Amber Adams

Karla Henderson
EDUC 255- Multicultural Teaching
July 27, 2014
Lesson Plan
Description: Brief description of the lesson.
Subject:
Cite one of the subject/content areas of the Indiana Academic Standards and
NASPE (National Association for Sport and Physical Education) Standards.
Duration: Indicate the length of the lesson in minutes, hours, class periods, or other standard
time period. Grade Level: Indicate the grade level or levels for which the lesson is
appropriate . . . this will match standards.
Standards
Indiana Academic/Core Standards:
InTASC Standard(s):
Add ALL appropriate standards for your lesson plan.
Details
Objectives: As a result of this learning episode, Students Will Be Able To:
indicate the learning objectives for this particular lesson . . . . remember that
objectives are tied to the assessment you conduct at the end of the lesson.
Prior Knowledge: Answer the following questions in this section: What prior knowledge will
the students need before beginning this lesson? How will this lesson build upon prior classroom
activities? Materials: Indicate ALL materials that will be needed to conduct this lesson. Be sure
to include websites, textbooks, charts, etc.
Cultural Diversity: Aside from adaptations for exceptionalities, in what ways is this lesson
representing cultural diversity? Explain.
Procedure:
Opening Set/Anticipatory Set
What will you do to grab the student's attention, relate the experiences of the
students to their prior knowledge, and put students into a receptive frame of mind?
Instructional Sequence
Identify the procedure of the lesson. What are the tasks, activities, or components
of this lesson? Identify how the lesson will be sequenced. Be sure to include the
questions you will ask and the prompts that you will provide to students. Feel free to use
a timeline or bulleted list to organize this sequence. In order to maintain an organized
resource for future use, it is encouraged that students attach relevant handouts. Any type
of computer file can be attached to this lesson plan.
Independent Practice

Identify assignments or activities that the students will complete independently in

an effort to demonstrate mastery of the objectives (i.e., homework).
Closure
"Are there any questions" or assigning homework does not count as closure! Have
a brief recap, summary activity, something that helps student process the information.
Adaptations:

How will you adapt this lesson for students with learning disabilities,
physical disabilities, and gifted capabilities? You might sub-divide this
section into Remediations and Enrichments.

Assessment of Students:

How will you assess whether the students have met the stated
objectives? Have multiple forms of assessment been selected to
address multiple perspectives?
Feel free to use a bulleted list to organize the assessment tools. In
addition, you may also attach relevant computer files to assist in
future use.

Bibliography, References: List any additional references teacher might need/want to teach the
lesson. List resources and references used to develop this plan.
Provide a detailed citation of the source here from which you
accessed the lesson that you have modified. If you have created
this lesson completely on your own, indicate that as well.
TEMPLATE

Description: This activity involves creating a fan to represent the Japanese culture. The students
could present their fans to the class. They can decorate it with anything that represents a
particular culture. The students would explain why they decorated the fan the way that they did.
Subject: Art/ History
Grade: 2nd
Duration: 2 class periods
Indiana Academic/Core Standards: Ask and answer questions about what a speaker
says in order to clarify comprehension, gather additional information, or deepen understanding

of a topic or issue.
InTASC Standard(s): Standard #3: Learning Environments. The teacher works with others to
create environments that support individual and collaborative learning, and that encourage
positive social interaction, active engagement in learning, and self-motivation.
Standard #5: Application of Content. The teacher understands how to connect concepts and use
differing perspectives to engage learners in critical thinking, creativity, and collaborative
problem solving related to authentic local and global issues.
Objectives: The students will learn about the different artwork of an assigned culture. They will
learn to be creative with this project. They will present their projects.
Prior Knowledge: They would need to know a little but about the assigned cultural that they
were given.
Materials: paper, watercolors, paintbrushes, popsicle sticks, tape, pictures of fans
Cultural Diversity: I would assign the students a different culture. It will be on a fan that is
similar to how the Japanese fans are made.
Procedure
Opening Set/Anticipatory Set: I would explain to the students about what we are going to do
that day. I would have one already made so that they can see what it should look like when they
are finished with the project.
Instructional Sequence: The students will get a piece of paper. Then they will fold the paper
like a book. Cut the piece of paper in an arc shape. Then the students will paint or draw a picture
on the fan. The picture has to represent the assigned culture. Then the students should fold the

paper back and forth. At the bottom of the paper, the students tape the paper together. Take the
popsicle sticks and tape it together.
Independent Practice: The students will be working independently when they are creating the
picture for the fan. They will also work on their presentation on their own. They will be in charge
of what kind of drawing will be on their fan.
Closure: Now the students will present their projects in front of the class. They will explain why
they decorated their fan the way that they did
Adaptations:
Assessment of Students: The grade will be determined by how well the student gives the
presentation. It will also be determined by if the student does the assignment or not. It will also
be determined by the effort the student had put into it. It will also be determined by if they
present the project on the assigned day.
Bibliography, References:
West, Karen. "JAPANESE FANS." Japanese Fans Lesson Plan: Multicultural Art and Craft
Lessons for Kids: KinderArt . KinderArt, 1 Jan. 2012. Web. 27 July 2014. Retrieved from
http://www.kinderart.com/multic/japanfan.shtml.
Council of Chief State School Officers. (2011, April). Interstate Teacher Assessment and Support
Consortium (InTASC) Model Core Teaching Standards: A Resource for State Dialogue.
Washington, DC: Author.