I. Unit Introduction

Name: Samantha Kobs

Unit Title: “Forming Identity in an Unsettling World”

Grade Level: 10th Graders

Estimated Timeline for Teaching: 4 weeks

Unit Overview: This unit focuses on three themes. The first is the importance of

diversity and acceptance of others. Students will be reading a variety of literature

dealing with multiple different types of discrimination. These types of discrimination

include racial (Native American, Arab, Chinese-American), religious, sexual orientation,

and socioeconomic status. While reading these novels, students will be focusing on the

type of discrimination that their novel deals with as well as seeing films and reading

articles about other kinds of discrimination.

To begin, students will be exposed to working definitions of racism, classism,

prejudice, discrimination, etc through a variety if short videos and activities. Soon after,

they will be reading in literature circles and practicing their newly learned critical

pedagogy skills to interpret their books. In the end, students will present on their books

to the class and discuss how all of the concepts learned in this unit show up and/or apply

to the novel that they have read. They will also be writing a final paper about

discrimination.

Unit Rationale:

School is often one of the first (and perhaps only) places that students are exposed

to others that are not from the same race, socioeconomic status, family structure, religion,

and so forth (Zimmerman et al, 49). Being that it may be the first time that many

students begin to really notice diversity, it would make sense that they are also exposed to

the ideas of mutual respect and community as well as the hardships of institutionalized

racism, prejudice, and discrimination in all of its forms. Schoolteachers are key to

providing students with this knowledge, and it would be quite easy for this to be

integrated into lesson plans.

Studies have shown over and over again that cultural awareness and an urge for

mutual respect across cultures, ethnicities, race, socioeconomic status, sexual orientation,

and so forth have proven to have many benefits on an individual and societal scale. Toni

Zimmerman, a professor at Colorado State University, has spent many years researching

and advocating for social justice and diversity to be taught in classrooms across the

nation. Her specific research has found that cultural awareness in youth can lead to

benefits such as increased self-image, stronger relationship building, and a greater

likelihood to promote fairness in society (Zimmerman, Aberle, & Krafchick, 48).

These topics are often difficult to talk about and at times quite controversial.

Language arts and reading courses provide an opportunity to touch on these topics while

also focusing on other important themes and strengthening certain skills that students will

need in the future. Many different young adult books deal with issues of racism,

discrimination, classism, and so forth and also allow young adult readers to easily relate.

Through this unit, students will learn about and discuss these topics and then use their

newly learned ‘critical eye’ to analyze a novel of their choice (from a list of books

provided by the teacher, of course). Unconventional assignments will be used in order to

promote individual growth and reflection while conventional assignments will gauge

what the students have learned.

Joan Wink, a professor at California State University, wrote a book entirely on the

concept of critical pedagogy. She never gives a concrete definition because she believes

that it a process of interactions that cannot necessarily be written out in a short and sweet

snippet, but she does give her views on what components make up a successful

curriculum that benefits students of any background, color, ability or disability, and so

forth. A few of her golden rules to a comfortable and productive classroom are as

follows: reading improves writing, choice matters, intelligence increases with more

writing, students love feedback to their writing, and flexibility and humor is key (Wink,

17). This unit takes these components into consideration, giving students choice,

flexibility, and plenty of opportunity to write and be given feedback on their writing.

Wink is an inspirational writer in that she uses her own personal experiences to

share just why critical pedagogy is important for teachers and students to learn. In this

book, Wink discusses things that she thinks are shameful. For example, Wink thinks that

there is something fundamentally wrong with the fact that students enter public education

speaking all sorts of home languages—yet, twelve years later, they graduate often only

speaking English (99). Wink goes on to suggest that schools are often a mirror image of

society—perpetuating the inequalities that are evident in our everyday lives (107). In

order for society to shift away from its “assimilation into White dominant culture” or

euphemistic “melting pot” view, teachers must learn to act and teach critically while

showing students the way to do the same. This unit promotes ideas of equality and social

justice while giving students ample opportunities to reflect, grow, and act in response to

the lessons learned.

