i Heart Teaching, LP · 1 i Heart Teaching, LP. i Heart teaching, you Heart teaching . ebook: Volume 1, Multicultural Cinderella Anthology . SARAH M. KO

1

i Heart Teaching, LP

i Heart teaching, you Heart teaching

ebook: Volume 1, Multicultural Cinderella

Anthology

SARAH M. KO

Multicultural Cinderella Anthology 2

i Heart Teaching

ebook: Volume 1, Multicultural Cinderella Anthology First Edition

Author Sarah M. Ko

Cover Design: Grade 1 class completed the mural project, Multicultural Cinderella (May 2009), under the author’s guidance. supervision and help; altered in this book Copyright © August 15, 2009 by i Heart Teaching, LP All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic, mechanical, photocopying, or by information storage and retrieval system to peers, coworkers, and families, as well as, the general public, without the written permission of the i Heart Teaching, LP, except where permitted by law. Resources provided in this book may be reproduced for only your students in your classroom, and any business use is strictly prohibited. For more information visit the website at www.iheartteaching.com

http://www.iheartteaching.com/�


Introduction

In today’s global society, it is crucial for educators to guide students to explore the

dynamic nature of multiculturalism beyond the makeup of the classroom. Multiculturalism is not

just about ensuring the promotion of interpersonal skills amongst students of diverse backgrounds.

Moreover, it is not just about the entire classroom appreciating visible minorities for their

uniqueness, because it has more to do with recognition about how they wish to be identified with

their deep-rooted cultures and religions, not simply by having ourselves conveniently subjected

with our usual narrow-minded biases and unwillingness to change for our own betterment as

educators, in hopes of reaching cosmopolitan openness and deferential treatment towards one

another that follows an unwritten universal code of truth and love for knowledge. As we

approach diversity this way, students can only learn through us—educators—who happen to

guide them in detail by the 6 lesson plans. The sixth lesson plan consists of “Part 1:

Introduction” and “Part 2.”

You hold the power in the classroom. The lesson plans are to bring empowerment into

the classroom. That empowerment is about breaking the barriers hindering growth in young

minds and behaviours. Both adults, who are educators and children, for whom these plans are

catered towards, will gain from no longer seeing others based on appearances, or through

ignorance.

Multiculturalism per se is very general, however, within the scope of the classroom

through the mission of the lesson plans, multiculturalism is unique and deserves a fuller

examination, in that one’s culture endemic to the boundaries of a distant region can be recreated


and relived in the classroom via the many cultural narratives culminating with the joys and

epiphanous tales of Multicultural Cinderella!

i Heart Teaching, LP presents an authentic approach to teaching and exploring ways to

undergird issues by embracing cultural challenges around us, which would in turn, allow the

students to become independent agents influencing one another in the spirit of acquiring cultural

tastes in a co-operative manner. In doing so, students through the winsome guidance provided by

their teachers, as demonstrated by the lesson plans, can bed ingrained in their minds, the positive

effects of peace and harmony, such that these young children can practice good ethics in their

daily actions and duties as global citizens, thereby communicating in an authentic dialogue with

each other (i.e. peer-to-peer and student-to-teacher and vice versa) as well as with others,

emanating this joy out of the classroom (i.e. student-to-global citizen). We are delighted to

present I Heart Teaching, You Heart Teaching, and for this current, first volume in the

Multicultural Cinderella series (2009), it includes six lesson plans containing detailed notes that

shall help readers recognize the common mistakes educators make when teaching

multiculturalism to students.

In addition, this book provides helpful tips and important detours to a fuller journey for

both educators and students in multicultural education and other subjects. The six lesson plans

cover the Original Cinderella and fractured Cinderella stories from around the world and how to

successfully complete a Multicultural Cinderella Mural Project. The lesson plans do not endorse

any particular book, however, these lesson plans were used in a real inner city, grade 1 classroom,

and therefore, the lesson plans did build bridges by having at hand, the original Cinderella,

Dinorella by Pamela Edwards, Cendrillon: A Caribbean Cinderella by Robert D. San Souci, and

Glass Slipper, Gold Sandal: A Worldwide Cinderella, by Paul Fleischman. It is through reading


these books, the classroom can be filled with sparks, and an authentic dialogue in the classroom.

Other Cinderella stories can be used in place of the stories we have listed here.


i Heart teaching, you Heart teaching

ebook:

Volume 1, Multicultural Cinderella Anthology


Table of Contents

Front Cover p. 1

Introduction pp. 3-4

Lesson Plans

Lesson #1: Original Cinderella

p. 9

pp. 10-11

Lesson #2: Dinorella—Introduction to Fractured Cinderella pp. 12-16

Lesson #3: Cendrillon—2nd pp. 17-22 Fractured Cinderella Story

Lesson #4: A Worldwide Cinderella—3rd pp. 23-25 fractured Cinderella Story

Lesson #5: Multicultural Cinderella: Mural Project pp. 26-32

Lesson #6, Part 1: Introduction to “Tourluck” and Mosaic Classroom Culture

pp. 33-39

Lesson #6, Part 2: “Tourluck” and Mosaic Classroom Culture pp. 40-46

Conclusion

Appendix

• Storyboard Template

• Student Self-Evaluation

Lesson Plan Templates A, B & C

pp. 47-49

p. 51

p. 52

p. 53-56

p. 57-60


For children waiting to be understood


Lesson Plans


Lesson

Plan #1

Date: __________ Grade:

1

Subject:

Language Arts

Unit:

Multicultural Cinderella

Topic:

Original Cinderella

Time: ___________ Duration: 40 min.

Objectives: • students should be able to sequence story events • students should be able to state and describe the characters in the story

Time Lesson 5 min.

Anticipatory Set/Induction: • ask students to come over to the reading area NB: make sure that the students with behavioural problems are sitting next to peers who can cope with sitting next to each other—they won’t be distracted or troubled by her/his presence • ask students if they know what fairytales are

Subject Competencies: • To read and listen to literary, popular, and information-based texts. Cross-Curricular Competencies: • To construct his/her identity.

Materials: • Original Cinderella book NB: For the purpose of this specialized unit, please avoid commercialized versions

Group Size: • 25 students • 2 students with behavioural problems


15-20 min. 10-15 min.

• show a few fairytale books • ask if they know Cinderella Procedure: • read Cinderella and pause on illustrations to give time for students to glance at the page NB: ask what they see, or guess what’s going to happen next Closure/Discussion: • at the end of the story, ask the students to go over the major events • ask the children who the main character is • ask them to point out Cinderella • ask who are the characters in Cinderella • ask them to point out the characters • ask what makes Cinderella a fairytale Show Examples/Demonstrate: Assign Work For Student Practice (guided/independent): Extensions: Adaptations:

Connections to Other Subjects

• Media and Technology i.e. fairytale movies, interactive fairytale websites

Assessment/ Evaluation NB: evolution of academic and social development should be emphasized

• is able to correspond to questions i.e. voluntarily (raise hand) or when asked • is able to participate in the discussions • is able to pay attention to teacher and peers when they speak • is able to explain the story or offer information in her/his words to others • is able to help a peer and/or teacher • always try to make a mental note or jot down their progress from beginning

of the year to now

Reflections on Lesson and Competencies


NB: The highlight of this particular exercise is that students are exposed to different social and cultural spheres of interactions: the dinosaurs merely take on human traits, however, their personas are unusually playful and less rational. Students are usually familiar with commercialized fairy tales, so it is highly recommended that you instead expose them to a plethora of great writers and phenomenal versions of fairy tales for this unit. In case you do not have access to this book, you can always create your own dinosaur story providing lines after lines of alliteration. This is a fractured, or simply put, a different version in

Objectives: • students should be able to sequence the Dinorella story events • students should be able to discuss the differences and similarities between the original

Cinderella and Dinorella • students should be able to explain what alliteration

Lesson

Plan #2

Date: _____________ Grade: 1 Subject: Language Arts

Unit:


Topic:

Dinorella—Intro. to Fractured Cinderella

Time: _________________ Duration: 55 min.+

Subject Competencies: • To read and listen to literary, popular, and information-based texts. Cross-Curricular Competencies: • To use creativity. • To construct his/her identity. • To co-operate with others. • To communicate appropriately. • To exercise critical judgment.

