UbD Daily Planning Format

Plan for Instruction

TEACHER: Grace Cataldo DATE(s): 11/05/18

CLASS: English 1 (9th grade) UNIT/KEY STANDARDS: CC.1.2.8.A

Determine and analyze the relationship between two or more central

ideas of a text, including the development and interaction of the
central ideas; provide an objective summary of the text.

Analyze foundational U.S. and world documents of historical,

political, and literary significance for their themes, purposes, and
rhetorical features.

Analyze how words and phrases shape meaning and tone in texts

Analyze how an author draws on and transforms themes, topics,

character types, and/or other text elements from source material in a
specific work.

TITLE (if applicable): A Raisin in the Sun

Brief Overview (Summary) of the Unit:

In this unit, we will examine, explore, and understand how racism impacts people’s own perceptions of themselves, their family
relationships, and their aspirations. Students will examine a historical consciousness of poverty and wealth from the
understanding of opportunities for wealth accumulation, and financial exploitation through homeownership and opportunity.
While student’s will explore and understand how literacy is a humanizing tool that helps society empathize with societal norms,
while fostering community and unity. Students will also understand the difference between race literacy and race dialogue.
(Race Literacy: The ability to talk about race.) Race dialogue around a spectrum of experiences in terms of race and class. The
nuance of different experiences. Rarely does anyone fit into a specific stereotype). Students will draw connections between the
racism from the past and present against POC, and will examine solutions on how to eliminate hate.

Information from UbD Stage 1: Desired Results

Competency (Key knowledge, skill  Students will establish an understanding about race,
and/or misconceptions will be
addressed):  Students will reflect on issues about race within our literature and history

 Students will Engage in an activities, assignments and literary analysis about

how racism impacts a character’s perception of themselves, their family
relationships, or their aspirations.

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  Students will understand create a personal poem or some other creative
expression of race and how it impacts their perception of self, their family
relationships, or their aspirations: to be published.

Enduring Understanding(s):
(What specifically should students be able to understand after completing the unit?)
 Students will understand Literacy is a humanizing tool
 Students will understand Literacy as a social process that helps us empathize
with societal norms.
 Students will understand It helps us understand our culture and the culture of
others.
 Students will understand Through shared experiences in literature, it can build
and foster community and unity
 Students will understand (Race Literacy: The ability to talk about race.)
 Students will understand Race dialogue around a spectrum of experiences in
terms of race and class. The nuance of different experiences. Rarely does
anyone fit into a specific stereotype.
 Students will understand An historical consciousness of intergenerational
poverty and wealth from the understanding of opportunities for wealth
accumulation, financial exploitation through homeownership and opportunity

Essential Question(s) – could be  How does racism impact how people see themselves, their family relationships,
used as an Academic Prompt): and their aspirations?

Differentiated Instruction needed to ensure all learners have access to this learning
(including SPED, MTSS and Gifted)
Modifications: Accommodations:
 Modified grades based on IEP  SPED-classroom will be arranged to create an
 Have parent sign homework open space for a wheel chair
 Allow outlining, instead of writing for an essay or major
project  Large print textbooks
 Use of alternative books or materials on the topic being Textbooks for at-home use
studied Additional time for assignments
Computerized spell-check support A locker with adapted lock
Review of directions
Review sessions
Use of mnemonics
Have student restate information
Provision of notes or outlines

Plans for after this learning/competency is complete: What will the students do if they finish early?
Read ahead in “Raisin in the Sun” for homework.

Information from UbD Stage 3 - Learning Plan, Experiences, Instruction and Learning Activities:
Consider the WHERETO elements
The Teacher will… The Student will…

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W 
Where are we  The teacher will provide students with a variety
going? What of learning tools to engage students in critical
is expected? issues surrounding race, poverty, and literature
 The teacher will help students to examine,
explore, and understand how racism impacts
people’s own perceptions of themselves, their
family relationships, and their aspirations.
 The teacher will help students draw connections
between racism from the past and present against
POC, and will examine solutions on how to
eliminate hate.
H  The teacher will first introduce this unit by
How will we having students in engage in the “Doubters and
hook Believers” activity. The teacher will generate a
(Introduce this list of statements about race and poverty on the
to) the projector. After students decide which side of
students? the room they agree with, students will share
their opinion’s out loud for the class to hear and
discuss.
E 
How will we  Teachers will support students to construct a
equip students thesis.
for expected  The teacher will encourage students to utilize
performances? direct quotations and paraphrasing to support a
thesis.
 The teacher will students identify themes that are
present in a piece of literature and also
distinguish why some themes are not present in
the literature.
 The teacher will allow students the ability to
humanize a character by exploring the nuances
of their identity.
 The teacher will help students collect evidence
throughout each lesson for their Literary
Students will draw strong connections
and correlations from the past about race,
poverty, and literature and
compare/contrast it to present day society
 Students will examine a historical
consciousness of poverty and wealth
from the understanding of opportunities
for wealth accumulation, and financial
exploitation through homeownership and
opportunity.
 Student’s will explore and understand
how literacy is a humanizing tool that
helps society empathize with societal
norms, while fostering community and
unity.
 Students will also understand the
difference between race literacy and race
dialogue. (Race Literacy: The ability to
talk about race.) Race dialogue around a
spectrum of experiences in terms of race
and class. The nuance of different
experiences. Rarely does anyone fit into
a specific stereotype).

