Malcolm Unit Plan 1

Multiculturalism Unit

Rationale: This unit is centered on Asian and Latin-American literature with an

emphasis on narrative writing structures. A considerable amount of time in the
beginning of the unit will be devoted to ensuring that students understand the
concept of culture and the way in which it reaches out and affects many aspects of
our daily lives. Additionally, the unit will also aim to highlight imagery and voice
in text; two key elements for personal narrative writing. The ultimate goal for this
unit is to have students acknowledge the importance and influence of culture and to
identify with the culture(s) in their personal lives. To accomplish this, students will
be exposed to a variety of literature by multicultural authors and apply their
conceptual and formative knowledge by completing a two- to three-page personal
narrative that uses culture as its critical element.

Key Learning Objectives:

Students will actively identify elements of literature, such as imagery and

figurative language, as they read.
Students will practice utilizing personal tone and voice in personal writing
samples, as well as practice using imagery in personal work.
Students will evaluate the role that culture has in day-to-day life and how it
has changed the lives of people in the past.
Students will use clearly defined steps in order to produce their personal
essay by completing a proposal, checklist, first draft and completing several
days of peer editing before submission of final copy.
Students will be able to draw personal opinion on whether they agree or
disagree with stereotypes and archetypical characters in cultural stories.

Key Dates and Deadlines:

Monday, September 4th: Unit begins

Friday, September 8th: Assign personal narrative writing prompt, advise
students of process of project, warn them of upcoming proposal date
Wednesday, September 13th: Project proposal due (half-day schedule)
Friday, September 15th: Project outline due/open sign-ups for optional
conferences
Monday, September 18th- First draft of narrative due
 Malcolm Unit Plan 2

September 19-21: In-class peer revision

Friday, September 22nd: Final draft due/Unit lesson quiz

Assessment:

Formative:

Actively participate in lessons; complete and store all activities in

class binder.
Select a specific memory or story for personal narrative assignment
that utilizes culture.
Select, read, annotate and analyze text from multicultural authors.
Complete an outline and first draft before beginning any revision
process.
Utilize peers for editing and revision assistance.
Kahoot and other whole-class casual quiz-type activities will be used
to ensure students retain memory of smaller concepts as we move
through unit content.

Summative:

Write a personal narrative that highlights a moment in

time when culture made a negative or positive impact
on the student. Students will write two- to three-pages,
double-spaced, in proper formatting, while also
attempting to utilize imagery and strong voice in their
writing. Students with exemplar work will be able to
clearly show literary elements, creativity, and personal
worth of the event.
A brief quiz will be used to finish out the unit by
ensuring that students practice using critical vocabulary
terms, new writing concepts, and that they have a firm
comprehension of the reading material presented to
them.
Malcolm Unit Plan 3
 Malcolm Unit Plan 4

DAILY LESSON PLAN FORM

Teacher_ AUSTIN MALCOLM ______ Class/Period ____1________ Date: __09/05/17

Agenda: To begin unit on multiculturalism, students will listen to the personal childhood
experiences of various celebrities and listen for how their lives were affected by outside forces.
Students will discuss whether or not they agree or relate to any of the stories mentioned, before
further elaborating on specific elements of culture and their importance in literature. Students
will then choose a short story to read by way of blind-guessing and begin to read the story.
Students will then put everything away and note the homework for the evening that will require
them to have an interview with a parent.

Common Core Standards:

W.9-10.10: Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences
W.9-10.3: Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
W.9-10.3a: Engage and orient the reader by setting out a problem, situation, or
observation, establishing one or multiple point(s) of view, and introducing a narrator
and/or characters; create a smooth progression of experiences or events.
SL.9-10.1: Initiate and participate effective in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and
issues, building on others ideas and expressing their own clearly and persuasively.
RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a
persons life story in both print and multimedia), determining which details are
emphasized in each account.

Objectives:
Students will:
 Malcolm Unit Plan 5

Watch videos highlighting elements of urban culture and discuss what they
relate to or what they consider interesting.
Review lesson on elements of culture and the basics of imagery.
Discuss how culture has had an effect on their life.
Read vague descriptions of four different short stories, choose one blindly
and commit to their choice as the story they will be reading for the rest of
the week.
Perform pre-reading checks and annotations.
Set short story back in personal binder to be continued on following
school day.

Materials Needed:
Notebooks, Paper/Pen, highlighters
Teacher Power Point presentation
Multicultural short stories

Activities:
Time Teacher Procedures Student Responsibilities
0:00-10:00 Begin class period with routine quick-writing Enter classroom, retrieve personal binder,
exercise based on prompt presented on board as sit and respond to prompt.
students enter.

