RDG 323 Cups

Unit Theme: Culture
Grade: 9th
Timeline: 3 Weeks
Team Members Shannon Justin Close Katrina Eager Azucena

Broderick Garcia
Subjects English History Science English
Rational:
Understanding how culture develops and how it can impact the future is essential for
students as it allows them to examine not only their own perspective but to consider
others’ as well. Through reading and writing they can gain a deeper appreciation and
knowledge of who they are as individuals and create an intercultural understanding that
will allow them to interact with diverse cultures. In this culture unit, students will be
exploring cultures and people from diverse cultures through their history and science
course. They will explore how it has shaped their lives today; they will be reading,
researching, and writing journals to gain a perspective on the culture of important
figures. Culture brings a sense of identity for students and can bring a new experience for
them as well.
Student Learning Outcomes
Focus English 9-10.RL.6 Analyze how points of view and/or

Standards cultural experiences are reflected in works of
literature, drawing from a variety of literary texts.
9-10.W.3 Write narratives to develop real or
imagined experiences or events using effective
technique, well‐chosen details, and well‐
structured event sequences.
History Concept 1: Research Skills for History

○ PO 6. Apply the skills of historical
analysis to current social, political,
geographic, and economic issues
facing the world.
1
● Concept 7: Emergence of the Modern

United States
○ PO 1. Analyze how the following
aspects of industrialization
transformed the American
economy beginning in the late 19th
century
● ELA Standards
○ 9-10. R3.1,2
○ 9-10. R.4
○ 9-10. W.1
○ 9-10. W.3
○ 9-10. W.7
○ 9-10. S/L. 1
Science Science Standards: Concept 1:

● PO 2.
● PO 4.
ELA Standards:
● 9-10. R1.1
● 9-10.W.2 a,b,c,d,e,f
● 9-10.W.4
● 9-10.W.5
● 9-10.W.8
● 9-10.SL.4
● 9-10.L.2 a,b,c
Enduring - Different cultures Theme-Related - How can you

Understandi lead to a variety of Essential Questions learn from one
ng: perspectives, ways another’s
Important of living, and cultures?
Concepts innovations - How do cultures
- When cultures affect
engage, individual(s)
relationships are worldwide?
formed and this can - How does
have a ripple effect learning about
- Broadening your other cultures
perspective can lead help me and
2
to personal others?
development - In what ways can
- It’s important to culture be
relate life defined?
experiences - What does culture
- Cultures evolve mean to you?
through personal - How has past
and others life cultures influence
experiences present cultures?
- Cultures of the past - How does
have an impact on geography
how cultures influence or have
develop their future an impact in
- It’s important to culture?
seek out different - In what ways can
cultures to learn how someone identify
people deal with him/herself
current events. culturally?
- Families are the - What happens
primary means for when different
socialization in cultures engage
culture with one another?
- Is cultural
diversity
important? How?
Interdiscipli - A culture day where all students come together in the gymnasium to set
nary Project up stations and present their projects on a Friday at the end of a three
week unit. They will use the information gathered from each content
area (Science, History, and English) to create a skit with their partner
and conduct a performance on a historical figure or scientist from a
different culture. If students choose to perform a skit as a scientist or
historical figure that they have been studying they may choose to work
in partners or independently. They will bring the research they have
done in History and Science to create a skit in English class.
- On the day of the performance, their skits will last about 20 minutes for
each presentation. Students will trade off spending half the day
performing and half the day watching their peers performances. Each
student will write down three interesting fact they learned from each
3
performance (a total of 15 interesting facts) to submit to the teachers.

During this time teachers will go around grading each students
performance based off of the rubric. The community (parents, admin,
volunteers, etc) are all invited to see what the students bring and watch
the performances. Students will also vote on the top 5 performances
and those students receive a special breakfast with the teachers before
class on the day of their choosing.
Essay Culture has multiple interpretations and can be defined in various ways. You
Prompt have been reading and studying others’ cultures and seeing how it has affected
who they are and how it has impacted their life. Write a letter to a historical,
scientific, or other important figure addressing what you learned from their
culture and how that impacted you and/or your culture.
Common Instructional Strategies
All Learners
Think-Pair-Share
Exit-Slip
Using various text resources
Graphic Organizers (compare and contrast matrix and QAR)
KWL
Jig saw
ELLs
Purposeful Grouping
Assess Background knowledge of students. (different cultures)
Allow Students to use their native language and/or allow to bring in a translator for their
performance portion if needed.
Utilize structured note taking formats, such as graphic organizers.
Slow down speech and use shorter sentences, present tense of words, synonyms, examples,
gestures, and demonstrations.
Special Education
Modeling
Providing verbal and written directions
Rubrics
4
Assignments broken down in chunks/ small portions
GATE-Gifted and talented education

Extended Reading
Tiered Assignments
·
Justin Close
Content - History
Individual Unit Theme: Culture
Subject: History Grade Level: 9
Focus Standards & Essential Questions
Standards:
● Concept 1: Research Skills for History
○ PO 6. Apply the skills of historical analysis to current social, political,
geographic, and economic issues facing the world.
● Concept 7: Emergence of the Modern United States
○ PO 1. Analyze how the following aspects of industrialization transformed the
American economy beginning in the late 19th century
AZELLA STANDARDS
Listening and Speaking:
Standard 1: The student will listen actively to the ideas of others in order to acquire
new knowledge.
● LI-6: responding to social conversations by rephrasing/ repeating information, asking
questions, offering advice, sharing one’s experiences and expressing one’s thoughts.
Reading:
Standard 3: The student will read with fluency and accuracy.
● HI-1: reading grade-level text aloud fluently with 90% comprehension.
● HI-2: reading grade-level text silently with 90% comprehension.
5
Standard 4: The student will analyze text for expression, enjoyment, information, and
understanding.
● LI-4: answering literal, inferential, prediction, evaluation, and/or personal response
questions about text.
Writing:
Standard 1: The student will express his or her thinking and ideas in a variety of
writing genres.
● HI-1: writing one or more narrative paragraphs based on real and imagined events
that include characters, plot, setting, and dialogue as appropriate.
● HI-7: writing a persuasive text that states a position/claim, supports arguments with
evidence, and acknowledges and refutes opposing arguments.
Standard 3: Students use the steps of the writing process as a writing piece moves
toward completion.
● HI-3: determining the purpose (e.g., to entertain, to inform, to persuade, to explain)
of a writing piece.
Essential Questions:
1. How has culture changed through time?
2. Does our history determine culture traditions?
3. How do different cultures influence culture today?
4. How have cultures worked together in the past?
5. Do cultures work similar today as they did in the past?
6. What can members of different culture contribute to society?
7. What was the culture like as a pioneer?
8. How has culture influenced you today?
Materials:
● Pens/Pencils
● Colored Pencils, Crayons
● Poster Boards
● Computers/ Chromebooks
● Textbooks/Reading Materials.
● Projectors
● Whiteboard
● U.S Maps
● Pictures of Pioneers, Other examples of Cultures
Enduring Understanding Learning Outcomes

6
Important Concepts: Students will know and be able to:

● Culture through time ● Understand influences of cultures
● History determines cultural traditions that shape society today.
● Time can influence culture decisions ● Analyze the culture of the Westward
● Past cultures have shaped today’s expansion
culture ● Learn how to keep accurate record
● Culture collaborations create new keeping through journal entries
cultures ● Understand Basic components of
● People can work together to appreciate culture.
other cultures ● Develop a working definition of
● Everyone has something to contribute culture.
● Culture of a Pioneer ● Develop understanding of culture
through time in a research paper.
·
Texts Assessment
THIS SECTION WILL CONTAIN YOUR Formative: Summative

SIGNATURE ASSIGNMENT PART 2: 1.Exit tickets 1. Skit
Selecting and Evaluating Print and Digital 2. Socratic Seminar 2.Completed Journals
Resources for your Unit 3. Think-Pair-Share 3. Research Paper-
4. Scavenger Hunt “How culture has
Type, using the chart, directly in this 5. Panel Discussion changed through
section, time”
OR
Attach completed template at the end.
Learning Plan: Scope and Sequence Differentiation