 Students will carefully listen and read
statements about poverty and race, before
we start reading A Raisin in the Sun.
After students read the statements, they
will then decide if they agree or disagree
with the statement. If they agree, students
will go to the left side of the room, if
they disagree, they will go to the right
side of the room. Students will then have
to openly share and discuss their
thoughts about these statements.
Students will construct a literary analysis
about the predominant theme of racism
about how racism impacts a character’s
perception of themselves, their family
relationships, or their aspirations.
 Students will develop an essay that uses
specific textual evidence and analysis of
that evidence to support their thesis.
 Students will know how to appropriately
contextualize any evidence from the text
to then interpret. I must be able to
understand and explain what I think the
author means.
 Students will understanding of a text by
appreciating the author, history, and
details of the story.
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 analysis: The ability to identify and discuss
different themes and be able to support them
with disciplined references to the text.
o Identify the themes
o Paraphrasing & Summarizing vs.
Quoting

R  The teacher will ask students to generate
How will we questions they have about the implications that
rethink or race has on people’s own perceptions of
revise? themselves, familial relationships, and their
aspirations. (in the beginning of unit)
 After students are finished with their question,
the teacher will collect students responses and
type them up on a google doc. The next day, the
teacher will print out all of the students
responses and read them aloud to the class. This
will provide the teacher with information she
still needs to teach her students, while giving
every student a voice within the classroom.
(beginning of year)
 Students will write down and generate
questions they have about the
implications that race has on people’s
own perceptions of themselves, familial
relationships, and their aspirations. (in
the beginning of unit)
 Students will reflect on questions about:
How does racism impact how people see
themselves, their family relationships,
and their aspirations?

 The teacher will ask students to write reflections

about: How does racism impact how people see
themselves, their family relationships, and their
aspirations?

 The teacher will ask students if there is anything

that she could have done differently? What they
liked/didn’t like, and anything they thought was
a useful tool to utilize in their future. (end of
year)

E  The teacher will provide students with a series of  Students will respond to a series of
How will reflection questions for each lesson. Either reflection questions each week, that go in
students self- beginning, ending, or discussing reflection depth about poverty, race, and how
evaluate and questions that students write in their journals. crucial literature is to society.
reflect their
learning?  Here, are some of the questions:
-How can literature about our history help us
understand it better? Why is it important to
understand our history as Americans? Why is
poverty a problem? Can people really escape
poverty? How many Americans are living in
poverty? Who is affected most by poverty?
T  The teacher will incorporate a variety of learning  Students will watch the Scottsboro Case
How will we interests into her lesson: videos, responses, video and respond to questions about it
tailor learning reflection questions, bodily kinesthetic activity,
to varied sticky notes, graphic organizers, journals, google  Students will engage in reflection
needs, docs, google slides etc. questions about literature and history
interests, and
learning  The teacher will provide students with a list of  Students will utilize the classroom to
styles? statements about race, poverty, and literature in walk, move, and get their blood flowing
the beginning of the unit and students must in activities about race and poverty. For
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 either agree or disagree with the statement.
Students will also be asked to provide evidence
supporting their claim.
 The teacher will utilize a variety of methods for
all different learners to be engaged, involved,
and actively participating, whether students are
introverted or extraverted
O 1. The teacher will organize the “Doubter’s and
How will we Believers” game.
organize the 2. The teacher will ask students to reflect on their
sequence of statements they responded to with the class,
learning sharing their opinions/views on sensitive issues.
during the 3. The teacher will give students a sticky note to
lesson? write their questions they have about
race/poverty on it, and will collect it
4. The teacher will collect sticky notes and type up
all of students questions on a google doc to show
to students the following day/week in order to
gauge what students know, don’t know, and
what they would like to learn about poverty and
race.
5. Each week, the teacher will implement lesson
plans that match up with the learning goal, and
student’s own questions that they wanted to be
educated more on.
6. The teacher will provide students evidence in
every lesson plan in regards to race and poverty .
7. Once the teacher has helped students formulate
evidence, she will then provide examples and
literary tools on how to write an excellent
literary analysis
instance, the “Doubters and Believers”
activity.
 Students who are introverted, will have
the opportunity to voice their opinions
about questions they have concerning
race, identity, society, and law
enforcement
 Students will partake in the “Doubters
and Believers” activity.
 Students will write their questions about
race and poverty on a sticky note for the
teacher to collect.
 Students will engage in an activities,
assignments and literary analysis about
how racism impacts a character’s
perception of themselves, their family
relationships, or their aspirations.
 Students will create a personal poem or
some other creative expression of race
and how it impacts their perception of
self, their family relationships, or their
aspirations: to be published.

Information from Stage 2: Evidence

Sufficient and Revealing Evidence of Understanding: Briefly explain if and how it will be used.
Informal Check 1. Analysis of a Quote in Context with this handout:
(formative evidence such
as conferencing, group 2. Reading Quizzes
Q/A,
Observation, Dialogue 3. Journal Entries: Reflections and Responses to class and the text
(Kid Talk and or Kid-
Teacher happening 4. Vocabulary List
during the learning):
Quiz/Test (optional): N/A
(attach copy of
assessment)

Performance https://docs.google.com/document/d/1j5EAKwAPAKnzXO0dF0t-
Task/Project: ixhcttPBuNEuZl710B1iOg8/edit#
(attach rubric)
https://docs.google.com/document/d/1yF1phk2gKokO2DLYoRli8WdZ2L4Pu1Hm7FvdkCAijws/ed

Other: N/A

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Resources Used/Materials Needed: Websites, books, video, etc.
Type of Resource(s): Name of Resource(s):
Video (youtube)
Sticky note Questions
Google slides Statements