Presentation/Assigment

Instruction:

626 Mid Term-: Create a Culturally Diverse Lesson Plan

The purpose of this lesson is to incorporate cultural diversity into a lesson. Go back to your cultural assessment piece. Using the cultural group you chose to compare to your own create a lesson that incorporates the culture you studied into the lesson.  

· This lesson should focus on an element of a culture you explored in your cultural self-assessment.( please see below)

· The lesson should explore a diverse culture in depth on an age-appropriate level.

· The lesson can represent the cultures in the classroom as well as diverse cultures.

· It should not involve a holiday or food

 

In your lesson Consider the following:

· The nature of the learner. What do you know about the students’; attitudes, values, and beliefs; learning styles; need for structure; family/peer support groups; a sense of ethnic identity, motivation, self-image,.

· The teacher’s scholarly knowledge. What are the key concepts, skills, and understandings to be taught? What are the key questions and issues? What fact and generalizations are most important? What are the important connections between the subject matter and goals of global and multicultural education?

· How will you communicate with the family, community? What resources will you need?

Lesson Plan Details: Write a detailed outline of your class session including instructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion.  Your outline should be detailed enough that another teacher could understand them well enough to use them.  Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. The lesson plan should be entered into the Diverse Lesson Plan Template. This template will give you suggestions to add into your lesson plan. Follow the template as closely as possible. The template is located in the session 6 folder.

Each lesson plan must include the following information. This plan should be detailed enough that another teacher could take your plan and use it to teach the class.

 The lesson plan should include:

· Grade Level

· Number of Students

· Lesson Goals

· Standard(s) Addressed:

· Lesson Objectives:

· Lesson Considerations

· Prior Academic Learning and Prerequisite Skills:

· Misconceptions

· Lesson Plan Details

· Lesson Closure

· Lesson Extension:

· Evidence and Formative Assessment of Student Learning

· Alignment with Objectives

· Evidence of Student Understanding

· Utilizing Knowledge about Students to Plan and Implement Effective Instruction

· Building on Personal/Cultural/Community Assets:

· Explain how your plans linked student’s prior academic learning and personal/cultural/community assets to new learning

· Grouping Strategies:

· Planned Supports:

· Community, Family Outreach, and Communication

· Acknowledgments

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· Cultural self-assessment

· A Comparison between Uzbekistan and African American Cultures

· Racial diversity in most countries in the world is growing at a very fast rate and the United States is no exception. With this increase in diversity, it is projected that in a few decades, the united states will be a majority/minority nation. In such as setting, cross-cultural communication will be very important. Disabilities are one of the important concepts in life that vary across cultures. Different cultural groups view disability differences and it is important to understand these variations. This paper will compare beliefs, values, and practices related to disability in the Uzbekistan and African American cultures and how families in these cultures address disabilities. It will also identify hurdles to addressing disability in both cultures and the most ideal communication tools to reach the families.

· Beliefs, values, and practices related to causation, disability, and family

· There are various similarities in beliefs about causality, disability, and family between Uzbekistan and African American cultures. Religion is an important aspect of both cultures although unlike African Americans who are mainly Christians, most people in Uzbekistan are Muslim (Yusupov & Abdukhalilov, 2022). Due to the religious influence, both cultures believe that the causality of events is attributed to a supernatural being. There are also similarities in the belief about disability. There is a negative attitude towards disability in both cultures. African Americans associate disability with sin and therefore shun people living with disabilities (Lynch & Hanson, 1992). In Uzbekistan, the situation is the same and the inclusion of persons with disabilities in important sectors such as education is minimal (Yusupov & Abdukhalilov, 2022). There are significant variations in beliefs and values about families. African Americans lean more toward nuclear families with non-traditional families such as single-parent families being common in the African American culture (Lynch & Hanson, 1992). In Uzbekistan, on the other hand, people live in large families consisting of several generations.

· Addressing family and disability

· Both Uzbeks and African Americans treat disability negatively. There is evidence of the shunning of disabled members of the community by other members of the African American culture (Lynch & Hanson, 1992). In Uzbekistan, the lack of inclusivity of persons with disability is quite evident. There is very little data on disabled people in the national database and disability questions are not included among the national census questions (Yusupov & Abdukhalilov, 2022). This means that disabled people are not included in important decisions in the country.