- Multiple text formats
- Presenting ideas in both vocally and
with Pictures.
- Small group work and individual work
- Checking for Understanding, (re-
teach)
- Student choice of topics for research
- Read aloud, collaborative reading, and
independent reading
- Following IEP for specified students
- Effective Use of Rubrics- going
7
through the rubric as I introduce an

assignment.
- Time management- allowing time and
flexibility for students to work as much as
they need.
- Modeling (demonstrate personal
examples of my culture)
Monday Tuesday Wednesday Thursday Friday
Week 1, Day 1 - Week 1 Day 2- Week 1 Day 3- Week 1 Day 4- Week 1 Day 5-
Students will Students will use Students will Students will Students will
start a K and the Cornell notes analyze through Identify how conduct a
W on a KWL during lecture on a class reading Culture has teacher lead
addressing what Westward the culture of the changed from socratic seminar
they know about expansion. pioneers during the time of with a focus on
Westward Teacher will westward westward how they feel
Expansion. inform students expansion. expansion to culture has
Teacher will that for the next (Using Website today. changed and
begin lecture on three weeks 2) Recording in (Informational what it means to
Westward students will their journal text 1) them.
expansion. keep a journal of what they Recording in
Students will what is being learned. their Journal
conduct taught in class what they
Independent and what they learned. Teacher
research using learned. will Introduce
Website 1 on Assessment- Research Paper-
westward Journals How has culture
Expansion. Exit changed through
ticket is the L on time?
the KWL sheet.
Week 2 Day 1- Week 2 Day 2- Week 2 Day 3- Week 2 Day 4 Week 2 Day 5
Warm Up Work day on Class will Work Day on Pioneer Story
activity on what Research Paper. participate in a Research Paper. Video
they feel culture Teacher will popcorn reading Students will
is? make sure that of the Students will use
Read aloud- students Identify Children’s Trade book 2 to
Popcorn Read how different Book conclude with
8
and Think pair cultures have Following the any additional

share discussing worked together reading, students information and
Informational through time. will use this as a then students
Text 2- Andrew Tradebook 1 work day on will Peer Review
Jackson- Focus will be available research paper. a classmates
on What was the for students to Teacher will research paper.
cultural use as make sure This is also the
relationship with Independent students focus on last opportunity
the the majority research. how their culture for students to
and Native developed. ask any
Americans? questions
regarding the
paper.
Week 3 Day 1- Week 3 Day 2- Week 3 Day 3- Week 3 Day 4- Week 3 Day 5-
Culture Guest Speakers- Panel Board Library- Culture Day-

Scavenger Hunt- Students will Students will Preparation for Students will
Students will listen to the Students will Culture Day- present skits
gather products guest speakers take turns on the Students will based on
they have from (Members from panel board and gather evidence Historical events
home or the Polynesian be asked the or research that or figures who
materials they Culture) about primary will help prepare represent culture.
can use as what their question- if they them to present a
evidence to culture means to could start a skit on a cultural
demonstrate them. Watch a cultural ritual or event or figure.
their personal HAKA video. tradition what
culture. They would it be?
will present it to
the class.
9
Resourc Lexile Author / Link to How will Evaluation (you

e Publisher original or resource must answer each
citation in be used in question for each
APA Format class- source):
describe 1. Is this a
whether it reliable source for
will be the resource?
used as: 2. Is the author
· an expert?
Rea Credentials?
d Aloud, 3. What year? Is
· this the most recent
Coll information or is
aborative there a reason for
reading, using an older
· resource?
Inde 4. Original
pendent purpose of the
research, resource (inform,
· persuade,
Othe entertain)?
r-BE 5. Is there is
SPECIFIC bias? Is it
appropriate to have
a bias for this
material (as in, does
it fit the purpose of
the unit?)?
6. Why is this
material appropriate
to the unit? How
this resource will
help students reach
your planned
objectives?
10
Website 1200L- Tom 1. Yes this is a

#1 1300L Huntingt http://www.h Independe reliable source, the
on istorynet.co nt information that has
m/westward- Research been gathered
expansion comes from a
variety of
Historians, there
information is
reviewed by the
World History
group which leads
me to believe that it
is credible.
2. The information
is gathered from a
variety of experts
on the topic of
westward
expansion, then put
together into one
website, Published
by the World
History Group.
3.The website is
constantly updated
with information
that is relevant to
particular topics,
and then published
into their
magazines.
4. The original
purpose of this
resources is to
inform the public of
the information
throughout History.
5. There is no bias
therefore is
11
extremely useful for

the Unit.
6. This material is
appropriate for the
Unit because of all
the different
material that is
found on the
website, it breaks
down specific
events during
westward
expansion.
Website 700- Lewis, 1. Yes this is a

#2 800 L Meriwea https://lewisa Collaborat reliable source, it is
ther ndclarkjourn ive direct journal
als.unl.edu/it reading entries converted
em/lc.jrn.180 onto a website of
3-09- the Lewis and Clark
01#lc.jrn.180 expedition.
3-09-01.01 2. I would consider
the author an expert
as they are his
journal entries of
events that
happened to him
during his journey.
3. The last journal
entry made that is
on the website is
September 30 1806.
4. I feel that is was
used to inform,
because it has been
used to inform us
today of evidence
during the trek.
5. The only bais
12
comes from Lewis

personally, as they
are his events.
6. This material is
useful for the Unit
because it first
gives information
on westward
expansion, as well
as informing us
how journal entries
were made in the
past. The students
in the Unit are
learning how to
properly write in a
journal.
Informa 1100L Chief Document 1. I feel as though

tional John B- Independe this text is credible
Text #1 Ridge http://www.te nt as the original
(1826) achushistory Research source was gathered
.org/files/ind by teachers and thus
ianremoval/I put in a lesson plan
ndian- to use as a primary
Removal- source.
Documents.p 2. I would consider
df the Author an
expert as the
Document was a
letter written by a
Cherokee chief.
3. This original
information was
written in 1826
4. This information
was written to
Inform the public of
the relationship
13
between the
cherokee and White
population.
5. There is a bias, I
feel in reading this
document that the
Chief informing the
public of the
dangers that are
coming with the
growth of white
population.
6. I feel like it’s an
acceptable piece of
text that can be used
by the students in
the unit, it relates to
cultures combing in
the early 1800’s.
Informa 1000L Andrew Document E Read 1. Yes this is a

tional Jackson http://www.te Aloud credible source, this
Text #2 achushistory was a letter sent by
.org/files/ind Andre Jackson in
ianremoval/I response to a letter
ndian- he received by a
Removal- cherokee chief.
Documents.p 2. I feel like the
df author was an
expert because he
was the president at
this time and had
knowledge of what
was happening.
3. The Letter was
written in 1826, and
has since been
altered to a PDF.
4. I feel that the
14
letter was written to

inform and entertain
as the president was
to inform the chief
that he had
knowledge of the
events that were
taking place.
5. There is a Bias,
the president is
responding to a
letter and he feels
that he is doing this
to create the
separation between
the Indians and the
whites.
6. I would feel this
is a credible source
for the unit because
it explains more
information about
cultures merging.
Online A Other- 1. Yes this is a

Video Pioneers https://youtu. Collective credible source
story be/m7xGsg5 research because its a
qegY personal account of
someone’s
experiences and
trial through
westward
expansion.
2. I feel the author
is an expert because
its a personal story.
3. The Story was
one of pioneers who
did the trek in 1856.
15
4. I feel the Original

purpose of the
source was to
inform and
entertain, the story
was meant to
inform of the trials
but also entertain us
to feel sympathy.
5. The only bias
comes from the
person telling the
story, as it is a
personal account of
what happened. .
6. This material is
appropriate because
it informs the
students of cultural
events that went
along with the trek
west. .
Childre 910 Danny Fravitz, Read 1. Yes I feel this

n’s book Kravitz Danny: Aloud children's book is
Surviving credible, It can
the journey: cover topics in
The story of History that cover
the Oregon all journeys that
Trail. (2015) happened westward.
2. The writer is an
emmy award
winning writer,
songwriter, and a
professor of
screenwriting at
Columbia College
in Chicago.
3. The book was
16
published in 2015
and is meant for
students from 2nd-
5th grade.
4. The book was
meant to entertain,
as it is a children’s
book made easy to
understand what life
was like for those
who traveled west.
5. There was no
bias as the book
explains stories
from factual
evidence rather than
a person point of
view.
6. This information
is appropriate
because it’s another
book that explains
the relationships of
those who traveled
west and the culture
of the time.
Trade 1000L- James 1. Yes this is a

book #1 1100L P. https://lewisa Independe credible source, the
Ronda ndclarkjourn nt information was
als.unl.edu/it Research gathered and
em/lc.sup.ro brought to the
nda.01 University of
Nebraska Press for
Publishing.
2. The Author is an
expert it the studies
of American
History, Ronda is a
17
profound professor
and Historian with
the University of
Nebraska Lincoln.
3. This particular
information on
Lewis and clark
was copyrighted in
1984.
4. The original
purpose of this
website is to inform
society of the Lewis
and Clark
expedition and in
particular the
relationships they
had with Native
Americans.
5. There doesn’t
seem to be any bias
in the Book, Ronda
recounts on
evidence gathered
through time to
compile his book.
6. This book is a
resource describing
culture through the
eyes of Lewis and
Clark, it’s a great
tool for this Unit.
Trade 1320L History 1. Yes, the source is

book #2 Staff https://www. Independe useful for learning
readworks.or nt more about the
g/article/Nati research Native American
ve- Cultures.
American- 2. Yes, the author
18
Cultures/d60 writes for History,

24227-2777- meant for the use of
409b-a9d0- educational
9b344ec0a4f purposes.
2#!articleTa 3. The most recent
b:content/ date is 2015, which
is appropriate for
students since it is
talking about at
time way before the
date it was
published
4. The purpose is to
inform readers
about the different
Native American
cultures that
existed.
5. There is no bias
in the article since it
is based on research
and is
informational.
6. The material is
appropriate to the
unit as it talks about
culture from early
days. This will help
students with the
objectives as they
will be able to
understand culture.
.
19
Azucena Garcia
Subject: English Grade Level: 9th
Standards:
Reading:
9-10.RL.6 Analyze how points of view and/or cultural experiences are reflected in works of
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 text.
9-10.RL.2 Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
Writing:
9-10.W.3 Write narratives to develop real or imagined experiences or events using effective
technique, well‐chosen details, and well‐structured event sequences.
9-10.W.2 Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content
Speaking and Listening:
9-10.SL.1 Initiate and participate effectively in a range of collaborative discussions (one‐on‐
one, in groups, and teacher‐led) with diverse partners on grades 9–10 topics, texts, and
issues, building on others' ideas and expressing their own clearly and persuasively.
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; use
appropriate eye contact, adequate volume, and clear pronunciation.
Vocabulary:
9-10.L.4 Determine or clarify the meaning of unknown and multiple‐meaning words and
phrases based on grades 9–10 reading and content, choosing flexibly from a range of
strategies.
What is culture?
Are there other types/terms for culture?
How can culture shape an identity?
20
What impact can culture make on others?

