Multicultural Lesson Plan

Book: Bintou’s Braids, Sylviane A. Diouf, 2004

Grade Level: Elementary grades 1-3

Multicultural Theme: Self Esteem, Self-Acceptance, Acceptance of Those Who Are Different

Materials: The book Bintou’s Braids by Sylviane A. Diouf, different colored pipe cleaners,

beads, feathers, ribbon, sea shells, glue.

Educational Standards:

1. CCSS.ELA- Literacy. R L. 1.3 Describe characters, settings, and major events in a story, using

key details.

2. CCSS.ELA- Literacy RL. 2.5 Describe the overall structure of a story, including describing

how the beginning introduces the story and the ending concludes the action.

3. CCSS.ELA Literacy RL 13.2.5 Describe traditional patriotic activities, holidays, or symbols

from around the world.

Objective: The student will be able to name different cultural traditions in group activities and

independent work with 85% accuracy.

Procedure:

1. Introduce: Show the book Bintou’s Braids by Sylviane A. Diouf and say, “Today we are going

to learn about cultural traditions. Does anyone have any traditions they’d like to share?” Discuss

the words culture and tradition separately, and prompt students to give examples. (For example:

Christmas Trees, Tooth Fairy, Bar Mitzvah, Quinceanera…)

2. Read: Teacher reads the book aloud to the students as well as showing them the illustrations

from the book.

3. Discuss: Students will be asked 5 questions and will be given time to brainstorm possible

answers. Then, as a class, we will discuss the questions and let volunteers share their answers.

Students are to use evidence or key details from Bintou’s Braids to support their answers.

Students can also use examples from real life experiences to support their answer.

Question 1: Why do you think it was important to Bintou to have hair like her sisters?

Question 2: Do you think Bintou’s sisters were impatient like her and wanted long hair at

an early age too?

Question 3: How do you think Bintou felt when she was told she had to wait to get long

braids?

Question 4: What did you expect Bintou to choose after she saved the little boys?

Question 5: Can you name some examples of how you are like Bintou?

Activities:

1. Students will select three different colored pipe cleaners. The teacher will braid the pipe

cleaners together. Students will select beads, feathers, sea shells, and ribbon to glue into their

“braid”.

2. In small groups and using partner talk, students will discuss why they selected the accessories

they picked for their braid.

3. Have a few students share the tradition they wrote down to the classroom.

Evaluation: The teacher will go from group to group and assess the student’s braids. The teacher

will also ask the students to write down an example of a cultural tradition (discussed at the

beginning of the class) that their family has.