Monday

Tuesday

Wednesday

Thursday

Friday

Objective

Students will be able to recognize literary elements in Tokyopop hip hop manga graphic novel ì@Largeî

Objective

Students will examine Tokyopop hip hop manga to understand literary elements through visual art

Objective

Students will present their ìgraphic novelsî and their plots and character analyses

Objective

Students will read a translated Japanese American short story and write an ungraded in-class essay on any two literary elements in the story

Objective

Students will workshop and revise their in class essays

Topic

Storytelling

Topic

Literary Elements

Topic

Using literary elements

Topic

Application of literary elements

Topic

Improving application of literary elements

Literacy Aspect

Students will activate their schema related to the elements of a story by listening to a Japanese hip hop song, they will prewrite on what they think the story they are hearing is

Students will be given a graphic novel excerpt and in groups describe the plot, setting, characters, conflict and theme.

Literacy Aspect

Students will read cut pictures out of Japanese magazines, place them in an order and switch with a partner.

Students will create a five point plot (introduction, rising action, climax, dÈnouement, and resolution) for the photos and produce written explanations for how they came up with the five points.

Literacy Aspect

Students will develop recognition skills of plot structure and character analysis

Students will demonstrate competence in oral presentation

Literacy Aspect

Students will gain experience organizing a coherent timed essay

Students will apply concepts of the literary elements to an analysis of the Japanese American short story, ìFirst Love,î by Sasaki

Literacy Aspect

Students will peer critique their in class essays

Students will discover the value of the revision  and workshop process.

Monday

Tuesday

Wednesday

Thursday

Friday

Objective

Students will begin thinking about how literature can shape identity

Students will research, compare and contrast different modes of expressing identity

Students will prepare and share presentations

Objective

Students will engage in literary circles

Students will share in fishbowl discussion group various pieces of Filipino literature pieces including spoken word, hip hop lyrics, poetry, short stories and novel excerpts

Objective

Students will be exposed to the Balagtasan artistic debate tradition

Students will compare and contrast to freestyle battles in hip hop

Students will work in groups on a creative debate presentation

Objective

Students will be exposed to the many different dialects of the Philippines

Students will compare to many different vernaculars in the bay area

Students will read and discuss bay area literature in different vernaculars

Objective

Students will briefly review lessons from this week

Students will demonstrate understanding of this weekís objectives

Topic

Literature As Identity

Topic

Literature As Culture

Topic

Literature As Debate

Topic

Literature As Diversity

Topic

Mastery Work on Filipino Literature

Literacy Aspect

The literacy practices for this lesson will be creative writing, brainstorming, research critical thinking and oral communication. 

Literacy Aspect

Students will write reading responses to their homework assignments

Students will work on contributions to literary circle.  There will be 5 different pieces being examined, each with 5 different roles:

 Summarize

Conflict Assess

Character Analyze

Scene Sketch

Question Writer

Students will conduct discussions in fishbowls

Literacy Aspect

Students will view film showing a freestyle battle, take Cornell notes

Students will view a film about the Balagtasan tradition, take Cornell notes

Students will read the newspaper and select and issue to debate

Students will prepare a written piece that will creatively be performed as a Balagtasan

Literacy Aspect

Students will freewrite about their experiences with different languages and the benefits of having many languages

Students will practice decoding and literary analysis

Students will practice discussion moderation

Students will review options for Fridayís exam

Literacy Aspect

Students will take the assessment of their choice.

In class essay

MC & SA

Alternative Submission that demonstrates understanding of all four lessons (must be pre-approved)

Monday

Tuesday

Wednesday

Thursday

Friday

Objective

Students will explore the non fiction genre of the essay.

