Instructional Lesson Plan

English Language Arts

Grade: 10 Honors

Unit Title: Springboard Unit 1 Colliding Cultures

Lesson Overview
Include:
Length of Lesson: 2 Class periods (44 minutes each)
Purpose of Assignment: analyze a text to determine how the author describes a multicultural heritage; analyze a text to
determine the central idea, as well as key details that help to reveal it
Text: Multiculturalism Explained In One Word: Hapa found in Springboard 10th grade
Overview of Instructional Process: Students will complete a warm-up in which they define multicultural identities. The text will be
previewed by the teacher. Students will then read an interview, responding to guiding reading questions on sticky notes while
they do so. After finishing the text, students will break off into groups and complete a blank SOAPStone chart. If time, the class
will come together and discuss the chart with the teacher filling in a blank chart. Students will have Self Selected Reading time.
Student Products: A completed SOAPStone chart
Teacher Planning and Preparation
Consider:
Modifications and differential instruction as needed
Prereading of Multiculturalism Explained In One Word: Hapa prior to class
Students will already have been assigned Springboard 10th Grade books, therefore each student has a copy of the written text
For grouping, students will count off 1-9, creating groups of two. Students will then move to assigned areas of the classroom to
work with their partner on completing the SOAPStone chart
Create SOAPStone organizer
Create PowerPoint presentation about multiculturalism, as well as includes instructions for lesson
Essential Question
How do cultural experiences shape, impact, or influence identity and perceptions?
Unit Standards Applicable to This Lesson
Rl.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is
shaped and refined by specific details
Rl.9-10.5: Analyze in detail how an authors ideas or claims are developed and refined by particular sentences, paragraphs or large
portions of a text
Rl.9-10.6: Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance point of view
Student Outcomes
Students will be able to determine the central idea of Multiculturalism Explained In One Word: Hapa; analyze the central
theme through specific details used
35 minutes; (depth?)
Materials
Springboard Book 10th Grade one copy per student
Teacher created SOAPStone organizer per each student
Pre-Assessment
Observation based on prior lessons to determine the students background with culture
Review the SOAPStone chart to refresh the meaning of each acronym
Pre-assessment to determine what the students know about multiculturalism
Lesson Procedure
Students will come in, sit down and begin their warm-up, which will be read out loud by teacher. How do you define
multiculturalism?
Two or three will share their answers before the teacher asks them to clear their desks. The teacher will then begin a
PowerPoint that defines multiculturalism and gives examples. Instructions for the lesson would also be included in the
PowerPoint
Students will be instructed to get out their Springboard book and some sticky notes. The teacher will preview the text,
Multiculturalism Explained In One Word: Hapa, and explain they are to use the sticky notes to jot down their answers to the
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Instructional Lesson Plan

English Language Arts

key ideas & details question found in the margin of the text. (If a student does not have sticky notes, they will be asked to get
out a piece of paper to use).
Students will be given 5-6 minutes to read the text silently.
After reading the text, the teacher will take any questions to clarify the text. The teacher will then briefly review over the
SOAPStone chart, before passing out the chart to the students. Teacher will demonstrate the S portion of the organizer for
students. Students will put their paper in their book and close it. Students will then get into pre-assigned groups based on a
sticky note on their desks before moving to a location directed by the teacher. They will take their things with them. This should
take about 30 seconds.
Students will have 15-20 minutes to work in pairs to complete the SOAPStone chart; if they do not finish, it will become
homework. The teacher will circulate the room the entire time to ensure students are on task and understanding the material.
Students will be instructed to put everything away. Students will then be called row by row to come up and get their library
books from the bin they will return to the seat they came from. Students will then have around 13 minutes to SSR.

Lesson Closure
The last 2 minutes the teacher will reiterate to complete the SOAPStone chart as homework. The teacher will then preview the next day;
this will include saying they will continue with Multiculturalism Explained In One Word: Hapa and their SOAPStone chart. The teacher
will repeat the definition of multiculturalism and tie it in with how it was seen in the text. On the way out, students will drop their library
books into the bin.

R/ELA.MSDE.10/21/2015