How can you express your culture?
What does culture say about a group?
What comes with a culture?
Can culture change with time periods?
How can culture be expressed through English?
Important Concepts: Students will know and be able to do:

Culture is an important part of an identity. Identify culture, low culture, high culture,
There are various aspects of culture, such subculture, multiculturalism, counterculture,
as traditions and routines. cultural diffusion as key terms.
Culture can consist of more than one term. Understand culture can come in various forms.
Identifying one’s point of view is Research culture of historical figures,
significant as it can allow for a look at a scientists, and popular/current figures.
culture. Write from a different perspective.
Research on cultures is significant to Write a narrative about a memory in their
broadening a perspective. culture.
It is possible to have more than one culture.
Texts Assessment
21
(Attached template at the end) Formative: Summative:

Anticipation Guide Vocabulary Quiz
RAFT 5 Journals
Jigsaw Narrative Essay
Think Pair Share Skit
Exit Slip
Learning Plan: Scope and Sequence Differentiation:

ELL students will be allowed to use a
thesaurus when completing the vocabulary
quiz.
ELL students may base their journal
writings on examples given.
Lexiles will be adapted for certain students.
GATE students will be given copies of the
full trade book texts for further reading.
Day One Day Two Day Three Day Four Day Five
Students will be Reading Groups will finish Points of View Summative Assessment:
listening to a read aloud Informational wrapping up their Mini Lesson & Vocabulary Quiz
of Children’s book: Text: “Native work and give Notes
Ella Who am I? By American their presentation Reading: Informational
La’Shaun Garcia as an Cultures” with on the section of Students will Text 2: “Halua Halua”
introduction to the unit. Jigsaw as groups the informational write down notes followed by a Think Pair
An Anticipation Guide will be assigned to section they were on Point of View Share on traditions of
will be completed after a bolded section assigned to. provided by Adlit cultures and the reading.
reading the book to get and will be shown
students predicting about Individually, Students will fill examples
the unit with essential students will use out a sheet about Journal Introduction Mini
questions brought to skimming and one thing they They will write Lesson
their attention. scanning as they learned from each down the
will each be of the definitions for: Journal Styles: Students
Students will also be assigned to their presentations First person, will be looking at Journal
introduced to their section to find given. omniscient, Styles that important
Vocabulary for the unit important limited, third figures have written in.
by watching Cultures, information to person
Subcultures, and share with the Exit Slip:
Countercultures video class. Students will be What journal style best
and given a graphic working fits you?
organizer to write down Students will independently on
22
their key terms. work in groups to a Point of View

write down in worksheet due by
their poster boards the end of class.
the important facts
they learned from
their section as
well as research
more important
facts on their
reading.
Day Six Day Seven Day Eight Day Nine Day Ten
Reading: Excerpt from Review on Students will Students will Writing:
Trade Book 1: Dear CRAAP test. research a research a popular Students will begin
Martin by Nic Stone & scientist’s culture artist/current writing their narrative
excerpt from Trade Students will from the list figure’s culture. essay. They have the
Book 2: I Am Not Your research a provided. entire class period, so
Perfect Mexican historical figure’s Journal Writing: they must have some sort
Daughter by Erika L. culture from the Journal Writing: Students will of draft done by the end
Sanchez list provided. Students will continue journal of class.
continue journal writing about
RAFT Writing: Journal Writing: writing about culture but this Narrative Essay
Students will be Students will culture but this time chose a Prompt: Write a
introduced to RAFT begin journal time from a popular artist/ narrative essay about a
Writing and begin writing from the scientist’s view. current known specific memory of your
writing prompts on perspective of (Whatever is not figure. (Whatever culture. The minimum is
excerpts they read. their chosen done can be is not done can be 2 pages, and it must be in
historical figure completed as completed as MLA format and double
and must include homework as homework as spaced.
their culture. journals will be journals will be
(Whatever is not checked first thing checked first thing
done can be in the morning.) in the morning.)
completed as
homework as Introduce
journals will be Summative
checked first thing Assessment:
in the morning.) Narrative Essay
23
Day Eleven Day Twelve Day Thirteen Day Fourteen Day Fifteen
Writing: Students will be Narrative Essay Students will Students should Summative
working on peer Final Draft due at continue working have their final Assessment: Present Skit
reviewing and the beginning of on their final skits skits typed and Days
completing their class. with their will be rehearsing
narrative essay final partners. their lines.
draft. Journal Writing:
Introduce Final Skit Are you and your Journal Writing:
Project friends part of a How do you think
same culture? your parents have
influenced your
Students will be culture?
working on their
final skit draft Students will be
with their editing their skits
partners. and typing their
final skits.
Resource/ L Author / Link How Resource Evaluation

Texts e Publisher will be used in
xi class
le
Website Education It will be used 1. Yes, it supports

#1 8 World https://www.educ as a resource journal writing.
0 ationworld.com/a for helping 2. Yes, the author has
0 _curr/curr144.sht students with an educational
L ml ideas to start background.
- off their 3. 2017 is the most
9 journals. They recent date of
0 will glue their publishing.
0 list of 4. The purpose is to
L suggestions to inform educators
their how journal writing
composition can be part of an
book. everyday lesson.
5. It is not meant to
be bias, but there are
strong adjectives used
24
to portray journal as
a special type of
writing; however, it is
educational and
useful.
6. This resource is
important as it
provides advice from
teachers on journal
writing and gives tips
on how to help
students with their
journal writing,
which is what the
students will be
doing. It will help
meet the objectives
for students to write.
Website Adlit This is another 1. Yes, it supports

#2 1 http://www.adlit.o resource that educational
2 rg/article/48589/ provides a strategies, such as
0 rationale on journaling for
0 why journals students.
L are important 2. Yes, the authors
- for students as are a credible group
1 well as offers for education.
3 differentiating 3. 2018 is the most
0 for certain recent year, which is
0 students. The important as it stays
L part that will be current and relevant
used is the for students.
point of view 4. The purpose is to
chart for their inform educators on
notes/ how journals can be
used for students to
learn effectively.
5. There is no bias
since it is
25
educational.
6. This is appropriate
to the unit as students
will be writing
journals about
culture. This will
help reach planned
objectives as students
will be able to learn
from point of view to
analyze and describe
cultures.
Informati History This will be 1. Yes, the source is

onal Text 1 Staff https://www.read used for useful for learning
#1 3 works.org/article/ collaborative about cultures.
2 Native-American- reading as 2. Yes, the author
0 Cultures/d602422 students will writes for History,
L
7-2777-409b- get into groups which is
a9d0- and read the informational website
9b344ec0a4f2#!ar introduction for education
ticleTab:content/ together but purposes.
will each be in 3. The most recent
charge of a date is from 2015,
different which is appropriate
section in a for students since it is
jigsaw activity. talking about at time
way before the date it
was published
inform readers about
the different Native
American cultures
that existed.
5. There is no bias in
the article since it is
based on research
and is informational.
6. The material is
26
appropriate to the
culture from early
days. This will help
students with the
objectives as they will
be able to understand
culture.
Informati This will be 1. Yes, the source is

onal Text 1 ReadWork https://www.read used for a read reliable for teaching
#2 1 s works.org/article/ aloud as students about
2 Halau- students will be traditions in cultures.
0 Hula/75a5a2c3- given the 2. Yes, the author is a
L
4e0a-411c-8d2d- physical text, writer for content
dd746470062a#!a but the audio based education.
rticleTab:content/ will be playing 3. The most recent is
for them to from 2014, which is
follow along. not too recent but still
serves the purpose of
giving students
insight on a culture.
entertain and inform
readers as it is an
informational fiction
text. It entertains as it
tells a fictions story;
however, the culture
references are
researched.
5. There is no bias
found in the text as it
does inform.
6. The material is
appropriate to the
a tradition, which
can be found within a
27
culture. It helps with

the objectives as
students will need to
be descriptive when
they write their
journals.
Online Crash This will be 1.Yes, the resource is