· The negative treatment of disabled people in these cultures can be attributed to the fact that both cultures are still developing and therefore lag in certain important issues. African Americans have been living in the shadow of white Americans and are always behind in terms of education and awareness of critical issues such as disability (Lynch & Hanson, 1992). Similarly, most people in Uzbekistan lack awareness of important issues such as disability even though they are doing well economically (Yusupov & Abdukhalilov, 2022). This problem is therefore systemic in both cultures and needs significant efforts to solve.

· Hurdles in addressing disability in both cultures

· It is important to appreciate the efforts that both cultures are making in ensuring the inclusion and well-being of people with disabilities. It is evident that they are both struggling to overcome the hurdles of addressing disability. The main hurdle to addressing disability in the African American culture is the scarcity of resources. Poverty is still a problem among African Americans which means that access to quality education is limited (Lynch & Hanson, 1992). Without quality education, there is limited exposure and awareness of how to address disability.

· Addressing disability also requires a lot of resources because people with disabilities have different needs from those of people without disabilities. Since poverty is an issue among African Americans, they lack the resources to develop and implement the best treatment plans for people with disability (Lynch & Hanson, 1992). Uzbekistan, on the other hand, is among the countries that are doing well economically. Therefore, a lack of resources cannot be a hurdle to addressing disability. It is possible to argue that lack of awareness is the main hurdle to addressing disability among Uzbeks (Yusupov & Abdukhalilov, 2022).

· Communication tools for both communities

· Effective communication depends largely on the selection of culturally effective communication tools. It is also important to learn about how different cultures communicate to avoid common communication barriers such as culturally insensitive language. Public education and awareness would be an effective communication tools for both cultures. There is a notable lack of awareness of disability in both cultures and therefore public awareness strategies such as presentations and family education during hospital visits can help communicate the message.

· Social media is also a popular platform in both cultures and would therefore be an effective communication tool. When preparing materials for public education, it is important to ensure that the information is factual and credible. The use of factual and credible information is a good way to build trust because, with the availability of information on the internet, people will want to verify any information they get. Having an honest conversation where people can air their views and concerns about disability is key to nurturing a positive attitude toward people living with a disability.

· Other interesting factors

· It is interesting how many similarities African Americans share with people from Uzbekistan. These similarities can be attributed to the histories of these communities and the struggles that they still deal with as a result of their unpleasant histories. African Americans were a minority in America and therefore struggled to achieve what they have today. Similarly, Uzbeks were and are still a minority in the Soviet Union countries. It is interesting how much people's histories influence their lives. Although these two communities have made significant improvements in various life issues they still lag in the awareness of important issues such as disability. The availability of resources among Uzbeks has not made the situation any better for them. Horrific historical experiences have caused the two communities to lag in accepting realities.

· Response to the description of my cultural background

· I think the description of the Uzbekistan culture was very accurate. I could relate to most of the things described because they are things I have witnessed growing up. People in my community are lagging in accepting people living with disability as important members of the community. These gaps continue to make the situation even more difficult for these people. Access to basic needs such as education becomes a challenge since people are not willing to use resources for people living with disabilities. I however like how the sources acknowledge the efforts that my community has made in embracing people with disabilities. I would recommend these readings to anyone who wants to gain some insights about my community.

· References

· Lynch, E. W., & Hanson, M. J. (1992). Developing cross-cultural competence: A guide for working with young children and their families. Paul H. Brookes Publishing.

· Yusupov, D., & Abdukhalilov, A. (2022). Barriers to disability‐inclusive employment in Uzbekistan: A pilot qualitative study of disabled people's lived experiences. Journal of International Development, 34(5), 1048-1068. https://doi.org/10.1002/jid.3693

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Lesson Plan Rubric-Diverse Lesson Plan

