Daily Lesson Plan Overview

Instructor: Orientation Leaders

Unit Theme / Problem / Project: Creating Community: A New Approach to Valuing Diversity

Units Essential Questions: Where do Arcadia students come from? What is culture? How does your culture/background influence the
way you operate in the world and interact with others? What is the dominate culture on campus? How can we create a community that values
everyone?

Subject: Multiculturalism, Assimilation

and Valuing Diversity in New
Communities

Dates:
Key Vocabulary / Concepts: ethnocentrism, culture, pluralism, agency, equality, inequality, equity, more, homogenous, heterogeneous, assimilation, integration,
privilege

Lesson

Key
Content

Key Skills
(Standards)

Detailed Activities
Students will do

Detailed Facilitation
Teacher will do

Assess-ment
(F & S)

Resources
Needed

HW

Lesson
1:

Key
Content
What is
culture?
Where do we
come from and
how does our
cultural
FRAME
influence us
now?

Key Skills
(Standards)

Detailed Activities
Students will do

CCSS.ELALITERACY.CCRA.R.
6
Assess how point of
view or purpose
shapes the content and
style of a text.

CCSS.ELALITERACY.CCRA.L.
5
Demonstrate
understanding of
figurative language,
word relationships,
and nuances in word
meanings.

CCSS.ELALITERACY.CCRA.L.
6
Acquire and use
accurately a range of
general academic and
domain-specific words
and phrases sufficient
for reading, writing,
speaking, and listening
at the college and
career readiness level;
demonstrate
independence in
gathering vocabulary
knowledge when
encountering an
unknown term
important to
comprehension or
expression.

Sit in a circle
Complete identity worksheet
Engage with peers in a discussion
about culture and privilege
Draw a FRAME and identify how
they are similar and
different/unique based on their
culture and background.
Engage with peers in a discussion
about how culture impacts
interactions with others.

Detailed Facilitation
Teacher will do
1.
2.

Have students sit in a circle.

Hand out identity circle
worksheet. Explain that students
should share only that which
theyre comfortable, and that
identity circles will not be
collected. Have students write
their name in center circle and
different social or cultural groups
to which they belong in outer
circles.
3. Ask- What is culture?
4. Assign a student to write down
answers on big piece of paper.
5. Allow for some pauses and for
students to get deeper (food,
music, religion, family, school,
etc). Prompt students to use
Identity Circles.
6. Ask- Whats not there? (Race,
gender, age, etc). Ask- why not?
Guide a conversation about
privilege: specifically white
privilege and #blacklivesmatter
7. Hand out Blank printer paper.
Have students draw a big
rectangular frame. On the
bottom of the frame have
students list words that describe
how they are similar to their
peers. On the top and along the
sides, have students write words
that describe how they are
different and/or unique.
8. Pass out FRAME handout.
9. Ask- When you meet somebody,
which of these do you use to
understand them culturally?
10. Is your attempt to understand
others culturally consistent with
how you want to be viewed and
understood?
11. What forces in our society might
contribute to our simplification
of others cultures, even though
we dont want to be defined
simplistically ourselves?

Assess-ment
(F & S)

Identity
Worksheet
Group
participati
on and
discussion
Frame
worksheet

Resources
Needed

HW

-Identity Circles
Handouts (1
each)

During the
Drive-In
Movie, think
about what
social mores
influence the
characters and
how they all
interact.
Would that
hold true in
real life?

-Blank printer
paper (1 each)
- FRAME
handouts (1
each)
-pens/pencils (1
each)
- Big piece of
paper, makers

Lesson

Key
Content

2:
When joining
a new
community,
when is it
appropriate to
assimilate?
When is it
appropriate to
resist
assimilation?

Key Skills
(Standards)
CCSS.ELALITERACY.CCRA.R.1
Read closely to determine
what the text says explicitly
and to make logical inferences
from it; cite specific textual
evidence when writing or
speaking to support
conclusions drawn from the
text.
CCSS.ELALITERACY.CCRA.R.2
Determine central ideas or
themes of a text and analyze
their development; summarize
the key supporting details and
ideas.