Video Course https://www.youtu shown in class reliable as it highlights
be.com/watch?v= to help them important terms for
RV50AV7-Iwc fill out their the unit.
vocabulary 2. Yes, the woman
sheet as it speaking provides
defines terms, evidence from outside
such as sources.
culture, 3. The video is from
subcultures, 2017, which is current
counterculture and still relevant for
s, etc students.
inform and educate
viewers on culture and
how there is more to it.
5.There is no bias in
the video as there are
resources supported
to talk about certain
terms.
6. This material is
important to the unit
as it brings newer but
relevant terms that
are useful when
discussing and
identifying types of
culture. It meets the
objectives as students
can learn new terms
to expand their
28
vocabulary within
culture.
Children’s N La’Shaun https://www.barne This will be a 1. Yes, this is a

book P Garcia sandnoble.com/w/ read aloud on reliable source as the
ella-lashaun- the first day of author has done her
garcia/112696672 the unit along research on the
2?ean=97814787 with an background of the
87556&st=PLA& anticipation main character.
sid=BNB_100346 guide. 2. Yes, the author has
2047&sourceId= her highest degree in
PLAGoNA&dpid masters and has been
=tdtve346c&2sid= working in the
Go education world for a
decade.
3. The year it was
published is 2017
which is recent for
students to make
connections
entertain readers in a
way that talks about
the main character’s
culture.
5. There are no clear
bias present, but it
can depend.
6. The material is
as it can serve to
introduce the
students to culture. It
can help meet the
objectives to getting
students to identify
29
culture.
Trade Nic Stone https://www.overd This book is 1. Yes, this is a

book #1 1 rive.com/media/3 told in the form reliable resource as it
1 766645/dear- of a journal, so is a YA novel that has
0 martin the students been published for a
0 will be reading larger audience.
L it throughout 2. Yes, the author
- the unit. received her degree
1 and began writing
2 after an experience in
0 an outside country.
0 3. The book was
L published in 2017,
which is recent and
still relatable and
engaging for
students.
entertain readers as
well as challenge
their mindsets.
5. There is no bias
present from the
description of the
book.
6. The material is
as it serves as a
reference for students
on the importance of
a journal as well as it
gives a view on a
culture. It helps with
the objectives as it
30
will allow for

students to analyze
and cite text.
Trade 12 Erika L. Students will 1. Yes, this is a

book #2 00 Sanchez https://www.barne be looking at reliable source as it is
L- sandnoble.com/w/ excerpt from a YA book published
13 i-am-not-your- the text that are for an audience
00 perfect-mexican- descriptive of meant to reach
L daughter-erika-l- the students.
s- protagonist’s 2. Yes, the author is
nchez/112693035 culture. a writer and poet who
9?ean=97815247 was considered a
00485#/ finalist for an award
due to her books.
3. The book was
published in 2017,
but still touches on
relevant topics as it
was published
recently.
entertain and educate
readers on some
struggles students
face with identity and
culture.
5. There are no clear
bias present in the
description.
6. The material is
as it brings insight on
a culture that may be
similar to some
students in the
classroom. It helps
31
with the objectives as

it gives a personal
touch, which students
will have to be
descriptive through
their writing.
Shannon Broderick
Subject: English Grade Level: 9th
Standards:
Reading
9-10.RL.6 Analyze how points of view and/or cultural experiences are reflected in works of
9-10.RI.6 Determine an author’s point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or purpose.
9-10.RI.9 Analyze primary documents of historical and literary significance, including how
they address related themes and concepts.
Writing
9-10.W.3 Write narratives to develop real or imagined experiences or events using effective
technique, well‐chosen details, and well‐structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation
establishing one or more multiple points of view and introducing a narrator and/or
characters; create smooth progression of experiences or events.
b. Use narrative techniques such as dialogue, pacing, description, reflection, and
multiple plot lines to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to
create a coherent whole.
d. Use precise words and phrases, relevant descriptive details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
32
Speaking and Listening

9-10.SL.1 Initiate and participate effectively in a range of collaborative discussions (one‐on‐
one, in groups, and teacher‐led) with diverse partners on grades 9–10 topics, texts, and
issues, building on others' ideas and expressing their own clearly and persuasively.
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; use
appropriate eye contact, adequate volume, and clear pronunciation.
Research to Build and Present Knowledge
9-10.W.8-Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for citation
9-10.W.9-Draw evidence from literary or informational texts to support analysis, reflection,
and research
1. What does culture mean to you?

2. How does culture affect your decisions?
3. What cultural values are present in our society?
4. How can a culture shape societal norms?
5. What are some purposes of journal writing?
6. Should we take journal writing as fact about an event or do we need to keep in
mind certain biases?
7. How does word choice affect meaning?
8. How have certain discoveries led to an influence on culture?

33

● Different cultures hold different ● Gain a better understanding of culture
values and beliefs ● Define and compare different cultures
● Cultures can change over time ● Research historical and scientific
● Journals offer a first hand figures and events
experience into specific cultural ● Demonstrate the ability to write journal
events entries from the first person point of
● Different writing points of view view of a specific historical/scientific
lead to different perspectives. figure
● Understanding different cultures ● Recognize the negative aspects that
can lead to a greater self awareness. culture may bring.
● Journaling can be used a tool for ● Describe how word choice can portray
self-expression specific emotions in writing.
● Journaling can be used as a
therapeutic exercise
Texts Assessment
THIS SECTION WILL CONTAIN Formative: Summative

YOUR SIGNATURE ASSIGNMENT ● Graphic ● Skit
PART 2: Selecting and Evaluating Print Organizer Presentation
and Digital Resources for your Unit ● Reading ● Completed
quizzes journal
Type, using the chart, directly in this ● Think-pair-
section, share
OR ● RAP
Attach completed template at the end. ● Jot your
thoughts
● Peer review
checklist
● Exit tickets
● Role play
● Reciprocal
Teaching
34
Learning Plan: Scope and Sequence Differentiation:

(See below) ● Use books at varying lexile levels
● Multiple text formats
● Provide examples of journal entries
● Modeling on board
● Independent, small group, and whole
group exercises
● Journaling allows ELL’s to develop
language skills by tapping into each
students prior experience and
knowledge, they can also write in
their primary language.
Week 1: Day 1 Day 2 Day 3 Day 4 Day 5
Students will be Introducing 1st, Students will Introduce Students will

introduced to the 2nd, and 3rd read Journal take a short
unit lesson of person points of Informational Writing Reading Quiz
Culture by view to the Text #1-Native Assignment, in on the first two
listening to a class-lecture American which students chapters of The
read aloud of the format. Students Cultures with a will research one Perks of Being a
Children’s will get with a partner. As they historical/scientif Wallflower.
book, “A Ticket partner and fill read, students ic figure that has
Around the out a Graphic will participate helped shape our Students will
World.” Organizer by in a RAP of the culture, and spend 7 minutes
researching 3 main idea of the write journal writing a journal
After listening, examples of each text. They will entries (at least entry using the
students will using a laptop. Read the text, 10) from the sentence starters
participate in a Ask themselves point of view of from Website
“Jot Your the main idea, that figure. #2.
Thoughts” and Put the main
exercise to idea into their By using -Students will
respond to the own words. website get a laptop and
questions, “What After doing this, resources #1 research a
35
does Culture we will discuss and #2, I will historical/scientif

mean to you?” the main idea as introduce journal ic figure that
and “Make a list a class. writing formats helped shape our
of aspects seen with the class culture. After
within your own Students will and give them they choose a
culture.” As we then participate one prompt from figure, students
discuss as a in a Think-Pair- Website #1 to will use the Raft
class, students Share about how get used to Strategy to
will jot/add any the culture of the journal writing. research what
additional Native the Role of the
thoughts that Americans may Introduce Trade writer is,
come up during have been book #2-The Audience they
discussion. negatively Perks of Being are writing to,
affected by the a Wallflower, Format their
colonization of discuss how the writing will be
America. author wrote the in(in this case it
book in journal will be journal
Exit Ticket: entries from the entries), and
Write one new point of view of Topics covered
thing you Charlie, a in their journal
learned today teenage boy new entries.
about Culture to high school.
Students will
Students will read the last 2
take home their chapters,
copy, and read Chapters 3 and 4
the first 2 of Trade book
chapters for HW. #2-The Perks of
-Questions to Being a
think of as they Wallflower, for
are reading: How HW.
does the author
portray Charlie
through his
journal entries?
What can we
infer about
Charlie’s
culture?
Exit Ticket:
Using first
person, write a
short journal
36
entry from the

perspective of a
tiger cub upon
learning how to
hunt for the first
time.
Begin class by Begin class by Reciprocal Students will be Students will be

discussing discussing Teaching- watching the spending today
Trade book #2- Trade Book #1- Students will get Online Video completing their
The Perks of Diary of Anne into their from Youtube first drafts of
Being a Frank, have assigned chapter titled The their journal
Wallflower. whole group groups and Norden-that I entries from the
Questions to ask discussion about create a will be showing perspective of
the class: 1.How how WWII presentation on a them using their chosen
did the author affected Jewish poster board to EdPuzzle. As historical/scientif
portray Charlie culture as well asteach the class students watch ic figure.
through his the importance about what they how the Nordic
journal entries? of her journal read in their countries
2. How do the writing. assigned chapter Scandinavian
journal entries from Trade culture affects
give us a For HW students book #1. how their society
different will be divided Students will be operates, they
perspective? up, each getting sure to include will be
3. What can be assigned to read aspects of answering the
said of Charlie’s one of the ten cultural questions I post
culture, does the chapters in Trade significance as on the video.
author portray book #1, well as These questions
this well? students be emphasize what will include, 1)
4. What can we prepared to Anne Frank’s What have you
learn from Reciprocal journal entry seen in the
reading this Teach the portrays to the scandinavian
book? following day. readers. culture? 2) How
does the
Students will Exit Ticket: Scandinavian
spend the rest of Write one thing culture compare
class working on you learned from to ours? 3) How
their own journal today’s lesson on do the
entries. The Diary of differences in
Anne Frank. culture reflect
For HW, they how they treat
37
will begin to fill prisoners? 4)

out an Does this video
Anticipation show any
Guide for Trade negative aspects
book #1-Anne of our culture?
Frank, The 5)Is there
Diary of a anything we can
Young Girl learn from their
culture?
Begin class by Begin class by Students will Students will be Summative