Materials: book: “Dinorella” by Pamela Edwards (1997) • (highly recommended because it features

dinosaurs placed onto a slew of playful words, mainly to introduce students to have lots of fun with alliteration)



the line of Cinderella. Here, I quickly make up a sentence for you, i.e. “The daring Dino dragged diamonds down the dark dune delivering Dearborn’s deck of cards.” I add a quick punch line in reference to the Dinosaur’s unique culture, “so Sam swims, skips, sings and salutes to Dino, the schoolmaster who has prepared strawberry soup. Sam says, ‘I have a silver spoon, and I want some soup.’” [the cultural part here is that strawberry is not in the form of the usual jam, dessert or salad and, not so expectedly, we have salivating, hot boiling, strawberry soup.]

Time Lesson 5 min. NB: make it short as possible! 20 min. 15-20 min.

Anticipatory Set/Induction: recap lesson#1—the original Cinderella • ask students to come over to the reading area NB: make sure that the students with behavioural problems are sitting next to peers who can cope sitting next to each other—they won’t be distracted or troubled by her/his presence

• tell students that I am going to read a fairy tale • ask students to name some fairy tales • ask what do fairy tales have in common? (i.e. begins with “once upon a

time,” magic, happy ending, princess, witch, etc.) • ask what they remember from the original Cinderella in sequence • may guide the sequence of events in the story line by introducing how

Cinderella’s father married a mean wife who had two mean and selfish daughters…

• for the rest of the sequence [quickly listed]: the sisters use Cinderella as a maid, and one fine day, a prince invited the stepsisters to a ball, while Cinderella wanted to go, and then meets the fairy Godmother who used magic, Cinderella went to the ball, must return home before midnight, leaves glass slippers, prince wants to marry the lady who wore those slippers, then finds out that it was Cinderella, Cinderella and prince marry and live happily ever after. –The End!

Procedure: • ask students to think about the Cinderella story while I read Dinorella and

try to think if there are differences and similarities • read Dinorella • make comical comments along the way that there are many words that start

with the letter “d” • ask students to read a couple of sentences together so that they can be part of

this tongue-twister alliteration experience as well Closure/Discussion: • ask students why they think the author used many words that start with the

letter “d” • ask students if they know what alliteration is


3-5 min. 5 min. 20 min. (30 min.)

• define alliteration • use a visual aid to give a popular example of Mother Goose nursery rhyme,

"Peter Piper picked a peck of pickled peppers.Faster each

time

If Peter Piper picked a peck of pickled peppers, how many peppers did Peter Piper pick?”

• use another visual aid to give another example—“She sells sea shells on the sea shore.”

• Or jog back their memory to the previous lessons in the year they learned about nursery rhymes or poetry

• ask students if this story Dinorella sounds familiar • introduce and explain that Dinorella is a fractured Cinderella story • give examples of other fractured fairy tales • ask students to name a few fractured fairytales they’ve heard • ask them to state the differences and similarities between the original

Cinderella and Dinorella NB: guide the discussion to cover the dynamic cultural and social aspects of the stories

• ask what they think about this fractured Cinderella Show Examples/Demonstrate: • ask students to talk in pairs for a few minutes about what parts of Cinderella

they would keep or change when they write their fractured version of Cinderella

• make sure that the students with behavioural problems are paired with peers who share good chemistry

NB: if there is a student without a partner add her/him to a group or talk together

• ask students to share their fractured Cinderella to the class Assign Work For Student Practice (guided/independent): • Ask students to return to their desks and take out their creative

writing/journals • Students write their fractured Cinderella in their creative writing

book/journal soon after, after a break, later in the day, or for homework Extensions Optional Activities: A-the students along with your help can draw the main events from Cinderella and Dinorella, and place it on a timeline (in order to see how well students familiarize with different stories, but at the same time, be able to place individual events in accordance with the actual sequence of events).

http://en.wikipedia.org/wiki/Peter_Piper�

http://en.wikipedia.org/wiki/Peter_Piper�


(30 min.) (20 min)

B-handout a storyboard containing about 10 squares for students to complete storyboard template print version available C-Alliteration—on a bristle board or chalk board, write the letter “D” in the center and ask students to think about the words that start with the letter “d” in Dinorella • review or explain the definition of the words as you may lead volunteers to

provide instant meanings and examples. NB: explain what alliteration is using other alphabets • ask for examples using other alphabets • children like hearing the same stories so do not shy away from reading it

twice! Second time around, they are familiar with the storyline just enough to chime in/read along some parts of the book

Adaptations: • Be prepared to give out fun and effective alliteration exercise sheets to

reinforce practice—emphasis of the exercise should be on identifying alliteration


• social sciences i.e. history—sequencing events of the story, timeline specifically in the optional activity B

Assessment/ Evaluation

NB: always correct creative/journal writings even if they repeat the same spelling errors. Do not give up! Write the correct spellings for them. Assign students to write the same words several times and/or offer ways of remembering them. If they make many errors, spend extra time with them and go over their work. Ask them to write a good copy after both of you have spent the time proofreading and correcting the work. • create a system, for example, they submit their work in the “in-box” bin

after each writing period • always try to suggest on how to improve writing • always try to praise all students’ work – write positive phrases but don’t

exaggerate or over do it! • a way to motivate students to do the work for next time is to write that you

are curious as to know what they would have written and/or illustrated. (Students usually draw on the upper half of the page and the lower half is for writing.)Write along the lines that you look forward to reading and/or seeing the work next time because you have enjoyed spending the time to read and look at their creative drawings on a regular basis

• for quick spelling corrections during writing time, use sticky notes • never use red ink rather use less shocking or bold colors such as pink, green,

blue, glitter gel pens—kids love it!


• If you are going to give stickers, give it to all students! • Students are generally easy going when they know that you genuinely care

about them and you want the best for them!


• This lesson plan can be broken down to more than one class period. • The optional activities can be used for later classes to reinforce their

memory of the story—sequence of events—as well as their ability to identify and explain alliteration


Lesson

Plan #3

Date: _____________ Grade: 1 Subject:

Unit:

Language Arts


Topic: Cendrillon—2nd

fractured Cinderella

Time: _____________ Duration: 55 min.

Objectives: • students should be able to sequence the Cendrillon: A Caribbean Cinderella story events • students should be able to discuss the differences and similarities between the original

Cinderella and Cendrillon • students should be able to discuss about different cultures and customs

Time Lesson

Anticipatory Set/Induction: • ask students to come over to the reading area NB: make sure that the students with behavioural problems are sitting next to peers who can cope sitting next to each other—they won’t be distracted or

Subject Competencies: • To read and listen to literary, popular, and information-based texts. Cross-Curricular Competencies: • To use creativity. • To construct his/her identity. • To co-operate with others. • To communicate appropriately. • To exercise critical judgment.

Materials: • book: “Cendrillon: A Caribbean

Cinderella” by Robert D. San Souci (2002)

Group Size: • 25 students 2 students with behavioural problems


5 min. 30 min. 15-20 min.

troubled by her/his presence recap lesson #1-original Cinderella

• ask what they remember from the original Cinderella in sequence of events

• ask what fractured fairy tale means Procedure: • ask students to think about the original Cinderella story, while I read

Cendrillon aloud to the class, in hopes of enabling children to think about the differences and similarities between the 2 tales

• read Cendrillon • while reading the story, allow the students to guess what happens next • allow the students to observe the illustrations i.e. Cendrillon’s clothing and

accessories • ask questions or make comments along the way so that students can make

connections to the story i.e. why do you think Cendrillon is wearing a headdress? Also, other particulars about the customs and roles to be played by specific characters which engender the portrayal of one’s social status, or position amongst social classes. For example, the community belonging to Cendrillon is accustomed to handwashing their clothes on the river stream, since there are no such things as modern washing machines (due to the classical setting of the story, and/or, the society hinges on rural circumstances, etc).