10:00-20:00 Begin showing videos featuring popular celebrity Watch videos, noting any moments of
figures discussing their experiences growing up importance or interest. Discuss feelings on
in the projects or urban areas. Ask students to content presented.
discuss their feelings or commonalities to their
lives.
20:00-30:00
Prepare students for next activity by walking
them through process before displaying story Follow along with instructions, read
 Malcolm Unit Plan 6

summaries. Display four summaries and give summaries, and choose favorite.
students time to choose favorite. Show of hands
will gauge current class opinions.
30:00-40:00
Have students come to front of the class and
select the story that corresponds with favorite
summary. Have students return to desks and mark Wait for turn to retrieve copy of short story,
40:00-50:00 reading info on Class Reading Log. return to desk and annotate details on Class
Reading log.
Have student perform pre-reading annotations
and procedures on personal copy of short story.
Instruct students to store binders away and focus Mark short story with pre-reading
on homework slide. procedures. Put binder away and focus on
homework slide. Photos of slide are
optional.

Assignment(s)/ Homework:
Interview with a parent: Students will go home and at some point find a parent,
grandparent or familiar adult figure and interview them. The interview will focus on
finding out how culture affected the lives of others growing up. Students will ask their
adults about any moments where culture was responsible for a significant moment in
their lives.

How Student Learning is Assessed and Analyzed:

Formative Assessment:
o Teacher will gather quick-writes to track on-going progress of students writing
abilities.
o Teacher will listen to student talking about how culture personally affects them in
order to gauge if they are understanding the general concept of culture.
 Malcolm Unit Plan 7

Culminating Assessment: Students will eventually be required to write a personal

narrative that highlights the culture in their lives. For this, honest responses regarding
feelings and thoughts on topic are imperative to give students easier time choosing
personal topic for narrative.
 Malcolm Unit Plan 8

DAILY LESSON PLAN FORM

Teacher_ AUSTIN MALCOLM ______ Class/Period ____1________ Date: __09/13/17

Agenda: Today, students will be responsible for having a verbal proposal of their idea for a
personal narrative. Due to restricted hours of half-day schedule, students will spend some time
on a routine quick-write exercise, but primarily will be reading for the length of the class period
in order to help the number on their Class Reading Logs. While students are in SSR, teacher will
go around to each student in the class, quickly and quietly asking them what they will be
choosing to write about. The teacher will listen to their proposal, write a brief summary of their
idea (to hold them accountable to their concept) and award participation points. Before leaving
class, students will be asked to complete a writing prompt connecting to following days lesson:
In literature, what is the authors voice, and why is it important?

Common Core Standards:

W.9-10.10: Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences
W.9-10.3: Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
W.9-10.3a: Engage and orient the reader by setting out a problem, situation, or
observation, establishing one or multiple point(s) of view, and introducing a narrator
and/or characters; create a smooth progression of experiences or events.
SL.9-10.1: Initiate and participate effective in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and
issues, building on others ideas and expressing their own clearly and persuasively.
RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a
persons life story in both print and multimedia), determining which details are
emphasized in each account.

Objectives:
 Malcolm Unit Plan 9

Students will:
Enter classroom, retrieve binder and complete quick-write exercise of the
day.
Review important due dates and clarify any confusions with teacher.
Read silently and document reading information in Class Reading Log.
Be prepared with a verbal proposal for personal narrative idea, complete
with cultural significance.
Complete Exit-ticket prompt regarding voice in writing.

Materials Needed:
Notebooks, Paper/Pen, binder
Personal book

Activities:
Time Teacher Procedures Student Responsibilities
0:00-5:00 Begin class period with routine quick-writing Enter classroom, retrieve personal binder,
exercise based on prompt presented on board as sit and respond to prompt.
students enter.

5:00-10:00 Review upcoming due dates and other house- Review important dates and ask teacher
keeping agendas. Give students opportunity to questions, if needed.
ask questions and settle any confusions about
current project.

10:00-30:00 Instruct students to begin SSR and continue

reading until the otherwise noted. Meanwhile, Begin SSR. Have proposal ready.
walk around room, going to every student and
ask them for their proposal. Document as needed.

Advise students to find a good stopping-point in

 Malcolm Unit Plan 10

30:00-35:00 their books and direct them to the Exit-ticket

prompt on the projection screen. Remind them to Pack up and complete Exit-ticket; submit.
turn in their Exit-ticket on the way out.

