1. Emily Buffa
American College of Education
CI5313 Curriculum & Instructional Design for
Multicultural Classrooms
30 October 2016

2. 
English & History
Common Core Standards
 English:
- CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and
thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
 History:
- CCSS.ELA-LITERACY.RH.9-10.8: Assess the extent
to which the reasoning and evidence in a text support the
author's claims.
- CCSS.ELA-LITERACY.RH.9-10.9: Compare and
contrast treatments of the same topic in several primary and
secondary sources.

3. 
Students will be able to…
- distinguish the differences between claims and
evidence.
- connect historical stories with informational
text about love.
- evaluate the treatment of love in text and support their
evaluations with textual evidence.
- utilize textual claims and evidence to argue whether
Romeo & Juliet were operating on love or lust in the
play, Romeo & Juliet.
Learning Objectives

4. 
Activity/Strategy:
Annotating Text
Porter-O’Donnell (2004) stated the significance of annotation, which helps students
actively engage in their reading and have a “conversation” with the text.
Activity:
 Choose 2 articles: one
informational and one
historical story.
 Use annotation strategies to
mark the text and create
responses in margins.
 Identify claims and evidence.
Bloom’s Taxonomy: Knowledge & Analyze
Resources:
 Diigo: Online Annotation
Tool
 Informative Articles, ex:
“Love Sears Into the Brain”
and “Love on the Brain”
 Historical Story: ex: Antony
& Cleopatra and Queen
Victoria & Prince Albert

5. 
Activity/Strategy:
Gathering & Analyzing Evidence
Activity:
Prompt: Were Romeo & Juliet operating
on love or lust in the play, Romeo &
Juliet?
 Using annotated texts- gather
evidence to support prompt.
 Using evidence- create their own
claims with language from the
prompt that the evidence supports.
Monte-Sano (2012) explained when students are able to explore the historical
perspectives and evaluate the reliability of sources, writing and literacy improves.
Resources:
 Facing History Evidence Logs
 Facing History Three-Column
Chart: Linking Evidence,
Claims, & Analysis
Bloom’s Taxonomy: Analyze & Create

6. 
Activity/Strategy:
Compare & Contrast Claims
Activity:
 Partner: Compare and
contrast claims
 Whole Group: Philosophical
Chairs Debate
Resources:
 ReadWriteThink Compare
& Contrast graphic
organizer
 Annotated Texts
 Romeo & Juliet
 Facing History: Evidence
Log & Three Column Chart
MacArthur & Philippakos (2010) determined that compare and contrast plays an
important role in schools to highlight important information within content.
Bloom’s Taxonomy: Understand, Apply, Evaluate

7. 
Gillenwaters (2016):
 Rigor- students engage in meaningful, higher-order
thinking.
 Robert Marzano- researched-based tools to boost rigor.
 In this unit:
- Cooperative Learning
- Identifying Similarities & Differences
- Cues, Questions & Advance Organizers
Research-Based
Methods

8. 
From reviewing my curriculum as I created this
presentation, I noticed that one element in which I am
lacking is collaboration. As Ming (2012) discussed, by
providing students the opportunity to purposefully
collaborate with each other, goal achievement is
possible. This means students can work together and
use their unique talents, skills, and abilities to achieve
the goal that is set out for them. Therefore, I think
providing students more opportunities to collaborate
could help students see the value in their abilities, and
it would also foster a better sense of belonging within
the classroom as they work with their peers.
Curriculum Reflection

9. 
Throughout this course, I have learned the benefit of
creating multicultural curriculum to meet the needs of the
diverse population in my classroom is more than just
celebrating Black History Month or Spanish Heritage Month.
Instead, a multicultural curriculum should be used to foster
understanding of different cultures to counteract stereotypes
and provide students with opportunities to explore their
own identities within the classroom (Ford, 2014). As a
minority teacher, this has always been a concern of mine,
and I have strived to create a more respectful classroom that
celebrates the different cultures. Therefore, I can definitely
say I responded positively to this course and all it offered in
order to make my practice better as a 21st century educator.
Curriculum Reflection

10. Ford, D. Y. (2014). Why education must be multicultural. Gifted Child Today, 37(1), 59-62.
Gillenwater, B. (2016). Increasing rigor [PDF Document]. Retrieved from Lecture Notes American
College of Education:
https://ace.instructure.com/courses/1397703/files/72101942?module_item_id=16092067
MacArthur, C. A., & Philippakos, Z. (2010). Instruction in a strategy for compare–contrast
writing. Exceptional Children, 76(4), 438-456.
Mims, C. (2003). Authentic learning: A practical introduction & guide for implementation. Meridian: A
Middle School Computer Technologies Journal, 6(1), 1-3.
Ming, K. (2012). 10 Content-area literacy strategies for art, mathematics, music, and physical
education. Clearing House, 85(6), 213-220.
Monte-Sano, C. (2012). Build Skills by Doing History: There's a Way for Students to Achieve the Thinking,
Reading, Writing, and History Expectations Laid out in the Common Core. Phi Delta Kappan, 94(3), 62
Porter-O'Donnell, C. (2004). Beyond the yellow highlighter: Teaching annotation skills to improve reading
comprehension. English Journal, 82-89.
References