• At this point, it is important to understand that students may be distracted by these kinds of realities (handwashing clothes), because it was not a familiar concept. The foremost importance of this aspect alone is that this will be the opportunity for students to grasp new connections through realizing the possibilities of handwashing in a passive manner.

• Begin a brief discussion that pinpoints how uncommon events or activities (ie, handwashing at the stream) can be positive aspects of everyday life; inform them about handwashing is naturally done at most camping grounds, and at cottages. Simply ask them: ‘Have you washed your clothes like Cendrillon?’

–possible responses: at camp, using biodegradable soap, being environmentally friendly—use washer for big loads of laundry, hanging clothes to dry, etc. Expect answers to be multifarious as a group, or individually, convoluted since they’ve never been exposed to other customs beyond the usual, contemporary American mainstream culture (this hold true, even amongst immigrants).

Closure/Discussion: • ask students if this story of Cendrillon sounds familiar • ask to state both differences & similarities between the 2 versions • ask them about their thoughts on this fractured version • ask how they would combine their cultures to Cinderella story i.e. what


would Cinderella wear? Why? Where would the story take place? What would the palace look like? What do you think the step-sisters will wear to the ball? What clothing would the prince wear?...

Show Examples/Demonstrate: Assign Work For Student Practice (guided/independent): Extensions Optional Activity: • Ask students to include their traditional dresses and cultural customs in their

fractured version of Cinderella/Cendrillon when they write Cinderella story in their creative writing book/journal

Adaptations:


• multicultural education • ethics • religious culture studies • peace and conflict resolution (optional)


• is able to correspond to questions i.e. voluntarily (raise hand) or when asked • is able to participate in the discussions • is able to pay attention to teacher and peers when they speak • is able to explain the story or offer information in her/his words to others • is able to express self through art, and oral and written communications • is able to show creativity—grasp the idea to write and/or share ideas of an

unique fractured Cinderella story • is able to help a peer and/or teacher NB: always try to make a mental note or jot down their progress from beginning of the year to now


• discussions have no limit, but try to maintain a thorough talk. • what is paramount is that you connect with students, and the lesson is

reinforced through means of sharing viewpoints • students generally enjoy speaking, and some do appreciate spending more

time than usual; allow students to do the sharing, while you simply guide and encourage less active participants to speak up; do not panic if you feel constrained in time (don’t rush)—and it does take time for students to absorb new concepts

• moreover, for the student, more time is required and students may not come to a complete understanding of others’ cultures and their unique customs, since—suffice it to say at least—individuals are inclined to believe what is already instilled in them through one-sided parental objections and opinions;


patience is required so that students evolve with positive and open, cosmopolitan minds and emotions towards other races, etc,

• it is good to highlight the important points the children state in order to make sure that the students heard it

• students can try to make sense out of the information they received and will make honest observations, and may reflect on their identities

• make sure that the teacher can contribute to the ending of the discussion by tying it to the purpose of the lesson

• make sure that the discussions serve to reinforce the lesson outcome/purpose and to provide a dynamic platform for students to express their feelings, thoughts, and/or opinions

Optional: Peace and Conflict Resolution • students have tendencies to mispronounce at their first attempts of orally referencing places,

names and things of different origins; students familiar with foreign references may volunteer to help others learn about them

• likewise, students may inadvertently speak about foreign cultural elements out of context,

which may in turn hurt the feelings of her/his peers; wrong pronunciations coupled with a (frivolous) hostile tone may exacerbate a friendly coming together

• thankfully, students are inclined to be well-behaved and polite with respect to one another’s

cultures, and this can be witnessed when students from different origins begin to speak comfortably on topic of their very own cultures in question.

• students also initiate group thinking by first asking the other individual whose background is

not one and same, to provide clarifications on key foreign elements, such as the pronunciation of names, places and thematic objects.

• an example of students wishing to properly address one another (without the guidance of a

teacher) arises when students respect one another by asking for a consensus on whether some minorities should be called Asians or Orientals, Hispanics or Spaniards (or Spanish, Mexican, etc), Whites or Caucasians, Blacks or Colored (or African)

• since these are sensitive references, you may wish to address what is appropriate at the very

beginning of the year (and continue to clarify and correct, patiently, over the year. • students may finger-point certain classmates as being “bad” or “killers” because they are from

countries where there are civilian attacks and/or group conflicts


• it is important to point out that there are many different types of people living in any one country so students should not simply assume that everyone in that country are “bad”, or “X”, where X denotes expressions synonymous with violence and/or aggression.

• children have a penchant for vilifying just anybody due to misinformed associations for others

in their minds. • likewise, there are many people believing in various religions regardless of country

boundaries—albeit, there may be a dominating or prevailing religion in the country---needless to say, students should be informed and guided not to think that everyone who resides in a particular country believes in the same religion.

• representative fallacies occur when students see actions governing their peers and infer that

these traits are the epitome of their entire community or nation. Since children have limited scope and ties to persons of foreign origin, they are easily misguided from single observations, and in so doing, it may further misconceptions of an entire continent, or sometimes, hemispheres. Also without proper geographic training at their young ages, there is a likelihood that children interpret races by unintentionally mixing up countries, or cities, and also likely to distinguish people by confusing countries by an entire continent, or vice versa. To illustrate, here are examples: a Native American is called an Indian or Eskimo by ignorance, when they can also be called an Inuit or Indigenous person (and aboriginal race in Canada). Also, children may opt to call an individual who is really Chinese, a Korean, or vice versa, while some children may wish to call all Asians as being Chinese, or vice versa.

• students may think that only a singular religion exists in a country perhaps due to their own

experiences within former jurisdictions. Parents may instil convictions in the child’s mind, that their customs bring superiority over others, and that this dominant choice happens to be the “only” religion in the country. Be prepared to encounter students who have a biased outlook on life, including their country of origin, vis-à-vis slew of other countries in general, religious practices, culture, etc.

• also be prepared to encounter emotional/expressive caregivers and those who had misunderstood your lesson (its intentions) or what happened in the classroom (effects).

• students may misinterpret or express what had happened, or what was said incorrectly and

their caregivers may come to see you to dictate what you can and cannot teach in the classroom.

• religion is a hotly debated subject, but what needs to be addressed is that educators teach about

different religions in order to avoid clashes, resentment, hatred, misunderstandings, etc. to students who live in a global society where it is inevitable to meet people of different religious or non-religious beliefs, and therefore, they must learn to safely or harmoniously live, work, socialize, and communicate together. It is important to stress to them that educators do not try to convert their children to believe in a particular religion as often as much as this is the case caregivers are lead to believe. In addition, educators must stress the difference between trying


to convert children to a particular religion and teaching about the different religious holidays, foundational tenets of religions, the kinds of religious texts used, who or what the religious figures are, religious practices, etc. The latter approach in the differentiating is what sets teachers apart from preachers, with the very idea that we do not attempt to pontificate or irrationally brush students into the direction of a religion that soothes us. We educate with transparency and honesty in a straightforward manner. Different religions ought to be explained in an impartial, unbiased and efficacious way to showcase their unique and pleasant rituals and practices.

• educators teach students not to discriminate people based on their race/ethnicity, skin color,

religion, etc.—so that a safe platform is commensurate with the laws (i.e. national, and The Universal Declaration of Human Rights) which recognize that such discrimination is a breach of law. Educators must inform the caregivers that their children cannot be shielded from meeting or seeing people who believe in different religions than them. It is an eye-opening reality check that should take place in early childhood

• therefore they must embrace differences, and work towards reconciling and living in harmony,

as well as in peace with those who do exhibit religious affiliations, and those that don’t • educators should devote at least one lesson on people being persecuted in some countries due

to their religious beliefs and/or race/ethnicity and the hardships they face entering a foreign country (neighbouring country or democratic country) as legal immigrants, illegal immigrants, and refugees

• educators should explain what it means to live in a democratic country/society and to be a

global citizen where by law it is forbidden to discriminate people based on their religion, race/ethnicity, skin color, sexual orientation, disability, etc.


