1. Multi Cultural lesson plan By: Brittany Lane Anthony Buford

2. INTASC Standard  Standard # 7 Planning for Instruction  Description: For this assignment I have developed a multi cultural lesson plan. Within this lesson plan I have included the INTASC standards, multi cultural goals, outcomes and strategies needed to complete the lesson properly.  Rationale: This multi cultural lesson plan demonstrates my ability to create a lesson plan that focuses on multi cultural affairs. My knowledge of the curriculum and area of content being taught are displayed with in this lesson plan through the activities that are being conducted.

3. State Standards 5.1 - READING: Word Recognition, Fluency, and Vocabulary Development :Students use their knowledge of word parts and word relationships, as well as context (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. 6.4.5.Research Process and Technology: Use note-taking skills when completing research for writing. 7.1.3.Vocabulary and Concept Development: Clarify word meanings through the use of definition, example, restatement, or through the use of contrast stated in the text. 8.1.19.Explain the influence of early individual social reformers and movements. (Individuals, Society and Culture)

4. Overview  Title: What is Prejudice?  Unit: Respecting Diversity- the road to tolerance  Grades: 5 th - 8 th  Subject: Language arts/ social studies  Duration: 25 minutes  Purpose: Learners will define prejudice, bias, racism, and stereotype so that they will have the necessary skills to analyze the effects these attitudes have on society.

5. Expected outcomes/students will  define the vocabulary words bias, prejudice, stereotype and racism and give an example of each.  identify various groups who have historically struggled to win the right to be heard.  analyze the effects of the various forms of prejudice on a society

6. Teaching/Learning Strategies  Resources needed: Loudmouth George and the New Neighbors By: Nancy Carlson  Put the words bias, prejudice, stereotype, and racism on the board. Working in groups of two or three, ask learners to come up with a definition of each word. Groups may have only one definition for each word.  Have one person, selected by each group, share the definition for one of the words with the class.  Share the dictionary definitions of each word with learners.  Read Loudmouth George to the class  Ask learners to return to their groups and list examples of prejudice, bias, racism, and/or stereotype from the book. (Explain that they may not find examples of each.) While learners are discussing, make four columns on the chalkboard. Label each column with one of the vocabulary words being discussed.  Have a spokesperson from each group share the group's examples with the whole class. List these examples on the board under the appropriate heading.  Have learners return to groups to select from a list of people in history where individuals have been denied their rights due to discrimination. Research may be done on the Internet or in the library..  Share research results with the whole class. Discuss the importance of including every voice, and ways in which society as a whole has benefited from the participation of those individuals formerly excluded.  Discuss how “bias” affected the characters in “loudmouth George” and how they overcame this prejudice  Discover through learner responses how the story may have turned out if they had not been able to change their attitude

7. The Book When a family of pigs moves in next door, the rabbit George wants nothing to do with them, but he finally gives in and finds out they are not so bad after all.

8. Assessment  Have each student write two paragraphs describing a situation from the reading and one historical event from their research that demonstrates each of the four vocabulary words.

9. Assessment Continued PointsDescription 4 To receive four points for the paragraph, it must contain the following elements: define all four terms describe a situation illustrating all four terms from their story cite an historical example from their research demonstrating the concepts 3 To receive three points for the paragraph, it must contain the following elements: define three terms describe a situation illustrating all four terms from their story cite an historical example from their research demonstrating the concepts 2 Contain two definitions and cite either an example from their reading or cite an historical example 1Contain one required element

10. Changes  In the original lesson plan the book that was being discussed was the “ Sneetches By: Dr. Seuss. Changed it to loud mouth George by: Nancy Carlson.  In the original lesson plan the students had to give one example of philanthropy from the story and I omitted that part.

11. References Balyeat, M. (2013, November 2). Learning to give. Retrieved from What is Prejudice?: http://learningtogive.org/lessons/unit92/lesson1.html#lesson Carlson, Nancy. Mouth George and the New Neighbors. Carolrhoda Books,1983