Dual First Person Narrative Unit Plan

Course: English Language Arts 10

Unit Overview: This is an introduction to the topic and overarching goals of the unit. You Summative Assessment(s) (List them here.)
might situate this unit in the context of the year and the curriculum. Dual First Person Narrative
Assignment Description and Rubric
For the first unit of second semester, we will be writing a Dual First Person Narrative. We https://docs.google.com/document/d/188kJw2OY3uG6qKGS9wCDcLEIx
will be Reading to Write, looking at different examples of FPN that focus on both the 0g2Qob7uEiXoF_ISgA/edit
dual perspective and the idea of the Unreliable Narrator, in preparation for the final
writing assignment. The greater purpose of this unit is to emphasize to the students the Formative Assessments
importance of storytelling in society and how it can be used to further social justice. The Journal writes
unit will be framed conceptually through Chimamanda Adichies TedxTalk, The Danger Creative writing prompts
of the Single Story, in which she talks about how many people are places have a single Free Writes
story that contributes to stereotypes and diminishes their humanity and beauty. She says Rough drafts
that we must expand the single story by telling the stories of all people and places, making Peer Reviews
them three dimensional and expanding the main narrative.

Enduring Understandings: Statements summarizing important ideas and core processes
that are central to a discipline and have lasting value beyond the classroom.
1. Narratives are a regular part of our day to day life, especially as pertains to our 1.
consumption of media, both fiction and nonfiction. 2.
2. Narrators in First Person Narratives (the protagonists/who the story is centered around) 3.
are sometimes unreliable, meaning you cannot trust everything they are telling the
audience. This can be attributed to a myriad of factors (their own inflated sense of self 4.
worth, lack of self worth, any sort of mental/cognitive deficiency, etc.).
3. The dual narrative allows the reader/viewer to see a fully fleshed out story, since events 5.
are being told from two different perspectives. 6.
4. Counter Narratives are very important to the study of power individuals.
5. if we only have a single story of a place or its people we then see that place and those
people as a singular thing,instead of a collection of many things.
6. By looking at stories of people who are not normally part of the narrative proper (either
due to power imbalance, visibility issues, outside manipulation, etc.), we can learn more
about both those people and our own preconceived notions and prejudices.
Inquiry Question(s): Guiding questions for your unit that connect the
daily lessons to a clear central purpose. These questions should prompt
students to engage with others around important ideas
What are the strengths and limitations of First Person Narratives?
Which point of view is best for which medium/type of story?
Does a narrator being unreliable take anything away from the story itself?
Does it add to it?
Why do authors use unreliable narrators? What does this add/subtract
from the impact of a narrative?
How does exposure to different perspectives mold us as people?
What are the benefits of a Dual First Person Narrative and how does this
translate to real life narratives?
Important Content-based Vocabulary
Narrative: a spoken or written account of
connected events; a story.
Point of View: (in fictional writing) the
narrator's position in relation to the story being
told.
First Person Point of View: First person
narrative is a point of view (who is telling a
story) where the story is narrated by one
character at a time
Second Person Point of View: where the
narrator tells the story to another character
using the word 'you.'
Third Person Point of View: a form of
storytelling in which a narrator relates all
action using third-person pronouns like
"he" or "she.
Plot: the main events of a play, novel, movie,
or similar work, devised and presented by the
writer as an interrelated sequence.
Setting: the place or type of surroundings
where something is positioned or where an
event takes place.
Characterization: the creation or construction
of a fictional character.
Figurative Language: language that uses
words or expressions with a meaning that is
different from the literal interpretation.
Unreliable Narrator: a narrator, whether in
literature, film, or theatre, whose credibility has
been seriously compromised
Dual First Person Narrative: a narrative that
looks at the same scene from two different first
person point of view.
Revision: When revising something you
Technology/Instructional Materials
Technology
Chromebooks/Computer Lab: because this is a writing unit,
the students will be using computers supplied to them to do
most of the writing.
Film (Megamind): we will be watching this film at the end of
the third week of the unit so the students can see a dual
perspective narrative first hand without having to read a full text
(counter narratives. Superhero/Villain dichotomy).
PowerPoints: these powerpoints will be student generated and
put up on Google Classroom for their reference during the
writing process.
Common Curriculum: I post what we are doing daily on
Common Curriculum, a planning website that allows students to
have access to activities and reference/worksheets we use in
class.
Instructional materials
Notebooks: the students will be taking notes on narrative,
responding to creative writing prompts, and brainstorming for
their final narrative in their notebooks (they already have these
notebooks from last semester).
The Danger of the SIngle Story: Chimamanda Adichies
TedxTalk is the conceptual framework for the unit and will be
referenced often.
The Book Thief: First three pages of the book (used to look at
second person narratives).
The Yellow Wallpaper: Short Story (used to look at an
unreliable narrator).
Somebody That I Used to Know: This song will be used to
