Lesson Plans 3

Lesson Plan 1
Lesson Topic: ____Cultural elements in Lit____________ Grade level:_____8_____ Length of lesson: _45 minute_
Desired Results
State Content Standard(s):
● 8.RL.3.2 Analyze a particular point of view or cultural experience in a work of world literature considering how it
reflects heritage, traditions, attitudes, and beliefs.
Central Focus: Essential Question(s):

Have students look for and identify specific cultural What is (define) heritage, culture, traditions, and beliefs?
elements of a text in order to compare or contrast them What do they look like in literature?
to another text. Where in the text does the author reflect on his heritage,
culture, traditions, or beliefs?
What is the cultural experience of the author when their
heritage, traditions, and beliefs are introduced into american
culture?
Student objectives (outcomes):

Students will be able to: analyze a piece of literature by identifying how it depicts heritage, traditions, attitudes, and
beliefs.
Assessment Evidence
Performance Task(s): Other Evidence:
Annotating excerpts from 2 pieces of literature -Student participation during group reading
Exit ticket about about examples of heritage, tradition, or
beliefs
Learning Plan
Learning Activities: Class will begin with an interactive Google slide presentation that asks students to attempt to define
what they think heritage, traditions, and beliefs are and explains how these elements may appear in world literature.
Following the powerpoint, as a class you & the students will read and annotate (they have done annotation before) an
excerpt from Dear America: Notes of an Undocumented Citizen, p ass out the annotation symbol sheet for their reference.
Highlighters are in the classroom for students, they should write with pens and pencils as well. Make it clear that students
should be looking for examples of how Jose (main protagonist) writes about his traditions, heritage, and beliefs in
response to experiencing american culture. After each paragraph or page, ask students if they have identified any of these
elements. After completing the reading (6 pages) we will have a small discussion about how Jose talked about his culture,
positively or negatively, and how he explains his exposure to american culture. After this, have students independently
reread the first 2 chapters of La Linea, looking for more of the same elements (how the author/main protagonist talk
about and reflect on their culture). Given time, ask students to volunteer examples of what they found in La Linea. Before
students leave, have them fill out the exit ticket slips.
Resources and Materials:

Excerpts from Dear America: Notes of an Undocumented Citizen by Jose Antonio Vargas (1 for each student)
La Linea by Ann Jaramillo (each student already has a book)
Cultural Elements Google slide presentation
Exit ticket
highlighters
Required Accommodations/Modifications:
Reread the chapter of La Linea together, w
ith the ELL class.
Model annotations for non AC students with overhead camera during the reading by Jose Vargas
Additional Modifications for Individual Students:

For AC classes, allow students to read and annotate independently after the power point.
Extending the Lesson

For students who finish early, have them begin to write down any similarities or differences of the elements they have
identified from each piece of writing, it will give them a head start on Day 2’s lesson.
Adapted from Understanding by Design, Expanded 2nd Edition (2005) by Grant Wiggins and Jay McTighe, Association for Supervision and Curriculum
Development.
Lesson Plan 2
Lesson Topic: ____Comparative Literature____________ Grade level:_____8_____ Length of lesson: _45 minute_
Desired Results
● 8.RL.3.1 Compare and contrast the structure of two or more related works of literature (e.g., similar topic or
theme), and analyze and evaluate how the differing structure of each text contributes to its meaning and style.
● 8.RL.2.1 Cite the textual evidence that most strongly supports an analysis of what a text says explicitly as well as
inferences drawn from the text.

What similarities do the 2 pieces have in regards to depicting
Students will compare and contrast the way the cultural elements like heritage, traditions, beliefs, and
authors structure their depiction of cultural attitudes?
elements in different pieces of literature. What differences do pieces have in regards to depicting
cultural elements like heritage, traditions, beliefs, and
attitudes?
What is each author trying to say about their culture?