Student Objectives:

Students will be able to define the concepts of racism, discrimination, classism,

sexism, and prejudice.

Students will be able to identify examples of racism, discrimination, classism,

sexism, and prejudice in the literature used in the unit as well as outside of the

classroom (in the news, around town, at home, etc).

Students will be able to demonstrate an appropriate response to discrimination.

Students will be empowered to take responsibility for their own actions in relation

to discrimination.

Students will be able to list resources in the community that can be utilized in an

occurrence of discrimination.

Common Core State Standards:

9-10.RL.1 : Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text9-10.RI.1 : Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text9-10.W.1.a : Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.9-10.W.1.e : Provide a concluding statement or section that follows from and supports the argument presented.9-10.W.2.b : Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.9-10.W.2.f : Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic)9-10.W.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience9-10.W.5 : Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.9-10.SL.1.a : Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.9-10.SL.1.B : Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.9-10.SL.1.C : Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.9-10.SL.1.D : Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.9-10.SL.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

II. Unit Components

Resources:

Pencils, pens, erasers for in-class and out-of-class writing

Class notebook and folder to take notes and organize hand-outs

Reading-response notebook that can be handed in intermittently (must be

separate from class notebook) – “composition notebooks” would work well

Access to computers, television, local, national or international news (via

radio, television, or Internet), and libraries would be beneficial, but are not

necessary outside of the classroom (there will be time allotted for students to

use the computer labs)

Teacher Preparation:

Before the unit begins, it would be beneficial for teachers to understand

what cultural education and critical pedagogy are.

Because of the difficult topics, teachers may want to send home a sort of

‘disclaimer’ to parents and guardians to explain what will be taught and

the relevance of the topic for the students.

Teachers must have a thorough understanding of each of the options for

the literature circles because these books will be used for a final short

paper and group presentation.

Enough copies of these books must be purchased/borrowed in order for

students to be able to have their own copies to take home

Teachers must secure 2 computer lab days so that all students have the

same opportunity to find resources and write their short papers.

Photocopies of short stories, question prompts, and student calendars

must be made for all students.

Teachers must have access to a computer with a projector, a white board

and/or chalkboard, and Microsoft PowerPoint and Microsoft Word.

For the group project, teachers must also have a stack of magazines that

students can cut things out of as well as provide the students with

scissors, glue, and poster board.

Individual packs of mini Post-It notes will be needed – all students will

receive a small pack to mark pages of their novels where they find unique

passages or important information

Teacher should ensure that all links to videos are working properly to

avoid technical difficulties.

Detailed Lesson Plans:

Day 1

-The first day will begin with a survey and short-answer responses. The teacher

should have a copy of the following questions ready to give to each student.

Students will need to utilize their reading-response journals to respond to the

following questions (agree/disagree, why/why not):

[Insert school] is a safe place for everybody.

All students seem to have the same opportunities at [insert school].

The Civil Rights Movement brought racism in the U.S. to an end for the most part.

I feel that I have the same opportunities as my peers.

I feel that my peers (not just friends) would consider [insert school] a safe place.

Hard work is all that it takes to be successful—if I work hard enough, I can reach all

of my goals.

-After giving students enough time to journal (approximately 15-20 minutes), the

teacher will then introduce the unit.

-A lesson plan adapted from Safe School Coalition will be used. The activity is called

“Learning What It Feels Like To Hide Who You Are” and was written by Caroline

Gould.

-First, draw two columns on the board labeled “identity” and “expression.”

-Next, ask students for examples of things that make up identity, prompting them

only when needed (examples include gender, profession, class, age, sexual

orientation, schooling, religion, abilities/disabilities, and so forth)

-Now have students list ways that they can express these identities (through art,

music, clothing, hairstyles, dialect and language, who you live with, who you are

friends with, how you express your religion, daily routines, where you live, what you

can afford to buy, etc)

-Ask students to choose two identities written on the board that are most important

to them—have them write these two down in their reading-response journals.

-Now read the following to the students: “An imaginary proclamation has been

issued. All students must abide by these rules. The President of the United States has

issued an Executive Order in which your two chosen identities cannot be expressed in

any way for the next (# of months until the school year ends). Failure to abide by this

order will result in immediate detainment incarceration.”

-Now, for their homework assignment, students must draw the last two columns in

their journal and fill in responses for the next day. These two columns should be

labeled “do” and “feel” and students must list what they might do if this were to ever

happen and how it might make them feel (examples of do might include hide, run

away, or revolt against the president while examples of feel might be upset, isolated,

uncertain, and so forth).

Day 2

-The class will begin with a brief (10 minute) discussion of the students’ thoughts

from the do and feel columns.

-Next, the teacher will go over important definitions that students will need to know

in order to continue with the unit.

*Race

*Ethnicity

*Socioeconomic Status

*White privilege

*Racism

*Discrimination

-The teacher will then show a short video to the students titled “A Girl Like Me” by

Kiri Davis, running time 7 minutes (http://www.youtube.com/watch?

v=YWyI77Yh1Gg)

-A short film discussion will follow, talking about how even young children clearly

exhibit this idea of White supremacy and privilege, which is just one component in

the discrimination unit.

-Next, the teacher will then give short book-talks on the following novels:

*The Absolutely True Diary of a Part-Time Indian – Sherman Alexie: A high

school student named Junior is raised on a Native American reservation near

Spokane. After realizing that he is using the same math book that his mother did

almost twenty years earlier, he decides to leave the reservation to get a better

education in a neighboring “White” school. Junior struggles to fit in both in the

White school where he is made fun of for being Native American and at home with

family members and friends calling him a traitor.

*American Born Chinese – Gene Luen Yang: This is a graphic novel with three

different stories happening at once. One story follows the Monkey King, an ancient

Chinese fable character. The second story is of Jin, a Chinese-American boy who

struggles to fit in at school because of his race. Lastly there is the story of Danny

and his Chinese cousin that visits yearly, constantly embarrassing Danny at school

during his stays. The three stories eventually merge into one powerful story about

stereotypes and identity.

*The Complete Persepolis – Marjane Satrapi: This is a graphic novel that is

autobiographical. Marjane grew up in Iran during the Islamic Revolution. She tells

her stories in a graphic novel—how she struggled dealing with inconsistent

government, societal, and familial expectations and how she eventually formed her

identity.

*Keeping You a Secret – Julie Anne Peters: This is the story of Holland, a high

school student who is pretty, on student council, and dating a popular guy named

Seth. Her whole world gets turned upside down when she realizes that she is

attracted to the new kid at school, Cecilia.

*Make Lemonade – Virginia Euwer Wolffe: This is the story of LaVaughn, a

14-year-old, inner-city student that is determined to make it to college. Her family

situation (low socioeconomic status) makes her dreams very difficult to accomplish,

so she looks for a job to start saving. She is hired as a babysitter for a 17-year-old

single parent with two children (from different fathers). LaVaughn helps this

mother of two, Jolly, and the two learn life lesson together. This book is also written

in verse, so it will appeal to readers that enjoy poetry, lyrics, or just other styles of

writing.

*Acts of Faith: The Story of an American Muslim, the Struggle for the Soul of a

Generation – Eboo Patel: This is an autobiographical piece by Eboo Patel, creator of

the up-and-coming Interfaith Youth Core program out of Chicago, Illinois. Patel

shares his struggles growing up as a Muslim-American, how he related to his peers,

how his high school and college days were affected by his differences, and then later

how he used his struggles to create a movement that brings people together to work

towards respect across all religions. This book is more challenging and could be

offered for the more advanced readers.

-Have students write down their top three choices on a piece of paper and hand it in

before class ends (teacher must assign groups by the following day).

Day 3

-Students will be put into their groups by what book they will be reading for the next two

weeks. The teacher will hand out their books as well as a pack of mini Post-Its to each

student for them to mark pages that are important (quotes, actions, examples of things

discussed in class).

-Next, students will need to divide their book into four relatively equal segments (say the

book is 200 pages, then the segments will be at pages 50, 100, 150, and 200). They will

be asked to write in the page numbers due on specific days onto their calendar and will be

held responsible for finishing the assigned readings on the assigned days.

-Now students will be shown two PowerPoints from the FAIR program that is being

utilized in Colorado schools

*”Images in Our Minds” is a short PowerPoint where short stories are read while students

are asked to visualize the characters. After the stories are read, images are shown to

challenge common misconceptions about certain races, ages, genders, occupations, and

so forth. Discussion afterwards will touch on WHY students imagined what they did and

what that might say about our society.

*“In and Out of the Box Images” is also a short PowerPoint in which students will be

shown images that people are exposed to at different ages. A discussion will follow about

what these images (toys, celebrities, etc) suggest for the people viewing them.

-For homework, ask students to journal (at least three paragraphs) about what they might

have thought, agreed with, disagreed with, or been confused about in that day’s lesson.

Day 4

-In their reading groups, students will be given magazines and newspapers to search for

examples of both in-the-box and out-of-the-box images like the ones that were shared in

the PowerPoint.

-Students will paste their images onto a big class poster that shows the difference

between in-the-box and out-of-the-box images. Students will have time to share what

they found and what their image suggests (what stereotype it perpetuates, how it limits a

group of people, etc).

-The teacher will now explain how the reading groups will fit into the larger scheme of

things: Students will understand that as they read, they are responsible for journaling. A

set of questions (in the box below) will be given to students to guide their journals, but

students are encouraged to write whatever they think or feel. Example questions include

the following:

What happened in the novel that was upsetting to you or may have been upsetting to a

group of people? Why?

What does the main character seem to be struggling with? How can you tell? Give

examples from the text.

What is it that seems to keep the main character from feeling comfortable and accepted?

What would it take for the main character to be content or happy?

Was there anything in the novel that you strongly agree or disagree with?

Can you apply any of the terms learned earlier in the unit to any parts of the novel

(racism, discrimination, socioeconomic status, ethnicity, race, White privilege)?

What kind of emotions did you feel as you were reading?

Was there ever a point that you wished you could tell a character something? If so, when,

and what would you tell them?

Can you think of events in your own life that are similar to events in the novel? If so,

explain.

-The teacher will also explain the group project coming up at the end of the unit where

each group will get together and share what their book was about, what kind of

discrimination it dealt with, how the characters felt, what they went through, and what the

resolution (if any) was.

-Remaining time is reading time.

Day 5

-Class will begin with a mini-lesson on grammar. Students will be encouraged to

practice this grammar component in their journaling that they will have due the following

class period.

How to Show Emotion with Punctuation: It seems that many students are not proficient in

varying their punctuation. This lesson was constructed to help students understand how

and when to use semicolons, colons, question marks, and exclamation points in hopes

that it will allow them to expand their sentence structures and to be able to express their

emotions through their writings more usefully. The lesson is adapted from a lesson from

ReadWriteThink titled “The Passion of Punctuation” by Connie Ruzich.

Show students Writing With Passion page (taken from ReadWriteThink.org) using

computer projector or overhead – explain that there are of a bunch of different emoticons

that are commonly used online, in e-mails, and in text messages.

Ask students to open up their journal and choose TWO emoticons: one that they are

likely to use in a text or note to a friend and another that they are unlikely to use.

Have students write a sentence before each of the emoticons that would likely appear

before that type of emoticon (one that would make sense to be followed by that particular

emoticon)

Ask a few students (5-6) to go up to the board and write their sentence and draw their

emoticon following their sentence.

After students have finished, explain that emoticons help to put emotions into notes,

letters, and text messages in the same way that punctuation can put emotion into

literature, letters, journals, and so forth.

Explain that it is necessary for them to show emotions when writing in their journals

during this unit—encourage students to use different punctuation in their journals

Provide students with this simple hand-out demonstrating common uses for semicolons, colons, exclamation points, and question marks. Write one example sentence on the board (this is modeling) for each of the types of punctuation (have students yell out topics for your sentences to make it more interactive and engaging).Semicolons: Use to link two independent clauses. Often, they are used to connect two contrasting points (linked with a word such as however, in contrast, yet, still, nevertheless).* I want to go to the ice rink today; however, my doctor told me to stay off my ankle until

it’s completely healed.Colons: Use after an independent clause that describes the nature of the list that follows.* Olympic champions must do many things to be successful: train daily, stay positive, and make healthy decisions.Exclamation points: Use to emphasize a point or emotion made evident by a sentence.* Help me fix this broken vase before Mom and Dad get home!Questions and Question Marks: Use to show thought process, uncertainty, or other possibilities. * I know that teasing my classmates is wrong. How might they feel when I call them names? Do they actually hurt inside but pretend it doesn’t faze them?Questions and question marks can also be used to emphasize a point.* You want to win this game, don’t you? So go out there and play your hardest!

-The rest of the class period should be given to students to read and journal about the first

1/4th of their novel (their first reading assignment is due the following class period after

the weekend).

Day 6

-Students will be broken up into their reading groups (should have the first 1/4th of their

novel read by this day).

-As a group, students will discuss what has happened in their books so far. Some

discussion questions to get conversation going are as follows:

What sort of discrimination(s) takes place in your novel? Find page numbers to support

your ideas.

How do the characters in your novel seem to react to the discrimination? Find page

numbers to support your ideas.

Think back to the PowerPoints shared previously in the unit. Are there any examples of

inside-the-box or outside-the-box images that occur in your novel?

What emotions did you feel as you read certain parts of your novel? Find passages and

explain how you felt.

Who is it that seems to be empowered in the novel? A certain character, race, group of

people, gender, religion, etc? How can you tell?

-Allow students to talk amongst themselves in their small groups. Encourage that they

take notes on what other classmates have to say because these notes can be used in their

final unit paper.

-Once discussion of the text has ended (approximately 25 minutes), the teacher will

introduce the unit paper that will be due on the last day of the unit (Day 16).

Unit Paper Requirements and Rubric

Students must write a 3-page persuasive paper on topics of racism, sexism, prejudice,

discrimination, and so forth as it pertains to their novel. Students must argue why

discrimination is wrong, drawing from examples from class videos, PowerPoints, and

their individual novels.

Questions to consider when writing the paper:

*How have your views changed since the beginning of the unit?

*How did these particular videos, novels, or discussions make you feel?

*Have you noticed anybody in school being affected by discrimination?

Grading criteria:

-Students must use at least 3 examples from their novel and an additional 2 examples

from any other sources or class discussions (20 pts)

-Paper must be free of grammatical and mechanical errors (10 pts)

-Paper must be clearly organized (introduction, body, conclusion) (10 pts)

-Students must show emotion through use of punctuation (10 pts)

Total Paper: 50 pts

-Any remaining time will be given to students to continue reading their novels.

Day 7

-Day 7 will begin with a short 5 minute film about sexual orientation discrimination. The

trailer to a film titled Breaking the Silence will be shown:

http://www.youtube.com/watch?v=I39IbHesCJI

-Now, students will be given individual copies of the article “A Mother Speaks Out” –

students must read the article (this can be done individually or in a popcorn style out loud

as a class).

-As a class, students will create their own sentences (using punctuation to show emotion)

describing and reacting to the film and article read. These sentences will be written on a

class poster.

-Any leftover time will given to students to read their novels.

Day 8

-Today, the topic is racism. This entire day will be used to watch a part of a film. The

film is called Race: The Power of an Illusion. The segment is titled “The Difference

Between Us.” This chapter is about how there are no significant differences in

biology/genetics between different races. The film goes into the history of race and

racism and a bit about eugenics. The link is as follows:

http://www.youtube.com/watch?v=bCR7vSD2Ohw

-Students should be taking notes that will help them in writing their paper.

Day 9

-Students will be broken up into their reading groups again (the second section of their

novel must be finished by this date).

