Unit plan for Seniors in high school on Ethnic Literature.

1. Leandra
HarperETHNIC LITERATURE

2.  Seniors in high school
 Will identify gender in bell ringer
 Students have the right to attain their own individuality
 Culture will be identified in bell ringer
STUDENTS/LEARNERS

3. Students will grasp and understand the meaning of writing from
ethnic author(s). Students will explore the life of a Muslim
family after a tragedy within the novel by Hassib. Students will
analyze the families involved by numerous writings and bell
ringers and utilize technology, such as PowerPoint and Prezi, to
create efficient presentations about the characters and themes
within the novel. Students will discuss the novel in depth and
comprehend the deeper meaning of this novel and complete
unit successfully in six days with one hundred percent
participation and eighty percent accuracy.
MAIN OBJECTIVE

4.  Day 1
 Bell Ringer
 Age? Identifying Gender? Culture? Attending college? Intended major (if
decided).
 Learning style quiz
 http://www.educationplanner.org/students/self-assessments/learning-
styles-quiz.shtml
 Improving study habits quiz
 http://www.educationplanner.org/students/self-assessments/improving-
study-habits.shtml
 Exit writing
 Students will write a paragraph about what they think the words diversity
and equality mean.
 Students will write a separate paragraph on what they know about 9/11.
 Homework: Students will look up the correct definition of diversity
and equality.
ANALYZE THE LEARNER

5.  Day 2
 Bell Ringer
 Write researched definition of diversity and equality.
 Write about a tragedy that has occurred in your or someone personal's
life. Was it forgiven? Or was it too tragic to be forgiven?
 Prezi about 9/11
 Discussion on how America changed after 9/11
 Discussion on how Muslim’s are treated after 9/11
 Introduce and begin reading In the Language of Miracles by Rajia
Hassib.
 Write a paragraph about the title OR the cover.
 Homework: Read up to Chapter 10
SCHEDULE

6.  Day 3
 Bell Ringer
 What do you think the purpose of the epigraphs used at the beginning of
each chapter is?
 Class discussion of characters, themes, plot, etc.
 Exit assignment/Homework
 Make a Prezi/PowerPoint describing characters roles/personalities OR
themes.
 Read up to chapter 15
 Day 4
 Students will present Prezis/PowerPoints
 Discuss reading
 Homework: Finish novel
SCHEDULE

7.  Day 5
 Students will type a reflection and review on the novel.
 Students will break into groups of 5, chose a character, and perform
a scene from the book OR make a chart of the characters and
themes we see them participating in within the novel.
 Day 6
 Students will present
SCHEDULE

8.  Computer
 Internet
 Prezi
 PowerPoint
 Word Document
 Pencil
 Ruler
 Book
 Markers
TECHNOLOGY

9.  Hassib, Rajia. In the Language of Miracles. New York: Penguin
Random House, 2015. Print.
 Education Planner. N.p., 2011. Web. 13 Sept. 2015.
WORK CITED