Lesson

Plan #4


Language Arts

Unit: Multicultural Cinderella

Topic: A Worldwide Cinderella—3rd fractured Cinderella story

Time: _________________

Duration: 1 hr.

Objectives: • students should be able to discuss the differences and similarities between the original and

fractured versions of Cinderella • students should be able to make references to the different countries/cultures some of the

Cinderellas are from

Time Lesson 5-10 min.

Anticipatory Set/Induction: • ask students to come over to the reading area

Subject Competencies: • To read and listen to literary, popular, and information-based texts. • To represent her/his literacy in different media. Cross-Curricular Competencies: • To use creativity. • To construct his/her identity. • To co-operate with others. • To communicate appropriately. • To exercise critical judgment.

Materials: • book: “Glass Slipper, Gold Sandal: A

Worldwide Cinderella” by Paul Fleischman (2007)



30 min. 20 min. (30 min.) (20 min.)

NB: make sure that the students with behavioural problems are sitting next to peers who can cope sitting next to each other—they won’t be distracted or troubled by her/his presence • ask students to go to the reading area • recap: quickly go over the original and fractured versions of Cinderella • they are going to hear many versions of Cinderella stories based on

different countries/cultures • ask if Cinderella story in their country is different from the ones they’ve

heard thus far • ask students to imagine they are Cinderella or the Prince as I read the book Procedure: • read “Glass Slipper, Gold Sandal: A Worldwide Cinderella” Closure/Discussion: • ask students if they can relate to this book more because they imagined

themselves as being Cinderella or the Prince • ask if they can relate to the sharing of customs and/or values represented in

this book • ask if they were to write a Cinderella story what would they change and

keep the same i.e. glass slipper, the kind of dress, city/island, etc. • use a big sheet of paper brainstorm what a Multicultural Cinderella would

look like at the ball integrating cultural aspects as seen in the illustrations of the 4 Cinderella books i.e. what hair color, dress, and shoes…? What kind of shoes would she wear? What kind of dress would she wear—a specific traditional dress? What kind of headdress—a crown, turban, hat, etc.?

Show Examples/Demonstrate: Assign Work For Student Practice (guided/independent): Extensions Optional Activities: A-when there is time, as a class, paint one multicultural character from Cinderella or each student can draw on a regular blank paper a Multicultural character from Cinderella using markers, twistables or crayons B-talk about female protagonists or characters covered thus far in the year • explain what protagonist means as well as antagonist • make a big chart • make categories so it is easy to analyze i.e. protagonist, antagonist,

character, physical traits, personality, what does she do in the story—action/inaction, what role does she play?

Adaptations:



• multicultural education • ethics • religious culture studies • geography • social sciences—history


• is able to correspond to questions i.e. voluntarily (raise hand) or when asked • is able to participate in the discussions • is able to pay attention to teacher and peers when they speak • is able to explain the story or offer information in her/his words to others • is able to help a peer and/or teacher always try to make a mental note or jot down their progress from beginning of the year to now


• it is good to supply students with books that reveal leading female characters to heighten their interest in reading and being able to relate or connect to female figures

• make sure that the female characters portray and embody a reversal of preconceived gender roles (in hopes of having females associate with more “masculine” attributes, i.e. bravery, courage, with a curious penchant for adventure), “strong” side with a splash of authority (i.e. leadership and confident assertiveness) to them in a way to diffuse traditional roles of girls and women and stereotypes pertaining to them i.e. playing submissive, weak, inferior roles, etc.

• as a class, write a story with a leading female character • it is informally introducing students to express their platform of views: they

achieve a varied understanding by both reinforcing their own stance and descrying others’ perspectives which it may as a whole bring further insights

• students develop a sense of self awareness that they are not blindly subjected to consume chauvinist, sexist, as well as, racially-motivated, stereotype-inducing writings


Lesson

Plan #5


Language Arts

Unit:


Topic:

Time: _________________

Multicultural Cinderella Mural Project

Duration: 2 afternoons +

Objectives: • students to construct multicultural images of Cinderella story on a mural

Subject Competencies: • To read and listen to literary, popular, and information-based texts. • To represent her/his literacy in different media. • To use language to communicate and learn. Cross-Curricular Competencies: • To use creativity. • To adopt effective work methods. • To use information and communications technologies. • To construct his/her identity. • To co-operate with others. • To communicate appropriately. • To exercise critical judgment.


Time Lesson 10-15 min.

NB: The original Cinderella story is from the French version translated to English—close to Walt Disney’s Cinderella of which we grew up listening Anticipatory Set/Induction: • ask students to come over to the reading area NB: make sure that the students with behavioural problems are sitting next to peers who can cope sitting next to each other—they won’t be distracted or troubled by her/his presence • recount the cultural differences in all the Cinderella stories read thus far • anticipate that students may point out differences of ethnic cultures of

people (by skin color) in the illustrations; French version is about white people, and in the Caribbean version (Cendrillon), there were people with brown skin tones.

• students may be provided with a prior opportunity of participating in Multicultural Day (school event); some students had worn traditional clothing

NB: if there is no Multicultural Day or presentation, make a dress up day or Multicultural Day for your students. Mind you that celebrating and learning about various cultures is not just a song and dance routine! It is important to stress that there are many cultures residing in any country, but some people tend to stereotype a certain country wearing particular clothing, consuming particular dishes, consisting of people of certain race/ethnicity (students will identify this aspect immediately and say for example, people in Germany are white, people in Thailand are tanned and people in Africa are black. It is very important teach to what “visible minority” means and that every country will

Materials: • 4 laptops and1 computer • white mural paper • scissors • pencils, markers, twistables, crayons,

paint • construction paper, large sheets of paper • glue • Cinderella books and other cultural

books to look at illustrations for ideas laptops to show images of cultural clothing, buildings, and landscapes from different countries for ideas

Group Size: • total: 24 students • (4 hearing impaired students) • (2 students with behavioural problems) • 3-4 students per group


1 hr.

have a visible minority community living, for example, Korea Town in New York City, but this is not a rule to say that all Koreans must live in Korea Town or they all live there. This community formed to help Koreans integrate into society, i.e. teaching Koreans to learn English, employing newly landed Korean immigrants to work for their businesses or find a job, etc., because they can communicate easily with people who share the same (mother-tongue) language. Some immigrant students will share their stories of their family encountering problems due to the different language, culture and way of socializing with people. They seem to have experienced in some cases, misunderstanding of peoples’ actions or behaviours, and likewise, others have misunderstood them as well. It is also very important to point this common problem both immigrants and indigenous people face to prevent students to prejudice people based on their one time experience with a person belonging to a different culture, race/ethnicity, religion, etc., and/or preparing students of some of the misunderstanding they may encounter in the future. • what kind of traditional clothes did they wear or see their peers wear? • what kind of traditional clothes do people from their country of origin wear? • show some illustrations from books NB: depending on your region and proximity to cities, there are various degrees of immigrants. This particular concept catered to a highly educated, new immigrant community). Procedure: Collaborative Art Activities • tell the students that we will make international Cinderella on a big, white

mural paper • each student will draw on a large sheet of paper and cut around their

drawings so that they can be pasted onto the mural paper later • also tell them that there will be a few Cinderellas, not everyone can draw

Cinderella • there will be many groups in the class • students are placed in groups to promote collaboration and socialization

even though they have independent roles i.e. drawing a particular character. • students who are drawing a palace/building, landscape, foreground,

background need to work as a team—they learn to compromise, reconcile, share and formulate ideas, etc.

