The document outlines a lesson plan for teaching 4th graders about various holiday traditions from different cultures. Students will engage in discussions, research, and peer-teaching activities, culminating in a multicultural holiday party where they showcase their findings. Methods of evaluation include participation checklists, an outline for research accuracy, and a rubric for student illustrations.

1. Kaitlyn M. Ellis ASSURE Method CI 350
Scenario #2
A-I am going to teach holiday traditions to 4th graders. The class is made up of 20 students-11
girls and 9 boys. Two of the students are Muslims, 3 are Jewish, and 2 are African Americans.
The rest of the class is white Protestant.
S-My students will identify and describe 2 holiday traditions from cultures other than their own
through discussion, research on the computer, peer-teaching of the researched information, a
multicultural holiday party, and an illustration. With 90% accuracy, the students will do so by
the end of the month.
S- For this lesson, the students will need the following:
 Computers
 Paper
 Utensils
 A way to bring food: prepared or bought
 Printer paper
 Crayons, colored pencils, and/or markers for illustrations.
U- For discussion, I will place the students into 5 groups of 4 students each, intentionally mixing
the diverse cultures among one another. I will ask them to share what holidays they celebrate
and how they do so. I will time them, giving each student 3 minutes to share using a timer. As
they hear of holidays they themselves do not celebrate, I will have the students write down the
name of the holiday and something about it they do not know. Then, for the next week, I will
allow the students 20 minutes during social studies to research more on the holidays they have
learned about.
After the students have successfully researched information on the computers, I will
have them get back into their groups and peer-teach what they discovered and learned with
one another. They will be asked to take notes while their peers are teaching them about the
holidays they studied.
On the last Friday of the month, we will have a holiday party. Each student will bring in a
food item, an item of tradition, and a picture that represents their traditions of a holiday they
celebrate. We will set the room up so that the students can go to one another’s “booths” and
ask their peers questions. This will be fun, interesting, and concrete for the students.
At the end of the day, the students will be asked to title and illustrate two holidays of
cultures other than their own on a blank sheet of printer paper. For each of the illustrations,

2. Kaitlyn M. Ellis ASSURE Method CI 350
students will be required to “narrate” what’s going on in the picture in 3 sentences or less. This
is for me to make sure they are able to describe the holidays. They will be given an hour to do
so.
R- My methods will be discussion for those who need to talk and listen to one another,
research for those who do best reading and writing, a party for those who are kinesthetic
learners and need to see and mess with concrete representations, and illustrations for the
creative. It is for these reasons that I designed my curriculum the way I did. I also believe that
actually talking with those unlike themselves they will learn to understand, accept, and maybe
even become friends with different people.
Throughout the curriculum, I will give feedback. I will walk around, listen, and even
participate in some of the group interactions. I will also help students with their research if
necessary. Students who struggle with reading will be given the option to watch videos as well.
E- To evaluate the students, I will place checkmarks for participation in discussions, use an
outline handed to the students to check their research, and check their participation
throughout the multicultural holiday party. I will use a rubric for the students’ illustrations.
As we go through the curriculum, I may find that the peer discussion is not working or
students are not working well together. We will take the opportunity to teach problem solving
and working with others. In addition, the checklists and rubric will be adjusted as necessary.