Pacing Time: 1 cycle
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Learning Unit 9th Grade Cultural Diversity
Overarching Essential Goals: This learning unit will address student
expectations to either independently and/or collaboratively:
_X_1. Describe, interpret, and evaluate classical and contemporary fictional
text of many cultures in order to construct meaning, extend understanding,
and demonstrate appreciation. ( 1.2 )
_X_2. Interpret and evaluate informational text in order to construct
meaning. ( 2.1 )
_X_3. Produce written texts in a variety of modes appropriate to audience,
purpose, and task. ( 3.2 )
___4. Employ research skills.
___5. Communicate effectively in creative and critical formats using
various media.
Unit Theme Introduction: “Thank you, M’am” by Langston Hughes
Through reading students begin to understand how we draw conclusions about
people, especially by what they say and what they do.
Learning Outcomes:
Differentiated Instructional Strategies:
1.2 Apply before, during, and
after strategies to
facilitate comprehension.
Pre-reading Quickwrite question to facilitate
interest, connections, and discussion.
(See resources.)
Complete teacher-created background reading
of the biography of Langston Hughes and
respond to Reading For Information teachercreated CAPT-like questions.
Vocabulary activities to identify, review, and
expand such as crossword puzzles, word
searches, cloze, and Holt Reader and text.
While reading, employ graphic organizers that
analyze character through dialogue.
Student-created dialogue to explore character
and the acting out of the scenes.
Reader Response Log questions and
responses incorporating Holt Reader side bar
reading strategy questions. (See resources.)
Read, analyze, and discuss how the poem
“Mother to Son” uses the metaphor of the stairs
as a connection to life. (See resources.)
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2.1 Read, discuss, and
respond in literal and
critical ways to
informational text.
Read Holt non-fiction text’s articles for this
story and respond to Holt Text questions.
(See resources.)
Select and read articles found at website
http:// www.iconn.org (Student Edition) on list
of student/ class-generated topics on teenage
crimes. Complete a graphic organizer of the
facts they discover, and present the
information to the class in the students’ choice
of mode utilizing a rubric.
3.4 Use appropriate features
of the chosen mode to
achieve a specific intent.
Create a collage of pictures relating to one
specific metaphor to describe his/ her life.
Find a song whose lyrics incorporate a metaphor and present the findings to the class.
Create a poem of his/ her life incorporating one
specific metaphor as was done in “Mother to
Son” by Langston Hughes.
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Resources:
Holt Elements of Literature, Third Course-Annotated Teacher’s Edition, pages
87-104.
The Holt Reader, Third Course, pages 52-62.
Quickwrite example Holt Text, page 86.
Vocabulary: Holt Reader, page 53.
Character Traits Chart: Holt Reader, page 60.
Articles: Holt Text. Pages 07-101.
“ Teaching Chess and Life” page 97.
“ Community Service and You” pages 98-99.
“ Feeding Frenzy” pages 100-101.
Reading For Information questions to articles listed above page 102.
Side Bar Reading Response Log questions Holt Reader, pages 52-62.
Poem: “Mother to Son” by Langston Hughes, page 92.
Internet: http:// www.iconn.org (Student Edition)
Extension Activities:
Research and present in mode of student’s choice (PowerPoint, examples of art,
etc.) information on topics such as:
Harlem Historical Background.
Harlem Renaissance writers, artists, or musicians.
Other poems by Langston Hughes.
Informal Assessments:
Completed graphic organizers employing character analysis through “dialogue”.
Completed responses to Reader Response Log questions.
Presentations of researched information from extension activities.
Formal Assessments:

Response To Literature
Create a response to the poem “Mother to Son” and the story “Thank you, M’am”
using a specific metaphor to represent one’s life.

Reading For Information
Read and answer CAPT-like questions in Holt text pertaining to the three articles,
“Teaching Chess and Life”, ”Community Service and You”, and “Feeding Frenzy”
found in the Holt Text. (See resources.)
Search for, read and present information in students’ choice of mode on a topic
relating to teenage crimes.