Student Name: Caitlin Coad

Lesson Title: Cultural Filters Grade(s): 9

# of Lessons in Unit: 1 Lesson # 1 Time Required: 40 minutes

Target ASCA Mindsets & Behaviors:
B-SS 2. Create positive and supportive relationships with other students
B-SS 4. Demonstrate empathy
Target PA Standards:
PS:A1.2 Identify personal values, attitudes, and beliefs
PS.A2.2 Respect alternative points of view
PS:A2.3: Recognize, accept and appreciate individual differences
PS:A2.4 Recognize, accept, and appreciate ethnic and cultural diversity
Learning Objective(s):
Students will learn about individual and cultural differences of their classmates, and begin to consider
how worldview shapes the way they and others interact.
SMART goal:
Between September and December 2017, I will meet with all 350 9th graders during one of their art
classes to give a lesson on recognizing and accepting cultural differences, in alignment with state
standards.
Materials:
Paper, Writing utensils (pens/pencils/markers), Old magazine pages, Scissors, Glue Sticks
Valuing Differences Handout (found:
http://www.tolerance.org/sites/default/files/general/tt_valuing_differences.pdf)
Procedure (should be specific and have a timeline):
00:00-00:10 Explain background of activity, and give directions. Handout Valuing Difference and read
out loud. Ask them to show, what makes you you? Ask if anyone has questions.
00:10-00:25 Students take time to create their FRAMEs using the materials provided. This should be
done quietly, and students should focus on their own work, not the work of others. Instructor will walk
from student to student to check-in.
00:25-00:35 Ask select students to present their frames and compare - discuss with class how these two
frames represent two different, but equally valid, points of view.
00:35-00:40 Homework: ask students to write about a time that this kind of thinking could have
prevented conflict or increased understanding between students. FRAMES will be hung up around room
to reflect on.
 Plan for Evaluation
(How will each of the following be collected?)

Process Data:
Attendance will be taken at art classes to identify how many 9th grade students participated in the
lesson over how many class sessions.
Perception Data:
Pre-post tests will be administered to students assessing their understanding and acceptance of cultural
differences among classmates, for example, I am aware of the individual and cultural differences
among my classmates, and I am open-minded to differences in point of view among my classmates.
Outcome Data:
Track incidents of bullying, and report decrease in instances of bullying over academic year. Track
reports of student conflicts in classroom from teachers, and report decrease in conflicts over academic
year. Report increase in service activities over academic year for students.
Follow Up:
Counselor will be available for individual and small group lessons after to follow-up on this idea.
Students will be encouraged to bring their FRAMEs to discuss more.
Lesson Source:
Teaching Tolerance: http://www.tolerance.org/activity/reflection-what-s-your-frame

Unit Data
(Add post-unit data after lesson has been completed.)
Process Data: 1 40-minute lesson provided to 350 9th grade students during x# of art classes.
(How many lessons provided to
how many students?)
Pre Post
Questions or Demonstration
Date # or % Date # or %
Perception Data: Students are aware of 9/1/17 40% 12/31/17 70%
(What do students or adults think differences among
that students know, believe or can classmates
do?) Students feel open-minded 9/1/17 30% 12/31/17 60%
to different perspectives of
classmates
Achievement or Related Pre Post Pre Post
Results Data: Data Element Date # or % Date # or %
(Student achievement or student # of bullying incidents 9/1/17 25 12/31/17 15
choice/behavior) # of conflicts reported per 9/1/17 30 12/31/17 20
month
# of average service hours 9/1/17 .5 12/31/17 1.5
completed by students