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MULTICULTURAL LESSON PLAN (Part of larger project)

Subject/Concepts: Art Grade Level: 12th

1. Standards:
Art Standards Goal: Students understand the visual arts in relation to history and culture
MeasurableObjective:StudentswillbeabletoapplythehistoryoftheChicano
movementastheybegintheprocessofdesigningtheirmurals.

MulticulturalGoal:Developaneducationalenvironmentthatpromotesrespectfor
differences

MeasurableObjective:StudentswillbeabletodevelopanunderstandingofMexican
Americanhistory.
Auditory Learning Style: Students will learn via auditory learning through videos and spoken lecture
during the class.
Kinesthetic Learning Style: Students will learn via kinesthetic learning style through hands on activities
while creating art and moving around with their classmates.
Visual Learning Style: Students will learn via Visual learning style through videos and power points
provided for the lesson.
Gardners Intelligence: Through working in-group activities students will use their interpersonal
intelligence in cooperating and interacting with one another.
2. Materials:
PowerPoint, pencils, paper, projector, Lesson Plan Step by Step (see attached), Assignment sheet
(attached), Book: Signs from the hearth: California Chicano Murals,

3. Instruction- learning Process:


Do First: Tell students they will be listening to a song and play segment of music from Los Alacranes
about Chicano park once students are seated. Open the discussion by reminding students about previous
Mexican-American lesson where Chicano Park was discussed. Discuss how the previous lesson relates to
this one.(5 minutes.)
Mini-lesson:
Begin PowerPoint Mexican-American murals
Follow: Lesson Plan Step by Step
After Lesson begin discussion with class on the assignment.
Discuss with students on what kind of murals they would like to do.
Offer Ideas about relating the struggles Mexican-Americans faced like in education. Also ask
students if they would like to relate Mexican-American struggles to something they feel is
relevant today. Take a vote in class.
Once Students have settled on idea pass out handout and move into guided practice.
(30 minutes)
Guided Practice: Talk to students about there ideas. Confirm with everyone they have each
selected an idea that they would like to contribute to the mural.(15 minutes)
Independent Practice:
Students will continue working on their ideas and present their ideas to the teacher when they are
finished. Students may also research their ideas during class using the computer or book. All
ideas must be confirmed with the teacher. Students can choose to add color to their ideas.
(45 min.)
Exit Slip: Teacher will review the students ideas. Teacher will see how many students finished
the assignment. Adjustments will be made to the next lesson if the teacher feels that further
instruction is needed.(5 minutes)
4. Resources:

Cockcroft, E. S., Barnet-Snchez, H., & Social and Public Arts Resource Center (Venice,
Los Angeles, Calif.). (1993). Signs from the heart: California chicano murals.
Venice, Calif;Albuquerque;: Social and Public Art Resource Center.

G. (2016, March 10). Retrieved May 02, 2017, from https://www.youtube.com/watch?


v=hgOAulGm9WI

(2014, January 06). Retrieved May 3, 2017, from https://www.youtube.com/watch?


v=2_wB3iGF58M

Sanchez, C. (2004, March 22). Before 'Brown v. Board of Education' Retrieved May 02,
2017, from http://www.npr.org/templates/story/story.php?storyId=1784243

W. (2015, March 26). Retrieved May 03, 2017, from https://www.youtube.com/watch?


v=yYX4LFjgW38

5. Reflection:
In this lesson plan I hope that my students will have achieved an understanding for
Mexican-American history. Hopefully through this understanding they can gain respect
for cultural differences. Students will have learned about difficulties Mexican-Americans
faced in the school system, discrimination, and the many contributions Mexican-
Americans have made to the United States. Students will be able to discuss with the class
about different cultures and work together to create a mural, which will allow them to
engage with one another. I think the strengths of this lesson plan is the fact that students
will be able to create a mural together and get involved with their other classmates. I
think the weakness of this plan could be that maybe students who are shy could have
difficulty creating something for the mural. They might feel the need to hold back.

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