CBUP Lesson Plan Template: EDIS 5401

Unit Working Title: “The Danger of a Single Story”: Confronting Stereotypes Through
Reading and Writing Personal Narratives

Unit “Big Idea” (Concept/Theme): Confronting stereotypes

Unit Primary Skill focus: Personal narrative and reflection

Week _2_ of 4; Plan #_5_ of 12; [90 mins.]

Plan type: ____Full-Detail __x__Summary

Content Requirement Satisfied: Reading experience, part b

Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],

followed by Specific lesson objectives (lettered) being taught in this lesson:

Performance (do):
5.Students will be able to explain how people/characters are more than their single story/stereotype and
are multifaceted.
a. Students will be able to identify stereotypes that are untrue and unjust.
b. Students will be able to explain why the author chooses to include stereotypes in a text

6. Students will be able to reflect on the value of other people’s stories

a. Students will write a written reflection on the value of reading about other people’s
stories.

Affective (feel/value) and/or Non-Cognitive:

7. Students will reflect on the value of other people's’ stories.
a. Students will reflect what they learned and/or how their mindset changed after reading a
text.

SOL’s: [List with numbers portrayed in the SOL document]

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
m) Use reading strategies to monitor comprehension throughout the reading process.

CCS’s: [List with numbers portrayed in the CCS document]

CCSS.ELA-LITERACY.RL.9-10.6
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.

Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.

Formative

Title of assessment tool: Small Group Debrief and Annotations

 Students will show their progress towards identifying stereotypes that are untrue and
unjust and explaining why the author chooses to include stereotypes in a text by
debriefing as a small group after finishing the excerpt of Kaffir Boy and turning in their
annotations for teacher review (objective 5a and b)

Criteria: Thoughtful insights that use specific examples from the text and relates it to
their current understandings of stereotypes.

How data will be used: To see how students are progressing towards learning targets and
determine if any additional instruction or whole class discussion is needed.

How students will receive feedback: Verbal feedback

Title of assessment tool: Written Reflections

Students will show their progress toward reflecting on the value of other people’s stories
by writing a written reflection in their journals about what they learned and/or how their
mindset changed after reading an excerpt of Mathabane’s autobiography. (objective 6a,
7a)

Criteria: Thoughtful reflections to how they are valuing learning from other people’s
stories, how their bias/assumptions/mindsets may have changed or held steady and why.

How data will be used: To see how students are progressing towards learning targets and
determine if any additional scaffolding is needed to push themselves to grow, to think
beyond themselves, and to value other’s stories.

How students will receive feedback: Written feedback

Differentiated Instruction to accommodate one or more of my profiled students:

(This is where you identify specific aspects of this lesson which have been differentiated in order
to address the needs of one or more of your profiled students—identify them by name)

What have you done (visible in the lesson plan procedures) that differentiates for the a)
readiness, b) interests, and/or c) learning environment for your profile students.

Student Name Readiness Interest Learning

Environment
Tyler Tyler is often disengaged so
chose a culturally diverse
personal narrative related to
adolescent disinterest in
education to hope that he
sees himself in the text and
encourage more
engagement and
participation.
Jessica Jessica reads and writes
below grade level. The
annotating will help
 scaffold her reading and
the topic blast will help
her brainstorm writing
topics.
Jose Jose is an ELL whose
English who often needs
help with reading
comprehension. This
lesson will help him
build her reading
comprehension (making
meaning via annotations
and reflections).
Sarah If Sarah finishes early, Sarah likes to have
the lesson provides choice and ownership
flexibility for her to read over her learning; the
her choice book. summative
assessment allows for
student choice and
autonomy.

Procedures/Instructional Strategies
Each step should have bolded heading that identifies the activity, and then is followed by the
teacher scripting, student and teacher actions, and a description of the activity.
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement:

Students will be seated in their 4 person base groups (1 group of 5). The slides for the day are
projected up on the board.