illustrate the unreliable narrator and the dual perspective.
Do They Know its Christmas Time: This song will be used to
illustrate what counter narratives add to the perception of a
person.place (in this case, Africa).
Worksheets/templates/other instructional tools
Foundational Routines/Procedures: These are
routines you will teach your students so that they
can use them repeatedly without much direction
(ie. lit circles).
Fishbowls: We will be using fishbowls to discuss
aspects of narrative so that we have a student
generated (and teacher approved) definition of
First Person Narrative and what its purposes are
in regards to this assignment.
Creative Writing Prompts: In order to analyze
different aspects of narrative (and FPN in
particular), we will be doing three different
creative writing exercises taken from 642 Tiny
Things to Write About by the San Francisco
Writers Grotto.
Writers Workshops: Based on the academic
text Write Beside Them by Penny Kittle, these
writers workshops will focus on both FPN
specific skills/characteristics and more broad
aspects of writing (grammar, punctuation, format,
etc.).
Work Time: the students will have nine in class
work days (including brainstorming/outline time)
and one in class peer review session.
are writing, you are looking at the overall
layout of the document. This includes such
things as the ordering of subjects and the
overall flow of the document. This is done
before editing.
Editing: When editing something you are
writing, you are looking at the layout of the
paragraphs in your document. This
includes such things as ordering of
sentences within the paragraph and the
flow of the paragraph. This is done before
proofreading.
Proofreading: When proofreading
something you are writing, you are looking
at your document at the sentence level. You
will be looking for mistakes, such as
spelling, punctuation and grammar.
Main Narrative: A stereotypical narrative
of a person or place; becomes the main
perception of that person or place.
Counter Narrative: A narrative that
challenges/differs from the main narrative.
Resources: List texts, teaching materials, videos, and other supplementary
resources you will visit.
Book Excerpts
The Book Thief
Marcus Zusak
Short Stories
The Yellow Wallpaper
Charlotte Perkins Stetson
Last Kiss
Ralph Fletcher
Songs
Somebody That I Used to Know
Point of View Chart:
https://docs.google.com/document/d/1k5jEQNhSuWGsuDEyNJ
MYse-hybJC-Ax-KXqXxQx-D_s/edit
Scene Activity:
https://docs.google.com/document/d/16Ol6bFlpXDwyR8nO4a0
Upib6hdWMFtFDu0EPv8mtwrU/edit
Template:
https://docs.google.com/document/d/1RmZKly9Wu9FCPWPll
m5rbyH4k_ee1mnRcKPFcUo6WXc/edit
POV PowerPoint:
https://docs.google.com/presentation/d/1rlGoVF9IVC6GOOyW
-BexzwyBC9XZXmTjfwU_liMwHTE/edit
Somebody That I Used to Know Lyrics and Questions:
https://docs.google.com/document/d/1409Wn-
lBFQDidKQOpUVM93T7bWChCYYnYUNAuMaBCyM/edit
Pictures for Gallery Walk
https://docs.google.com/document/d/1UEM_JnIbTauFDjhfiP8r
U1tkBaNtIp7U9sNzjZNQHb4/edit
Rigor & Intervention Strategies (ie.
accommodations/modifications, reading comprehension strategies)
Lesson accommodations for students
This semester I am trying to integrate more differentiated activities and
assignments in an attempt to increase student enthusiasm and participation
We had an issue with students turning in work this semester, both
formative and summative assessments.
Reading Comprehension
Annotations
the students will be annotating The Yellow Wallpaper since it is a difficult
text.
Gotye and Kimbra
Seasons of Love (Rent)
Jonathan Larson
Do They Know its Christmas Time
Band Aid
A song of their choice
Various
Films
Megamind
Dreamworks
Video
The Danger of the Single Story
Chimamanda Adichie
Dual First Person Narrative Example
https://docs.google.com/document/d/1RqYwy2_X8zWxNMTs6RSRYlrDDvWHCJ5acjS_
oQMSp2Q/edit
Standards
List the common core or other standards
you use in your classroom. If you do not
use standards in your classroom, choose
the appropriate common core standards for
your unit.
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined
experiences or events using effective technique,
well-chosen details, and well-structured event
sequences.
CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types
are defined in standards 1-3 above.)
the guidelines for annotations have been covered earlier in the year
agreement/ disagreement with the ideas in the article.
related personal experiences.
connections to ideas from other texts, class discussion, etc.
questions you have about the text itself or the ideas it contains.
define unfamiliar words in the margins, either by using context
clues or the dictionary.
Unwrapped Skills
Procedural Skills Conceptual Understandings
Break down the standards to identify what students need Break down the standards to identify what
to be able to do to meet the standard. Here you should students need to know to meet the standard
consider prerequisite skills. (ie. definition of theme).
The students need to be able to write a narrative, focusing on The students need to understand what the
both the bare bones and the small details of narrative to create a defining attributes of narrative are and how to
fleshed out story. The students need to be able to use the tools correctly incorporate them into their piece. The
given to produce a real or imagined narrative. students need to understand the difference
between a well-chosen detail/structure and one
that is inadequate for this assignment.
The students need to be able to present me (at the end of the The students need to understand what makes a
unit) with a piece of writing that is a clear and coherent Dual Dual Perspective First Person Narrative as well
Perspective First Person Narrative. as standard writing conventions such as grammar,
sentence structure/flow, paper format, etc. The
students also need to know the audience they are
writing for as well as comprehend the assignment
as a whole and the rubric they will be graded off

