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 __ of 4; Plan #_12_ of 12; [90 mins.]

Plan type: ____Full-Detail __x__Summary

Content Requirement Satisfied: n/a

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

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

COGNITIVE (Know & Understand)

1. Students will understand that they have a unique story to tell.
c. Students will reflect on how it felt to come to the understanding that they have
unique stories to tell.

2. Students will understand that if they only see people through stereotypes, they don’t get to see how
multifaceted people are.
a. Students will understand “the danger of a single story” or single perspective (Adichie).
b. Students will understand that diversity is a natural and positive part our community.

3. Students will know how to show respect in a community and to their peers.
a. Students will know classroom norms and routines that help maintain a respectful,
positive, and inclusive classroom community.
b. Students will know how to listen actively to show respect

PERFORMATIVE (Do)
4. Students will be able to tell a personal story that shows how multifaceted they are
a. Students will be able to express through writing about what makes them them.
b. Students will understand that personal narratives reflect on a significant event, moment,
or experiences in an individual’s life and are written in first person.
c. Students will understand that a powerful personal narrative includes a so what or theme
d. Students will be able see how specific diction helps craft unique voice in writing
e. Students will be able to revise their personal narratives for power and clarity

5. Students will be able to explain how people/characters are more than their single story/stereotype
and are multifaceted.
c. Students will be able to write a reflection explaining how people are more than
their single story/stereotype and are multifaceted.

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

a. Students will write a reflection on the value of reading about other people’s stories.
b. Students will write a reflection about how diversity strengths our community.
.
AFFECTIVE (to feel/value) &/or NON-COGNITIVE
7.Students will reflect on the value of other people's’ stories.
 d. Students will reflect what they learned and/or how their mindset changed after reading a
text.

8.Students will be able to show respect for other people’s stories.

b. Students will show respect for their peer’s stories by following classroom norms and
giving positive, constructive feedback.

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

10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an
emphasis on exposition and analysis.

10.1 The student will participate in, collaborate in, and report on small-group learning activities.

i) Use a variety of strategies to listen actively.

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.

Summative

Title of assessment tool: My Story Personal Narrative

Students will ultimately be assessed (today) on all the unit objectives by completing the
My Story summative performance assessment.

Criteria: Rubric

How data will be used: To inform if students met learning targets and for teacher to
reflect on teaching.

How students will receive feedback: Written feedback on rubric and reflections

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’s loquaciousness
can sometimes be right
on the edge of
disrespect. The rubric
and feedback norms will
 help monitor his own
behavior.
Jessica Jessica is often shy
when
sharing/participating
but the gallery walk
format allows her to
share without having
to speak in front of
the entire class.
Jose The guiding questions
for the reflection will
scaffold the writing for
Jose.
Sarah Sarah loves to share and
will be excited to show her
hard work off during the
gallery walk.

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:

Seats will be arranged in an inner and outer circle to be more conducive to the gallery walk.

1. [3 mins.] Welcome and agenda

As students enter the room, I greet them by name and exchange a few pleasantries. I will ask
them to sit wherever.

I will read the agenda for the day.

Agenda:
- Gallery walk part 1
- Gallery walk part 2
- Reflection

I will remind students that the final product of the My Story summative assessment should have
been turned in via Google Classrooms last night by 10pm. If they have not done so, please turn
it in now.

2. [5 mins.] Explain how gallery walk will run

I will explain how the gallery walk will run. Students will put their final product on their desk
(print out of essay, computer with podcast or video up, etc). Half of the class will do the gallery
walk while the other half does SSR…this is to help control behavior and to allow students to go
more at their own speed. Students doing the gallery walk will be given sticky notes to write
positive comments/feedback for the student. Examples of positive feedback could include:
Great development of voice; I would hear you when I read it! Wow, you really make me feel…I
felt sad when you were sad. And happy when you were happy! Great job. You don’t have to
write a sticky note for every personal narrative you experience but it would be nice to.

I will also reread our classroom norms. I will ask students how they plan to make sure they are
kind and respectful during this sharing experience. Call on 2-3 students.

3. [5 mins.] Get organized

I will ask everyone to get their personal narrative up and ready for peers to experience. I will
split the class up in half via their physical location (right half of room will be doing gallery walk
first and left haft will be doing SSR). SSR students will take their books to the back of the room
or to the library to read with instructions to be back promptly in 25 minutes. I will pass out
sticky notes to gallery walk students and ask them to get out a pencil/pen to write with. I will
ask to start at the desk 3 seats to the left of where they are sitting. From there, they can move
however they like and at their own pace but they should get to at least 4 different narratives. I
will ask them if they have any questions before they begin.

4. [25 mins.] Gallery Walk #1

Students and teacher participate in gallery walk. I will remind students to be respectful (as I
know they will be) and to move around quietly so they don’t distract others. I will participate in
the gallery walk as well but mainly keep an eye out for behavior and score the gallery walk
section of the summative assessment rubric.

5. [5 mins.] Switch groups

I will instruct students to switch and reiterate directions to new group.

6. [25 mins.] Gallery Walk #2

Students and teacher participate in gallery walk. I will remind students to be respectful (as I
know they will be) and to move around quietly so they don’t distract others. I will participate in
the gallery walk as well but mainly keep an eye out for behavior and score the gallery walk
section of the summative assessment rubric.

7. [15 mins.] Written reflection

Students will be given the following reflection prompts and associated grading criteria. I will
ask students if they have any questions before they begin and will walk around to help and
individually, quickly conference with students as well.

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:
 8. [7 mins] Closure and homework

For homework, students should complete their reflections. This should be typed up and turned in
on Google Classrooms by next class. They also need to decide on what two written reflections
they want me to read/provide feedback on from this unit: they should mark the two pages with
sticky notes and turn in their writer’s notebook to me either today or at the beginning of next
class if they need more time to decide. To end, I will ask students if they have any quick
reflections they want to share within the last few minutes of class.

Materials Needed (list):

Sticky notes
Reflection prompt and checklist