Detailed Activities
Students will do

Participate in an icebreaker
Read article about Somali police
recruit
Read Magic Carpet with group.
Participate in group discussion.
In a group, determine a scenario
where a group of folks either
decided to assimilate or resist
assimilation
In a group, create a 2-5 minute play
to represent their scenario.
Perform play.

Detailed Facilitation
Teacher will do
1.
2.

3.

4.
5.

CCSS.ELALITERACY.CCRA.R.4
Interpret words and phrases
as they are used in a text,
including determining
technical, connotative, and
figurative meanings, and
analyze how specific word
choices shape meaning or tone.
CCSS.ELALITERACY.CCRA.R.9
Analyze how two or more texts
address similar themes or
topics in order to build
knowledge or to compare the
approaches the authors take.
CCSS.ELALITERACY.CCRA.W.3
Write narratives to develop
real or imagined experiences
or events using effective
technique, well-chosen details
and well-structured event
sequences.

6.

7.

8.

Energizing icebreaker
Have students read article about
Somali police recruit to
themselves (5 min).
Have students read Magic
Carpet out loud popcorn-style
(10 min).
Have students discuss in groups
of 4-6 (10 min).
Ask additional questions- When
are other times that groups of
people have had to assimilate to a
new culture? What did they gain
by assimilating? What did they
give up? Have you ever had to
assimilate to a new culture or
hide a part of your identity? How
did that process affect you?
Would you do things differently
if you could? Have you ever
resisted assimilation? If so,
when? How did that process
affect you? Would you do things
differently if you could? (If the
transition to college culture
doesnt come up, ask why not?
Guide the discussion in this
direction)
Have small groups decide on a
scenario where a group of folks
either decide to assimilate or
resist assimilating to a new
culture and share out the
scenarios. Write scenarios on a
big sheet of paper. (10 min)
Have each group create a 2-5
minute play representing their
scenario.
Have students perform play.

Assess-ment
(F & S)
-

Group
participation in
discussion
Participation in
play.

Resources
Needed

HW

-Somali police
recruit article (1
for each)
-Magic Carpet
story (1 each)
-big piece of
paper
-markers

Attend
presentation
by the Office
of Institutional
Diversity on
Privilege and
the History of
the Civility
Flag

Lesson
3

Key
Content

Key Skills
(Standards)

Detailed Activities
Students will do

: Creating
Culture/Civilit
y in Action:
What does
your ideal
Arcadia look
like?

CCSS.ELALITERACY.CCRA.R.
7
Integrate and evaluate
content presented in
diverse media and
formats, including
visually and
quantitatively, as well
as in words.

-Create a community agreement to guide them

through their first year at Arcadia, using ideas
learned in Lessons 1 and 2.

How can we
create a strong
and vibrant
community
full of engaged
critical
thinkers from
many different
cultural
backgrounds?

CCSS.ELALITERACY.CCRA.SL
.1
Prepare for and
participate effectively
in a range of
conversations and
collaborations with
diverse partners,
building on others'
ideas and expressing
their own clearly and
persuasively.
CCSS.ELALITERACY.CCRA.SL
.2
Integrate and evaluate
information presented
in diverse media and
formats, including
visually,
quantitatively, and
orally.
CCSS.ELALITERACY.CCRA.SL
.3
Evaluate a speaker's
point of view,
reasoning, and use of
evidence and rhetoric.

Detailed Facilitation
Teacher will do
-

Create an action plan involving the

Civility Flag that will positively impact
the campus community.

Handout sample Community

Agreements and explain the idea of
consensus
Prompt discussion and guide students
through creating an action plan
relating to the Civility Flag.

Assess-ment
(F & S)
-Completion of a
community
agreement
-completion of a
realistic, goaloriented action plan
for justice

Resources
Needed
-Sample
Community
Agreements

HW
-Execute
Action Plan
during
Welcoming
Ceremony on
Tuesday.