• each group consisting of 3-4 students (and assigned by the instructor, while students raise their hands to play specific roles) will work on one part of the mural

• things to draw will be listed on the board: 5 Cinderellas, Princes, step-sisters, step-mother, fairy Godmother, godmother, carriage, horse, palaces/buildings, few different landscapes, sky, banquet/food…

• write their names next to their duties—what they’ll draw • tell them to meet their group members and start working


spend 5 min. with each group circulating around the classroom 1 hr.

• let them know that you will come to each group for specific instructions and/or assistance

• tell the students who are in charge of drawing people that they need to think about the kind of dress, shoes, headdress, jewellery, shirt, pants, hair, and skin color (there are no constraints on types of wear)

• give some ideas i.e. they can make an American, Australian, Japanese, Korean, Chinese, Tibetan, Iranian, Olympian, Canadian Cinderellas, as well as, Indian or multicultural Cinderellas that are wearing clothes or accessories from 2 or more different countries or cultures, etc.

• encourage students to draw themselves as characters from Cinderella … what did they wear on Multiculturalism Day, and why?

• students who are drawing buildings will browse online images for ideas—they will be using Google Images as it will be already set for them to browse

• give some ideas, such as—your school—ie, Springfield Elementary School, temple, church, synagogue, Walt Disney Castle, etc.

• other students in other groups may use the laptops in the classroom to search for cultural images (i.e. Google Images ‘traditional dresses’)

• students who are drawing landscapes can decide whether to draw the beach, park, tropical rainforest, woods, lake, mountains, etc. on a large sheet of paper

• Teaching Assistant and I will circulate around the class and help students • students who finish early must cleanup their area • they can help their peers finish their tasks • when half of the class finish their roles, begin to read a story from Language

Arts textbook they have read before—students should be tracking, reading along, and taking turns reading

• half the students will hurry their work in the hallway • about 10 min. into reading ask about 5 students to go help and request about

5 students to return to class • repeat every 10 min. until the students spend about 1 hr. altogether on this

mural • cleanup and gather all work NEXT CLASS • ask who needs to complete their role • tell how much time they are given to complete and allow them to work on it • make a group of 3-4 students who finished they roles work on the layout of

the drawing cut outs on the mural paper and cut around the drawings in the hallway

• the class will work on reading stories from the Language Arts textbook • this group will be responsible for gluing the drawing cut outs onto the mural

paper • this group will rotate after 15-20 min. • the next group will finish gluing the drawing cut outs onto the mural paper

and start drawing the foreground and background


30 min.

• constantly keep track of time—rotate groups every 15-20 min. • they can decide on the type of sky such as cloudy, stormy, dark night with

stars, sunny, sunrise, sunset, etc. based on the drawing pieces of the sky • they can also decide on the season i.e. summer, spring, winter, or fall, again

based on the drawing pieces laid out • they will have access to a laptop to use (goggle images ‘landscape’, ‘sky’)

inside the classroom if they require some ideas • ask a few students who did not have the opportunity to go to the hallway to

work on finishing the mural and to tape it to the hallway wall with Teaching Assistant’s help

Closure/Discussion: • give time for students to look at the mural • ask them what they think about the mural a couple of days after taped to the

wall • guide the discussion to what they learned in the process of researching

(looking at online images) and drawing and looking at what their peers produced

• ask if they have questions about the drawings (or, are they curious as to what they mean in relation to their peers).

Show Examples/Demonstrate: Assign Work For Student Practice (guided/independent): Extensions: • a potluck lunch—students can bring any food except for nuts.

other teachers and staff are invited to the potluck.

NB: a letter sent home should ask caregivers if their child has food allergies and/or intolerances. • The potluck lunch would provide a social gathering for all students and

teacher, and promote inclusion, reconciling, friendship, harmony and peace • the primary purpose is to bring all students to a common space to eat and

socialize in a winsome cosmopolitan approach akin to MBA students mingling for their many club events, since children elect to eat only with their usual hangout bunch (or, speaking of just ones who are isolated from the others) in their respective corners of the cafeteria.

• caveat: teachers often fixate and dwell on having their students bringing to school traditional dishes. The rule of thumb here is to reach a golden mean (students are instead motivated to share any food, including non-native outside cuisines), and that fun should always be at the top. It shall open up honest dialogue amongst students and teachers. The focus is on acceptance of people and its cultures, and more importantly, they share by freely absorbing the cultural playground developing in the classroom, as students become happy to share their culture’s newest trends and offerings.


Adaptations:


• art education • multicultural education • ethics and moral philosophy • religious culture studies • social sciences—history


• is able to correspond to questions i.e. voluntarily (raise hand) or when asked • is able to participate in the discussions • is able to pay attention to teacher and peers when they speak • is able to explain the story or offer information in her/his words to others • is able to express self through art, speaking, and writing • is able to show creativity—grasp the idea to draw and/or share ideas of a

unique fractured Cinderella story • is able to help a peer and/or teacher NB: always try to make a mental note or jot down their progress from the beginning of the year to now.


• food is usually on the top list of cultural experience • Did any students include food in the entries and what was the reaction of

their peers?


drawing the foreground

finishing the foreground


cutting and gluing drawings

Lesson

Plan # 6: Part #1


Language Arts

Unit:


Topic:

Intro: “Tourluck” and Mosaic Classroom Culture

Time: _________________ Duration:

25 min.+

What is Tourluck? Tourluck represents an activity where each student brings her or his own tour guide for their respective city or country, while it is more important that they also bring a trendy “souvenir” or very recent commodity that belongs to their roots or motherland. NB: This lesson plan has not been executed in a real classroom. However, this lesson plan is a culmination from covering earlier lesson plans in the Multicultural Cinderella unit and the nuances that were manifested during the ensuing socialization and its many interaction activities among students. We have seen the benefits as the educator would manage the assignments, discussions, and the responses from students, while teaching lessons. Tourluck is a new compound word that is derived out of “tourism” and “luck” (latter from potluck). The more you say aloud this new concept, it’ll make more sense to you, since the proposed event(s) stemming from this concept are not that different from the generic show and tell, or the particular purpose of a potluck lunch. The purpose of those two previous arrangements is merely for collaboration by inviting one another into tasting different cultural meals, and sharing such experiences. After potluck, the intimate sharing of foods of different cultures with many implications, students wish to delve further: if possible, students would enjoy a fieldtrip to one another’s faraway city in a distant country altogether; however, this cannot be made possible in a teaching plan due to such constraints. Hence, in Tourluck, it is a collaborative event of meaningful cultural exchange which extends the traditional spirit of show and tell, and shall reinforce, as well as, surpass the foundational and pivotal roles emanating from the potluck experience. The other difference here: students are grouped in threes, and students are encouraged to bring objects or visuals (any trendy souvenir or motherland commodity) which in turn serve as symbolic moral cultural boosters and aides which will spur interests into the recent development of their peer’s home country. It is a window of opportunity to glance into their peer’s modernization and economic progress of their home nation.


Objectives: • student should be able to reflect in their journal/creative writing book what she/he thought

about a classmate’s culture and/or country before the Multicultural Cinderella unit and what are her/his view and understanding of this classmate’s culture now, especially after participating in Tourluck

• student should be able to identify and articulate the unique qualities or recent news regarding the classmate’s culture and/or country of origin as a contributory result from participating in Tourluck

• at the end of the year, the student should be able to explain about her/his classmates’ cultures and/or country of origin—whom she/he is socially distant from the beginning of the year or prior to this unit or lesson

Time Lesson

NB: educator should ask students to bring in visuals and/or objects that are significant symbols and cultural moral boosters, and if none can be found (or suffice it say, better mediums exist), students may bring

Subject Competencies: • To write self-expressive, narrative and information-based texts. Cross-Curricular Competencies: • To develop her/his personal identity. • To work with others. • To communicate appropriately. • To cooperate with others. • To exercise critical judgment.