CCSS.ELA-LITERACY.W.9-10.5
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. (Editing for conventions should
demonstrate command of Language standards
1-3 up to and including grades 9-10 here.)
CCSS.ELA-LITERACY.W.9-10.10
Write routinely over extended time frames
(time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and
audiences.
CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning
how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as
mystery, tension, or surprise.
Here you can list any supporting standards you will draw on in the unit. These standards will not be the focus of the assessments or lessons in your unit
but may be important to the overall unit.
CCSS.ELA-LITERACY.W.9-10.3.A
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or
Students need to be active in the editing of their work, revising
both on their own and with peers during the time provided in
class. They will be given a revision guide to follow with an
outline of different grammar conventions as well as tips for
proofreading.
Students will need to write both for full class periods (rough
drafts, final drafts) and for five minute intervals (Free Writes,
Creative Writing Brainstorms).
Students will need to look closely at the texts provided to pick
out both aspects of narrative in general and of the more narrow
dual perspective/first person narratives in preparation for the
final assignment.
Common Core Supporting Standards
of. They will also understand what makes a
narrative clear and coherent.
Students need to understand the difference
between revising and editing and the importance
of revising your work and the strategy that best
suits them and their needs.
Students need to understand how to work
productively with a partner (we will be doing
peer reviews), as well as how to proofread on
their own.
Students need to understand the importance of
both prolonged and short period writing and how
both can help the creative process.
Students need to understand that taking
advantage of prolonged writing time is a
necessity and something that will help them in
the process.
Students will need to understand what makes a
narrative a narrative and how an authors choices
affect the piece as a whole.
They will need to understand the importance of
mentor texts and how reading first person
narratives will help them comprehend and create
first person narratives.
characters; create a smooth progression of experiences or events.