Introducing introducing spend class participating in Assessment:Cul
Skit to present at Informational working on skit, role playing ture Fair-
the Culture Fair text #2 Halau including writing activity to Perform skit
on Friday. Hula. This will their lines to practice their skit
Students will be done as a read perform on in which they
gather what aloud in class. Friday. will toss a ball
they’ve learned Afterward, around and
in History, students will whoever the ball
Science, and participate in a is thrown to
English to create Think-Pair- must present a
a Skit about a Share about line from their
chosen what cultural skit. (acting as
historical/scientif values were their figure).
ic figure either present in the
by themselves or text. HW: Students
with a chosen will finish any
partner. Students will last minute
begin working touches to Skit
-Students will on their skit in presentation.
get with a preparation for
partner and peer Friday’s Culture
review first draft Fair.
of journals. They
will be Turn in
completing a Summative
Peer Review Assessment:
Checklist to turn Completed
in when Journal Entries
complete.
-HW-Student
will finish final
38
draft of journals.
Resource Lexil Author Link to How will Evaluation

e /Publis original or resource
her citation in be used in
APA class?
Format
Website #1 800- Educati https://ww This 1.Yes, this source is

900L on w.educatio resource reliable, it is a
World nworld.co will be reputable website that
m/a_curr/c used as a aids in teacher
development
urr144.sht tool to help
2. Yes, Gary Hopkins
ml introduce
is the Editor in Chief
journal of Education World.
writing to 3. 2017 is the most
my recent date of
students. publishing
This 4. The original
39
website purpose was to

contains inform current
helpful tips educators of what
on how to works in education.
5.There is no bias
encourage
since the website is
students to
designed for
write, and educators by
provides educators.
writing 6. This material is
prompts to appropriate to the
get students unit because students
used to the will be writing
idea of journal entries from
journaling. the point of view of
an explorer. This
website can be used
in the classroom to
facilitate journal
writing and get the
students used to the
format.
Website 1200 AdLit http://www. This is 1.Yes, this is a

#2 - adlit.org/ar another reliable source. It is
1300 ticle/48589/ resource a resource for
L that will be teachers and parents
to use that covers all
used for
about adolescent
teachers to
literacy.
introduce 2.The author, Carole
strategies Cox is an expert and
for journal has written
writing, I numerous research
will use the papers, articles, and
sentence books on education.
starts from 3. This was
this website published in 2018
to initiate and the information
remains valid to
journal
effectively teaching
writing in
students.
my 4. The original
40
students. purpose of this

resource was to
inform educators as
well as parents
about the strategies,
research, and hot
topics regarding
teaching practices.
5. There is no bias
on this website.
6. This website will
help introduce
students to journal
writing, discusses
how to use it as a
strategy, and how to
provide
differentiated
instruction. It will
help students reach
the objective of
writing journal
entries from
another’s point of
view.
Informati 1320 Read https://ww This will be 1. Yes, this text is

onal Text L Works w.readwork used by a reliable source,
#1 s.org/articl doing a readworks is a free
e/Native- partner library of
American- read in informational
Cultures/d6 class. By content for
024227- reading this teachers.
2777-409b- information 2. The author is a
a9d0- al text, writer for
9b344ec0a students history.com,
4f2#!article will gain a which makes this
Tab:conten better text credible.
t/ comprehen 3. This text was
sion of written in 2015
Native and is talking
41
American about U.S. history

Culture and so the information
how is still relevant.
different 4. The original
cultures purpose of this
hold text was to inform
different students about
values and Native American
beliefs. culture and
history.
5. There is no bias
in this text, since it
was provided by
history.com
6. This material is
appropriate
because students
need to learn
about other
cultures, and how
they helped shape
society.
Informati 1120 Read https://ww This 1.Yes, this source

onal Text L Works w.readwor resource is reliable,
#2 ks.org/arti will be read readworks is a free
cle/Halau- aloud in library of content
Hula/75a5 class, for teachers to
a2c3-4e0a- students utilize.
411c-8d2d- will gain a 2. Yes, the author
dd7464700 deeper is a writer for
62a#!articl understandi content based
eTab:conte ng of education.
nt/ Hawaiian 3. This was
culture and published in 2014
traditions, and is the most
and how recent info.
they have 4. The original
remained a purpose of the
42
constant in resource is to
Hawaiian inform readers
society. about Hawaiian
culture, values,
and beliefs.
5.There is no bias
in this text, and it
fits in well with
the material we’re
covering.
6. The material is
appropriate for the
unit because it
discusses a young
girls experience
with a Hawaiin
culture festival,
this relates to our
unit of culture,
and how traditions
spread.
Online The https://youtu This video 1.Yes, this source

Video finnish .be/HfEsz81 will be is reliable, it is a
broadcas 2Q1I shown to well known
ting my documentary.
company students to 2. The finnish
emphasize broadcasting
how culture company is a
can affect credible, state-run
society. company.
The 3.2014, Yes, this
Scandinavi is the most recent
an culture info from the
affects how documentary.
their 4. The original
society purpose of this
operates.In video was to
the video inform viewers
43
this culture about the nordic

is model from an
compared outsiders point of
with view.
cultural 5. There could be
norms in some bias because
the U.S, so they could be
students are showing us their
able to best prisons and
compare not the average
different prison in the
cultures nordic countries.
and see the 6.This video will
effects of show my students
societal how different
norms. cultural views can
affect how they
run their society
and also compares
cultural views on
specific subjects.
Children’ Natalia https://www. This book 1. Yes, this book

s book NC8 Diaz, scholastic.co will be read is reliable, it
40 L Kim m/teachers/b aloud to the covers similarities
Smith, ooks/a- class to and differences in
ticket-
Melissa introduce cultures.
around-the-
Owens our unit on 2. Yes, the
world-by-
melissa-
culture, authors are
owens/ although a credible, they have
children’s published in
book, A numerous
Ticket magazines and
Around The publishing
World will companies.
introduce 3. This book was
students to published in 2015,
cultures This is the most
around the recent version.
44
globe, with 4. The original

interesting purpose of this
facts about resource was to
their entertain and
language, inform children
culture, and about cultural
food. This differences.
provides 5. There is no bias
students in this book.
with a 6. This book is
basic yet appropriate to
fun introduce the
introductio concept of culture,
n to our as well as how
cultural different cultures
unit. shape society and
customs around
the world.
Trade 1020 Anne https://ww The 1. Yes, this is a

book #1 L Frank w.amazon.c students reliable source, it
om/Anne- will use is the authors first
Frank- this book hand experience.
Diary- for 2. The author is
Young- independen credible, this is a
Girl/dp/055 t research. first hand account
3296981 Each of her own
student will experience.
read an 3. 1952, this is the
assigned only copy of her
chapter in diary.
this book 4. The original
and use it purpose of this
to resource was to
demonstrat inform readers of
e the horrors of war.
Reciprocal 5. While there’s
Teaching some bias because
for the she is telling her
45
class the own story about

following what happened, it
day. This fits the purpose of
trade book understanding a
provides an historical event
exceptional from the
look of perspective of a
how participant.
journaling 6. This material
can provide will help my
a different students
perspective understand
about a perspective and
culturally how to write in
significant journal form.
event.
Trade 720 Stephen https://ww The 1. Yes, this source

book #2 L Chboksy w.amazon.c students is reliable.
om/Perks- will use 2. Stephen
Being- this book Chbosky is a
Wallflower for credible author
-Stephen- independen who has written
Chbosky/dp t reading many famous
/067102734 for novels.
4 homework, 3. 1999, this is the
and we will most recent info.
be using it 4. The original
to have a purpose of this
whole resource was to
group entertain the
discussion reader from the
about perspective of a
journal teenage boy.
writing and 5. There is no
how the bias, the story is
author fiction.
portrays the 6. This material is
narrator's appropriate to the
46
personality unit because it will

through the teach my students
journal how to write from
entries. another’s
perspective in a
journal form.
Katrina Eager
Individual Unit Theme:
Subject: Biology Grade Level: 9
Focus Standards
47
Content Standards:
· Concept 1 PO2: Describe how diverse people and/or cultures past and present have made
important contributions to scientific innovations
· Concept 1 PO4: Analyze how specific cultural and/or societal issues promote or hinder
scientific advancements
·
Literacy Standards:
Reading Standards of Informational text:
· 9-10.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Writing standards
· 9-10.W.2 Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection, organization, and
analysis of content.
o a. Introduce a topic; organize complex ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
o 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.
o c. Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
o d. Use precise language and domain‐specific vocabulary to manage the complexity of the
topic.
o e. Establish and maintain a formal style and an appropriate tone while attending to the norms
and conventions of the discipline in which they are writing.
o 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 audience.
· 9-10.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.W.8 Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
Speaking and Listening Standards
48
· 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; use appropriate eye contact,
adequate volume, and clear pronunciation.
Language Standards:
· 9-10.L.2 Demonstrate commands of the conventions of Standard English capitalization,
punctuation, and spelling when writing.
o a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related
independent clauses.
o b. Use a colon to introduce a list or quotation.
o c. Use correct spelling.
Essential Questions (E.Q.):