Lesson Plan Rubric-Diverse Lesson Plan
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeDemonstrating content knowledge and planning for instruction: Central focus/learning goal aligned to NYS learning standard(s)	4 pts Highly Effective Central focus/Learning Goal includes basic knowledge and conceptual understanding and higher order thinking skills of subject area and aligns with the learning objective(s). Includes all standards that are central to the learning objective(s) and incorporates cultural diversity. 3 pts Effective Central focus/Learning Goal includes basic knowledge and conceptual understanding of subject area and aligns with the learning objective(s). Includes standards that are central to the learning objective(s). 2 pts Developing Central focus/Learning Goal includes basic knowledge of subject area and aligns with the learning objective(s). Includes standards. 1 pts Ineffective Central focus/Learning Goal includes only basic knowledge of subject area. Does not include standards.	4 pts
This criterion is linked to a Learning OutcomeDemonstrating planning for instruction and assessment: Lesson objective(s)	4 pts Highly Effective Lesson objective(s) identifies what students will learn at what level of knowledge or practice and the observable and measurable behavior that demonstrates learning and includes criteria to indicate how or when the behavior will be observable. 3 pts Effective Lesson objective(s) identifies what students will learn at what level of knowledge or practice and the observable and measurable behavior that demonstrates learning. 2 pts Developing Lesson objective(s) identifies what students will learn and the observable and measurable behavior that demonstrates learning. 1 pts Ineffective Lesson objective(s) identifies what students will learn.	4 pts
This criterion is linked to a Learning OutcomeDemonstrating content knowledge and application of content: Language demands	4 pts Highly Effective Describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective and includes opportunity to understand and use academic language. 3 pts Effective Describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective. 2 pts Developing Partially describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective. 1 pts Ineffective Does not describe the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective.	4 pts
This criterion is linked to a Learning OutcomeDemonstrating content knowledge and application of content: Key vocabulary	4 pts Highly Effective Describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective and includes opportunity to understand and use academic language. 3 pts Effective Describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective. 2 pts Developing Partially describes the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective. 1 pts Ineffective Does not describe the oral, visual, receptive, expressive, and written language that students need to understand and use in order to complete the lesson objective.	4 pts
This criterion is linked to a Learning OutcomeDemonstrating learning differences, learning environments, and content knowledge: Resources and materials	4 pts Highly Effective Resources and materials are developmentally appropriate and support instructional strategies to address the learning objective(s). Resources and materials reflect learners’ interests and/or support self-regulation. 3 pts Effective Resources and materials are developmentally appropriate and support instructional strategies to address the learning objective(s). 2 pts Developing Resources and materials are developmentally appropriate but do not support instructional strategies to address the learning objective(s). 1 pts Ineffective Resources and materials are not developmentally appropriate and do not support instructional strategies to address the learning objective(s).	4 pts
This criterion is linked to a Learning OutcomeDemonstrating learner development and assessment: Prior academic learning and prerequisite skills	4 pts Highly Effective Resources and materials are developmentally appropriate and support instructional strategies to address the learning objective(s). Resources and materials reflect learners’ interests and/or support self-regulation. 3 pts Effective Resources and materials are developmentally appropriate and support instructional strategies to address the learning objective(s). 2 pts Developing Resources and materials are developmentally appropriate but do not support instructional strategies to address the learning objective(s). 1 pts Ineffective Resources and materials are not developmentally appropriate and do not support instructional strategies to address the learning objective(s).	4 pts
This criterion is linked to a Learning OutcomeDemonstrating ability to assess, plan, and implement instructional strategies: Beginning the lesson/introducing new content/skills	4 pts Highly Effective Describes baseline information from pre-assessment(s) that are aligned with stated learning objective(s) and uses that data to identify prerequisite skills and plan instruction to promote the learning of all students. 3 pts Effective Describes baseline information from pre-assessment(s) that are aligned with stated learning objective(s) and uses that data to identify prerequisite skills and plan instruction. 2 pts Developing Describes baseline information from pre-assessment(s); however, specific data is missing or pre-assessment and prerequisite skills do not align with stated learning objective(s). 1 pts Ineffective Pre-assessment information or prerequisite skills are missing.	4 pts
This criterion is linked to a Learning OutcomeUsing Knowledge of Children to Inform Teaching and Learning	4 pts Highly Effective Candidate justifies why learning tasks (or their adaptations)are developmentally appropriate using examples of children’s personal, cultural, or community assets. Candidate makes superficial connections to research and/or developmental theory. 3 pts Effective Candidate justifies learning tasks with limited attention to children’s personal, cultural, or community assets. 2 pts Developing Candidate’s justification of learning tasks either is missing OR represents a deficit view of children and their backgrounds. 1 pts Ineffective No insight into the issues.	4 pts
This criterion is linked to a Learning OutcomeDiversity and Culture	4 pts Highly Effective The lesson contains an in-depth exploration of an element of a culture explored in the cultural self-assessment on an age-appropriate level. It does not involve a holiday or food . 3 pts Effective The lesson contains an in-depth exploration of an element of a culture explored in the cultural self-assessment on an age-appropriate level. It does involve a holiday or food 2 pts Developing The lesson contains an exploration of an element of a culture explored in the cultural self-assessment on an age-appropriate level but it is not explored completely or in an age-appropriate way. 1 pts Ineffective The lesson does not contain an exploration of an element of a culture explored in the cultural self-assessment.	4 pts
This criterion is linked to a Learning OutcomeTimeliness	4 pts Full Marks Document is posted by the assigned Session 3 pts N/A 2 pts N/A 1 pts Ineffective Paper is late	4 pts
Total Points: 40