CCSS.ELA-LITERACY.W.9-10.3.B
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

CCSS.ELA-LITERACY.W.9-10.3.C
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

CCSS.ELA-LITERACY.W.9-10.3.D
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

CCSS.ELA-LITERACY.W.9-10.3.E
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Aims Calendar
Here you should list daily objectives for the unit. You should block out non-instructional days. You may also want to list focus texts or
activities for these days. The overarching theme for the week should be the focus for the week or how the daily objectives move you toward
your overarching goals.
Monday Tuesday Wednesday Thursday Friday
Date: 1/30/17 Date: 1/31/17 Date: 2/1/17 Date: 2/2/17 Date: 2/3/17

Overarching theme for week: Introduction to both the new semester and the First Person Narrative unit. We will be looking at the different points of
view (1st, 2nd, and 3rd).

SWBAT. SWBAT. SWBAT. SWBAT . SWBAT .

NON- INSTRUCTIONAL
DAY: We will be using the
first day of the new semester
to cement classroom rules
and regulations as well as
taking a chance to get to
know one another (many
students are switching from
The objective for today is
to give the students the
tools they need to define
different aspects of
narrative, as well as
introduce them to one of
the overarching themes of
The objective for today
is to expose students to
3rd person and 2nd
person narrative, the
idea being that they
cannot fully
understand/appreciate
The objective for today is to
introduce and analyze the
First Person POV through a
song that they choose and a
short story (the Yellow
Wallpaper).
The objective for today is to
give students time in class to
read the provided short story.
Students will be able to
cultivate positive reading
strategies through trial and
4th to 6th hour and vice
versa).
Monday
Date: 2/6/17
Overarching theme for week: First Person Narratives and Unreliable/Dual Narrators.
SWBAT.
The objective for today is to
get students thinking about
unreliable narrators (what
defines them, how we can
spot them, and why they are
used in fiction).
Students will be able to
define the unreliable narrator
as well as how to spot them.
the unit: Why do we write first person if they do Students will be able to error.
stories and what use are not know third person. identify defining attributes of
they to society? first person POV
Students will be able to
Students will be able to pick our defining
identify different aspects of attributes of
narrative third/second person as
well as have an
Students will have a understanding of where
foundation for Free Writes third person is best used
(#1). (what stories lend
themselves to second
Students will have their person narration).
new seats.
Tuesday Wednesday Thursday Friday
Date: 2/7/17 Date: 2/8/17 Date: 2/9/17 Date: 2/10/17
SWBAT. SWBAT. SWBAT.
NON INSTRUCTION DAY
The objective for today is The objective for today Today the students will begin
to examine an example of is for the students to watching the Dreamworks Watch Megamind
a dual first person prepare and present a movie Megamind.
narrative. scene based on the idea
of the first person The objective for today is to
Students will be able to narrator and dual expose students to a counter
argue why a dual first narratives. narrative. This is a movie
person narrative is from the perspective of a
effective and when it is Students will be able to comic book villain, and it
effective. incorporate drama into tells the other side of the
their learning and build story of the
Students will be able to people skills needed to superhero/supervillain
incorporate drama based work in a group. narrative.
 pedagogy as they move to
understand We will discuss the superhero
narrative from this dual
perspective.

Monday Tuesday Wednesday Thursday Friday

Date: 2/13/17 Date: 2/14/17 Date: 2/15/17 Date: 2/16/17 Date: 2/17/17

Overarching theme for week: First Person Narratives and the Unreliable/Dual Narrator.

SWBAT. SWBAT. SWBAT. SWBAT. SWBAT.

The objective for today is to
unpack the film Megamind
and begin to tackle the
necessity of Dual Narratives.
Students will be able to see
what makes a Dual Narrative
and use what they know to
create a quick assignment.
The objective for today it
to emphasize the necessity
of Dual Narratives through
pieces of our own history
(Americas History). Students will be using
Students will be able to
explain why Dual/Counter
narratives Narratives are
necessary and how they
can be used to combat
ignorance and promote
positive human interaction.
The objective for today Thee objective for today is to NON INSTRUCTION/HALF
is to introduce/clarify give students the tools to DAY
the final assignment. successfully write their
DFPN, beginning with a Students will have time to
writers workshop on genre. work on their
their past writing as well outline/brainstorm for their
as the Students will be able to piece.
readings/classroom identify defining attributes of
examples inspiration for specific genres. Students will
their DFPN (Dual First have time to brainstorm for
Person Narrative). their DFPN.