1. Is science a culture in itself?
2. Does science have an effect on your own culture? How so? In what ways?
3. Does culture do more good or bad in promoting or hindering science?
4. How has other cultures helped science?
5. What does “science” mean or look like across other cultures? Is it universal?
6. How have we helped each other so far? How can we continue to help each other?
7. Should we help each other? Should we share science innovations and advances to others?
8. Is cultural diversity in science more helpful or harmful?
49
Enduring Understanding (E.U.) Learning Outcomes

1. Science as a culture · SWBAT define culture
2. Science advancements and · SWBAT describe how diverse people/cultures past
innovations past and present impacting and present have made important contributions to
your own culture scientific innovations
3. Culture can promote science · SWBAT analyze how specific cultural and/or societal
advancements issues promote or hinder scientific advancements
4. Culture can hinder science · SWBAT analyze how science and culture relate to
advancements each other
5. Everyone has something to · SWBAT compose a research paper to examine and
contribute convey complex ideas accurately through effective
6. Science can look different in other selection organization, and analysis of content
cultures · SWBAT produce clear and coherent writing in which
7. Past cultures have shaped today's the development, organization, and style are appropriate
culture to task, purpose, and audience within the unsent letters
8. Collaboration across cultures can and research paper
make for further advancements · SWBAT develop writing by planning, revising, and
9. We need each other editing
· SWBAT determine how culture played an impact on
the scientist and their innovation in their research paper
with supporting evidence citing strong and thorough
textual evidence
· SWBAT create a screencast presenting information,
findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of
reasoning and organization
· SWBAT apply commands of the conventions of
Standard English by capitalization, punctuation, and
correct spelling in their research paper
50
Materials: Assessment
- Computer cart every day (each
student needs a computer)
- Children’s book- Walk this world: A
celebration of like in a day (one copy)
- Each student- account for jing
(screen casting)
- Projector for casting online video
and examples
- Writing material (pencils and pens)
- Text materials
o Online access to websites 1 and 2
informational texts 1 and 2
- Science notebooks/journals
- Microphone (if computer doesn’t
have one in it)
- Class set of trade books 1 and 2
- Rubrics (online access and hard
copy)
- Sticky notes (for some exit tickets
and admit slips)
- Graphic organizer- compare and
contrast matrix
- QAR worksheet
- Online discussion board
- Scientists Sign up sheet
- Classroom map and pins
- Scrap paper
- Students and teacher email
- Access to Microsoft Word
- PearDeck account
51
THIS SECTION WILL CONTAIN Formative: Summative:

YOUR SIGNATURE ASSIGNMENT Week 1: - Final research paper
PART 2: Selecting and Evaluating Print and - KWL - Presentation video with
Digital Resources for your Unit - Compare and evaluation of peers videos
Contrast matrix - Culture day scripts and
Type, using the chart, directly in this section,
- Exit ticket question presentations
OR
Attach completed template at the end. prompts
- PearDeck responses
- Discussion board
post and comments
- QAR
- Drawing of scientist
with reflection
- Unsent letters
Week 2:
- Submitting drafts
each day
Week 3:
- Peer review form
- Reflection
Learning Plan: Scope and Sequence Differentiation

- Using reading materials at varying Lexile
- Multiple text formats
- Presenting ideas in both auditory and visual
formats
- Small group work and individual work
- Re-teaching if necessary
- Student choice of topics for research
- Read aloud, collaborative reading, and
independent reading
- Following IEP and 504 Plans
- Rubrics
- Varying length of time to complete tasks
- Varied expressions of learning
- Modeling
52
W Monday Tuesday Wednesday Thursday Friday

e
e
k
1 Introducin Expanding Comparing past Looking at scientists from different cultures Looking at
g Culture on Culture and present and their contributions scientists
Covering: and relating people from the Covering: from
1. it to science: “same” culture. 1. E.U. 5 different
En Covering: Covering: 2. E.Q. 6 cultures and
during 3. 1. E.U. 3 their
understand End and 7 - Read trade book 1: Black Pioneers of Science contribution
ings uring 2. E.Q. 4 and Invention s
(E.U.): 8 understandin - QAR in groups do one chapter, then each Covering:
2. gs (E.U.): 1 - Engage: Draw person in a group do one different chapter 1.
Es and 6 a scientist in - Share amongst group members QARs E.U
sential 4. notebook (point - Glue or tape QAR into science notebook .5
questions Esse that most people - Exit ticket: Go back to drawing of a scientist 2.
(E.Q.): 8 ntial think of a from yesterday and now draw one of the E.Q
and 9 questions scientist as an scientists you learned about over the last two .6
(E.Q.): 1 and old causation days. In 2-3 sentences- reflect on what is a
- Set up 5 guy with crazy scientist. -Engage:
scientific hair) Admit slips,
notebook - Engage: - Re-read the making
for unit Write child’s book clarification
-Engage: question and section covering s or
KWL respond: Indian reviewing
chart. What do Culture and tie material if
Students culture and it into the texts needed.
fill out science have students will - Pick one
KW on to do with read about scientist
culture each other? -Students pick from each
- Read - Jigsaw one person to source
aloud Informationa read about from (websites 1
Childs l text #1: information text and 2) to
book: Science and 2: 14 Indian read about
Walk this Culture Scientist Who - Write
world: A (how science Changed The unsent
celebration can look in World And letters in
of life in a different Things You science
day cultures) Probably Didn’t notebook to
- Class -Take notes Know About each
discussion about key Them and trade scientist
what concepts and book 2: A View - Share and
surprised make of the TIFR peer-review
them and connections Lobby with
what they in science - Compare and another
learned notebook contrast matrix student
from the - Watch of one modern
book about online Video and one past
other about Indian scientist
cultures science as a from the
- Watch culture: readings (tape
Online https://www or glue into
video 2: .youtube.co science
https://ww m/watch?v= notebook)
w.youtube. rlmozqh4P -Present
53
Reso Lexile Autho Link to original All the resources will Evaluation (you must
urce r/ or citation in be used at different answer each question for
Publi APA Format parts of the unit. each source):
sher However, students will 1. Is this a reliable
also have the option source for the resource?
to pick a scientist from 2. Is the author an
each resource to expert? Credentials?
research about. 3. What year? Is this
Therefore, all the most recent
resources below information or is there a
(minus the two videos reason for using an older
and informational text resource?
1) have the potential 4. Original purpose of
of being used for the resource (inform,
independent research. persuade, entertain)?
5. Is there is bias? Is it
appropriate to have a bias
for this material (as in,
does it fit the purpose of
the unit?)?
6. Why is this material
appropriate to the unit?
How this resource will
help students reach your
planned objectives?
54
Websi 1000 Tejva Link: The two websites will 1. This source is
te #1 L- n https://www.bi be the last resource credible. It is a website in
1100 Pettin ographyonline. that students will use which people can click
L ger net/scientists/i within week 1. This and get a small biography
nventors.html website lists 40 on different famous
About the different scientist from inventors and scientist. It
Author which students can is “Biography Online”
Reference: choose from and read 2. According to the
Contact / About about independently. website, The author
Biography They will write an studied many things
Online |. (n.d.). unsent letter to the including Political
Retrieved from scientist that they Philosophy Economics,
https://www.biog choose from. I chose British social history,
raphyonline.net/ this to be an development economics,
contact.html independent reading and international relations
as the lexile level is at Oxford (where he
appropriate for the gained is degree).
age group and the 3. The website was
biographies are no created in 2006 and last
longer then a page. updated March of 2018.
Also, if students 4. The author created
choose a scientist the website to inform and
from this text to use for his economics class
for their project, it will that he teaches at Oxford.
be used as 5. There may be a bias
independent research. on which scientist he
wrote about based on the
information he knows
from his studies and that
it would be impossible to
include all scientists. It is
okay because a lot of the
scientists mentioned are
from the UK, which is
perfect for exploring about
different scientists from
different cultures and time
periods.
6. As stated above,
many of the scientist that
are posted here are from
the UK and from a variety
of time periods, which is
great for students
exploring a diversity of
scientists.
55
Websi 1400 Anna Link: As stated above, the

te #2 L- Gree http://mentalflo two websites will be 1. I looked up the
1500 n ss.com/article/ the last thing the different scientist myself
L 86985/10- students use in week and the website Mental
game- 1 of the unit. They will Floss itself. I found all the
changing- independently choose information to be accurate
hispanic- and read about a as far as the scientist
scientists-you- Hispanic scientist and biographies. I also found
didnt-learn- write an unsent letter that Mental floss is a
about-school to him/her. The lexile reliable source, according
About the level is meant for to a review by Knoji and
author advance 9th grade. the Media Bias/Fact
Reference: However, the Check website.
Mental Floss. biographies are only a 2. Anna Green is an
(n.d.). Retrieved paragraph long giving author, journalist, and
from them plenty of time to video producer for Mental
http://mentalflos read, re-read, decode, Floss. She has a Masters
s.com/authors/6 ask for clarification, in Cinema Studies/Culture
5557/Anna- etc. I also chose this and Media from NYU.
Green in hopes that it will She also has bachelor’s
spark students to ask degree in Anthropology
References for a lot of questions and from Reed College.
Mental Floss leave them wanting to 3. This information
Credibility: find out more, in was published 2016,
which they will which was the most
“Mentalfloss.co express in their recent I could find that
m Website unsent letter. After focused on Hispanic
Review & reading the material scientist specifically.
Ratings Mental independently I want 4. The purpose of this
Floss Store to inform the students resource was to inform
Coupons.” All the information they and entertain viewers with
Articles RSS, read is at a 10th grade interesting facts about a
mentalflossstore level to spark few famous Hispanic
.knoji.com/ment confidence. scientists.
alflossstore- 5. There is not a bias
review-faq/. with the information; it is
all factual and sourced.
“Mental Floss.” 6. This material is
Media Bias/Fact appropriate as students
Check, are studying about culture
mediabiasfactch and scientist. This
eck.com/mental- website focuses on
floss/. scientist within the
Hispanic culture from
various time periods with
short
descriptions/biographies
on them. My goal is to
provide students with
sources of scientists from
a variety of cultures that
they can possibly relate
56
to, and this aids in that.