Materials: • sheets of paper • marker • journals/creative writing book • pencils

Group Size: • 3-person mini

tête-à-têtes


2 min. 15min. 10 min.

internet news or website clippings that promulgate a new trend, product, concept or cultural paradigm worth noticing

• Parents are encouraged a few weeks in advance of Tourluck to gather

the most up-to-date, (nothing past 4 years) one or two tour guide books, magazines or CDs which showcase their cities or countries. Parents will be glad to donate them to the libraries—school library and the community library so that the library patrons can benefit from now accumulating newer editions of tourguides for each city or country. I have seen many libraries within schools or public reference libraries, where none exist whatsoever for a particular city or country, and for some that did, these libraries were embarrassed to present a city tourguide from more than 3 decades ago.

NB: Tourguides are usually free. They are administered by city councils and tourism departments all over the world. Some consulate officers and foreign ambassadors do keep them on hand. The local communities (ie, ethnic community centers) for various ethnicities do keep materials for distribution for the public. Parents shall be discouraged from purchasing tourguides or any supplements. The last resort if none for free can be found, would be the used bookstores, places of religion, and travel agencies!

Anticipatory Set/Induction: • Educator instructs everyone to close their eyes and imagine that they are

responsible tour guides of their culture or country. • What places will you take the groups of tourists? • What unique things will you show to them? And why? Procedure: Discussion: • introduce students to a fun-seeking tourist’s info-session called,

“Tourluck”—a spinoff from the idea of “Potluck” lunch and tourism souvenirs and items that accurately show the habits and practices formed by today’s respective country’s citizens. Brainstorming from the raise of hands and such can be written on the chalk board.

• explain that this event involves touring the different cultures that form a mosaic classroom culture.

• ask if anyone knows what mosaic means • define mosaic using examples such as art, bathroom tiles, etc. • ask students what is new in their culture or country? • Ask students to think about current symbols or objects that symbolize their

culture or country to them? Show Examples/Demonstrate: • Provide examples covering multiple avenues such as the Vancouver 2010

Olympics Mascots, Miga, Quatchi, and Sumi, SpongeBob Squarepants


cartoon show, SPCA organization, M&M’s collectible coin from M&M’s World New York, Jonas Brothers, etc. so that the students know that you are asking something other than food

• tell the students that they cannot use your examples and if they choose to bring food, it must be new and popular. No nuts allowed.

• students who want to bring in food must bring a ingredients list signed by their caregiver acknowledging that this ingredient list states all the ingredients in the food the student wishes to bring at least a day before Tourluck is held in order for the educator to go through the class list of allergies and/or intolerances

• NB: The climatic purpose of this lesson: You let the students themselves teach others in the class, via 3-person mini tête-à-têtes

, no less and not more. The purpose is to allow each student to bring visuals, materials that were significant symbols and cultural moral boosters of the current year (but no more than 4 years into the past). There can be some exceptions, ie, a student who is German (or descendant of German parenthood) may bring a shard of the Berlin Wall to exemplify a significant breakthrough in her people's history, and she is therefore pointing out that reunification has brought optimism. She might have chosen this route since her peers prior to this lesson had imagined that she was part of East Germany and had hastily assumed she was part of the communism that was pervasive in the region for a time.

• Another example, Taiwanese students may bring bubble tea. Although exotic and strange at first, the student may bring this drink to show and tell students that Taiwan is hip and entertainment-friendly. She can digress and also explain how Taiwanese pride themselves with new musicians, rock stars and movie stars. It brings a sense of her own universe that houses her own people's Hollywood. She is free to express her cultural identity through this bubble tea drink that does represent a movement on its own towards cultural enlightenment and global acceptance (many shops outside Taiwan do serve bubble tea).

• Conclusion: Students learn to see that each culture has new

developments that may not be experienced in their own kind. For music, Western-born children don't always have to be Western-centric, and will see that there are centers and satellite communities, that the most popular Taiwanese song comes with English translations, and that they too can be part of it, and when this happens, for that moment, they are part of the Taiwanese-centric universe and they are part of the nucleus orbiting around the Taiwanese force field of cultural creativity and expressive exploration with a splash of openness. For the Korean student, who used to be made fun of for eating only noodles and kimchi, as these are the common misconceptions, the student can bring Korean


20 min. or assign for homework (guided

style drama, and shows and tells how Korean Hollywood produces many adventurous thrillers in the form of dramas, and that she explains, these are lengthier movies that explore its plots and character developments to the fullest over 8 to 80 hourly episodes!

• I anticipate that it is easier done than said here: students of Indian background may feel euphoric pride from showing and telling their own “Bollywood”

• teachers often fixate and dwell on having their students bringing to

school traditional dishes for this potential potluck event. The rule of thumb here is to reach a golden mean (students are instead motivated to share any food, or anything visual, audio, or video-themed, which can also be ones that aren’t so native to them), and that fun should always be at the top of priorities. This way, it shall open up honest dialogue amongst students and teachers. The focus is on acceptance of people and its cultures, and more importantly, students can share and freely absorb more passionately about their culture’s newest developments and offerings (i.e. pertaining to new ethnic trends, or even idiosyncratic playground coming into the classroom).

• Students are victimized so it is in their best interests to all students to

see benefits of new developments and technological developments and advancements of their cultural backgrounds. Children are grappling with the struggle for expressing domination over one another (it is human nature, after all). However, when children are equipped with knowledge and awareness that together shows that each country is special and all countries and its citizens are all equals, the cultural enlightenment settling in will prove justice to students that countries (or its citizens) cannot be compared relatively to one another—in terms of who is better than the other—since they are akin to “apples” and “oranges”, so in this sense, all countries are equal. But the onus is on both teachers to guide principles in fostering this movement, while the ones who will be the targets of victimization may have to remain working harder on “marketing” themselves and reinforcing the positives of their identities.

Assign Work For Student Practice (guided/independent): • in preparation for a meaningful Tourluck, the educator should ask students to

write about the cultural object or visual that they are going to bring for the Tourluck and why. Provide the same guiding questions you will write for the Tourluck activity. The journal activity provides an opportunity for the students to emphasize on the cultural values of the object in question, than simply finding something the night before of Tourluck that is related to their culture or country (it may save them from stalling for 5-8 min). Students are discouraged from fabricating the information, so a journal allows them to think more about it. It also allows you to know a head of time what they are bringing and you can spot students who did not choose appropriate objects


research for one class period or about 30 min.)

or visuals to bring • educator should book the computer lab or spend computer class researching

about their objects or visuals, in order to mentally prepare their own minds and condition the tone of sagacious guidance to them. The same computer environment shall be given access to students in order for them to research as well.

• as a more realistic tip, please research by actually asking the students yourself during the preparations as students work in stages. Chances are that you will learn more from them besides the online content made available. You can also direct questions to them so that it may guide students to achieve a better understanding about their own cultures utilizing either online materials, or materials brought to class by their parents. NB: It is important that an educator is in the room to circulate and guide students researching on the internet because students sometimes do not know if the website is a legitimate source of information and whether the information is true. Researching online provides an opportunity for students to exercise critical judgement rigorously. In addition, it is important for educators to provide both child-friendly search engine tips and the general rules of using the internet. Provide advice to the students that it is very important that they practice what they will say about their cultural object or visual because they would want their peers to have the same appreciation they had towards the items in question. And the purpose of this Tourluck is to dispel any myths or misunderstandings, or the common mistake others do form concerning it.