Monday Tuesday Wednesday Thursday Friday

Date: 2/20/17 Date: 2/21/17 Date: 2/22/17 Date: 2/23/17 Date: 2/24/17

Overarching theme for week: Crafting a First Person Narrative

NO SCHOOL NO SCHOOL SWBAT. SWBAT. SWBAT.

WRITING DAY 1 WRITING DAY 2 WRITING DAY 3

The objective for today the objective for today is to NON INSTRUCTION DAY
 is to show the students talk a little more about how to
how to flesh out a integrate dialogue into a piece The objective for today is to
template (adding and how to make that give the students the full time
transitions, sentence dialogue important to the to work on their narratives.
flow, adding details, story.
adding dialogue, etc.).
Students will be able to
Students will be able to integrate dialogue into their
begin the process of writing.
fleshing out the template
they created last week.

Monday Tuesday Wednesday Thursday Friday

Date: 2/27/17 Date: 2/28/17 Date: 3/1/17 Date: 3/2/17 Date: 3/3/17

Overarching theme for week: Refining/polishing our FPN throughout the writing process.

SWBAT. SWBAT. SWBAT. SWBAT. SWBAT.

WRITING DAY 4 WRITING DAY 5 PEER REVIEW DAY WRITING DAY 6 WRITING DAY 7

The objective for NON INSTRUCTION The objective for today is to NON INSTRUCTION DAY NON INSTRUCTION DAY
today is to give the DAY have the students read and
students a review of critique each others work (peer
grammar rules review).
(commas, capital
letters, internal Students will be able to
punctuation, etc.). synthesize criticism and praise

Students will be able

to

Monday
 Date: 3/6/17

Overarching theme for week (day): Presenting our

work to selected peers.

SWBAT.

The objective for today is to get the students to

build confidence in their own writing by sharing it
with their peers. They will be choosing their own
partners (we will be scaffolding to sharing on a
larger scale).

Lesson Plan 1

Instructor: Miss Pittel

Date(s): January 31, 2017

Lesson Plan Title: The Power of Storytelling and Setting Up Analysis of Narrative

Objective: Get students thinking about the power of storytelling and set up the First Person Narrative Unit. I will also introduce the
Free Writes (they will be doing Free Write #1).

Understandings:
1. Narrative: a spoken or written account of connected events; a story.
2. Stories are a very important part of our society.
3. The danger of a single story: if we only hear one story about a people, we will believe that is how all of those people are (taken
from the TedTalk we will be watching during this class period).
4. Different aspects of Narrative:
Narrators
Plot
 Setting
Characters
Literary Devices
Point of View
DO:
1. Introduce the concept of Free Writes within the context of the new unit (creative writing). The students will each need a notebook
for this class (most of them already have one).
2. Have the students take out their notebooks and do Free Write #1 (this will be part of a grade at the end of the unit). (#1 and #2: 6-
7 minutes)
3. Pose the question, Why do we tell stories? (freeform class discussion) (5 minutes)
4. Introduce the video The Danger of a Single Story. (20 minutes)
5. Play the video, paying attention to students who put their heads down on their desks.
6. Debrief the video with mini Fishbowls on both sides of the room (10 minutes)
7. Brainstorm on the board: What makes up a story? What are important elements of a story? (5 minutes)
8. Introduce the importance of Point of View. (5 minutes)

Instructional Resources/Materials
Notebooks
The Danger of Single Story
https://www.youtube.com/watch?v=D9Ihs241zeg
Sticky Notes for the board

Methods and Procedures

Mini Fishbowl
Having the students get in fishbowls on each side of the room to talk about the video
I have noticed that my students thrive in a group discussion, so I am trying to incorporate as many of those in this unit as possible.

CCSS
CCSS.ELA-LITERACY.W.9-10.10
CCSS.ELA-LITERACY.RL.9-10.5

Essential Questions:
Students should consider these questions:
1. What does a free write entail?
2. Why is the idea of a single story dangerous?
3. What are the defining attributes of a story?
 4. What are the defining attributes of a fictional narrative?

Anticipated Management Issues

Because the video is long (20 minutes), some of the students may take the viewing as an opportunity to doze off. I will make sure
that students know this is not an option.
Chimamanda Adichie is Nigerian and thus has a Nigerian accent. If the students cannot understand her (I think they will be fine)
there is the option for subtitles on the video.

