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Multicultural Lesson Plan Analysis Essay Sample

Multicultural Lesson Plan Analysis Pages
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1. Are the objectives aligned with academic standards? State how the lesson objectives support the academic standards.

SIOP (Center for Applied Linguistics (CAL), 2012): Yes, this 1st grade lesson plan is aligned with the Common Core State Standards (CCSS). What is a Dragonfly? Lesson Plan explains the four key standards: Reading, Speaking and Listening, Writing, and Language that are taught in this lesson. The lesson supports the standards by clearly stating that the students will be able to label the parts of a dragonfly, identify important information about a dragonfly, listen to their partner’s ideas, write a descriptive sentence about dragonflies, and know key vocabulary listed.

EEI (Essential Elements of Instruction, ND): Yes, this 5th grade lesson plan is aligned with Arizona State Standards. The Cinderella Variant Project Lesson Plan lists the standards number and the description of the standards being addressed within this lesson. The standards addressed in this lesson show that the students would be able to recognize and apply knowledge of the literature, describe the historical and cultural aspects, use organizational strategies, and write a reflection about the historical and cultural differences between the six Cinderella Variants.

2. Are the assessments aligned with the objectives? Is it explicitly clear what the students should know and be able to do by the end of the lesson? What is the evidence demonstrating mastery of knowledge and/or skills of which will support the lesson objectives?

SIOP (Center for Applied Linguistics (CAL), 2012): Yes, the assessment is aligned with the objectives in the lesson plan. The knowledge and skills of the students are clearly stated. An illustration of the assessment activity is provided that supports the objectives.

EEI (Essential Elements of Instruction, ND): Yes, the assessment is aligned with the objectives in the lesson plan. The student’s knowledge and skills will be evident upon completion of the assessment. The students will work in collaborative groups to write what was learned and provide a Venn diagram to compare the cultural differences of the variants.

3. Are the learning experiences relevant to the objectives?

SIOP (Center for Applied Linguistics (CAL), 2012): Yes, the material and presentation of the lesson are relevant to the objectives. The presentation and examples provided will guide the students through the lesson.

EEI (Essential Elements of Instruction, ND): Yes, the resources and material provided will enable the students to learn the objectives of the lesson. The teacher clearly states how the lesson will be presented and how she will guide the students throughout the lesson.

4. Is instruction differentiated? How will ELL or special needs’ students benefit from these lessons? Name the activities of which support learning modalities, gender, or cultural groups.

SIOP (Center for Applied Linguistics (CAL), 2012): No, this lesson plan does not provide a description of how instruction for ELL or special needs’ students will be modified.

EEI (Essential Elements of Instruction, ND): Yes, this lesson plan provides differentiated material and instruction for ELL and special needs’ students. Oral reading or tape-recorded books will be provided, as well as variants using other languages.

5. Are there frequent and multiple ways to check for understanding during instruction? List the strategies to check for understanding. Include other strategies not in the lessons of which could be utilized to further check for student understanding.

SIOP (Center for Applied Linguistics (CAL), 2012): Yes, practice, examples, and application procedures are listed. Students will answer these questions asked by the teacher: “What should we write?” and “What is the most important fact that you have learned about the dragonfly? Turn and tell your partner.” One strategy would be to have students write key descriptive words on the board about dragonflies.

EEI (Essential Elements of Instruction, ND): Yes, review and guided practices are clearly stated to check for understanding. The teacher will provide a descriptive chart on the elements of the French version of Cinderella. Students will be divided into small groups to discuss story elements. The students will also be required to work independently to compose an explanation and diagram showing cultural features and differences between two of the variants. An additional strategy would be to have the students list the different variants being read and provide some cultural background for each variant.

Reference:

Center for Applied Linguistics, (2012). What is a dragonfly? SIOP lesson plan. Retrieved from http://www.cal.org/SIOP/resourses/lessonplans.html Essential Elements of Instruction (EEI), (ND). Retrieved from http://storytrail.com/LessonPlans/cinder.htm

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