Students will be able to: Compare & contrast the way authors depict the use of cultural elements in their writing. They
will be able to understand what an author could be trying to show or tell by how they express attitudes or beliefs in their
writing.
Assessment Evidence
-Filling in Table and Venn Diagram for the 2 texts -Student discussion in small groups & as a class
-Citing textual evidence that supports their claims about
the author’s writing.
Learning Plan
Learning Activities:
Begin class by giving students time to share their findings from yesterday as groups (at their pods of desks). After 5-10
minutes bring the class back together to discuss what students find in the 2 readings. Ask them about specific events from
each reading that shows the author reflecting on heritage, tradition, attitudes, or beliefs associated with their own culture
or another within the text. Ask students what they believe the author may be trying to show or demonstrate to the reader
through these events. Is there a deeper message attempting to be told? For classes that are struggling attempting to
make deeper connections work through the Comparison worksheet/activity with them step by step. For classes that
appear to be making deeper connections between the 2 works allow them to work at their pods together on the activity.
When students finish or with remaining time, have students try to construct claims about the similarities or differences of
the 2 works and what they may be trying to say, inform them to try to interpret the attitudes or beliefs of the characters.

Excerpts from Dear America: Notes of an Undocumented Citizen by Jose Antonio Vargas ( 1 for each student)
La Linea by Ann Jaramillo (each student already has a book)
highlighters / pencils
Comparison Worksheet
Fill in the worksheet as a class with ELL students

Allow them to write in english and/or spanish
Have students who complete the activity begin formulating claims about the 2 pieces of reading for the RACES paragraph
they will be writing next class.
Lesson Plan 3
Lesson Topic: ____Comparative Writing____________ Grade level:_____8_____ Length of lesson: _45 minute_
Desired Results
● 8.RL.3.2 Analyze a particular point of view or cultural experience in a work of world literature considering how it
reflects heritage, traditions, attitudes, and beliefs.
● 8.RL.3.1 Compare and contrast the structure of two or more related works of literature (e.g., similar topic or
theme), and analyze and evaluate how the differing structure of each text contributes to its meaning and style.

1. identify 1 moment from La Linea and 1 moment from
Citing textual evidence and drawing conclusions based Dear America, comparing and contrasting the
on claims about 1 or more texts’ use of cultural reactions people have to the cultural elements
elements and then interpret what the author(s) may be discussed in class.
attempting to show through their use of those
2. choose 2 events from Dear America t o compare &
elements, students
contrast the reactions to different cultures (Jose’s
reaction to american culture & American’s reactions
to Jose’s culture).
3. choose 2 events in La Linea t o compare & contrast the
attitudes of Elena and Miguel toward their heritage,
traditions, or beliefs.
Students will be able to:
By creating a written product students will be able to prove their ability to gather textual evidence to construct meaning
from complex texts.
Assessment Evidence
Writing a paragraphing responding to one of the prompts Student annotation & notes from Day 1
in RACES structure. Comparison worksheet from Day 2
Learning Plan
Learning Activities:
(have a reminder for students to have all material from the previous 2 days with them for class on the board as students
come in)
Begin class by having students bring out all their materials from the last 2 days, (excerpts, La Linea, comparison sheets,
any and all notes taken for annotations). Inform them they will be able to use any and all materials belonging to them, but
no other student can help them with their writing. Use provided prompt copies to pass out to students and have the 3
prompts appear on the SmartBoard. Read out each prompt and ask students if they need any clarifications or have any
questions. Inform students that they will be using the RACES format for writing their paragraphs. (students have written
in this format several times throughout the school year) on Itslearning (online education software) students will have
access to a RACES format explanation sheet for reference while writing their paragraphs.

Excerpts from Dear America: Notes of an Undocumented Citizen by Jose Antonio Vargas
La Linea by Ann Jaramillo
Comparison worksheet
all student notes
copies of paragraph prompt questions
Accelerated classes will only be given 30 minutes to write their paragraphs before submitting them electronically. All
other periods will be given the whole period (45 minutes)

ELL students will only have to write about a single text instead of 2

Have students who are up for a challenge attempt to come to a deeper meaning based on the comparison of the 2 texts
(extending prompts 1).

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What is the central focus of the lesson plans?

What cultural elements do the lesson plans aim to analyze?

Lesson Plan 1

Central Focus: Essential Question(s):

Student objectives (outcomes):

Resources and Materials:

Additional Modifications for Individual Students:

Extending the Lesson

Central Focus: Essential Question(s):

Student objectives (outcomes):

Resources and Materials:

Additional Modifications for Individual Students:

Central Focus: Essential Question(s):

Resources and Materials:

Additional Modifications for Individual Students:

Extending the Lesson

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