Lesson #1
Unit Plan: Cultural Diversity
Topic: Introduction to Diversity – KWL chart |
Cycle Level: Cycle three/Grade 6
Duration: 60 min |
Materials:
- Smart Board
- Slide show of images (cultural diversity theme)
- KWL worksheet charts (one per child)
- Journal
- Pencil
- Language Arts duo-tang
- Smart Board
- Slide show of images (cultural diversity theme)
- KWL worksheet charts (one per child)
- Journal
- Pencil
- Language Arts duo-tang
Links:
Diversity_images.ppt | |
File Size: | 503 kb |
File Type: | ppt |
KWL_chart.docx | |
File Size: | 24 kb |
File Type: | docx |
10 min 30 min 20 min |
Introduction:
- Gather the students on the floor in front of the Smart Board. - Show the students a slide show of diverse images relating to cultural diversity (see link at top of page, for examples of pictures). - Ask the children a series of questions, related to the images: - What do you think of these images? - What is the meaning behind the images? - What can be interpreted by these image - Can we relate to these images? - Introduce the unit of Cultural Diversity to the class. Tell them that within the next few weeks, they will be exploring, analysing, and demonstrating the issue of cultural diversity. Development: - Teacher – On the Smart Board, open up the link to the KWL chart. - Explain to the students the meaning of a KWL chart is: - What do we know - What do we want to know - What did we learn - Tell the students that we will be filling out this KWL chart in two parts. - We will fill up the first and second part now and we will fill up the third sections at the end of our unit plan. - Begin by asking the students what they already know about diversity and write it at the front on the Smart Board. - Write down everything they say. Accept all answers. - Do the same thing for part two of the chart, ask the students “what do we want to know” from diversity. - Write down everything they say. Accept all answers. - Once section one and two have adequate answers, disturb a KWL chart to every student (see KWL link at top of page). - Allow time for the students to copy down their answers on their individual KWL chart. - Once finished, make sure students put their worksheets into their Language Art duo-tangs. Conclusion: Journal writing time: - Ask the students to take out their journals. - Ask them to brainstorm activities that they could do to explore diversity. Tell them to think outside the box. Accept all appropriate answers. |