Introduction
Approaching a class of diverse learners from the perspective of multiculturalism is critical for the further success of the target audience and their ability to build their learning skills. With the integration of the principles of cultural competence, an educator can facilitate the learning environment in which students will be inclined to learn more and build the knowledge base that will help them to become effective learners in the future.
Moreover, the integration of the proposed framework into a lesson will provide the premise for students to develop lifelong learning skills, thus preparing them for communication in the multicultural setting (Guler 129). By incorporating the principles of multiculturalism into a lesson, an educator will set the foundation for students’ further continuous development.
Objectives
The goals of the lesson include developing awareness about phonics and the way in which different sounds are formed. The learners will be introduced to the letters c, a, t, and s. By the end of the lesson, each of the learners will be able to form short words with the help of these letters, as well as identify the letters in question and pronounce them.
Questions of the Day
What does a cat sound like in your language? Could you spell the word “cat”? What other words with “a,” “c,” and “t” do you know?
Process
The process of learning about new letters will involve inviting students to the discussion of animals and specifically cats. First, students will be encouraged to share their experiences with cats and show what sounds cats can produce. The specified activity is particularly important for showing students differences between various cultures since onomatopoeic word building differs vastly from one culture to another. Afterward, the students will be provided with cards that have letters c, a, t, and s on them. The learners will be introduced to each of the letters and their sounds individually, then to the word “cat,” and, finally, to its plural form. The learners will then be encouraged to find the specified letters in pictures provided by the teacher.
Materials
In the course of the lesson, traditional media, IT, and ICT tools will be utilized to enhance understanding. To help students to memorize the letters and perform the necessary activities, cards and other print media will be used. However, to ensure that students develop the correct pronunciation of the identified letters, IT and ICT tools, including appropriate applications, will have to be utilized in the classroom.
Book
To ensure that students have access to the required resources, it will be necessary to use a textbook. The use of Lopez’s book should be considered a necessary choice due to the vast range of theories and the focus on the multicultural aspect of learning. In addition, different blocks, or areas of learning, will have to be included to ensure continuity (see Table 1) (Lopez 148).
Table 1. Learning Blocks.
With the help of a multicultural lesson aimed at encouraging students to share their experiences and understand the ones of learners belonging to different cultures, the process of developing cultural and emotional competence can be launched. The identified abilities will assist students in building the skills that will allow them to share knowledge and learn new skills much faster. Thus, the process of continuous learning will be launched, and the enthusiasm levels among learners are likely to remain high. The inclusion of multiple tools for data transfer and processing, including modern media, is critical since it will show students how the process of knowledge sharing can be encouraged by using innovative IT and ICT elements such as social media.
Works Cited
Guler, Nilufer. Optimizing Elementary Education for English Language Learners. IGI Global, 2018.
Lopez, Emilia C., editor. Handbook of Multicultural School Psychology: An Interdisciplinary Perspective. Taylor & Francis, 2017.