1. [2 mins.] Welcome and essential question

As students enter the room, I greet them by name and exchange a few pleasantries. I will read
off our essential question for the day (why would an author choose to include stereotypes in a
text?).

2. [30 mins.] Finish reading/annotating excerpt of Kaffir Boy

I will pass back out the excepts to students with their initial annotations. Since last class, I have
reviewed the annotations to see if they are progressing in this reading strategy to make meaning
of the text and are acknowledging the stereotypes present. I have provided specific feedback via
sticky notes on the excerpt to drive improvement. I will also address the class to provide
students will general verbal feedback on annotations. I will then ask students to take the next 27
minutes to review my stick note feedback and finish reading the excerpt, making annotations
throughout. Most students don’t have more than 10 pages left to read but I tried to give enough
time for slower readers to be able to finish. I will review and project up on the slides the
specifics of what they should do when annotating:

1. circling words you don’t know – look them up!

2. writing down questions or thoughts in margins
 3. underline for reading purpose: look for prejudices against/stereotypes of Black
people/children, White people, education/school, women

I will ask students if they have any questions before they begin this independent work and let
them know that I will be coming around to conference with students. Students will read and
annotate independently. I will come around and conference with students on their progress,
providing feedback on annotations and questions to probe thinking, as well as looking out for
questions from other students.

If some students finish early, I will direct them to try to make one more annotation and
clarify/expand on others and then will ask they read their choice book silently.

3. [ 10 mins.] Base Group Debrief with guiding question

I will prompt students that now that they have finished reading and annotating the excerpt
individually, they will have ten minutes to debrief on the reading in their base groups. I will ask
that they share what stereotypes and prejudices they found. They should also discuss the
essential question for the day in relation to the story: why would Mathabane choose to include
stereotypes in his text?

Students discuss in base groups. Teacher walks around to assess student understanding, provide
some immediate feedback, and keep track of learning and respectful interaction via a group
observation form.

Ask students to pass in their excepts/annotations for teacher review.

4. [ 10 mins.] Written reflection

I will explain that students will be writing 5 written reflections throughout this unit. These
reflections will count towards 20% of their unit grade so they should be thoughtful in nature. A
few sentences will not do. Although they will mostly be graded for completion, they will choose
2 for me to read for feedback. At the end of the unit, they will mark 2 reflections via sticky notes
for me to read.

I will ask students to turn to their writing portion of their writer’s notebook and respond to the
prompts for their second written reflection: What did you learn about Mathabane and his story by
reading an excerpt of his autobiography? Did the text push you to reflect on stereotypes any
more or change your thinking in any way? Ask them to push themselves to write for the full 8
minutes. Writing is thinking, and I want them to think through these questions.

5. [ 3 mins.] Three-minute break

Students have 3-minute break to stretch legs, use restroom, get water, chit-chat. Play a student’s
favorite song.

6. [ 5 mins.] Intro to personal narrative genre

Using the Kaffir Boy excerpt as a model, I will have students brainstorm with partners what a
personal narrative is then give them the formal definition—a narrative about one’s life or
experiences usually told in the first person. We will review that first person means writing from
the author’s point of view or perspective. If you are the writer, you are writing from your own
point of view. To do this you use “I” to start your sentences. Ask a few students to give me a
sentence using the first-person point of view.

I will explain that personal narratives usually focus on a significant event or moment in your life
and incorporate reflection—serious thought and consideration.

In the excerpt we read by Kaffir Boy, Mathabane focuses in and reflects on his first day of
school.

Make a running list of what we have learned so far about the personal narrative genre (in terms
of what writers should do when writing personal narrative):
1. Write in the first person. Since it is YOUR story, use “I”
2. Reflects on a significant event, moment, or experiences in your life.

