UNIT PLAN REQUIREMENTS
Brief explanation of the unit and purpose of the unit (5)
Essential questions: (5)
Arizona State Standards (5)
Student outcomes (5) – What will students know, understand and be able to do by the end of the unit?)
Each lesson should have:
** See example below
Each component should be a description of about a paragraph long. DO NOT write pages of explanation. Keep it brief.
Lesson 1: (15)
Lesson 2: (15)
Lesson 3. (15)
Come up with 10 resources for your unit plan. Ensure that there is a brief description of the resource in each resource post of the Padlet.
This should be a 2-3 minute explanation of your unit plan
Unit Plan EXAMPLE: The Riots of 1964 (Social Awareness)
9th grade ELA in Rochester, NY
(By Quiana D. Beasley, 2016)
A.) Background (of Unit Plan) (25 points)
Theme: Uncovering Bias and Stereotypes
Explanation/Purpose: The unit focuses on the theme of “Stereotypes” and acknowledges and incorporates the lives and backgrounds of the inner-city students within the Greater Rochester region of New York State. All forms of text or media used in this unit plan focus on the history of racial tension in the area, life stories of minority men who have grown up in the area, and originate from authors or situations that may mirror the students’ cultural experiences or personal lives in order to give students a sense of ownership and identity in their learning process. Students will look for opinion, evidence-based claim evidence, analyze text-to-self connections, and text-to-text connections. Students will examine questions in the unit such as: 1) Who am I? What’s my role in my family, school, community, and world? 2) What are stereotypes and how are we affected by them? 3) Who is my neighbor? What do I know about those I see daily? 4)What is fact and what is opinion? 5) How does the media shape our perception? 6) What were the Riots of 1964?? 7) How did events on a national scale effect what transpired locally? 8) What stereotypes did the media perpetuate then and now? 9) Can we change society’s perceptions?
Students will watch the documentary “July ‘64” and complete and discuss answers from discussion guide after completing the mini-unit.
Standards: (IF UNIT WERE IN ARIZONA)
9-10.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
9-10.RI.9 Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.
9-10.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Student outcomes: (What will students know, understand and be able to do by the end of the unit?)
1) Read, discuss, and analyze a variety of informational texts
2) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
3) Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.
4) Create text-to-self and text-to-text connections
5) Decipher fact versus opinion
B.) Lesson examples (15 points)
Lesson 1 of 3: What are stereotypes and how are we affected by them? (50-60 min)
Materials Needed – Chart paper, markers (colored), student journals
III. Guided Practice (follow me) – Explain to students that stereotypes are not always pretty and can be offensive, but that you want them to be respectfully honest when they write the stereotypes they’ve heard or believe no matter how they think the colleagues in their class may receive them. Let students know that stereotypes do not always have to be a negative thing and that they should also think about positive stereotypes to write as well. Allow students several minutes to fill in the charts. When they finish the activity, have students sit down and briefly discuss their thoughts and reactions to the stereotypes given.
Lesson 2 of 3: What were the Riots of ’64? (50-60 min)
Materials Needed – Chart Paper, Newspaper article, “A firsthand account of the riots: ‘An eerie, scary feeling’” <http://www.democratandchronicle.com/story/news/local/2014/02/01/williamturner-rochester-riots/5135731/>, journals
III. Guided Practice (follow me) – Since this will be their first time actively reading in class, read the article in its entirety to the class and make frequent stops to give actual examples of how you interact with the text.
Lesson 3 of 3: – How can we change society’s perception of a situation? (50-60 min)
Materials Needed – current day photojournalistic photos, Handouts of pictures from Riots of ’64, journals
III. Guided Practice (follow me) – Explain to students that while a picture is powerful, the use of a simple caption can completely change the original intent of the work. Use the picture of the Muslim women and say, “For instance, while this picture seems to show us a very somber or sad moment, one could very well say ‘Muslim women mourning the government decision to allow for more women’s rights; say it’s too much too soon.’ Does that seem logical? Probably not, but with nothing more than a picture we’re led to trust the caption.” This leads us to today’s activity.
Helpful Websites to help with assignment.
1) AZ State Standards:
This will give you standards and competencies for each grade in each subject area.
2) Learning for Justice (Formerly Teaching for Tolerance)
This is an awesome resource for teachers. Please use it for ideas and examples only. Perhaps looking at some lesson plans here will spark ideas for you!
This is sort of a “general” source on education. There are some nice videos, plans, and articles that speak to addressing racism, bias and stereotypes in the classroom. There are also articles centered on celebrating cultural diversity in the classroom.
4) Teaching for Change
This website give you all sorts of resources as an educator working to eliminate bias and prejudice. It has comprehensive book lists for kids. It also contains articles and publications on teaching about US holidays and history months. This website emphasizes literature quite heavily.
5) Colorin Colorado
Even though this website is mainly for ELL educators, it can be used for all kinds of lessons and as a general teaching resource. As the name infers, its primary focus is related to students and cultures of Hispanic heritage. However, the website also includes other cultures/ethnic groups.
6) PBS Learning Media
Here’s a great resource from PBS full of videos that will show you what teachers are doing in their classrooms and videos that you might want to use to show your students in your own lesson.
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