EXAMPLE:

Lesson Plan: Learning about African American Culture Through Music

Grade Level: Kindergarten

Numbers of Students: 20

Lesson Goals: To increase the awareness of students of other cultures, particularly in regards to the presence of music.

Developing the student’s appreciation of the particular sounds and in instruments in the music.

Help the students understand the moods being portrayed in the music.

Standards Addressed:

New York Anchor Standard 1: Generate and conceptualize artistic ideas and work

New York Anchor Standard 2: Organize and develop artistic ideas and work

New York Anchor Standard 3: Select, analyze, and interpret artistic work for presentation

New York Anchor Standard 7: Perceive and analyze artistic work

New York Anchor Standard 8: Interpret meaning in artistic work

Lesson Objectives:

Have 75% of the classroom be able to give specific differences between the three songs that are chosen.

Have 75% of the classroom understand the different contexts from which each of the songs was born from.

Have 75% of the classroom generally be able to articulate why music is uniquely important to the African American community as a whole.

Lesson Considerations:

The students present in the classroom will have different ranges of ability in terms of being able to analyze and interpret music from a different culture.

Students will have different levels of exposure to different cultures impacting their ability to contextualize and assess the music played.

Students will differ personality wise in terms of their willingness to share their understanding and feelings about the music at the center of the lesson.

Some students will have the misconception that music worth listening to only includes music that they personally enjoy.

Prior Academic Learning and Prerequisite Skills:

Basic ability to draw.

A basic understanding of tempo, movement, and beat.

Understanding that different instruments make different sounds.

Be able to use claim and inference strategies to analyze the music and respond to questions from teacher and other students.

Misconceptions:

Natural talent or ability is needed for a student to appreciate, learn, or analyze the music that is at the core of the lesson plan. Music understanding and interpretation, particularly as it relates to culture, is learnable like any other academic discipline, including at the kindergarten level.

Kindergarten is too young to learn music; studies have shown that kindergarteners are often the most enthusiastic and confident in their musical abilities.

It is too hard for students to process different music alongside the music that they prefer at home. Kindergarteners are often capable of multitasking, as well as understanding the difference between music they are familiar with and prefer, and the potential for new musical stimulus.

Lesson Plan Details:

1. The teacher begins by starting a discussion of what music is, what the student’s personal favorite music is, and how that music makes them feel when they hear it.

2. Three songs are played representing important genres of African American music including “Lift Every Voice and Sing” (Gospel), BB King’s “The Thrill is Gone” (Blues) and Duke Ellington’s “It Don’t Mean a Thing If it Ain’t Got That Swing” (Jazz).

3. Students are asked to describe each of the three pieces with words referring to the mood, sounds, and instruments of the songs.

4. Students are asked to discuss times when each of the songs would be appropriate for activities such as dancing, singing, grieving, or as a lullaby.

5. Students are given a piece of paper and crayons and asked to listen to each song again, and then choose a crayon color that represents the song and make shapes on the paper that represent the song as they listen to it beginning to end again.

6. The students and teacher will compare the drawings, and the teacher will use the opportunity to educate the students about the origins and meaning of each piece.

Lesson Closure:

The drawings will be grouped together based on each song and displayed in the classroom.

Lesson Extensions:

Students can be asked to interpret the music in additional ways beyond the drawings including through singing, dancing, or hand movements.

Evidence and Formative Assessment of Student Learning:

Throughout the lesson, the teacher will monitor the student’s drawings, asking them why they chose specific colors and shapes, and helping them understand the mood and meaning of the music if they are not grasping the basic concept of it.