7. [ 5 mins.] Intro to summative assessment My Story Personal Narrative

I will pass around and read the summative assessment prompt to students (see appendix A). I
will have students write down the due dates on their agendas/calendars. I will explain that most
of the work for the assignment will be done in class. I will explain that although we are just
starting to talk about personal narratives and its components and some of the rubric may seem
overwhelming to them right now, they will feel comfortable and prepared writing their own
personal narratives after reading a variety of them and learning about key components during
mini-lessons. I gave them the assessment now so that they can begin to narrow down their topic:
what stereotype they overcame and the specific details. We will start the brainstorming of topics
next!

8. [ 10 mins.] My Story initial topic brainstorming

I will model the topic blast strategy for brainstorming writing topics for the summative
assessment. I will note that this is just to get students thinking about their potential topic; they
don’t have to decide and start writing for a few days. Students will complete their own topic
blast, outlining stereotypes that have been placed on them and specific events/moments where
they worked to overcome said stereotype in their writer’s notebook in the brainstorming section.

9. [ 10 mins.] SSR

I will tell students that for the last 10 minutes of class they will participate in SSR. I will ask if
any students need help choosing a new book or have specific questions about their book or
would just like to discuss their book with me (concerns, excitements, etc.). Students read silently
and independently. I will also walk around and note the page number each student is on on my
Reading Weekly Status Report.

10. [5 mins] Closure:

I will remind students that their weekend homework is to read their choice book for at least 30
minutes per day (so that’s 2 hours total before Monday’s class). Then, I will build excitement
for Monday’s class by giving them a preview: On Monday, we will continue to identify the
components of a good personal narrative, reading “Fish Cheeks” by professional writer Amy Tan
and a memoir by a former student which deals with confronting stereotypes.

Materials Needed (list):

Slides
Writer’s Notebooks
Excerpt from Kaffir Boy from World Writers Today – Chapter 21
Handout with My Story Personal Narrative prompt and rubric
Reading Weekly Status Report

Appendix A: Handout with My Story Personal Narrative prompt and rubric

My Story Personal Narrative Summative Assessment

“The single story creates stereotypes, and the problem with stereotypes is not that they
are untrue, but that they are incomplete. They make one story become the only story.”

“Stories have been used to dispossess and to malign, but stories can also be used to empower and to
humanize. Stories can break the dignity of a people, but stories can also repair that broken dignity.”
--Chimamanda Ngozi Adichie

“The hardest battle is to be nobody but yourself in a world that is doing its best, night and day, to make
you like everybody else.”
--E. E. Cummings

In 2009, Chimamanda Ngozi Adichie gave a TedTalk called “The Danger of a Single Story”
about the stereotypes and misunderstandings that stem from a single narrative of complex human
beings. The world and the people in it may try to define and disempower you by imposing
unjust stereotypes on you. You will take back your story, your voice, your truth, your power by
writing a personal narrative reflecting on a time that you confronted a stereotype.

This personal narrative can take many forms—podcast, TedTalk, personal essay, narrative poem,
short documentary, rap—but you must submit at least one written draft and a final product.

This assessment will include a gallery walk to share your narrative with your peers as well as a
written formal reflection.

Due dates:
• Class 9 (Tuesday): Draft due for teacher feedback
• Wednesday Night: Final product due by 10pm on Google Classrooms
• Class 12 (Thursday): Gallery walk in class
• Class 13 (Monday): Reflection due on Google Classrooms

This assessment will be graded out of 50 points (50% of unit grade). Please refer to the grading
criteria below to help guide you.
Personal narrative and gallery walk rubric (40 points):

Exemplary Proficient Approaching Rethinking

(1) (.75) Expectations required
(.5) (.25 - 0)
Topic and The personal The personal The personal The student wrote a
Reflection narrative provides a narrative provides a narrative provides an brief or incomplete
(x10) detailed account detailed account account about a time personal narrative
about a time they about a time they they overcame a about a time they
overcame a overcame a stereotype that lacks overcame a
stereotype. The stereotype. The detail. The narrative stereotype. The
narrative includes narrative includes includes limited narrative lacked
thoughtful reflection thoughtful but not reflection about how reflection about
about how thorough reflection multifaceted people how multifaceted
multifaceted people about how are. The narrative they are. The
are. The narrative multifaceted people expresses an narrative expresses
expresses a deep are. The narrative adequate a limited or
understanding of the expresses a understanding of the inadequate
unit’s learning goals. proficient unit’s learning goals. understanding of
understanding of the the unit’s learning
unit’s learning goals.
goals.