Extensions • Part 2: Tourluck event and mosaic classroom culture Adaptations: • students whose first language is not English will require educator’s

assistance in order for that student to articulate the cultural meaning behind the object or visual she/he will bring to class


• social sciences—geography • media and technology


• is able to correspond to questions i.e. voluntarily (raise hand) or when asked • is able to participate in the discussions • is able to follow instructions • is able to work cooperatively with group members and peers in general • is able to be on task • is able to pay attention to teacher and peers when they speak • is able to explain or provide information in her/his words to others • is able to express self through art, speaking, and writing • is able to show creativity—grasp the idea to market cultural symbol


• is able to help a peer and/or teacher NB: always try to make a mental note or jot down their progress from beginning of the year to now


• the teacher can , too, have a look at the student evaluations and use it to reflect on the progress she has made in teaching multiculturalism and delving into another’s culture in the classroom

• what new information did I learn? • personal reactions to epiphanies when encountering recent developments of

cultures and the many countries in differing contexts (since students will bring in a plethora of different mediums)


Lesson

Plan #6: Part #2


Unit:

Language Arts


Topic: “

Time: ___________

Tourluck” and Mosaic Classroom Culture

Duration: 80 min. or two 45 min.

class periods NB: This lesson plan covers Part 2 of Tourluck and Classroom Culture. It is here that Tourlucking commences! Objectives: • student should be able to reflect within their journal/creative writing book what she/he

thought about a classmate’s culture and/or country before the Multicultural Cinderella unit and what are her/his view and understanding of this classmate’s culture now, especially after participating in Tourluck

• student should be able to identify and articulate the unique qualities or recent news regarding the classmate’s culture and/or country of origin as a contributory result from participating in Tourluck

• at the end of the year, the student should be able to explain about her/his classmates’ cultures and/or country of origin—whom she/he is socially distant from at the beginning of the year or prior to this unit or lesson

Subject Competencies: • To write self-expressive, narrative and information-based texts. Cross-Curricular Competencies: • To develop her/his personal identity. • To work with others. • To exercise critical judgment.

Materials: • sheets of paper • marker • journals/creative writing book • pencils

Group Size: • 3-person mini • pairs

tête-à-têtes


Time Lesson 1 min. 5 min. 5 min. 5-8 min.

NB: educator should arrange the desks in threes to accommodate the groupings of threes for Tourluck groups • label the groups using the alphabet and place each group name

on one of the three desk ensembles • students will be grouped in threes that will enhance “growth” and

promote an epiphanous realization of classroom culture Optional

To map out the sequence of groupings over each round, until the same combination is exhausted or the duration for time allotted for this Tourluck activity is up:

*Ensure that each group doesn’t consist of the same country/city represented

*In case that there will at least one or two countries/cities represented in each group, ensure that the mixup allows different items (since students might inadvertently choose the same popular item of their shared region).

Anticipatory Set/Induction: • educator announces that it is Tourluck time and everyone should role

play as a Tour Guide of their culture! Procedure: • instruct students to get their Tourluck objects out of their bags, desks,

or closet

NB: educator can use this time to write guiding questions on the board or take out a large paper with the guiding questions already written and tape it to a visible area for all students

• once all the students have their Tourluck objects, read out the name

of the group as well as the members of each group, instruct students to get into their groups

• the educator demonstrates the Tourluck procedure. The educator can pull up a chair to a group of three where everyone can see and role play as a student. The educator will show what current cultural symbol she brought from home. The educator will point at the written guided questions and note that the questions are there to help. The educator will state what her object or visual is, when it is used or what it is used for, what cultural significance it holds relative to oneself and to other people of that culture or country, and what is a myth/misunderstanding or a common mistake people make regarding the object or visual, if there is one.

• ask if the students in the group have questions and/or comments to


15-20 min. 2 min.

share.

NB: This question and/or comment time at the end of each student sharing her/his cultural symbol will provide a time for group members to embark on authentic dialogue amongst each other and ask questions they may feel “embarrassed” or “dumb” to ask or talk about in a larger group setting. The educator should ask if students have any questions or require clarifications, etc.

• tell students that Tourluck has begun! • circulate around the classroom and listen in to what they have to say

about their cultural symbols NB: educators benefit as much or even more than the students due to

age and experience

• it is a great opportunity for updated news on regional trends, technology, the arts and entertainment, and other recent developments in a particular countries or cultural customs

• look for cues—are the students listening to their group member’s Tourluck object or visual? Are some groups done sharing their cultural symbols and are discussing about them amongst each other?

• the duration of this activity depends on how long it takes for the students to share their cultural objects and discuss amongst themselves NB: educator should not rush through if it is taking a longer time

than anticipated • every few minutes, if there is a cultural symbol or meaning that

stands out, then share it with the class—tell the student that you would like her/him to share about that unique information/symbol to the class briefly. The educator should interrupt the class and ask students to pay attention to the student who will explain her/his cultural symbol.

• do not hesitate to ask volunteers to speak to class as it is a less pressured way of enhancing public speaking skills and provokes as a result for other peers to market their objects in a interesting way or be competitive in a friendly way so that they too can speak and share to the whole class. It reinforces positive behaviour! Students enjoy receiving attention and acceptance from their peers.

NEXT CLASS Closure/Discussion: • ask students to go over to the reading area or move the desks in one

area to create some space for everyone to sit on the floor


5 min. 5-10 min. 10 min. 10 min. 5-10 min.

• when many people finish Tourlucking ask them to briefly share with the class if they learned anything new. Do students now think of a particular country or culture differently prior to Tourluck?

• Briefly summarize the different cultures explored in the unit via various Cinderella stories and the Multicultural Cinderella Mural project

• ask: what is the classroom culture? • tell the students that they have a few minutes to think. They can

discuss it in pairs • ask again what is the classroom culture • guide the discussion and make sure that when a student defines and

elaborates about the classroom culture, you give praise to that child and then ask what is the classroom culture of “our” class?

• Again give a few minutes for students to discuss in pairs • Ask again what the classroom culture of our classroom is? • Make sure to praise and correct students who provide not-so correct

answers Show Examples/Demonstrate: • go over the anything i.e. behaviour, insights, flow of transitions in the

lessons i.e. students getting into groups, etc., that were amazing or flawless and praise them for well behaving, being open minded and accepting, and showing etiquette in the 3 tête-à-têtes

• if there is anything you would like the students to work on, suggest it and promptly explain how it should be done.

tour guide information sessions allowing peers to take turns speaking, etc.

Assign Work For Student Practice (guided/independent): • ask 2 student-helpers to handout a self-evaluation for students to fill

up • must tell them not to write their names on the self-evaluation • go over the questions together and explain what the question is

asking for • students will take this self-evaluation home for homework so that

they will not be peer pressured to supply particular answers and to give them more time to digest the new information and reflect

• students have a week to complete the self-evaluation

NB: Any child who is capable of communicating their feelings, thoughts and opinions is capable of reflecting. Reflecting in this case, or any time educators use this word—to reflect—upon students, the students are expected to be capable of reprocessing their sentiments and make meaning out of the observations and inklings they had digested (and processed) with the additional


positive spill-overs emanating from their peer voices as shown after this activity, vis-à-vis their former behaviours. Reflecting allows them to truly see this, but it has to be done analytically with their fledgling tools: and the best medium for this at their age is through the management of articulating their thoughts on to journal articles.

• For example, educators can find reflective writing in their journals when you ask them to write about what they did on the weekend, birthday party, holiday, celebration, Earth week, etc. Oftentimes, educators think that asking children to reflect is not age appropriate and so they will take out activities that require reflection, and in so doing, students lack critical judgement and reflective skills. Educators think that the child will give up after trying to ‘reflect’ or their reflection is actually not a reflection. What is important here is the kind of guiding questions educators supply students in order for them to respond towards when they write their journal entries or submit pieces about their weekend, event, celebration, holiday, etc.

• Ask a subset of questions, as examples include: What was your weekend plan? Did your weekend plan change? Why? What else did you plan and what did you think about the outcomes? Now that the weekend is over, what do you think about the plans you had in mind last Friday?

