a single event or
several loosely linked events, tell about the events in the order in which
they occurred, and provide a reaction to what happened.
o Observable objective: Teach Students through a powerful exercise that words have
meaning and can change someone permanently.
o Multicultural goal: Tolerance
o Observable objective: The students will be able to make emotional connections
between words and their repercussions.
Auditory-Visual-Kinesthetic learning styles: Auditory/Visual
Gardner's Intelligence: Linguistic, Interpersonal, Intrapersonal

2. Materials: Construction Paper, Tape

3. Instruction- learning Process:


Do First: Using construction paper, trace and cut out a large silhouette of a person. To
avoid gender or race specific figures you should cut the outline using green or blue paper.
Then split the class into groups and distribute one per group of students.
Mini-lesson: Gather the groups and introduce them to their new classmate. Explain the
new student often has difficulty fitting in because they are often the new person in a
group of closely bonded people.
Guided Practice: Invite students, one at a time, to say something mean to the new
student. The teacher may want to start the exercise with an example, We dont like
people who are different from us. Each time something is said, the teacher rips off a
piece of the paper and hands it to the student that made the comment.
Independent Practice: When ripping, rip large chunks; it will need to be obvious to
students where each piece fits so they can piece the paper back together. Have the
students practice writing their initials on their slips of paper to make it a more personal
experience. After everyone has had a chance to say something mean, it is time to start
taping them back together. Invite each student to now say something nice to the new
student. As the student compliments the classmate, begin taping the pieces back together.
When the torn body is fully repaired, no matter how hard the students have tried to put
him together, the new classmate will never be the same as when the students first met it.
Ask questions to lead the students to the understanding that, although some of the
damage has been repaired, the person will never be the exact same. His feelings were hurt
and the scars remain. Chances are those scars will never go away.
Exit Slip: Ask each group to explain their experience and understanding of the lesson.

4. Reflection: This lesson is a great way to visually show children the consequences of their
words. I would like to improve this lesson by recommending that the pieces of paper, once taped
back together, be hung up around the classroom for the remainder of the year. This serves as
something visual that can be referenced anytime the children are violating its rule. The one
reservation I have about this lesson is it encourages children to say negative things. My fear is
that the children will have to much fun with this aspect of the lesson rather than focusing on the
task at hand. To prevent this from happening I recommend conveying a serious tone and having
strict policy for any excess behavior.

References: Lesson: Words Can Hurt. (n.d.). Retrieved Apr 08, 2017, from
http://www.educationworld.com/a_lesson/03/lp294-03.shtml

[Refer to Grading Rubric for the Multicultural Lesson Plan in the Course Syllabus.]

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