Professional Documents
Culture Documents
Marilyn Gonzalez
EDU 280
ARTIFACT 2- MULTICULTURAL LESSON PLAN 2
(2)2.1 identify and use pre-reading, during, and post-reading strategies to aid
b. make predictions
c. preview text
d. set a purpose
o Auditory: This lesson will engage auditory learners through Sean Astin’s reading
Students will be able to absorb the information presented in the text through Mr.
Astin reading the book aloud. Students will be able to analyze the information
o Visual: This lesson will also engage visual learners through Sean Astin’s reading
Students will be able to absorb the information presented in the text through
o Kinesthetic: This lesson will engage kinesthetic learners through the writing
component of the lesson. Here, kinesthetic learners will be able to absorb and
people. This will be achieved through analyzation and discussion of the text, as
Materials:
Easel Paper
Instruction-Learning Process:
Do First: Show students image of lima beans. Explain to the students that in today’s story,
the main character loves lima beans. Ask students to evaluate the image and determine if
ARTIFACT 2- MULTICULTURAL LESSON PLAN 4
the lima beans look tasty or not. Finally, ask students if they have ever tried lima beans. If
Mini Lesson: Play “A Bad Case of Stripes” read by Sean Astin (run time approx. 12
minutes). Afterwards, present students with Discussion Question handouts. Go over and
Guided Practice: Focusing on the second question of the handout, ask students what are
appropriate actions to take if they experience bullying. Using your own easel paper, draw
a line down the middle and explain that you are going to create your own scenario. On
the left, draw the “bad-bullying” scenario: (draw two students, one of which is laughing
at the other who likes lima beans). On the right, draw the “good-respectful” scenario:
(draw two students again, both of which are enjoying lima beans together). Discuss why
Independent Practice: Dividing students in groups of 3-4, ask students to create their own
scenario. Instruct each group to draw out their scenario on the easel paper provided and to
assign one student to write a short paragraph explaining the scenario (25 minutes). Have
Exit Slip: Ask students what they have learned throughout the lesson and if they have any
questions. Assure that the students were able to effectively grasp the lesson. (5 minutes)
Reflection:
What specific subject concepts, skills, applications etc. does the student achieve for the
o Second grade students are able to apply sub-category E outlined in the CCSD
Students are also able to apply sub-category F (connect, compare, and contrast the
story elements in text). Students have to be able to effectively evaluate the text
and draw comparisons with their prior knowledge. This allows students to fulfill
What specific multicultural knowledge, skills, etc. has the student achieved?
o In this lesson, students are able to develop interpersonal skills-- specifically that
also learn how to identify bullying and are also able to engage in cooperative
Assess the level of student engagement and active learning in the lesson strategies
o This lesson asks that students actively participate in every facet of the lesson.
Students first interact as a whole and then are tasked with splitting into smaller
groups where are to work cooperatively. Students are tasked with answering
o I feel that the strength of this lesson lies in how actively involved students are
expected to be throughout the lesson. I also feel that all learning styles are
The material selected has a female main character and discusses a topic that
o I feel that the biggest weakness in the lesson is that perhaps there may be too
much activity packed into the assignment between the handouts and the group
ARTIFACT 2- MULTICULTURAL LESSON PLAN 6
activity. Some students may have difficulty with the time-constraints as well and
References
California State University, Fresno (n.d.). Bloom's Taxonomy Action Verbs. Retrieved from
https://csn.instructure.com/courses/1287823/files/55075329?module_item_id=1251336
http://sites.csn.edu/education/education_department_CSN/Resources_files/grade2.pdf
Christensen, Connie (2017). Howard Gardner’s Eight Intelligences, Pages 1-11. Retrieved from
https://csn.instructure.com/courses/1287823/files/55075329?module_item_id=12513365
https://csn.instructure.com/courses/1287823/files/55241917?module_item_id=12557971
Storyline Online (2012, May 21). A Bad Case of Stripes read by Sean Astin. Retrieved July 28,