Stephanie Nelson March 11, 2015

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Stephanie Nelson

March 11, 2015

TEDU 414

Multicultural Lesson Plan


Today is a continuation of a month long Dr. Seuss themed literacy lessons. This lesson will focus on identifying and producing rhyming words. This lesson will also have a large focus on multiculturalism. Specifically how individuals are all different, but equal.

Language Arts K.4 The student will identify, say, segment, and blend various units of speech sounds.

a) Begin to discriminate between spoken sentences, words, and syllables.

b) Identify and produce words that rhyme.

c) Blend and segment multisyllabic words at the syllable level.

d) Segment one-syllable words into speech sound units including beginning

phoneme(s) (onset) and ending (rimes).

e) Identify words according to shared beginning and/or ending sounds.

The students will be able to identify and produce rhyming words given the book The Sneetches and word family words with 80% accuracy. The students will also be able to discuss equality and diversity in detail given whole class discussion questions.



  • The lesson will begin by the teacher wearing his/her own star necklace. (V)

  • The teacher will pass out star necklaces to some of the students, but not all. (V)

  • The teacher will then gather the whole class to prepare to read The Sneetches.

  • Before reading the teacher should ask the students how they feel about either having a star or not having a star. (A)

  • The teacher will also ask the students if they are special because they have a star. (A)

  • It is important to encourage students to think about these questions while they are listening to the book. (A)


  • Book Questions: Who can tell me a word that rhymes with small?

  • How many times do you hear rhyming words on this page?

  • Would you treat the plain bellied sneetches that way?

  • What does “keen” mean?

  • having or showing eagerness or enthusiasm.

  • What is a wondrous contraption?

  • inspiring a feeling of wonder or delight; marvelous machine or device that appears strange or unnecessarily complicated, and often badly made or unsafe.

  • Was the beach a better place at the beginning of the book or at the end of the book?

  • The class will then participate in an activity and involves the students going through a star on or star off machine (made of chairs and a blanket). (K)

  • A student’s “payment” to enter the machine is to tell the teacher a word the rhymes with _______ (A)

  • The students will crawl between two chairs and under a blanket one at a time. When they do this they will either remove their stars. (K)

  • For advanced students:

  • The students will tell the teacher what word family the rhyming words belong to.

  • For struggling students:

  • Tell the students a sentence or two and have them pick out the rhyming words from those sentences.


  • After the students have gone through the machine 2-3 times the class will discuss differences and equality. (A)

  • Is everyone the exact same? (Am I the same as Mrs. Chase?)

  • No because…..

  • Do you think it is nice to treat people the way the star bellied sneetches treated the plain bellied sneetches at the beginning of the book? Why or why not?

  • No because…..

  • Should people be treated equally (the same)? Why or why not?

  • Why is it important to remember that everyone is different?

  • The teacher should remind students that our differences are what make the world work. (A)

  • If everyone wanted to be a teacher many important jobs would not get done.

  • If everyone was like Ms. Nelson the world would be a very boring place to live.

Materials: Star Bellied Sneetches, 2 chairs, blanket, stars, yarn, worksheet, scissors, glue, crayons

Evaluation A:

  • The students will complete the Sneetch rhyming sheet.

  • Students will place the correct star in the column under the correct word family. (-all, -ad, -en)

  • If a student finishes early he/ she may color the star sheet.

  • These worksheets should be turned in upon completion. (picture on sorting page)

Sheets attached on the back

Evaluation B:

Was behavior effectively managed during the lesson?

What were the strengths of the lesson?

What were the weaknesses of the lesson?
What would you change about the lesson if you could teach it again?
Were all needs accommodated?

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