Lesson Plan

School Counselor: Ms. Pean & Ms. Reyes

Lesson Plan Title: “Many Cultures, One World”
X Single Classroom Lesson __1___ of _1____
 Unit of Classroom Lessons: Lesson _____ of _____
 Small-Group Session Lessons: Lesson _____ of _____
Target Audience: 3rd grade

Evidence Base:
X Best Practice (commonly used and believed to be of high quality)
 Action Research (individual investigates own practice to improve content/delivery)
 Research-Informed (a review of research provides foundation for content/delivery)
 Evidence-Based (highest level of evidence, results published in peer-reviewed journal)

ASCA Student Standards Targeted: Student Learning Objectives:

Identify 1–2 student standards relevant for this For each of the selected student standards, write or
targeted group and goal: select 1–2 learning objectives
(Best practice = select one)
M&B# Mindsets & Behaviors Statement Student Learning Objectives
M.2. Sense of acceptance, respect, support Student(s) will:
and inclusion for self and others in
the school environment. Students will be able to understand individual
differences and unique qualities of self and
B-SS. Positive, respectful, and supportive others.
2. relationships with students who are
similar to and different from them. Students will be able identify and analyze their
own cultural assumptions and biased behaviors
Cultural awareness, sensitivity, and of self and others.
B-SS. responsiveness.
10.

Materials:
 SMARTBoard
 Thumbs Up Sticks
 Thumbs Down Sticks
 Scenario: "Around the World in Our Cafeteria"
 “Many Cultures, One World” Slide Show Presentation
 Video: “What is Culture, According to Kids?” https://www.youtube.com/watch?v=H-

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 P3wm1Fvv4

Describe how you will:

Introduce Lesson Before the lesson begins, the school counselors will introduce
Topic/Focus: himself/herself to the students. To establish and build rapport with
students, the school counselors will ask students to introduce themselves
by sharing their names one student at a time. Once all students have
shared their names, the school counselors will redirect student’s attention
to the SMART Board to introduce the lesson’s topic, pre-assessment
question, and the lesson’s icebreaker. Upon doing so, the school
counselors will provide each student with a thumbs up and thumbs down
sticks, that will assist in the students’ participation in the icebreaker.

The icebreaker will consist of statements the school counselors will read
out loud to the classroom. The students, depending on their ability to
relate to the statement provided on the board, will utilize the thumbs up
and thumbs down sticks, depending on their ability to relate to the
statement provided on the board, will students in recognizing the
similarities and differences that they share with their peers.

The school counselors will utilize the student’s unknown similarities and
differences to transition and lead a discussion related to the differences
that exist all around the world. The school counselors will address the
ethnic makeup, cultural, and racial differences within our surrounding
society to expand students understanding of others, as well as to teach
them how to accept others for their uniqueness, through positive aspects
and qualities such as variety of foods, entertainment styles, and their
contributions to society.
Communicate the The school counselors will verbally address the topic of culture. Students
Lesson Objective: will visually observe the Video: “What is Culture, According to Kids?”
https://www.youtube.com/watch?v=H-P3wm1Fvv4 on the
SMARTBoard.
Teach Content: The school counselors will teach students that people are different in
many ways, and everyone must learn how to accept and respect each other
for their differences. Students will learn how to avoid being prejudiced
against people’s cultures and learn to develop an appreciation for a
person’s individuality.

The school counselors will also play the video, “What is Culture,
According to Kids?” https://www.youtube.com/watch?v=H-P3wm1Fvv4
which informs students of what culture is according to students on the
same grade school level as them. The school counselor will inform
students that people have similarities and differences, making our world
exciting and interesting. Students will learn how to be aware of the words
and actions they use when addressing another person’s differences.
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Practice Content: Using the content presented to students via the slide show presentation
and the video, “What is Culture, According to Kids?", the school
counselors will select four students to engage in a role-playing activity
using the scenario, "Around the World in Our Cafeteria." The role-
playing activity aims to present students with a scenario that demonstrates
judgmental opinions and a lack of awareness and understanding for
others' cultural uniqueness.

