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MULTICULTURAL LESSON PLAN

Student: Denise Way_____________

Subject/Concepts: Literature- Compare and Contrast Grade Level- 2_

1. Standards:
 Observable objective: CCSS.ELA-LITERACY.RL.2.9- Compare and contrast two or
more versions of the same story by different authors or from different cultures.
o Students will be able to identify the differences and the similarities in 4 different
cultural versions of Cinderella, i.e. the difference in shoes or the same evil sister.
 Multicultural goal: Develop multiple historical perspectives.
o Observable objective: Students will recall the different cultures depicted in the stories
and recognize the common themes and the differences in the stories are based on the
individual culture depicted.
 Auditory-Visual-Kinesthetic learning styles: Visual learners- Use illustrations or other
visual aids. Include outlines, concept maps, for reading and taking notes.
 Gardner's Intelligence: Interpersonal Intelligence- think about and understand other
people i.e. the characters in the stories, be sensitivity to their individual’s moods,
motives, intentions.

2. Materials: Cinderella Stories Around the World (Multicultural Fairy Tales) by Cari Meister,
individual white boards, dry-erase markers. Projector, questions to be projected

3. Instruction- learning Process:


 Do First: Introduce the book to the class, this includes the 4 different stories in the book.
A brief explanation of the stories themes, the places that they are from and things that are
important in each culture.
 Mini-lesson: Read aloud the first story in the book, Cinderella: a story from France.
When the reading is done review the story with the class, focusing on key points. These
include the glass slipper, the godmother, the evil step sisters and the result of the girl
being found. Repeat this same strategy with the next 3 stories. Little Burnt Face from the
Micmac Tribe of North America, focusing on the evil sisters, the lack of a godmother
figure, the borrowed moccasins, and why she can see the chief. Yeh-Shen a Chinese
Fairy Tale, focusing on the evil sister, the fish, golden slippers with a fish scale pattern,
and the happy ending for the young girl. Rhodopis an Egyptian fairy tale, focusing on the
bullying other servants, the kind master, the red rose slippers, and the search for the
owner of the shoe.
 Guided Practice: At this point all the stories have been told and the main themes have
been reviewed. Ask questions to the students, such as in the story Yeh-Shen why does the
fish give her a dress of red silk and golden slippers, the answer is red is an important
color in china, silk is expensive and gold is also expensive. This can be summed up to the
students that these things are important to the Chinese culture, as symbols of wealth and
prosperity. In the story, Little Burnt Face why are the chief’s sister and Little Burnt Face
the only ones who can see the chief? The students can respond with many reasons,
mainly that they were both nice people when the others were mean. In Rhodopis why are
the other servants mean to the new Rhodopis and why was the master kind. Responses
can include that Rhodopis was new, different or from somewhere else. In Cinderella, why
is her shoe made of glass, the answer being that glass shoes would be very expensive and
wearing them would show off wealth.
 Independent Practice: Give the class instructions to watch the projector and answer the
questions by drawing or writing the answer on their individual white board, not erasing
so there must be room to answer all 6 questions. Questions: What item is in all four
stories? Shoes, godmother, fish or birds. Answer Shoes. In Cinderella, what did the
godmother turn into a coach? A lizard, a rat, mice or a pumpkin. Answer Pumpkin. In
Little Burnt Face, what kind of shoes did she put on to see the chief? Glass slippers,
tennis shoes, moccasins, clogs. Answer Moccasins. In Yeh-shen, what color was the silk
gown the fish gave her? Yellow, purple, blue, red. Answer red. In Rhodopis, what does
the name the other servants call her mean? Rosy cheeked, light hair, dirty cloths, red
shoes. Answer Rosy cheeked. Last question, draw what you think would happen if you
were in a Cinderella story, use your own culture for significant colors, patterns or
animals.
 Exit Slip: Review the questions one at a time, having the students give the answers
aloud, holding up their white board to the class. Review their individual drawings for the
last question asking students why they drew what they did.

4. Resources
“English Language Arts” (2017, May). http://www.corestandards.org/ELA-Literacy/RL/2/

Meister, C. (2014) Cinderella Stories Around the World, Kindle Edition.


https://www.amazon.com/Cinderella-Stories-Around-World-Multicultural-ebook

5. Reflection: This lesson focuses on comprehension of four different short stories.


Comprehension of a read text is a key learning objective in the second grade. Students are asked
to remember key details, the plot and character names. They also are using the pictures in the
book to visualize the story. The multicultural knowledge that the students will gain on
completion of this lesson is they will have a small idea of the cultures that are depicted. They
will also see that the basic story is the same between many cultures. They should understand that
all humans experience many things that are the same but the way that experience is perceived
differs based on culture. The level of student engagement in this lesson is mixed depending on
the step in the lesson. During the initial reading of the book they students are supposed to pay
attention and absorb the stories, but have no active role in the reading. When the stories are
reviewed, the class is involved in answering the questions outload. Then the individual
assessment is the students drawing their answers on their own boards. The strengths of this
lesson include the small amount of preparation required to complete, the multicultural content
and the reading comprehension practice. The weaknesses of this lesson include not being able to
individually assess the student’s comprehension, the students are not reading for themselves and
the stories are more focused on girls than boys.

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