57
Infor 1600- Mauri Link: After having started to 1. Europe PubMed

matio 1700 zio http://europep learn about culture the Central is a database of
nal L Lacca mc.org/articles informational text will biomedical research
Text rino /PMC1315909/ be used to bridge literature with a domain of
#1 About the science and culture. .edu, which leads me to
Author: This is a longer text conclude the
Reference: but it holds important informational text comes
Iaccarino. information. The text from a credible source
“Science and will be broken up into 2. The author,
Culture.” smaller chunks for the Maurizio Laccarino, is an
Addiction & students to expert. His credentials
Health, collaboratively read include being the
StatPearls and draw keynotes. secretary general of the
Publishing, They will learn about UNESCO/ICSU World
europepmc.org/ the other sections of Conference on Science
articles/PMC131 the text from and at the institute of
5909/. discussion with their Genetics and Biophysics,
peers; this text will be CNR, in Naples, Italy.
used in a jigsaw 3. This text was
fashion. published in 2003 and is
one of the most recent
text I could find about how
science has influenced
our current day cultures.
4. The original
purposed of this text was
to inform how past
inventions and science
innovations has
influenced our practices
today from cross cultures
including Muslims,
Islam’s, renaissance time,
etc.
5. There is no bias
within the text. The text is
an informational text with
facts, charts, tables, data,
etc.
6. This material is
perfect for introducing
students to the idea of
how science innovations
affect our current cultural
practices. I will use this
text to introduce the idea
of science and culture
being in a cooperative
relationship with each
other. Leading them to
examples on how science
has influenced culture
58
and how culture has had

an influence in science.
59
Infor 1100 Shrey Reference: This text will be used 1. This text is from The
matio L- a as an independent Better India Company.
nal 1200 Paree Pareek, S. reading along with This company was made
Text L k (2015, October trade book 2. in 2008 and since then
#2 08). 14 Indian Students will pick one has won awards such as
Scientists Who person (out of the 14) Sankaip Award, Manthan.
Changed The from this text to read Award, and India
World. And about and compare to Innovation Award. It is
Things You with a person (of dedicated to showcasing
Probably Didn't choosing) from trade positive news, unsung
Know About book 2. Each heroes, grassroots
Them! biography is about 2 innovation, etc. One of
Retrieved from paragraphs long and the founders of this
https://www.the the lexile score for 9th company is the author of
betterindia.com/ graders is this text.
10725/12- appropriate. 2. The author of this
indian- Therefore, I think it is particular text gained a
scientists- appropriate to assign graduate degree in
changed-the- it as independent developmental journalism
world-inspiring/ reading. and specialized in
Also, if students multimedia. Most writings
About the choose a scientist have ben about
Author from this text to use sustainability, green
Reference: for their project it will living, and environmental
“About Me.” be used as issues. She also has a
Shreya Pareek, independent research. youtube channel and has
16 Feb. 2018, been to TEDx Talks with
shreyapareek.c a few of her stories.
om/about/. 3. This text was
published on May 23,
2014. It is one of the most
recent texts I could find
that discussed Indian
Scientist whom have
made a global impact.
4. The original purpose
is to inform readers of
famous Indian scientist
that have made a global
impact through their
contributions.
5. There is no bias, the
author simply gathered
information from a variety
of resources that she
listed and wrote a small
biography about 14
different Indian scientist.
6. I have so far
gathered resources on
scientist from the
Hispanic culture, UK,
60
Europe, and US. I wanted

to continue to give
students the opportunity
to read about more
cultures and scientists. By
providing various cultures
to students it also helps to
show my students how
other cultures have made
great impacts and that
these impacts are
important to me, us, and
the world.
61
Onlin Cliffor Link: This online video will 1. This video is a

e d V. https://www.yo be used as a way to reliable source based on
Video Johns utube.com/wat “piggy back” off of the the speaker and his
on ch?v=rlmozqh4 information text #1. credentials. Also, it is a
PNw Students will watch Ted Talks video, which is
About the the video on their own a well-known reliable
Author computer so they may source.
Reference: pause or go back if 2. The author is an
Johnson, they want-student expert. He is an English
Clifford V. paced. They will also theoretical physicists and
Honors Physics, be advised to take professor at the University
physics.usc.edu down notes about of Southern California
/~johnson1/. some of the key Department of Physics
concepts because and Astronomy.
they will be asked 3. This video was
questions through published on September
peardeck about the 4th 2018 so it is the most
video and information recent resource
text#1. introducing the idea of
science as a culture and
some ways that science
impacts culture.
of the resource is to
persuade as Johnson
states “We’re supposed to
believe that if you
understand how a flower
works because of science
investigation, that
somehow undermines the
beauty of the flower. But
science, if anything, can
enhance our appreciation
of the world” (Clifford,
2018). He is trying to
persuade the audience
that science is not
typically thought of
something that can
enhance culture and it
does. He also argues that
science is a culture in
itself and that this change
of perspective should
start in schools.
5. There is a bias in
this as it is a persuasive
piece. He is a scientist
that wants to change the
current outlook on
science in schools. But
62
this is purposeful for the

students in the CUP
assignment as this leads
to the enduring
understanding of science
possibly being a culture in
itself.
6. This material is
appropriate for the unit.
As stated above, students
can listen to an expert
about the current ideas
about science and how
this view could be
changed. In addition,
students are introduced to
the idea of science
possibly being a culture in
itself. I would discuss with
them the bias of this video
and let them draw their
own conclusions about
science being a culture.
63
Childr Belo Lotta Reference: The children book will 1. This is a reliable
en’s w Niemi be used to introduce source for a children’s
book 300L nen Broom, J., & the topic of culture book. Walk this world: A
and Nieminen, L. and “set the stage” for celebration of life in a day
Jenny (2013). Walk the rest of the unit. It was published by Big
Broo this world: A will be used in a re- Picture Press, which is a
m celebration of aloud where the company that provides a
life in a day. teacher will read to list of highly illustrated
Somerville, MA: the students as a way book publishing as an
Big Picture to engage their imprint of the Templar
Press, an interest. The teacher company and
imprint of will read the hard Candlewich, according to
Candlewick copy of it and show their website.
Press. the pictures to the 2. According to the
class. The teacher will British Council website,
About the also have each page the author Jenny Broom,
Author on a power point slide is a writer and editor in
Reference: for students that may London. Before starting
Jenny Broom. not be able to see the her career and becoming
(n.d.). Retrieved pictures from their an award-winning writer
from seats and would she studied Fine Arts at
https://www.briti prefer to read along. Slade School. Some of
shcouncil.ru/en/ her books include
non- bestselling Animalium and
fiction/guests/je Wonder Garden, which
nny-broom has been published in
more than 25 languages
around the world. She
also currently holds a
position of Editorial
Director at two London-
based children’s imprints.
In 2015 she was named
one of the Booksellers
Rising Stars and in 2016
won Editor of the year at
British Book Industry
Awards.
3. This book was
published in October of
2013. Although, this book
is not the most recent for
books about Culture, it is
a better and relatively
recent book for my
lesson. It is the most
relatable out the recent
ones I researched about
because it provides very
basic information on
many different cultures
and is visually appealing
64
for the students. In

addition, the author is a
well-known award winning
children’s book writer,
which helped me with
knowing the credibility of
the book and author
herself.
of this children’s book is
to both inform children
about other cultures
around the world while
also entertaining them by
being visually appealing
and containing interactive
flaps.
5. This book has a little
bit of a bias because
cultures are different
between person-to-
person, family-to-family,
religions, etc. Therefore,
this book generalizes a
culture by location and
basic research of the
“norms” in that area. The
culture of clothing, food,
etc. will be slightly
different for each person
no matter where they live
because culture is beliefs,
customs, arts, social
interactions, etc. and that
will look different from
person to person.
However, that is the
reason I chose this book,
I want students to come
to this conclusion
themselves as they learn
and understand what
culture really is.
6. Within this unit the
theme across the content
areas is culture. For my
individual unit, it is about
scientist from different
cultures that have made
an impact on our current
cultures. In talking with
my other members of my
65
group I realized everyone