Assignment(s)/ Homework:
Narrative outline and first draft: students will be advised that the homework for all class
days between the proposal and final due date will be to continually work on their outlines
and first drafts of their narrative assignment.

How Student Learning is Assessed and Analyzed:

Formative Assessment:
o Teacher will examine Exit-ticket response to determine the baseline understanding
of literary voice and adjust next days lesson plan accordingly.
o Teacher will be reading a book of their choice for SSR, making sure to document
the book info, time and number of pages read on their Class Reading Logs.
Culminating Assessment: As the first major step in the personal narrative assignment,
students should have a proposal with a fairly concrete and explainable idea or memory to
write about. Proposals will count towards the final grade of the personal narrative
assignment.
 Malcolm Unit Plan 11

DAILY LESSON PLAN FORM

Teacher_ AUSTIN MALCOLM ______ Class/Period ____1________ Date: __09/18/17

Agenda: Students will be responsible for submitting the first draft of their personal narrative
project. The following class days will be dedicated to allow students the valuable time to peer
revise each others work. To ensure that students understand the teachers expectation in peer
revision, the class will be led through a whole-class, interactive peer revision using a draft of a
piece from the teachers own work. The class will work together to strengthen the paper, and the
teacher will make sure to correct any unwanted behaviors. The end goal of this is for students to
be able to peer revise each others work with the confidence and competence in their editorial
abilities. Great emphasis will be placed in focusing on content of craft, the value of fresh eyes on
a paper, and how this shows that writing is a continuous process. Homework will relate to
students taking home a sample piece of writing and giving corrections.

Common Core Standards:

W.9-10.10: Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences
W.9-10.3: Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
W.9-10.3a: Engage and orient the reader by setting out a problem, situation, or
observation, establishing one or multiple point(s) of view, and introducing a narrator
and/or characters; create a smooth progression of experiences or events.
SL.9-10.1: Initiate and participate effective in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and
issues, building on others ideas and expressing their own clearly and persuasively.
RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a
persons life story in both print and multimedia), determining which details are
emphasized in each account.
 Malcolm Unit Plan 12

Objectives:
Students will:
Enter class, complete quick-write exercise.
Show proof of first draft of personal narrative to teacher.
Recognize the value in peer revision and understand how to properly
revise a paper.
Follow lecture on peer revision and take notes as needed.
Practice peer revision as whole-class activity using the teachers work.

Materials Needed:
Notebooks, Paper/Pen,
Teacher Power Point presentation
First draft of personal narrative

Activities:
Time Teacher Procedures Student Responsibilities
0:00-10:00 Begin class period with routine quick-writing Enter classroom, retrieve personal binder,
exercise based on prompt presented on board as sit and respond to prompt.
students enter.

10:00-20:00 Display several copies of different texts and Follow activity, asking questions as
discuss how each copy is a different draft, needed. Look for any noticeable
highlighting the many phases and processes that a differences between different drafts of the
piece of writing can go through before it truly same work.
finished. Discuss the differences between the
copies as a whole class.

20:00-30:00 Teacher will clear the screen and display a piece

of writing of their own creation with the intent of Follow along with instructions, provide
 Malcolm Unit Plan 13

having it revised by the class as a whole. feedback to teacher on any changes,

discuss the validity of each change as a
class.

30:00-40:00 Provide small writing sample to students

individually, giving them time to go over it and
give the sample any need corrections. Then, Individually revise writing sample. Pair
students will pair up and compare their revisions. with partner and discuss the changes or
considerations each person made.

40:00-50:00 The class will wrap up with a discussion on who

marked things differently and why. Clarify any
issues or possible confusions. Hand out revision
homework to students before they leave.
Be prepared to share any differences or
commonalities with the class, obtain
homework before leaving.

Assignment(s)/ Homework:
Revision Practice: Students will be given a worksheet with a small writing sample and
explicit instructions on how to revise. Students will complete and return the worksheet
the following day.