-Students will again discuss the same questions as used on Day 6. In addition to those

questions, the teacher should also include the following questions:

Can you think of any ways in which any of our class resources can be connected to

events within the novel (Breaking the Silence trailer, Race: The Power of an Illusion film,

“A Mother Speaks Out” article)?

Are there any shifts in attitudes of any of the characters? Use page numbers to support

your argument.

What do you predict will happen in the second half of the novel?

-Students should be given ample time to discuss these questions.

-After discussion (about 25 minutes), ask students to work in their reading groups to

begin making a list of important information from their novels.

-Students will be asked to briefly present their novels to the class at a later date and they

must do the following:

Give a brief summary of the novel (without giving the ending away).

Tell what kind of discrimination can be seen in this novel.

Connect this novel with class resources (articles, films, videos, discussion, etc).

-Students can begin to put together information that can be used on their group poster

(have students write ideas on a piece of paper and turn it in at the end of the class period).

-The teacher will need to have poster paper, markers, and a cut-box ready for students to

create a poster about their novel.

-If any time remains, allow students to read their novel.

Day 10

-Class will begin with a short story. The teacher must have copies of Sandra Cisneros

story “Eleven” for each student. Accessible here: http://forevafound.tripod.com/eleven.pdf

-First, the teacher will remind students of what “socioeconomic status” means.

-Next, the class will read this story out loud (popcorn, each read a sentence, whatever the

teacher sees as fitting).

-After reading the story, the teacher will lead a discussion on socioeconomic status while

trying to ask students questions such as the following:

What does socioeconomic status have to do with this short story?

What kinds of feelings might somebody of low-SES experience in and out of school?

What difficulties might arise for students in high school being from low socioeconomic

status? (Answer: can’t afford food, no heat in their house, no rides, parents work a lot so

they cannot see their family often, students must get a job to help out the family)

In regards to their future, how might being from low socioeconomic status affect a

student’s likelihood of going to college?

How difficult might it be to ‘break the cycle’ so to speak? Why might this be difficult?

-Now allow students to reflect briefly in their journals about socioeconomic status.

-Remaining time will be given to students to read.

Day 11

-Students should have section 3 of their reading finished by this day.

-Students should be put into their reading groups to once again discuss the questions from

both Day 6 and Day 9—challenge students to include the most recent class resources

about SES if possible.

-After group discussion, students will be given time as a group to work on their novel

posters.

Day 12

-This day is devoted entirely to using the computer lab. Since not all students may have

resources at home that will allow them to type up their paper, students will have this day

to work in the lab and begin writing their final paper.

Day 13

-Students will be given half of the class period to finalize their group posters

-The other half of the class period will be devoted to reading.

-Students should be allowed to go print whatever they have done on their final paper so

far.

-Homework: Students must have their rough draft of their paper ready for peer review the

following class period.

Day 14

-Students will need to have their entire novel read by today. Class will begin with

students working in their reading groups discussing the end to their novels. Questions

used from previous days should be used as well as the following:

Did you like the ending to your novel? Why or why not?

Do you believe that there was any resolution in your novel? Why or why not (use page

numbers to give support)?

What seems to be the overall lesson or theme to this novel in relation to this unit? Do you

think the novel is a good piece of literature to teach when discussing these topics? Why

or why not?

-After group discussion, students will share their papers with their peers. Have students

pass their papers to the person on their right, read each other’s papers and give feedback

(focus first on content, then on mechanics and grammar).

-Any leftover time will be allowed for last-minute poster alterations.

Day 15

-This day will begin with student presentations of their posters on their novels.

-This day also serves as a wrap-up day where the teacher will lead a discussion reminding

students of the resources they’ve had in class, what they’ve learned, and so forth (ask

students what they’ve learned, make a list).

-On the list from the previous step, the teacher should add resources—ask students what

resources they know of in their community that are set up to help others if they feel they

are victims of discrimination or if they are struggling with an issue (such as Gay Straight

Alliance, homeless shelters, school counselors, community group meetings, hotlines,

websites, etc).

-The teacher will need to gather information beforehand on what resources are available

to students so that if students are not aware, the teacher can give them the resources.