is planning to “dive” into
culture in their own
content without
introducing students to
“What is Culture.” I want
to use this book as a way
to introduce that and then
scaffold that to dive
deeper into culture and
science as far is its
relationship in different
aspects or components.
66
Trade 1230 Dr. Reference: This resource will be 1. This trade book is a
book L Habe used as both reliable source as it is a
#1 r Haber, Louis. collaborative reading Juvenile Nonfiction book.
Louis Black Pioneers and independent It includes both
of Science and reading. Students will Biographies and
Invention. read one chapter from Autobiographies of some
Harcourt, 1992. the book in small famous black scientist
groups and complete and their contribution. The
Credibility of a QAR. After publisher is Houghton
book and practicing with the Mifflin Harcourt and
publisher QAR as a group they according to the
Reference: will practice with it companies website, they
Login, independently by are an educational and
www.hmhco.co reading a chapter of trade publisher in the US.
m/?&atrkid=V3A their own choosing as 2. The author Harbor
DW6700B927_1 well. Each group Louis has graduate
6296372532_kw member will read a degrees in science and
d- different chapter education. She is a1 time
15033434535__ independently to AALBC.com bestselling
67592775532_g share about once author. Also, she is the
_c___1t1&gclid finished. author of Women
=CjwKCAiA_ZTf Also, if students Pioneers of Science.
BRBjEiwAN6YG choose a scientist 3. This book is a bit
4XsRbSRFlAac from this text to use older one. It was
pRBhsACTi3Er- for their project it will published in the year
UQmCdh0M_pS be used as 1992 so it is 26 years old.
DRzk9MpRBD3 independent research. However, it is one of the
xw5K9ohoCJsE most recent books that
QAvD_BwE. contains information
specific to black
About the scientists. There are
Author many reviews that have
Reference: raved about this book
“Louis Haber.” being wonderful,
Amazon, accurate, relatable, easy
Amazon, to read, easy to
www.amazon.co understand, etc.
m/Louis- Therefore, although it is
Haber/e/B001K an older text I felt that it
D5RUE/ref=dp_ held more meaning for
byline_cont_boo students and made the
k_1. executive decision to use
this book in my lesson.
of this book was to inform
about fourteen gifted
black innovators and
scientist that made an
impact in science by
providing short readable
biographies about each.
5. There is not a bias
67
in this book. It is a factual

book about 14 different
people that made
contributions to our
society. It includes short
biographies of each
person with references
included.
6. As students are
studying about scientists
from diverse backgrounds
and cultures I want them
to have as many
opportunities as possible
to explore a vast variety
of cultures and time
periods. When students
hear the word scientist,
they usually picture some
old and crazy looking
white guy. I want to
change this
misconception. In
addition, for this particular
book I want them to draw
their own conclusions
based off of their own
personal experiences on
how these scientists’
discoveries have
impacted their own
personal culture today.
With this book being a bit
older, the information on
how this has impacted our
world today isn’t handed
to them. It is something
they have to conclude
based off of their own
prior background
knowledge and the
research they will do; get
them to critically think.
68
Trade 1000- Scien Link: This text will be used 1. In the preface of this
book 1100 ce http://www.tifr.r as an independent book it states, “All the
#2 L Popul es.in/~outreach reading along with material herein is from
arizati /outreach/scien informational text 2. published sources” (TIFR,
on tists.pdf Students will pick one 2004) and it is a revised
and Author person from this text edited version from the
Publi Reference: to read about and original text.
sh “Welcome to compare to with a 2. There is no single
Outre TIFR!” TIFR person (of choosing) author of the book, it was
ach Outreach, from informational text created and published by
Com www.tifr.res.in/~ 2. Each biography is a the Science
mitte outreach/. chapter long and the Popularization and
e: lexile score for 9th Publish Outreach
Tata graders is Committee: Tata Institute
Institu appropriate. of Fundamental
te of Therefore, I think it is Research. TIFR is a
Fund appropriate to assign research institute in the
amen it as independent country. The purpose of
tal reading. the outreach committee is
Rese Also, if students to inform the public about
arch choose a scientist the research being done
from this text to use at TIFR (modern day
for their project it will Indian scientists).
be used as 3. This book was
independent research. published November of
2004. It is the most recent
version as it is a “new”
revised edition from the
original that was
published in the 1990s.
4. In the Preface of
this booklet it is stated,
“The purpose of bringing
out such a booklet is to
inform and, of course,
inspire you” (TIFR, 2004).
Therefore, the original
purpose was to inform the
audience of 16 modern
day Indian scientists that
have made big impacts in
both India, the Indian
culture, and a global
impact by providing a
short biography on each.
5. There is not a bias
in this booklet/trade book.
It is simply biographies of
different “modern” day
Indian scientist and how
their innovations have
changed or impacted
69
culture in India and other

places around the world.
6. In the Preface of the
book it is stated, “With no
infrastructure and with
little support from the
government of the day,
they have built up world
class scientist institutions
and a scientific heritage to
be proud of” (TIFR, 2004).
From that statement, I
know this book gives
background information
on the culture of India as
far as their view of
science and who can be
scientists (female and
male diversity). One of my
enduring understandings
is that science looks
different in other cultures
and I am going to use this
text to support that.
70
Onlin Julien Link: This video (like the 1. This is a reliable

e S, https://www.yo children’s book) will source for the resource. It
Video Bourr utube.com/wat also be used to “set is a Ted Talks, which a
2 elle ch?v=l- the stage” for the rest well known credible
Yy6poJ2zs of the unit. Students nonprofit organization, on
will watch the video culture and behavior.
About the and be advised to jot 2. According to the
Author down keynotes that social guidebook website,
Reference: the speaker discusses Julien S. Bourelle, is
Julien S. for the think-pair- author of the bestseller
Bourrelle. share discussion. series “The social
Guidebook to Norway”
(n.d.). (where this video/talk is
Retrieved derived from). He is a
from well-known keynote
https://www.t speaker on the
Norwegian and
hesocialguid
Scandinavian cultures. He
ebook.no/pa received the top 10
ges/julien-s- awards from HRH Crown
bourrelle Prince Haakon of Norway.
He was also a board
member of the Norwegian
University of Science and
Technology and sat on
the Norwegian National
Research Committee
(UHRI).
3. The talk was
published on July 10,
2015 so it has more
recent information and
studies about how culture
drives behaviors.
of the video is to inform
the audience about
cultural lenses, how it
shapes reality, the
importance of cultural
diversity, and what can
happen if we change our
cultural lens.
5. There is no bias, the
talk is fact based with
studies and the author
shares personal stories.
6. This material is
appropriate as it goes
along with the child’s
book about different
cultures. The author also
71
goes over the topic of

each person having a
personal “culture lens.”
This will help me to
connect what culture is
and the importance of
learning about other
cultures.
72

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RDG 323 Cups

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Unit Theme: Culture

Team Members Shannon Justin Close Katrina Eager Azucena

Subjects English History Science English

Student Learning Outcomes

Focus English 9-10.RL.6 Analyze how points of view and/or

History Concept 1: Research Skills for History

● Concept 7: Emergence of the Modern

Science Science Standards: Concept 1:

Enduring - Different cultures Theme-Related - How can you

performance (a total of 15 interesting facts) to submit to the teachers.

Common Instructional Strategies

Assignments broken down in chunks/ small portions

GATE-Gifted and talented education

Subject: History Grade Level: 9

Focus Standards & Essential Questions

Enduring Understanding Learning Outcomes

Important Concepts: Students will know and be able to:

THIS SECTION WILL CONTAIN YOUR Formative: Summative

Learning Plan: Scope and Sequence Differentiation

through the rubric as I introduce an

Monday Tuesday Wednesday Thursday Friday

and Think pair cultures have Following the any additional

Culture Guest Speakers- Panel Board Library- Culture Day-

Resourc Lexile Author / Link to How will Evaluation (you

Website 1200L- Tom 1. Yes this is a

extremely useful for

Website 700- Lewis, 1. Yes this is a

comes from Lewis

Informa 1100L Chief Document 1. I feel as though

Informa 1000L Andrew Document E Read 1. Yes this is a

letter was written to

Online A Other- 1. Yes this is a

4. I feel the Original

Childre 910 Danny Fravitz, Read 1. Yes I feel this

Trade 1000L- James 1. Yes this is a

Trade 1320L History 1. Yes, the source is

Cultures/d60 writes for History,

Subject: English Grade Level: 9th

Focus Standards & Essential Questions

What impact can culture make on others?

Enduring Understanding Learning Outcomes

Important Concepts: Students will know and be able to do:

(Attached template at the end) Formative: Summative:

Learning Plan: Scope and Sequence Differentiation:

their key terms. work in groups to a Point of View

Resource/ L Author / Link How Resource Evaluation

Website Education It will be used 1. Yes, it supports

Website Adlit This is another 1. Yes, it supports

Informati History This will be 1. Yes, the source is

Informati This will be 1. Yes, the source is

culture. It helps with

Online Crash This will be 1.Yes, the resource is

Children’s N La’Shaun https://www.barne This will be a 1. Yes, this is a

Trade Nic Stone https://www.overd This book is 1. Yes, this is a

will allow for

Trade 12 Erika L. Students will 1. Yes, this is a

with the objectives as

Subject: English Grade Level: 9th

Focus Standards & Essential Questions

Speaking and Listening

1. What does culture mean to you?

Enduring Understanding Learning Outcomes

Important Concepts: Students will know and be able to do: