Elm 375 Culturally Relevant Lesson Plan

Lesson Plan
Name: Rachel Hulicki and Brooke Leithead

Grade: 2
Topic/Concept: Embracing Cultural Diversity
Materials/Resources:
 “Same, Same but Different” book, lined paper and pencils, colored pencils or crayons
Teaching Behavior Focus:

 Ensuring that every students culture is being respected and appreciated
 Maintaining order in the classroom
 Keeping students on task and the focus on positives between differences in cultures
Learning Objectives (measurable):

 Students will be able to compare and contrast different aspects of their cultures to those
of their classmates.
 Students will be able to write a letter to a character from a book and be able to reflect on
their own cultures and the differences between their cultures and the character in the
book’s culture.
Standards:
 2.C.1.1 Explain how artistic expressions of diverse cultures contribute to the community
(stories, art, music, food, etc.).
 2.C.1.3 Exemplify respect and appropriate social skills needed for working with diverse
groups.
Assessment Plan (How will you know that your students met the objective?):
 We will be able to assess if the students have met the objectives mostly through the
guided discussion through the read aloud and the discussion after writing the letter when
we connect similarities and differences of our own cultures to our classmates’. We will
ask students to compare their cultural practices and norms to their peers and reflect on
that afterwards. Writing the letter will also assess students’ grammar and sentence
structure skills.
New Vocabulary:
 Difference: a way that people are not the same
 Similarities: when comparing two objects/people, it’s the characteristics that they
share/have
 Culture: the social behaviors/normal behaviors found in different societies (this includes
language, religion, music, cuisine/food, arts and so much more
 Diversity: the range of differences when identifying features among different people in
society
Note: A detailed lesson plan is specific enough for another teacher to read and teach
effectively. There should not be any question regarding what to do or how to do it.
Lesson Development (hook/engage/launch, step by step in real time, include questions you
will ask in real time, closure/revisiting learning objectives):
 We plan to read the book Same, Same but Different by Jenny Sue Kostecki-Shaw. Before
reading the book we will show students the book cover and ask them to make predictions
on what the book might be about. We will then introduce that the book is about two boys
from different countries that are pen pals. We will ask if anyone has ever had a pen pal.
We will explain that a pen pal is a friend that we can regularly write letters to because
they live far away. Then we will tell students to think about another country they may
have been to, they are from, they know someone there or a country they have prior
knowledge about. We will make this a think-pair-share activity and then call on a few
students to have them tell us what they talked about. Then we will introduce the book by
saying “As we read today, think about the title of the book. How are the two boys’ worlds
the same but different?”
 We will read the book Same, Same but Different and reflect on some talking points:
 After page 7: “What is the difference between who Elliot and Kailash live with?”
 After page 15: “What is the difference between where the boys each live?”
 After page 16: “What are some similarities between where Elliot and Kailash
live?”
 After page 21: “Did you know that other children around the world use a different
alphabet than us? Does anyone know a different language that uses a different
alphabet? If so, what are the languages?”
 After page 25: “Does anyone use any of the examples that Elliot uses when
greeting his friends? How about the way that Kailash greets his friends? Any
other ways that you guys greet your friends?”
 After the last page: “Even though Elliot and Kailash live in two very different
places, they have a lot of things in common. What are some of the things they had
in common/similarities they shared?”
 After reading we will ask students to write a letter to the boy in the book as if he is their
pen pal. We will introduce how to write a letter by showing a model with the different
parts labeled such as the date, greeting, the body and the signature. We will give them
sentence starters for them to structure their letters. The sentence starters will be:
 Hi! My name is __________.
 I am from ___________ and I live with __________.
 In my home, my favorite thing to do is ___________.
 My favorite food is ___________.
 A holiday that I celebrate is ________.
 *Have students ask a question of their own*
 I can’t wait to read your letter!
 Sincerely, _____________
 We will also encourage students to draw pictures of themselves and things that
they identify as being a part of their culture on the back of the letter.
 We will wrap up the lesson by explaining the beauty behind us all being different. Even
though we all come from different places and experiences, we can find things in common
and still be friends. We can encourage the students to step out of their comfort zones and
be friends with others who seem really different than them because they most likely will
have some similarities between them!

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Lesson Plan

Name: Rachel Hulicki and Brooke Leithead

Teaching Behavior Focus:

Learning Objectives (measurable):

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