Ainsley Davis

EDIS 5401
Professor Heny
Concept Based Unit Plan

CURRICULUM MAP
Brainstorm a list of possible activities that would involve students in the kind of learnings identified by
the course/unit critical learning objectives (identified earlier in this graphic); actively consult methods
texts for activities and strategies. Identify for each the critical learning objective that the activity or
strategy would primarily serve.

WEEK 1:
Class 1 (Monday): First day of school
● Purpose: Get to know students, intro to classroom routines and expectations, foster importance of
reading
● Essential question: Why is reading important to my life? How do I choose what books to read?
● Lesson plan requirement met: n/a
● Objectives:
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.

● Agenda:
o Icebreaker – Snowball fight
o Setup routines getting class attention, restroom policy, and technology norms
o Intro to choice books - importance of reading for pleasure and becoming lifelong readers
▪ library for book talks - create reading list
▪ choose first choice book
▪ intro student reading record
▪ intro expectation of reading 30 min every night and student reading log
o Setup routine for SSR and read choice book for 10 minutes of class
o Student interest inventory – complete for homework
o Show unit promo to build excitement

Class 2 (Wednesday): What makes me me?

● Purpose: Acknowledge that humans are multidimensional and many things/people make us who
we are
● Essential question: What makes me me? How do I show respect to my peers in the classroom?
● Lesson plan requirement met: writing instruction
● Objectives:
1. Students will understand that they have a unique story to tell.
a. Students will create individual writing territories to help them understand that they have
unique stories to tell.

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.

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.

● Agenda:
o Turn in student interest inventory
o Show daily schedule written up on board: list objectives, agenda and homework
o Setup writer’s notebook
o Home court activity
o Where I’m From poem
o Setup writing territories
o Exit Ticket - personal steps to maintain home court over first nine weeks

Class 3 (Friday): The Danger of a Single Story

● Purpose: Students will understand that accepting a single story of a multifaceted person often
leads to stereotyping
● Essential question: What is the danger of accepting a single perspective or a “single story”?
● Lesson plan requirement met: embedded tech
● Objectives:
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 reflect on what stereotypes get imposed on them.

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.

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 common stereotypes that are untrue and unjust.

● Agenda:
o Assign students office base groups
▪ Share highs and lows of first week
▪ Share favorite part of their choice book so far
o Co-construct classroom norms—brainstorm individually, in partners then share to whole
group to work on collaborate skills and setup norms to support learning and build
community
o Watch Achidie’s TedTalk “Danger of a Single Story” and then work in partners to
answer multiple choice on CommonLit to check reading comprehension
o Brainstorm facets on which the world/people chose to stereotype
o Written reflection - what stereotypes get imposed on me?
o SSR choice book

WEEK 2:
Class 4 (Tuesday): Personal Narratives and Racial Stereotyping
● Purpose: Introduce students to personal narrative genre and reflect on racial stereotyping
● Essential question: Why would an author choose to include stereotypes in a text?
 ● Lesson plan requirement met: reading experience and vocabulary instruction
● Objectives:

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).

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 common stereotypes that are untrue and unjust.

● Agenda:
o Unveil co-constructed classroom norms
o Do Now: Danger of a single story headline
o Reading experience for Kaffir Boy excerpt
▪ Build background knowledge of South Africa and apartheid
▪ Probable passage and vocabulary
▪ Introduce annotation
▪ Independent reading/annotation
▪ Base group and whole class debriefs
▪ Turn in annotations for formative assessment

Class 5 (Thursday): Personal Narratives and Racial Stereotyping

● Purpose: Introduce students to personal narrative genre and reflect on racial stereotyping
● Essential question: Why would an author choose to include stereotypes in a text?
● Lesson plan requirement met: reading experience part 2
● Objectives:
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.

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.

● Agenda:
o Finish reading experience for Kaffir Boy excerpt
▪ finish reading and annotating
▪ small base group discussion with guiding questions
▪ written reflection
o Intro to personal narrative genre
 ▪ written in first person
▪ reflects on a significant event, moment or experience in your life
o Introduce assessment task
▪ begin to think about topic - topic blast
o SSR

WEEK 3:
Class 6 (Monday): Confronting and Overcoming Stereotypes
● Purpose: Students will be able to see how people are more than their single/story stereotype by
reading personal narratives and will begin to learn how to craft their own personal story that
shows how multifaceted they are.
● Essential question: How do we confront and overcome stereotypes? How do I express my
unique story?
● Lesson plan requirement met: instruction that uses text as a mentor text
● Objectives:
4. Students will be able to tell a personal story that shows how multifaceted they are.
b. Students will understand that personal narratives reflect on a significant event,
moment, or experience 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

● Agenda:
a. Read “Fish Cheeks” and a former student’s personal narrative and have students identify
other common components of the genre
b. mini lesson on craft - so-what
c. Choose a song and try to figure out the so-what of the song
d. SSR

Class 7 (Wednesday): Confronting and Overcoming Stereotypes

● Purpose: Students will be able to see how people are more than their single/story stereotype by
reading personal narratives and will begin to learn how to craft their own personal story that
shows how multifaceted they are.
● Essential question: How do we confront and overcome stereotypes? How do I express my unique
story?
● Lesson plan requirement met: instruction that uses text as model
● Objectives:
1.Students will understand that they have a unique story to tell.
b. Students will reflect on what stereotypes get imposed on them.