Summative & Formative Assessments, Performance Task(s) & Other Evidence i.e. Pre-assessments, Unit Tests, Quizzes, Essays,
Exit Cards, etc.
1. Formative: Free Write #1
2. Summative: Dual First Person Narrative

What will you do if students do not understand?

We will be working with narrative for the next five weeks, so it is imperative that students understand the answers to the essential
questions (especially numbers three and four). If a student does not understand there are several ways they can contact me both in
and out of school for clarification. I am in my room every morning at 6:45 am at the latest and in the room after school for at least
20 minutes to answer any questions. I also had my students sign up for the Remind app, which allows me to communicate with them
any time outside of school. I have recently joined the website Common Curriculum, with which I can publish daily lesson plans to a
classroom website for student access. Here, I can also post reference articles, worksheets, and anything I feel is helpful for my
students.

Extended Learning (Homework)

There is no homework on this day.

Lesson Plan 2
Instructor: Miss Pittel

Date(s): February 6th, Monday

Lesson Plan Title: Unreliable Narrators

Objective: get the students thinking about how Point of View affects the reliability of a narrator and why different perspectives are
important, not just in literature, but in their everyday lives.
Understandings:
1. First Person POV:
2. Fake News: In the context of current events, a new story that is mostly false (sometimes aspects are true to create the illusion of
credibility), but is accepted as fact by members of the populace.
3. Unreliable Narrator: a narrator that cannot be trusted for whatever reason; what they say can be either false or skewed.
DO:
1. Free Write/Creative Writing activity (5 minutes)
2. Put the students into their groups and have them talk about The Yellow Wallpaper (15 minutes)
the students will begin this activity by numbering off (1-3 or 4). Then they will be given a list of questions and each member will
take notes on their question (corresponds with their number) (5 minutes)
they will then talk to one another about how they answered the questions (7-10 minutes)
3. Bring the class together and talk about the Unreliable Narrator (based on the questions they answered in their groups) (5 minutes)
generate list on the board of things that make a narrator unreliable (3 of 5 minutes)
5. Pose the question, How do we know when a narrator is reliable or not?
6. Find a Fake News story (10 minutes)
How do you know this is fake news? What makes it unreliable?
How can you spot/separate fake news from real news?
Relate this to the question of authorship- Does the author of the piece have an effect on the credibility/reliability of the narrator?
6. Have the students bring out their lyrics (they picked songs last week that were examples of first person narratives) and determine
whether or not they have reliable or unreliable narrators (10 minutes)
does the artist impact the reliability of the narrator?
point out a specific line that makes you say either yes or no to the question of reliability
share your findings with those around you
7. Why is it important to understand perspective when it comes to our everyday lives? (until the end of class)
this is the set up for tomorrow (we will be examining Dual Perspective Narrative piece)

Instructional Resources/Materials
Notebooks for Free Write
Students Phones
this is one of the times where I will allow students to have their phones out
our cell phone policy is away at all times unless I say otherwise
Fake News Story (found by students)
Fake News Story (example)
Students lyrics from the week before
 Methods and Procedures
Circle discussion
Each student in the group is an expert on a single question
They have 5 minutes to take notes on their question before they come back together as a group to talk about the questions
Technology
Allowing the students to use their phones in the class for a predetermined purpose

CCSS
CCSS.ELA-LITERACY.W.9-10.10
CCSS.ELA-LITERACY.W.9-10.3.B

Essential Questions:
Students should consider these questions:
1. Why do authors choose to use First Person POV when they write?
2. What makes a narrator unreliable?
3. is this a good method of storytelling? Why or why not?
4. Why is it important for us to understand perspective in our everyday lives?

Anticipated Management Issues

The idea of Fake News is a very politicized subject, so some students may want to look at it from a political point of view.
I will emphasize that this activity is not going to be used to put a judgement value on any one political party and instead intended to
illustrate that

Summative & Formative Assessments, Performance Task(s) & Other Evidence i.e. Pre-assessments, Unit Tests, Quizzes, Essays,
Exit Cards, etc.
1. Formative: Free Write
2. Summative: Dual First Person Narrative

What will you do if students do not understand?

