Multicultural Lesson Plan
Multicultural Lesson Plan Assignment
Develop a multicultural lesson that brings together the teaching of subject matter through a
cultural context aligned with Transformative or Social Action Approaches from Banks or
Culturally Relevant Pedagogy like Choi.. The lesson will be aligned with recent theories of
learning and will demonstrate ways of addressing diverse student needs for learning the intended
content and processes.
The completed assignment will include the following sections:
I. A description of the students with whom this lesson might be used (can be hypothetical).
II. Content progression: Indicate the content area and the specific topic in that content area of the lesson along with a discussion of how this topic fits into the K-12 curriculum in the
identified content area. Explain the progressions of concepts and procedures to be learned
along the K-12 continuum that are aligned with the topic of the lesson, identifying
elementary, middle school, and high school content, procedures and practices and State
Standards in the area.
III. Lesson plan clearly describing each of the following:
(1) Overarching (Long-term) Affective and Practice/Process Goal(s) (at least one of each)
Affective—emotions, feelings, values.
Examples:
Ex. 1 Develop a sensitivity to the needs, feelings, beliefs, and interests of others with
backgrounds different than your own.
Ex. 2 Value alternate points of view and be able to look at situations and events from others’
points of view.
Ex. 3 Become motivated to make a positive difference in the lives of others through an
outstretched hand offering help, or a nonviolent strategy to solve a problem or conflict.
(2) Specific Florida Standards in the Subject Area/Content (or CCSS if not in Florida) and
Lesson Objectives: Standards and specific learning objectives for what the students will
learn within the particular lesson;
(3) Approx. time (e.g., 50 mins., 1hr 30 mins. (block period) or two 45/50 min., etc.-depending
on setting and content of lesson);
(4) Materials: Delineate materials and resources needed to effectively complete lesson;
(5) Procedures: Begin with some captivating/motivating starter to interest the students in the
lesson (e.g., a problem/question to draw interest; a short video; etc.). Procedures for the
lesson (including statements of what the students will do and might say/ask and what the
teacher will do or ask and say)—the procedures as numbered steps, indicating what the
teacher does and says and what the students are to do and might say, in the lesson is one clear
way to layout the procedures;
(6) Assessment: Discuss how to assess student learning in the particular lesson—can be informal
or formal.
(7) Accommodations: Suggested special accommodations that may be made for students with
learning disabilities, physical disabilities or English Language Learners (ELLs) (as might be
appropriate for particular lesson).
(8) Handouts: Any worksheets or scanned copies of materials needed for the lesson; If using a
website with the class, please include the website within the procedures for the lesson or
here, as appropriate.
IV. Bibliography of actual or potential resources for the lesson.
V. Reflection of how this lesson is aligned with recent theories of learning, how it is aligned
with and incorporates a multicultural education perspective, how it is aligned with the
Transformative or Social Action Approaches from Banks or Culturally Relevant Pedagogy
like Choi for teaching and learning from a multicultural perspective, and how it is
appropriate with respect to the description of the students described in I above.
Multicultural Lesson Plan Rubric
Total Points: 18
Category Mastery
(3 pts)
Acceptable (2
pts)
Limited
(1 pt)
Content Progression
across K-12
Description and discussion of content progression accurately and explicitly situates the topic/content of the lesson across elementary, middle school and high school curriculum and related state standards.
Description and
discussion of content
progression accurately
and somewhat explicitly
situates the topic/content
of the lesson across
elementary, middle
school and high school
curriculum and related
state standards.
Description and
discussion of content
progression lacks some
accuracy or explicitness
in situating the
topic/content of the
lesson across
elementary, middle
school and high school
curriculum and related
state standards.
Overarching
(Longterm) Goals
(Affective and
Practice/Process),
FL Standards or CCSS
(standards) & Instructional Objectives for Lesson and Intended Activities
Overarching (Longterm)
Goals (Affective and
Practice/Process),
instructional objectives,
and FL Standards or
CCSS are specifically
identified and clearly
stated and directly
represent the learning
expected as a result of the
lesson, including
intended activities.
Overarching goals,
instructional objectives,
and FL standards or
CCSS are stated and
somewhat represent the
expected learning as a
result of the lesson,
including intended
activities.
Overarching goals,
instructional objectives,
and FL Standards or
CCSS are not
appropriately stated or do
not appropriately
represent the expected
learning as a result of the
lesson, including
intended activities
Aligned with recent
Learning Theories and Accommodations
Appropriate for Diverse
Student Learning
All instructional
strategies, procedures,
indicating what teacher
does and says and what
students might likely do
and say, and activities
are well organized and
clearly aligned with
recent learning theories,
research, and documented best practice
appropriate for the
learning of diverse
students. Lesson
includes appropriate
accommodations for
diverse student learning.
Most instructional
strategies, procedures,
indicating what teacher
does and says and what
students might likely do
and say, and activities
are somewhat organized
and aligned with recent
learning theories,
research, and documented best practice
appropriate for the
learning of diverse
students. Lesson
includes somewhat
appropriate
accommodations for
diverse student learning.
Instructional strategies,
procedures, indicating
what teacher does and
says and what students
might likely do and say,
and activities are aligned
in limited ways with
recent learning theories,
research, and
documented best
practice appropriate for
the learning of diverse
students. Lesson lacks
appropriate
accommodations for
diverse student learning.
Content in Lessons The content in lessons
and related activities is
accurate and promotes
coherent understanding
and learning of the
content. All handouts
are included and
materials list is
complete. No errors with
respect to content in
lesson and related
materials.
The content in lessons
and related activities is
mostly accurate and
promotes a somewhat
coherent understanding
and learning of the
content. All or most
handouts are included
and materials list is
somewhat complete or
made few, unsubstantive
errors with respect to
content in lesson and
related materials.
The content in lessons
and related activities is
accurate with a few
errors and lacks
appropriate coherence
for the development of
understanding and
learning of the content.
Handouts are incomplete
and materials list is
somewhat lacking or
made some errors or a
central substantive error
with respect to content
in lesson and related
materials.
Multicultural Education
Perspective in Lesson Instructional activities and
related reflection on lesson
plan are clearly aligned
with and demonstrate a
strong understanding of
multicultural education in
teaching and learning and
are appropriate for
intended students
described in submission.
Instructional activities and
related reflection on lesson
plan are mostly aligned
with or demonstrate a
satisfactory level of
understanding of
multicultural education in
teaching and learning and
are satisfactorily
appropriate for intended
students described in
submission.
Instructional activities and
related reflection on lesson
plan lack some alignment
with or lack understanding
of multicultural education
in teaching and learning or
lack appropriateness for
intended students
described in submission.
Communication and
coherence among
assignment, lesson plan,
and reflection
Written materials are well-
organized and
grammatically accurate.
Materials demonstrate a
clear coherence in
research, planning and
reflection.
Written materials are
somewhat appropriately
organized and
grammatically accurate
with few errors. Materials
demonstrate some
appropriate coherence in
research, planning or
reflection.
Written materials are
somewhat appropriately
organized and
grammatically accurate
with few errors. Materials
demonstrate some
appropriate coherence in
research, planning or
reflection.