3.Students will know how to show respect in a community and to their peers.
b. Students will know how to listen actively to show respect

4. Students will be able to tell a personal story that shows how multifaceted they are.
d. Students will be able see how specific diction helps craft unique voice in writing

● Agenda:
o Mini-lesson on voice and diction - read two versions of student poem
o Literature circles -
 ▪ Independently read one diverse personal narrative of choice
● language stereotype – Obituary by Lois Ann Yamanaka
● language stereotype – Mother Tongue by Amy Tan
● gender and sexual orientation stereotype – Excerpt from Rethinking
Normal: A Memoir in Transition
● gender stereotype – Excerpt from Tomboy: A Graphic Memoir by Liz
Prince
● disability stereotype – Excerpt from Riding the Bus with my Sister by
Rachel Simon
▪ Modeling active listening
▪ Lit circle discussions
▪ Whole class debrief
o Quickwrite brainstorm on topic for summative assessment
o Homework - read another personal narrative from the lit circle options and identify “my
story” topic and form of expression (e.g. personal essay, TedTalk, rap)

Class 8 (Friday): Confronting and Overcoming Stereotypes

● Purpose: Students will be able to see how people are more than their single/story stereotype by
reading personal narratives and will begin to learn how to craft their own personal story that
shows how multifaceted they are.
● Essential question: How do we confront and overcome stereotypes? How do I express my unique
story?
● Lesson plan requirement met: writing and grammar instruction
● Objectives:
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

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.
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

● Agenda:
o Do now - written reflection on homework personal narrative reading - reflect on the value
of reading about other people’s stories
o Mini lesson on editing - quotation marks and punctuation for dialogue
o Writing workshop for 60 minutes
o Homework – finish draft of My Story summative assessment over the weekend to turn in
on Tuesday

WEEK 4:
Class 9 (Tuesday): Diversity, Community and Respect
 ● Purpose: Students will understand that diversity is a natural and positive part of our community
and how to show respect.
● Essential question: Does diversity strengthen our community? How do we show respect and
empathy for others?
● Lesson plan requirement met: n/a
● Objectives:
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 that diversity is a natural and positive part our community.

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

a. Students will write a reflection about how diversity strengths our community

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

a. Students will know that displaying genuine empathy can be a way to show respect for
other people’s stories.

● Agenda:
o Assessment draft due for feedback
o Video about difference between sympathy and empathy and practice activity
o Written reflection about how diversity strengthens our community based on readings and
experiences so far in class as well as outside of class
o Community building activity - mindfulness gratitude exercise in base groups – students
will share what they are thankful for in their base groups as a whole and/or individual
members
o More detail and examples of letter essays about literature for choice book selection
o SSR

Class 10 (Thursday): My Story Revision Part I

● Purpose: Revision
● Essential question: How do I revise my writing for clarity and power?
● Lesson plan requirement met: writing instruction and a syntax concept
● Objectives:
4. Students will be able to tell a personal story that shows how multifaceted they are.
e.. Students will be able to revise their personal narratives for power and clarity

● Agenda:
o Grammar mini-lesson - semicolons
o Intro to independent correction sheet
o Receive feedback on first draft via rubric and written comments
o Writing workshop for revision with individual writing conferences

WEEK 5:
Class 11 (Monday): My Story Revision Part II
● Purpose: Revision and respectful peer interactions
● Essential question: How do I revise my writing for clarity and power? How do I respectfully give
feedback to my peers? How do I show respect for other people’s stories?
● Lesson plan requirement met: writing instruction
 ● Objectives:
4. Students will be able to tell a personal story that shows how multifaceted they are.
e.. Students will be able to revise their personal narratives for power and clarity
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.

● Agenda:
o Intro to peer feedback
o Writing workshop for revision with individual writing conferences and peer feedback
opportunities

Class 12 (Wednesday): Sharing my story

● Purpose: Students will be able to tell a personal story that shows how multifaceted they are and
will be able to reflect on the value of other people’s stories.
● Essential question: How do I show respect for other people’s stories?
● Lesson plan requirement met: n/a
● Objectives: Most of them
● Agenda:
a. My Story personal narrative due
b. Share via gallery walk
c. Summative assessment reflection