Alignment with Objectives:

This activity will help give the students the best possible chance to understand the differences in style and context between each song; in addition, through the teacher lesson, the students should gain a better idea of why music is uniquely important to the African American community.

Evidence of Student Understanding:

At the conclusion of the lesson, the teacher will engage the students in a discuss about the songs, their meaning, and why they are important (both to African Americans as well as to the individual student). Based on these conversations, as well as the teacher’s analysis of the student’s drawing, a determination will be made regarding whether or not the student is able to grasp the specific lessons that were a part of this plan.

Utilizing Knowledge About Students to Plan and Implement Effective Instruction:

First, it is important to consider that different students learn in different ways. That is why this lesson includes visual, auditory, and hands on learning. The goal is to ensure that as many students as possible are able to understand and apply the lessons that are being taught via music. More specifically, it is important to note that some children are naturally more artistic or musically inclined than others. This can result in some children being better able to explain their thoughts and feelings about the songs, while others will struggle with that expression. Taking more individual time with the students who are struggling, and ensuring that they are encouraged at all times can help bridge the gap between the musically inclined and those who are not.

Building on Personal/Cultural/Community Assets:

In terms of personal and cultural assets, ideally the classroom will include a diverse range of students who can all share their unique perspectives on music and its impact on their family and culture. If this is not the case, the teacher can at least help guide students to consider how other cultures might perceive music in ways that are different than their own. It is likely that there will be a number of different community assets that can be taken advantage of in order to help reinforce the impact of this lesson. Working without outside community groups like the NAACP or the Black Artist Futures Fund based in Brooklyn can help bring in more resources or even guest speakers to improve the lesson’s impact and get an even more informed perspective on the music being played.

Linking Prior Learning and Existing Assets to New Learning:

By kindergarten, most students will have been exposed to music even if it is music that is ethnocentric. As such, they will have a basic foundation of knowledge regarding music, potentially even the difference between instruments, rhythm, and mood. Their existing knowledge of their culture, as well as the guidance from outside community members or resources, will give the students the opportunity to build on the (likely) base of ethnocentric music and culture that they are familiar with. This lesson will open them up to the idea not only of music from different cultures, but the concept of different cultures in general.

Grouping Strategies:

A teacher who has been with their class for a period of time should be able to recognize which students are more advanced when it comes to the arts, and which students have a more rudimentary understanding. With this in mind, a group strategy that could work with this lesson plan would be to break up the class into small groups of four or five students, evenly distributing the more advanced students in terms of art and music, and the students who are less advanced. With this grouping strategy, the more advanced students will be able to help assist the less advanced students with understanding the material, ensuring that the teacher has some support in the learning process.

Planned Supports:

There are several planned supports that are a part of this lesson plan. The first is guided questions from the teacher that will help the students work towards a clear understanding of the mood, rhythm, and context of the music. Guided tasks, such as the drawing portion of the lesson, are another planned support that gives the students a hands-on task, while providing a benchmark for the teacher to assess their learning. A final planned support is the learning environment, with the students being spaced out more than usual to ensure that they are able to concentrate on the music and will lack distractions from their fellow students.

Community, Family Outreach, and Communication:

Whenever a new lesson is being taught, particularly one that involves teaching students about other cultures and beliefs, it can be useful for the teacher to proactively reach out to parents via email to discuss the lesson, what it entails, and what its goals are. This can help allay any nervousness or stress that parents might have about a lesson involving another culture. While many parents will be automatically receptive, this form of communication can help ensure that the parents who are less supportive will be educated and informed about the lesson plan.

Acknowledgments:

Thanks to my teachers, professors, and fellow students for helping me learn more about diversity and the importance of teaching it in the classroom, particularly to students at a young age.

References

Alemi, M., & Pouretemad, H. (2019). Teaching music to children with autism: a social robotics challenge.  Scientia Iranica,  26(Special Issue on: Socio-Cognitive Engineering), 40-58.

Joseph, D., Nethsinghe, R., & Cabedo Mas, A. (2018). Creating multicultural music opportunities in teacher education: Sharing diversity through songs.  Australian Journal of Teacher Education (Online),  43(5), 32-47.

Lynch, E.W. & Hanson, M.J. (2011). Developing cross-cultural competence: A guide to working with children and their families (4th ed.). Baltimore: Paul H. Brookes.

Natvig, M. (Ed.). (2017).  Teaching music history. Routledge.