• Based on experience, students who are asked to write about their

weekend should submit their work for Tuesday or Wednesday, rather than on Monday because this leaves very little time for students to spend quality time writing their responses and perhaps this last minute writing produces low quality work—or work that makes the educator believe that her/his students are no where near reflecting. Always, provide guiding questions and change up the same assignments by asking them to write in different perspectives. It will provide them an opportunity to role play and see things in someone else’s perspective or shoes

Extensions • tell them that each student will be in a different group for future

Tourluck so they will have the opportunity to practice and achieve deeper levels of socialization—sharing cultures and conversing

• seek class consensus on how often Tourluck should take place, i.e. on a monthly basis. It is recommended that Tourluck occurs once, each month or every two months because students in this way have the option to bring the same cultural symbol again to the other future Tourlucks. In addition, there are many things students and educators can take away from these tête-à-tête interactions. They will certainly delve into an honest dialogue and a deeper discussions, hopefully,


after the first Tourluck, because all the students have a better understanding of this activity


• social sciences—geography • media and technology


• self-evaluation for students (attached to the lesson) • is able to correspond to questions i.e. voluntarily (raise hand) or when

asked • is able to participate in the discussions • is able to follow instructions • is able to work cooperatively with group members and peers in

general • is able to be on task • is able to pay attention to teacher and peers when they speak • is able to explain or provide information in her/his words to others • is able to express self through art, speaking, and writing • is able to show creativity—grasp the idea to market cultural symbol • is able to help a peer and/or teacher NB: always try to make a mental note or jot down their progress from beginning of the year to now


• a similar students’ self-evaluation for the teacher to reflect on progress she has made in teaching multiculturalism and classroom culture

• what new information did I learn? • Personal reactions to epiphanies and encounter recent developments

of cultures and countries • also most important, how did the students’ persona develop when

they were Tourlucking? Did you see gradual changes in rates of enthusiasm and genuine inquiry and curiosity on foreign objects, as well as, their own? Were they craving for more insights in other areas of a particular country and its culture? What did they enjoy most and dislike most out Tourlucking?

• it is also sagacious to know ahead of time which countries or cities

the student will decide on presenting. Students can be encouraged to show and tell an artifact from a country that is not native to them. For example, if the student class is located in France, its students who are nothing else but French natives may decide to choose another country to replace France. The reflection concerning this after the presentations are made is to think about the student’s appreciation for


their own presentations, as well as for others, and if their choice of country as a reference changed their outlook

• cont’d from the reflection immediately above, did you make the right

decision when you were splitting up the groups of 3 for the actual exchanges of presentations to take place, that you arranged students in such a way that the same countries represented were not always grouped together (sometimes, there will be times when groups do consist of the same countries)? In the case that you did see more than one country in the same grouping, please reflect on the manners perceived by the students, especially those representing the same country (yet, most likely demonstrating a different cultural piece or item). Do you think that those that come with competency of one’s culture exhibit more enthusiasm or curiosity, as they watch a presentation concerning the same country as theirs, albeit, a different commodity for sharing?

• most importantly, you are now more informed about the level of

cultural awareness (as well as enhancing you own) and now you are equipped with confidence in knowing how to discuss your students progress, and be able to share those highlights of her/his cultural Tourluck to her or his parents. You will leave a lasting impression as you share your own positive remarks about their cultures to their parents.

• lastly, the exercise will provide you insights on the cultural identities

of each student, and their level of awareness and affinity (coupled by appreciation) as revealed by the Tourluck. Knowing this much, on top of understanding the students progress outside Tourluck—before and after in reference to other activities—will assist you to understand the learning curve for each student vis-à-vis their independent and familiar (whether or not they are also self-aware about this) learning patterns hinging on their particular familial and idiosyncratic experiences, which may promote aspects of various growth in learning languages (the major language of your instructions) and that they may stand in satisfactory to excellent conditions in various quantitative and qualitative thinking approaches.


Conclusion


Conclusion

Although this is a conclusion for the first volume in Multicultural Cinderella series in I

Heart Teaching, You Heart Teaching, expect to discover the following volumes in the near future

in the forms of partial download and full volume purchase.

Indeed i Heart Teaching hopes that you have found this ebook to be a viable source of

information worth applying and investing upon yourself to strengthen and hone your teaching

skills and ways to approach and execute multicultural-centric lesson plans in your classrooms.

We hope that the insights and detours to fulfilling a fuller and more honest dialogue required to

truly make multicultural education effective and relevant in your classroom have truly made a

positive dominos effect on your students who can now, with higher self-efficacy, build sturdy

foundations of affinity towards other countries and its cultures and customs. Please, do not think

this is the end to multiculturalism, as it requires rigorous and consistent teaching through out the

school year. The possibilities to extending this unit are endless as well as making revisions to

better suit the makeup of your classroom. It is worth noting here that guests from not-for-profit

organizations, for-profit organizations, community pilot projects, as well as, influential people

can inject awareness, insight specific to profession, interest and motivation for students to think

outside the box, to start a revolutionary movement, new paradigm, improve current methods and

approaches to dealing multiculturalism and people. The take home message is that educators can

provide students with tools and guidance that will help them exercise critical judgement and

apply the curriculum into real life scenarios where profound benefits can be achieved. At the

heart of the assessment and evaluations in the elementary, middle, and high school, is to arrive at

ways of identifying strengths and needs, as well as, an evolutionary story to conform a child into

mastering skills and accomplishing recognized milestones. Sometimes educators confuse


assessments and evaluations as determinant factors of whether a student will succeed in life.

Grades do not tell the whole truth (and, sometimes, nothing but the truth), and so, students are

expected to prosper in the understanding of the multicultural rhythm by not always attaching

themselves inextricably to maintaining the highest grades.


students wearing traditional dresses on Multicultural Day


Appendix


Name: __________________

_________________________________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________


Student Self-Evaluation

1) Do you think differently about a particular culture or country now?

Yes No Not Sure

2) Was there something new that you learned from your peers sharing about their culture and country?

Yes No Not Sure

3) What did you learn about this culture? _________________________________________________ _________________________________________________ 4) What is the name of the culture or country you learned new things

about? _______________________


5) What do you think about sharing your culture/country?

Important Not Important

6) Do you think peers understand your culture better after the

“Tourluck”?

Yes No Not Sure

7) Do you think your peers understand your culture and country the way

you would like them to after the “Tourluck”?

Yes No Not Sure

8) What would you like to add to this Multicultural Cinderella unit? _________________________________________________ _________________________________________________


9) Because… _________________________________________________ _________________________________________________ 10) What would you want to take out from the unit? _________________________________________________ _________________________________________________ 11) Because… _________________________________________________ _________________________________________________ 12) Would you want to change how things are taught or done in this

unit?

Yes No Not Sure


13) What is your definition of multiculturalism? _________________________________________________ _________________________________________________

14) What is your definition of classroom culture? _________________________________________________ _________________________________________________


Template A

Lesson

Plan #__

Date: _____________ Grade: ___ Subject: ___________

Unit: _________________ Topic: ________________ Time: _________________ Duration: ________

Objectives:

Subject Competencies: Cross-Curricular Competencies:

Materials:

Group Size:


Time Lesson

Anticipatory Set/Induction: Procedure: Closure/Discussion: Show Examples/Demonstrate: Assign Work For Student Practice (guided/independent): Extensions Adaptations:





Template B Subject: ____________ Unit/Theme: ______________

Lesson Plan #____

Date: ___________ Grade: _______ Duration: _________ Objectives: Materials: Procedure: Reflections and Notes on Completed Lesson:


Template C

Lesson Plan #__

Date: ___________

Grade: _____

Subject: ___________

Unit/Theme: ____________

Duration: _________

Objectives:

•

•

Materials:

•

•

•

Procedure:

•

•

•

•

•

•

Reflections and Notes on Completed Lesson:


About the Founder

Sarah M. Ko is passionate about discovering ways to promote children to become leaders of today and better leaders of tomorrow. Her current research focuses on teacher education at McGill University’s Teachers College regarding the experience of pre-service teachers teaching the new Ethics and Religious Culture Program.

i Heart Teaching

Documents

i Heart Teaching, LP · 1 i Heart Teaching, LP. i Heart teaching, you Heart teaching . ebook: Volume 1, Multicultural Cinderella Anthology . SARAH M. KO