If a student does not understand there are several ways they can contact me both in and out of school for clarification. I am in my
room every morning at 6:45 am at the latest and in the room after school for at least 20 minutes to answer any questions. I also had
my students sign up for the Remind app, which allows me to communicate with them any time outside of school. I have recently
joined the website Common Curriculum, with which I can publish daily lesson plans to a classroom website for student access.
Here, I can also post reference articles, worksheets, and anything I feel is helpful for my students.

Extended Learning (Homework)

None
Instructor: Miss Pittel

Date(s): February 13th

Lesson Plan Title: The Importance of Counter Narratives-creating three dimensional portraits of people and places

Objective: Examine the importance of counter narratives in everyday life and, by extension, Dual First Person Narratives
They will be writing a DFPN at the end of the unit

Understandings:
1. The students have watched the Danger of a Single Story.
2. Counter narrative are stories (in this case true) that are meant to challenge common perceptions of a people or a place.
3. Counter narratives are important because they create a more three dimensional picture of a people or place and reduce the risk of
dangerous misunderstandings and misrepresentations.
4. People have a single story of Africa and other people/places
Refugees
Homeless people
Nuclear families
DO:
1. Remind the students of The Danger of a Single Story (2 minutes)
2. Introduce the activity with the photos (2 minutes)
The students will be responding to photos that represent a counter narrative
They will be required to analyze the importance of every photo and the counter narrative it is supplying
3. What is the single story of Africa that Chimamanda talks about in her Ted Talk? (3 minutes)
4. Listen to Do They Know Its Christmas and show photo of the expanded story of Africa (3 minutes)
5. Go through the questions for the activity (2 minutes)
Modeling the activity with the song and the picture of the African City
6. Divide the students into groups of four and send them to the corresponding station
7. Give them 3-5 minutes with each of the photos and then have them rotate (25 minutes total)
8. We will then come back as a class and have a fishbowl discussion over the following question (until the end of class)
Fishbowl question: what is the importance of counternarratives and what is at stake if we do not acknowledge them?
 Instructional Resources/Materials
Photos
https://docs.google.com/document/d/1UEM_JnIbTauFDjhfiP8rU1tkBaNtIp7U9sNzjZNQHb4/edit
Do They Know its Christmas Time at all?
https://www.youtube.com/watch?v=bjQzJAKxTrE
Lyrics
https://docs.google.com/document/d/1O4wY3GXPIV2q8zz2g4oAd8XQRktrmz759jOtZ5Ks_hk/edit
Chart
https://docs.google.com/document/d/1C7u-8v8Lv21Ae0hIwb5dDGIw2POlZdI4-pBarNruGt4/edit

CCSS
CCSS.ELA-LITERACY.RI.9-10.1
CCSS.ELA-LITERACY.RI.9-10.3

Essential Questions:
Students should consider these questions:
1. What can we learn from examining counter narratives?
2. What is the importance of including counter narratives in our educational discourse? In our daily lives?
3. How can we be more open to counter narratives and their impact on our preconceived notions about people and places?

Anticipated Management Issues

When people are confronted with difficult subjects (such as narratives that challenge their worldview), some may choose to
emotionally distance themselves from these difficult subjects through humor. Some of my students have done this before, and I will
be sure to address it on either an individual or group basis depending on what I see. I want the students to take this assignment
seriously, since it is related thematically to why we are talking about narratives and the importance of dual perspectives in the first
place.

Summative & Formative Assessments, Performance Task(s) & Other Evidence i.e. Pre-assessments, Unit Tests, Quizzes, Essays,
Exit Cards, etc.
1. Formative: Free Write
2. Summative: Dual First Person Narrative

What will you do if students do not understand?

If a student does not understand there are several ways they can contact me both in and out of school for clarification. I am in my
room every morning at 6:45 am at the latest and in the room after school for at least 20 minutes to answer any questions. I also had
my students sign up for the Remind app, which allows me to communicate with them any time outside of school. I have recently
joined the website Common Curriculum, with which I can publish daily lesson plans to a classroom website for student access.
Here, I can also post reference articles, worksheets, and anything I feel is helpful for my students.

Extended Learning (Homework)

None