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Lesson Plan
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\n\"Comparison\n\n
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\nCurated OER\n
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\nComparison of Multicultural Literature\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nYoung scholars examine three different versions of \"Twas the Night Before Christmas\" and complete a comparison activity. Their own version of the poem is created and illustrated in this lesson.\n
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\n\"Using\n\n
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\nCurated OER\n
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\nUsing Multicultural Literature with Science\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders listen to The Great Ball Game and discuss the roots of the tale.  In this multicultural tale students identify the realistic facts about the Abnenaki Indians.  Students use the Internet to find out about the...\n
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\n\"Creative\n\n
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\nEducation Oasis\n
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\nCreative Writing Unit: Analyzing, Interpreting, Discussing and Writing Various Genres of African-American Literature\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nA six-week unit takes high schoolers through various works of African-American literature, including poems, plays, and short stories. The lesson plan format includes a week-by-week description of activities, goals, materials, and...\n
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Lesson Plan
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\n\"Multicultural\n\n
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\nCurated OER\n
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\nMulticultural Literature Lesson Plan The Lotus Seed by Sherry Garland\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders begin reading \"The Lotus Seed\" before determining a plant that is a representative of their country or region. They illustrate the plant and write sentences about it and locate the region on a map. Finally, they make a...\n
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Lesson Plan
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\n\"Comparison\n\n
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\nCurated OER\n
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\nComparison of Multicultural Literature\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nYoung scholars read and compare/contrast three different cultural versions of \"Twas the Night Before Christmas.\" Using handheld computers, they read eBook versions of each version, complete a BooksLog, and write and illustrate a modern...\n
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Lesson Plan
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\n\"Reading\n\n
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\nCurated OER\n
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\nReading Multicultural Literature\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents read several fictional pieces which examine issues of urbanization and rural cultures. They discuss how the place a person lives affects the kind of person they become.\n
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\n\"Word\n\n
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\nCurated OER\n
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\nWord Play\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents examine the Japanese folktale, Monkeys Grasp for the Moon. In this multicultural literature lesson, students discuss the theme of the folktale. Students choose animal folktales from other Asian cultures for comparison.\n
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Lesson Plan
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\n\"Using\n\n
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\nCurated OER\n
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\nUsing Supporting Evidence to Interpret Meaning-A Native American Folktale\n

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\n\nFor Teachers\n\n1st - 4th\n
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\nStudents read Native American folktales.  For this multicultural literature lesson, students research the style of writing used in Native American folktales.  They view a video of a folktale, and discuss the meanings of the...\n
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\n\"Country:\n\n
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\nCurated OER\n
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\nCountry: El Salvador\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents visit sites to explore the history, wildlife, and geography of El Salvador. They play an interactive game of Concentration and watch a slide show that includes pie charts and bar graphs on Hispanic population in the United States.\n
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\n\""Angel\n\n
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\nCurated OER\n
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\n\"Angel Child, Dragon Child\"\n

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\n\nFor Teachers\n\n1st - 2nd\n
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\nLearners read and analyze the book \"Angel Child, Dragon Child\" by Michele Maria Surat. They chart the main story elements on a graphic organizer, and write three sentences about themselves and draw a self-portrait. Students then create...\n
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\n\"Open\n\n
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\nCurated OER\n
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\nOpen Sesame: A Magical World of Reading\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders, through six lessons, study tales of Ali Baba and the Forty Thieves and Aladdin and the Lamp from The Arabian Nights.\n
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\n\"Critical\n\n
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\nCurated OER\n
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\nCritical Pedagogy\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents read Ruthanne Lum McCunn's Thousand Pieces of Gold and as a class, discuss the Chinese practice of foot binding. They work in groups to read further about how women of different cultures attempt to conform. They write about...\n
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Lesson Plan
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\n\"Rudolfo\n\n
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\nCurated OER\n
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\nRudolfo Anaya\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners read and analyze the Rudolfo Anaya novel Bless Me, Ultima. They discuss passages from the book, watch a video, view and analyze a mural of Mexican American artwork, and write a journal response.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Way to Rainy Mountain\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents read and analyze the N. Scott Momaday novel, The Way to Rainy Mountain. They share photos of an older family relative, write about the relative, listen to an excerpt from the book, and conduct an Internet research on the Kiowa...\n
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\n\"Global\n\n
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\nCurated OER\n
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\nGlobal Diversity Through Literature\n

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\n\nFor Teachers\n\nK\n
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\nStudents investigate Southwest Indian Reservations. In this Native American lesson, students research Southwest Indian tribes on the Internet and by reading the book, Arrow to the Sun.\n
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\n\"Whoever\n\n
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\nCurated OER\n
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\nWhoever You Are\n

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\n\nFor Teachers\n\nK - 1st\n
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\nStudents listen to story, Whoever You Are by Mem Fox, identify and discuss emotions, identify situations that cause people to show emotions, recognize cultural diversity in literature, and act out various emotions.\n
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\n\"Parable\n\n
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\nCurated OER\n
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\nParable of the Sower\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nStudents read passages from the Parable of the Sower. They discuss the topic of religion in the story. They write key points and discuss any concerns they have.\n
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\n\""Railroad\n\n
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\nCurated OER\n
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\n\"Railroad Bill, A Conjure Man\"\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nStudents create questions to ask the poet, Ishmael Reed about his poetry. After the poet speaks, students are broken into groups and are to analyze a poem and report back to the class on their findings.\n
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\n\"Erased\n\n
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\nCurated OER\n
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\nErased Faces\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nStudents decode certain passages from the book, Erased Faces. They connect pictures from a picture book previously seen to the chapters in Erased Faces.\n
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\n\"When\n\n
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\nCurated OER\n
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\nWhen I Was Puerto Rican\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nStudents are read passages from When I Was Puerto Rican and asked to respond to the passages in their journals. They decide on a topic for researching and they use this topic to develop their own memoirs.\n
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\n\"Keith\n\n
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\nCurated OER\n
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\nKeith Gilyard: Poemographies\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents, in groups, read and analyze portions of Keith Gilyard's \"Poemographies\". They create original visual \"poemographies\" and participate in a written response activity.\n
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\n\"Inquiry:\n\n
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\nCurated OER\n
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\nInquiry: Rudolfo Anaya and James Baldwin\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents investigate three works by the author James Baldwin. They work in groups to research the author and create a website based on the research.\n
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\n\"Spoken\n\n
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\nCurated OER\n
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\nSpoken Word Poetry\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine the spoken work poetry of Abiodun Oyewole. They discuss the West African Griot tradition, listen to spoken word poetry, write and perform a poem, and watch a video excerpt of a poetry workshop.\n
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\n\"Age\n\n
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\nAge Brings Wisdom -- Learning to Respect Elders\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents read a story about a young Japanese boy and his mother who decide to not banish the community's elders to the hills. They create origami helmets. They work together to make posters appreciating senior citizens.\n
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