Utilizing this un-finished scenario, the school counselors will encourage

the students to help think of ways that could have been nicer to say or do,
based on the information they have previously learned through the slide
show presentation and the video. The school counselors will assist
students in developing an appropriate response and ending to the posed
scenario, "Around the World in Our Cafeteria."
Summarize/Close: Once all the students have shared their disclosures and have come to an
appropriate response and ending to the posed scenario, the school
counselors will reflect on the exercise and give behavior-specific praise.
The school counselors will ask students the question; “Can you name one
way you can treat people who are different from you with kindness?”.
Finally, to close the lesson the school counselors will restate what was
discussed and why it is important to accept and respect each other for
their differences.

Data Collection Plan – For multiple lessons in a unit, complete this section only once for the
Participation Data Plan:
Anticipated number 25 students
of students:
Planned length of 30 minutes
lesson(s):
ASCA Student Standards Data Plan:
Pre-/Post-Assessment items are:
1. “What is culture?”
2. “Can you name one way you can treat people who are different from you with kindness?”
“What is culture?”
Outcome Data Plan: (choose one and describe specific data point to compare)
 Discipline: The school counselors will compare disciplinary reports based on bullying
incidents between students from before the classroom guidance lesson was provided
compared to after the counselor presented the classroom guidance lesson.

Follow-Up Plans
Explain your plan for students who missed the lesson.
 For students who missed the lesson, the school counselors will schedule students

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 according to their availability and will go over the lesson individually or in a small group
setting, if one or more students were absent.
Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment of
student standards (M&B)/student learning objectives.
 For students who did not demonstrate mastery on the pre-and post-assessment, the school
counselors will schedule follow-up sessions with the students to further assist them and
meet their needs. With a more individualized focus, the school counselors may re-present
the lesson to the students, modify the lesson, or create miniature lessons of the previously
presented group lessons to gradually build up the student’s understanding.

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Scenario: "Around the World in Our Cafeteria"

Characters:
1. Hana
2. Carlos
3. Jonathan
4. Lauren

Scenario: Hana and Carlos are best friends who come from different cultural backgrounds.
Hana's family is from Japan, and Carlos's family is from Mexico.

Hana: (excitedly) Carlos, look at this! My mom made sushi for lunch today. It's delicious!

Carlos: (curious) Wow, what's that? It looks interesting.

Hana: It's called sushi. It's a traditional Japanese dish made with rice, seaweed, and sometimes
fish or vegetables.

Carlos: (impressed) That sounds cool! I brought tacos today. They're a traditional Mexican dish
with meat, cheese, and veggies wrapped in a tortilla.

Hana: (excitedly) I love tacos! Let's trade some sushi for a taco.

Carlos: (grinning) Deal!

Just as they're about to exchange their food, they notice two other students nearby whispering
and pointing at them.

Hana: (concerned) Carlos, why are they looking at us like that?

Carlos: (shrugging) I don't know. Maybe they've never seen sushi or tacos before.

Hana: (determined) Let's show them how delicious our food is!

Together, Hana and Carlos gather the curious students around them and explain their cultural
backgrounds and the significance of their traditional dishes. They offer samples of sushi and
tacos to their classmates.

Jonathan: Ew no!

Lauren: That look’s disgusting.

Hana and Carlos: (Look at each other.)

Jonathan: What even is that?

Lauren: Yeah, what is that?

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Hana: This is called sushi, it is a traditional Japanese dish made with rice, seaweed, and
sometimes fish or vegetables. This one has vegetables only though.

Carlos: And I have tacos. Tacos are a traditional Mexican dish with meat, cheese, and veggies
wrapped in a tortilla.

Jonathan: Yeah, that still looks gross. Why don’t you just bring sandwiches like everyone else?

Lauren: Or mac and cheese?

Hana: “Well, I love sushi because it’s a traditional dish that reminds me of my family. But now,
I love tacos too, thanks for sharing with me Carlos. Did you like the sushi?”

Carlos: “Tacos will always be my favorite food, but the sushi wasn’t bad either, maybe you guys
should try different foods instead of eating the same sandwiches everyday”

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 References

Goodman-Scott, E. (2022). Classroom Management: Best Practices for School Counselors.

Illinois School Counselor Association. Retrieved from

https://www.schoolcounselor.org/Newsletters/Sept-2022/Classroom-Management-Best-

Practices-for-School-Cou?st=IL

M. H. S. (2022, April 1). What Is Culture, According to Kids? Milton Hershey School. YouTube.

https://www.youtube.com/watch?v=H-P3wm1Fvv4

Updated, June 2021