How Student Learning is Assessed and Analyzed:

Formative Assessment:
o Teacher will gather quick-writes to track on-going progress of students writing
abilities.
o Teacher will take notice of how confident and quickly students can identify
needed revisions in practice samples.
 Malcolm Unit Plan 14

o Teacher will note how students found different or similar revisions in individual
activity.
Culminating Assessment: Students will be responsible for having submitted the first draft
of their personal narrative assignment. The next block of the writing process will involve
peer revisions, which is why so much practice is going into the learning phase of proper
peer revision practices.
 Malcolm Unit Plan 15

DAILY LESSON PLAN FORM

Teacher_ AUSTIN MALCOLM ______ Class/Period ____1________ Date: __09/22/17

Agenda: To end the lesson, students will be responsible for three things today. First, students
will need to submit the final copy of their personal narrative project, to include a checklist and
grading rubric. Next, students will take a quiz to assess their retention and understanding of the
concepts, terms and vocabulary we have covered over the last few weeks. Lastly, students will be
asked to complete a reflective survey that will serve to help them self-identify their strengths,
weaknesses and also provide the teacher feedback on how the perceived and valued the overall
lesson or project.

Common Core Standards:

W.9-10.10: Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences
W.9-10.3: Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
W.9-10.3a: Engage and orient the reader by setting out a problem, situation, or
observation, establishing one or multiple point(s) of view, and introducing a narrator
and/or characters; create a smooth progression of experiences or events.
SL.9-10.1: Initiate and participate effective in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and
issues, building on others ideas and expressing their own clearly and persuasively.
RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a
persons life story in both print and multimedia), determining which details are
emphasized in each account.
Objectives:
Students will:
Enter the classroom and immediately submit the final copies of their
personal narrative project in to the correct bin.
 Malcolm Unit Plan 16

Complete quiz regarding concepts, terms and vocabulary covered over the
last few weeks.
Complete a self-reflection survey and submit before the end of class.

Materials Needed:
Notebooks, Paper/Pen, highlighters
Final Copy of personal narrative project
Unit quiz
Self-reflection survey

Activities:
Time Teacher Procedures Student Responsibilities
0:00-10:00 Begin class period by directing student to Enter classroom, submit project, study if
immediately submit their final copy of personal needed.
narrative assignment to proper bin. Allow
students a few extra minutes to prepare for quiz.

Hand out unit quiz. Begin quiz and monitor

10:00-30:00 students. Take unit quiz.

30:00-50:00 As students hand in their quiz, they will be

handed a copy of the self-reflection survey to Receive and complete self-reflection
complete. Students have until the end of the class survey.
period to submit. End class with movie-style
poster teasing the next units topic.

Assignment(s)/ Homework:
 Malcolm Unit Plan 17

Optional assignment: students are encourage to take a picture of the teaser poster for the
next lesson and to try and decrypt it before the next class.

How Student Learning is Assessed and Analyzed:

Formative Assessment:
o Teacher will have students complete a self-reflection survey for self-analysis and
personal opinions of lesson.
Culminating Assessment: Students will be submitting the final copy of their personal
narrative project, which is intended to utilize their personal understanding of culture, use
imagery, figurative language and strong voice. The project is meant to be as introspective
as it is a display of their current skill set.

Culminating Assessment: Students will take a quiz that test their understanding and
knowledge of some of the key concepts, terms and vocabulary that was covered in the
unit.
 Malcolm Unit Plan 18

Name:

Identity in Culture: Personal Narrative Project

Write a two- to three-page personal narrative that
describes a memory or event in which culture was an
important factor. Remember that this is a Personal
narrative, meaning your story should be unique to you
the culture that you observed. Make sure that you
remember to use the two of the most important
elements of narratives: Imagery and strong voice.

Grade Sheet
/15 Format and length: The paper is typed, double-spaced, and is at least
two pages, no more than three.

/15 framing: The essay uses clear transition, engaging and interesting
moments, and remains relevant and easy to understand.

/30 Narrative Technique: The story properly introduces characters,

establishes a descriptive setting, engages the audience with moments of interest
and wraps up with a meaningful conclusion.

/30 Reflection: The essay shows elements of culture that personally relate
to the student, explained the cultural significance of the incident or memory, why it
is memorable or important to the student and shows clear understanding for how
culture can influence people and events. .

/10 Grammar: The essay is free from run-ons, fragments, and typos.

/100 Total
Comments:
 Malcolm Unit Plan 19

Checklist
Make sure that your assignment:

[___] Has a title, your name, date, and class period.

[___] Double-spaced.

[___] At least two FULL pages, and no more than three pages.

[___] Is easy to read and understand in one (no more than two) passes

[___] Has a definitive beginning, middle, and end.

[___] Clearly reflects the importance of culture, either personally or in

general.

[___] Uses transitions between scenes.

[___] Logically introduces new characters.

[___] Uses creative imagery to establish setting and mood.

[___] Begins in an engaging way.

[___] Has a meaningful conclusion.