So What The narrative has a The narrative has a The narrative has an The narrative does
(x4) fully developed, so what or theme unclear so what or not have a so what
clear, powerful so that translated to the theme that did not or theme that
what or theme that reader but lacked translate to the translated to the
translated to the power. reader. reader.
reader.

Diction/Voice There is specific There is diction There is limited There is limited or

(x4) diction throughout throughout the specific diction no specific diction
the narrative to add narrative to add throughout the throughout the
voice and power to voice and some narrative to add narrative to add
the writing as well as power to the writing voice and power. voice and power to
to engage the reader but did not fully The diction does not the writing nor to
and evoke a strong engage the reader engage the reader engage the reader
emotional response. and/or evoke a and/or evoke a or evoke an
strong emotional strong emotional emotional response.
response. response.

Summary and There is a mixture of There is a mixture of There is an There is an

Scene nuanced summary summary and scene unbalanced amount unbalanced amount
(x4) (events related to engage the reader of summary and of summary and
quickly) and scene but lacks some scene and/or it lacks scene and it lacks
(where the writer power. significant detail to significant detail to
slows things down, engage reader and engage reader and
with description or put them into the put them into the
dialogue) to engage world of the writer. world of the writer.
the reader.
 Growth The final product The final product The final product The final product
(x10) accomplishes all 3 of almost hits all 3 of accomplishes 2 of incorporated 0-1 of
the revision goals the revision goals the revision goals but the revision goals.
created during created during they could be
writing conferences writing conferences developed further to
to significantly but could be enhance the
enhance the developed further to narrative.
narrative. enhance the
narrative.

Respect during The student showed **no middle ground **no middle ground The student failed
Gallery Walk respect for other here! here! to show respect for
(x6) people’s stories other people’s
during the gallery stories during the
walk through gallery walk,
respectful comments including making
and body language, disrespectful verbal
active listening, and or written
maintaining “home comments and
court.” being inattentive
and/or off-task.
Academic The draft and final One of the items One of the items was Both items were
Responsibility product were both was submitted late submitted late. submitted late.
(x2) submitted on time. but with notice.

**late work will be marked incomplete until turned in

Grade: _______/ 40

Overall feedback:

Written formal reflection (10 points):

In a multi-paragraph, thoughtful reflection (400-600 words), please respond to the following

prompts:

Reflect on your experience:

1. How did it feel to tell your own unique story?
2. How was the writing and sharing experience for you? Was it frightening, eye-opening,
illuminating, cathartic…?

Reflect on the value of other people’s stories:

3. In general, what did you learn about your peers through experiencing their personal
narratives during the gallery walk?
4. Specifically, talk about one personal narrative that really moved you, challenged your
own biases, and/or opened your mind?
 5. What do you think the value is of learning about other people’s stories?

Reflect on showing respect:

6. Do you think diversity strengthens our community?
7. How can you continue to show respect and empathy for other people and their stories
throughout the year in this class (and outside of it)?

Holistic checklist:
Nice work! A little more work Missed the target
(1) required (.5)
(.75)
Reflection on experience
(x2)

Reflection on value of other

people’s stories (x4)

Reflection on showing
respect
(x3)
Academic Responsibility –
submitted on time, meets
word count, academic
English and conventions
(x1)

**late work will be marked incomplete until turned in

Grade: _______/ 10

Overall feedback: