Lesson Plan Template

NEPF + Components of an Effective Lesson Hybrid

Name

Christina Martinez

Grade Level

Kindergarten

Subject Area

Art- Reflective Mask

Main Topic

Physical Appearance in a Multicultural Classroom

CCSD Standard

Art- understanding people and events in works of art that represent culture. Is able to identify similarities
and differences by observation

**Be sure to include any strategies, resources, and/or technology that will be used to answer the question where
appropriate. You should have a technology tool integrated into each effective lesson component.**
Standard 1: Learning Purpose and Connections
What will the students be learning?
What are the big concepts for the lesson?
How will students know the objectives for the lesson? [Daily Objective]
How will students know the purpose and relevance of the lesson?
What resources/technology will help students make connections to previous learning? [Daily Review]
How will students receive feedback for their review?
How will students build their current knowledge?

How will the lesson be introduced? [Introduction]

Recognizing our differences in a multicultural classroom and to understand where our different characteristics come from.
Students will be instructed daily to identify one difference between his/her classmates and log it into their notepad journal tablet app,
compiling information.
Students will start the process of understanding that we all look different but have characteristics of someone in their family, through daily
activities and dialog they will start to understand the connections.
Through PBS.org students will have a chance to refresh their skills through games & activates promoting intercultural understanding
Students will receive verbal feedback through dialog and conversation.
They will collect information through pictures of family, friends, and magazines, and through activities.
Students will take part as we record a live, YouTube video created by myself and my co-assistant introducing and acting out the lesson
through: role playing, dress up, and demonstration.

Standard 2: Learning Tasks and Cognitive Demands

How are students supported in achieving the learning goals?
What Depth of Knowledge levels will students experience in the learning tasks?
How will students be supported to experience deeper learning? Address any SPED, Gifted or ELL students [Concept and Skill
Development and Application]
How will students be challenged to advance their thinking and skills? [Concept and Skill Development and Application]

Through photographs placed on a flash drive and created into a digital photo collaged album, students will be able to:
Observe- in a compiled display students will be able to see pictures next to one another.
Compare- their commonalities and distinctions.
Identify- different hair, eyes, and skin colors of each student.
Comprehend- that we all possess differences.
Students will be encouraged to ask questions about their differences. We will compile all of the questions and add them to the Vokies.
Students will be required to create a Voki that resembles a student in their classroom. They will also have to decide where their Voki was
originally born and dress their Voki in the proper attire according to that location.

Standard 3: Engagement Strategies and Discourse

How will students engage in interactive dialogue and/or discussions? [Guided/Independent/Group Practice]
How will students develop their skills in argumentation, explanation, and critique, using logic/evidence to support or refute a claim or
position?
How will students use multiple representations of concepts in their thinking? (i.e., graphic organizers, visuals, drawings, concept maps, videos,
simulations, data formats)
What opportunities will students have to use their personal experiences and knowledge to connect to the new concepts and skills?

How will students collaborate with each other?

Through concept mapping students will be able to create the different scenarios of where there eye and hair color from.
We will create a group graph depicting the different hair and eye colors we have in our classroom. Students will be able to revisit and
compare with one another.
Through Geography for kids (ducksters.com) students will be able to pair up and explore the world map, countries and places they have
been and the different states family members were born or came from.
Students will go back to their tables and within their pair pick a place they visited on the web site. Then they will create a puppet that will
represent
one of the countries they visited.

Standard 4: Student Understanding of and Responsibility for Learning

How will students reflect on their learning progress through structured metacognitive activities?
How will students reflect on the learning goals, the performance criteria and purpose of the lesson?

How will students share their progress?

How will students be supported in revising their learning strategies based on their progress?

Through ePals students will be able to reflect on classroom goals and review collaborations with peers. They will also be able to reflect off
of the work posted around the classroom.
Students will be able to project share by scanning and uploading the work they created in class to their ePals. They will also have an
allotted share times to project their works in front of the class for dialogue and assessing using a digital white board.
Students will be able to continually add to their Global Classroom and along with parents be able to explore stories, games and digital
media.

Standard 5: Assessment Integrated into Instruction

How will student progress be assessed?
How were student pre-assessments or work samples used to plan this lesson?
What evidence of student learning will be generated during the lesson? (i.e., writing, one-to-one conferencing, discussions with peers,
instructional tasks)
How will students receive formative feedback?
How instructional adjustments are made based on student formative assessment results?
What homework will be issued to support the lesson? [Homework]
How will the lesson be closed? [Closure]
How will the lesson be reviewed? [Long-term Review]

By using a portfolio assessment software previous work was used to help measure the students level on cultural diversity. This gives a
basis on where to start and what direction to take the lesson.
Evidence will be generated through Windows Draw, Voki, digital photograph, collaborating a list of differences, group dialog and play
Verbal affirmation & praise of their qualities based off their differences.
Integrating more group activities, visuals, digital puppetry, role playing
Students will be required to bring a scanned and printed photos of mom, dad, siblings, and grandparents, to compare characteristic traits.
Integrating our findings into other subjects over the school year for instance:
Science- cells, genes, how we are formed
Geography- maps, places we come from
History- sharing of cultures and traditions