Day 16

-This day will be entirely devoted to the computer lab once again. It is the last day that

students will have the opportunity to work on their final paper.

Day 17

-Students will turn in their final papers at the beginning of class, and this will also be the

beginning of a new unit.

Varied Lesson Plans

Major Writing Project – the final paper will serve as the major writing project for this

unit.

Pre-reading/during-reading/after-reading Writings—the reading response journal will be

used.

Introductory Activities—Students will engage in the “Identity, Expression, Do, Feel”

activity as well as doing a survey and having a discussion before the unit is introduced.

Discussion Activities—This unit is based heavily on discussion. Students get the

opportunity to discuss what they’ve read and/or watched almost every single day.

Peer Review—There is a peer review component built into this unit before students turn

in their final drafts of their final paper.

Grammar Mini-lesson—Students will have a lesson on how punctuation can show

emotion much like emoticons show emotion.

Unconventional and Conventional Writing Assignments—The reading-response journals

are the unconventional assignments while the final paper is a more conventional

assignment with an actual rubric.

Assessment Rubric—The rubric is included for the final paper. The reading-response

journals are graded on an ‘effort’ basis, meaning each day, the teacher will check to see if

students journals. There is no criteria for journals beyond journaling when asked.

III. Optional Component

About the Author: My name is Samantha Kobs. I am a secondary education major at the University of Wisconsin, Eau Claire. I am interested in teaching because I realize the value in education, especially when considering how teachers have the ability really open their students’ minds and inspire them to do great things.

While taking classes at UWEC, I’ve become incredibly interested in topics such as racism, discrimination, White privilege, socioeconomic status, and the barriers and benefits that come with all of them. I am interested in including discussions on these topics into my lesson plans. When I was attending high school, we never had these discussions. I now realize just how much racism, prejudice, and discrimination can affect people, and I think that it’s very important for students to be aware of what is going on in the world around them. My hopes in making this lesson plan are that students will have the freedom to choose what they read and discuss what is important to them while still having enough structure to make sure that they stay on track and can meet the unit requirements at the end.

Student Calendar: Day 1

-Identity, Expression, Do,

Feel ActivityHW: Journal

Day 2“A Girl Like Me” video

-Overview of books

Day 3FAIR PPT 1FAIR PPT 2

HW: Journal 3 paragraphs

Day 4In-the-box and out-of-the-box

activity

Day 5Grammar lesson-Reading timeHW: Journal

Day 6Segment 1 of reading due-Groupwork discussing

reading

Day 7“Breaking the Silence” trailerand “A Mother

Speaks Out” article

Day 8FILM DAYRace: The

Power of an Illusion

Day 9Segment 2 of reading due

-Group discussion

-Begin poster

Day 10Short story

“Eleven” by Sandra Cisneros

HW: Journal

Day 11Segment 3 of reading due

-Group discussion/poster

Day 12COMPUTER

LAB DAY

Day 13-Finalize posters-Read

-Print rough drafts

HW: Journal

Day 14Segment 4 of reading due

-Group discussion

-PEER REVIEW DAY

(rough draft must be done)

Day 15POSTER

PRESENTATIONS-Discuss

community resources

Day 16

COMPUTER LAB DAY: Must finish

paper!

Day 17

-PAPERS DUE-TURN IN

JOURNALS

Works CitedRuzich, Connie. “The Passion of Punctuation.” ReadWriteThink. Accessed 13 Dec.

2012. Web.

Department of Human Development and Family Studies. “Fairness for All Individuals

through Respect.” Colorado University. Web. 10 Dec. 2012.

< http://www.fair.cahs.colostate.edu>

Wink, Joan. Critical Pedagogy. 3rd ed. Boston: Pearson, 2005. Print.

Zimmerman, Toni Schindler, Aberle, Jennifer Mattern, Krafchick, Jennifer L. "FAIR: A

Diversity And Social Justice Curriculum For School Counselors To Integrate

School-Wide." Guidance & Counseling 21.1 (2005): 47-56. Print.