Multicultural Literature Lesson 1 Lesson Author: Tammy Daniels Lesson Focus: I will be exploring multiculturalism in America using informational

and fictional texts. This will be a grade 9/10 lesson that involves critical evaluation of the connections between the two texts and the purpose of each text, especially as they relate to each other. This will introduce a unit on what it means to be an American, how multiculturalism is treated in a variety of American media, and how, taken together, this affects the real life experiences and realities of my students. Rationale: I am teaching this lesson to induce my students to question popular conceptions about America and multiculturalism as well as to let them express their own experiences and life/home realities about Americanism and multicultural diversity. Common Core State Standards: RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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. RI.9-10.9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washingtons Farewell Address, the Gettysburg Address, Roosevelts Four Freedoms speech, Kings Letter from Birmingham Jail), including how they address related themes and concept SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Audens Muse des Beaux Arts and Breughels Landscape with the Fall of Icarus). W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Additional NYS Standards: Reading: Analyze works by authors or artists who represent diverse world cultures. Speaking and Listening: Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds. ISTE Standards: 3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning Objectives: Read a short story that presents a multicultural view of Americanism. Come to class ready to discuss the short story, particularly what it says about Americanism. Incorporate their knowledge of the use of literal and figurative language techniques in their analysis of the short story. Listen and watch attentively to analyze a digital text. Write notes that arise from engagement with the digital text. Collaborate with peers in group activities. Read an historical text that relates to the digital text and the short story. Analyze the three texts in comparison with each other working with their peer group. Choose passages, lines, tone and language use to support their collaborative analysis. Engage in a class discussion, sharing group compiled information and conclusions, raising further questions, and challenging each others knowledge and critical thought processes. Write a coherent response journal that incorporates all elements of the days lessons and expresses individual interest in particular parts of the lesson. Save all written work, including rough drafts and notes in a portfolio for later assignments Prior Knowledge:

Students will come to class having read Sui Sin Fars short story In the Land of the Free. They will be asked to look for evidence of how the topic of freedom for all Americans is expressed in the text.

Materials, Resources and Technology: Handout of The Land of the Free by Sui Sin Far. From The Norton Anthology of American Literature, seventh Edition, Volume C printed in 2007. Handout of The Declaration of Independence, Original Text downloaded from the ushistory.org website at http://www.ushistory.org/declaration/document Paper or notebook. Pens, pencils, and or highlighters. Technology Resources needed for this lesson: computer Web Addresses needed for this lesson: (Web site name followed by the complete web address YouTubehttp://www.youtube.com/watch?v=ETroXvRFoKY&list=PL43C9330BBAEFCF05&index=2&featur e=plpp_video Instructional Procedures (Anticipatory Set/Hook): I will open the lesson by showing a video clip of well-known contemporary actors reading The Declaration of Independence. Students will be asked to do a quick write either while watching or immediately after watching the video. I will pass out copies of the original text of The Declaration of Independence, asking students to contemplate the message of the text as it relates to all Americans with the realization that this text governs their own lives as Americans.

Techniques and Activities: 1. Introduce the video by telling students I want them to write down thoughts about the video. 2. Show the short YouTube video of The Declaration of Independence. 3. Have the students do a Quick Write about the video. 4. Hand out a paper copy of the original text of The Declaration of Independence. 5. Split the class up into groups of 3 or 4 students per group. 6. Have the students read the paper text and, as a group, highlight portions of the text that are meaningful to them, and relate how the oral reading from the video compares to reading the paper text. What promises does The Declaration make to all Americans? Students should take notes on this for later use. 7. Have the same groups choose passages, lines or details of Sui Sin Fars story. These

should be items that are meaningful to them. What discrepancies do they find between the story and the historical text? Students should take notes on this for later use. 8. Lead a class discussion in which students share conclusions or thoughts they came to as a group about both the fictional and informational text and how they relate to each other. Individuals are encouraged to ask questions or make comments. I will encourage the students to engage in discussion with each other rather than with me. Lesson Closure: Students will be assigned a journal response about what they learned from the lesson and whatever individual reflections they have upon the lesson. They will turn the journal in at the next class so that I can assess where they are going with the material and any issues they may have with it, such as unanswered questions and ambiguities. They will add their in class notes and their journal to a portfolio to be used for a future assignment on Multiculturalism in America as addressed through media, historical text, and fictional responses. Assessment/Evaluation: I will provide a quasi formal assessment of the journal by providing written and if needed, oral feedback. I will provide feedback on the notes and quick writes the students provide and will reinforce points made during the oral discussion portion of the class. Assessments at this point will be formative. Anecdotal notes __x___ Journal __X____

Work Samples _X____ (i.e., quick write, group chart) Checklist Oral Questioning _____ __X___

Self-assessment ______ Peer-assessment ______

Interview/Conference _____

Student Products: Students will have quick writes, notes on texts, and journal responses to use for future assignments.