Direct instruction

Teachers: Austin Malcolm Subject: 9th Grade/English

Standards:

Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature. (910.RL.6)

Objectives (Explicit):

SWBAT explain the significance of multi-cultural authors/works and relate it to their personal life-experiences by
reading and annotating selected short stories for examples of multicultural identity and imagery.

Evidence of Mastery (Measurable):

Quick-write: Students will write down what they think it personally means to be multicultural in America. (1/1)

Students will read a short story and annotate for any of the following elements (3/4 for culture, 2/3 for imagery):

- Identify when characters mention their background (coming from different countries/states).
- Moments where a character is proud to be multicultural (flaunting bragging, etc).
- Moments where a character is ashamed to be multicultural (lies, hides, avoids subject).
- Examples where being multicultural was an issue or concern (worried they may be a target, possible deportation,
poor integration experience).
- Figurative or literal imagery.
- Creative or descriptive metaphors or similes.

Homework: Students will interview their parent(s) about how culture affected them growing up. (1/1)

Sub-objectives, SWBAT (Sequenced from basic to complex):

What is culture/multiculturalism?
How does culture affect our lives?
What are some examples of multicultural art?
Why is it important to recognize multiculturalism in literature and real-life?
Key vocabulary: Materials/Technology Resources to be Used:

Multicultural, identity, differences, society, imagery Notebook, pen/pencil, Highlighters, copy of My

Name, copies of multicultural short stories (attached)

Opening (state objectives, connect to previous learning, and make relevant to real life)

Begin lesson with video (Jay-Z: The War on Drugs is an Epic Fail). After the video, highlight
moments where Jay-Zs culture was affected by things outside of his control. Discuss how culture
can be a complicated topic for different people and for different reasons.

Ins Teacher Will: Student Will:

tru
cti Introduce the idea of multiculturalism and what it Follow lecture and take appropriate notes.
ona means to be from different cultures in America
l today, (to be a -American) Take out paper and participate in quick-
Inp write exercise.
Instruct students to take out a piece of paper and
begin quick-write exercise about what
ut
multiculturalism means to them, either by personal
experience or from something theyve witnessed. Finish quick-write and voluntarily share
 Warn and notify students when time is up something from their writing.
and ask some students to share what
they wrote.

Co-Teaching Strategy/Differentiation

Allow ELL student to utilize Spanish-English dictionary for unfamiliar vocabulary during presentation.

Encourage visually-impaired and SPE students to enlarge text or wear headphones and use text-to-speech function.

Gu Teacher Will: Student Will:

ide
d Ask students for reasons why they think Listen and give reasons why they think
Pra multiculturalism is important in literature, review multiculturalism is important in literature.
cticsome standard reasons.
e Have students silently read My Name excerpt Silently read My Name exerpt.
from The House of Mongos by Sandra Cisneros.
Ask students for any noted examples of culture
(good and bad) and highlight sections on the Participate by searching for examples of culture
presentation slide. Repeat for examples of imagery. from the excerpt, then examples of imagery.

Co-Teaching Strategy/Differentiation

Have directions constantly displayed on projection screen for those with attention difficulty.

Students that cannot participate in group discussion may write out their responses in long-form on paper.

Ind Teacher Will: Student Will:

epe
nde Direct students to access and choose one of four short Choose one of four multicultural short stories and
nt stories (by way of vague summary) and annotate read..
Pra examples of multicultural identity, including exposition,
and positive/negative experiences: Annotate story as they read, marking all mentions and
ctic
Living Up the Street by Gary Soto examples of multiculturalism and imagery.
e
The Horned Toad by Gerald Haslam
The Joy Luck Club by Amy Tan
Farewell to Manzanar by Jeanne and James
Houston
Warn students of remaining class time and instruct them
Find a partner with a different story and summarize
to find a partner with a different story and summarize the
the plot to each other.
plot to each other.
Complete and submit annotated copy of short story to
Instruct students to submit their complete annotated copy
teacher before leaving class.
of the story to the teacher.

Co-Teaching Strategy/Differentiation

Students with proper accommodations will be allowed to continue and submit the story annotation assignment
outside of class.
Closing/Student Reflection/Real-life connections:

Ask students to sit down with their parents before the next class and ask them about what it was like for them to grow up as
either being multicultural or being around multicultural people. Have students write down anything interesting and prepare
to share during our next class. Advise student to record the interview with their phone so that it is easier to write down what
they said later on.