Telling Stories to Teach Cultural Awareness

SPD- Cross-Curricular Unit Plan

Directions: Select the level you are most interested in teaching and develop a five-day cross-curricular unit plan (math, science, or social studies) for the students in the class based upon grade level literacy standards. The unit plan should include the following:

· Reading, writing, and speaking and listening standards appropriate for the selected grade.

· Cross-curricular standards (math, science, or social studies) appropriate for the selected grade.

· Critical thinking and problem-solving skills.

Section 1: Instructional Planning

Grade Level: 8th Grade

Content Area: Social Studies (integration with ELA)

Unit Title: Cultural Narratives: Exploring our Histories and Stories

Lesson Titles: Provide a title of each lesson in the unit.

Lesson Summaries: Write 1-2 sentences that summarize each lesson and identify the central focus based on the content and skills you are teaching.

Lesson 1: \\\\\\\"Understanding Our Roots\\\\\\\"

Students will explore the diverse backgrounds present in the U.S., reading short stories from various authors.

Lesson 2: \\\\\\\"Historical Events and Personal Narratives\\\\\\\"

Look into personal narratives from different cultural backgrounds and key historical events related to immigration and civil rights.

Lesson 3: \\\\\\\"The Power of Stories in Shaping Societies\\\\\\\"

Explore the role of storytelling in preserving history and shaping societal norms.

Lesson 4: \\\\\\\"Our Stories, Our Histories\\\\\\\"

Reflect on the importance of preserving personal and cultural histories.

Lesson 5: \\\\\\\"Our Stories, Our Histories\\\\\\\"

Students will present a personal narrative or short story reflecting their own cultural background or a culture they\\\\\\\'ve learned about.

Classroom Factors: In 1-2 sentences, describe the important classroom factors (demographics and environment) and the effect of those factors have on planning, teaching, and assessing students to facilitate learning for all students.

The classroom is diverse with students from various ethnic backgrounds. This diversity, combined with varying socio-economic statuses and academic needs, requires differentiated instruction and a culturally responsive teaching approach.

Student Factors/Grouping: In 1-2 sentences, describe the student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. Consider these factors to plan the differentiation components of the lesson.

Several students have IEPs, 504s, are ELLs, or have specific academic challenges. Planning must account for these needs, ensuring that lessons are accessible to all, including those with reading challenges, math challenges, and other exceptionalities.

Day 1

Day 2

Day 3

Day 4

Day 5

State Literacy Standards

List specific grade-level literacy standards that are the focus of the unit.

Reading comprehension of diverse texts, Analyzing author\\\\\\\'s purpose and perspective, Engaging in group discussions about texts.

State Cross-Curricular Standards

Select one content area standard (math, science, or social studies) as the focus of the unit.

Understanding the diverse histories and cultures present in the U.S.

Learning Objectives

Develop a unique learning objective for each daily lesson.

Objectives should scaffold learning from lesson to lesson and align to the state literacy and cross-curricular standards.

Students will be able to analyze a short story for its cultural context and author\\\\\\\'s perspective.

Academic Language

General academic vocabulary and content-specific vocabulary for the unit.

Explain where in the lesson vocabulary will be taught (i.e. Multiple Means of Representation, Multiple Means of Engagement, or Multiple Means of Expression).

Cultural narratives, author\\\\\\\'s perspective, immigration, civil rights. Vocabulary will be taught through Multiple Means of Representation.

Unit Resources, Materials, Equipment, and Technology

List all resources, materials, equipment, and technology to be used in the unit.

Diverse short stories, multimedia presentations on U.S. immigration history, interactive discussion platforms.

Section 2: Instructional Planning

Day 1

Day 2

Day 3

Day 4

Day 5

Anticipatory Set

Describe how students’ prior knowledge will be activated and how you will gain student interest in the upcoming content.

Begin with a short video on U.S. immigration history to activate prior knowledge and gain interest.

Presentation of Content

Multiple Means of

Representation

Describe how content will be presented in various ways to meet the needs of different learners and how you will consider individual students’ abilities, interests, preferred learning environment, and cultural and linguistic factors. .

Read a short story from a diverse author. Use visual aids, glossaries, and translations for ELL students.

Multiple Means of

Representation

Differentiation

Explain how content will be differentiated for each of the following groups:

· English language learners (ELL):

· Students with exceptionalities (classroom students with IFSPs, IEPs, including students with gifted abilities, and 504 plans):

· Early finishers (classroom student who may need opportunities to extend their learning):

For ELLs, provide story translations. For students with IEPs, offer audio versions of the story. For gifted students, provide additional reading materials for deeper exploration.

Application of Content

Multiple Means of

Engagement

Describe how students will explore, practice, and apply the content. Include strategies to enhance language development and communication skills of individual students.

Students will discuss the story in groups, focusing on the cultural context and author\\\\\\\'s perspective.

Multiple Means of Engagement Differentiation

Explain how application of content will be differentiated for each of the following groups:

· English language learners (ELL):

· Students with exceptionalities (classroom students with IFSPs, IEPs, including students with gifted abilities, and 504 plans):

· Early finishers (classroom student who may need opportunities to extend their learning):

ELLs can be grouped with bilingual students. Students with exceptionalities can be provided with discussion prompts. Early finishers can explore additional stories.

Assessment of Content

Multiple Means of Expression

Describe formative and summative assessments that will be used to monitor student progress and modify instruction. Include how you will ensure that you minimize bias in these assessments.

Formative assessment through group discussions and a short quiz on the story\\\\\\\'s content.

Multiple Means of Expression Differentiation

Explain how assessment of content will be differentiated for each of the following groups:

· English language learners (ELL):

· Students with exceptionalities (classroom students with IFSPs, IEPs, including students with gifted abilities, and 504 plans):

· Early finishers (classroom student who may need opportunities to extend their learning):

ELLs can have translated quizzes. Students with exceptionalities can be given extended time.

Section 3: Reflection

In 250-500 words, address the following.

· Describe how you analyzed the performance data from the class profile to develop the unit plan. Explain how the unit is developmentally meaningful and provides learning opportunities to meet the unique needs of students in the class.