By end of week, students will submit portfolio of work on different genres

Objective

Students will examine the nonfiction genres of memoir and autobiography

Objective

Students will examine the nonfiction genre of biography

Objective

Student will examine the nonfiction genre of historical fiction

Objective

Students will examine

The nonfiction genre journalism

Topic

The Article

Topic

Hip Hop as autobiography/

memoir

Topic

Biography

Topic

Historical

Fiction

Topic

News article v. Op Ed

Literacy Aspect

Students will develop recognition of credibility among nonfiction genres

Students will examine a scholarly article on Samoan issues

Literacy Aspect

Hip hop lyrics from Samoan hip hop artists as autobiography

Literacy Aspect

Biographies of different Samoan heroes and leaders

Literacy Aspect

Samoan poetry as historical fiction

Literacy Aspect

Students will assess credibility and persuasiveness from a Samoan news article and Samoan newspaper/ magazine Op Ed

Students will turn in a portfolio of Mastery Work for the week

Monday

Tuesday

Wednesday

Thursday

Friday

Objective:

Students will be exposed to Papua New Guinean language and culture

Objective:

Students will become familiar with Tok Pisin texts and their English translations

Objective:

Students will practice recognizing Greek and Latin roots in English and Tok Pisin

Objective:

Students will compare and contrast grammatical rules between Tok Pisin and English

Objective:

Students will be able to create a literary piece of their choice demonstrating understanding of Tok Pisin words and rules of grammar

Topic

Etymology

Topic

Linguistics

Topic

Roots

Topic

Using Roots to Make Meaning of Unfamiliar Words

Topic

Mastery Work: Tok Pisin Unit

Literacy Aspect

Papua New Guinean spoken word and hip hop artist

Students will navigate English in different cultural contexts by understanding where words came from

Understanding the history of a word makes the communicator a more effective speaker.  This also promotes a higher level of understanding vocabulary.

Literacy Aspect

By examining texts in a language similar to English, students will gain a greater understanding for the rules of language

Students will gain a greater appreciation for the different discourses in which English is spoken

Literacy Aspect

By recognizing Greek and Latin roots in a language unfamiliar to them, students will better be able to recognize them in a language familiar to them.

Understanding the meanings of roots is essential in being able to vacillate between familiar and unfamiliar discourses

Literacy Aspect

By recognizing English rules of grammar in a language unfamiliar to them, students will better be able to recognize them in a language familiar to them.

Understanding the grammatical rules of English are essential to becoming an effective communicator

Literary Aspect

Students will write a creative piece demonstrating understanding of Tok Pisin words, rules and Papua New Guinean culture.

Students will synthesize a portfolio of their weekís work that demonstrates progress and connections from one day to the next

VITAL INFORMATION

Author

Lisa Macapinlac

Subject

English

Topic or Unit

Western Pacific Rim: A Study of Diversity

Japan : The Story

Grade/Level

10

Objective

Students will be able to recognize literary elements

Summary

Students will listen to Japanese hip hop and write down the story they hear.  We will briefly discuss literary elements.  Students will work in small groups and examine an excerpt from a graphic novel and look for the literary element assigned to their group.  We will review conclusions in large group.  In the last five minutes I will review and explain connection for tomorrowís lesson.

IMPLEMENTATION

Procedures/Steps

1. Do Now Posted on Board(Part of Classroom Procedures):  Students will remove everything from desk except any homework from previous night, journal and writing instrument.  They will copy down agenda for today including tonightís homework and pre-writing instructions in journal. 
2. Pre-Writing Instructions:  Listen to the song and freewrite on the story you hear, through the tone of voice, how that tone changes, the feeling of the music, how the music begins and ends, etc.  *Substitute:  Press power, CD and play on stereo.
3. Discuss briefly the elements of fiction by asking students their definition of PLOT, THEME, CHARACTER DEVELOPMENT, SETTING, and CONFLICT. *Substitute:  Outlined on ìElements of Fictionî handout
4. Small Group to Large Group:  Groups will each be assigned a literary element to look for in graphic novel excerpts In large group.  Students will individually examine the excerpt before discussing.  Small groups will come to consensus on a conclusion to present on butcher paper in large group.  In large group, one group representative will report back.
5. Review/Closure:  Teacher will check for understanding on major takeaways by picking names from popsicle sticks.  Students will receive culminating activity handout.  Homework:  visit www.hiphopcircuit.com or a non-print literary source of their liking and repeat the exercise in small group for a different literary element of their choice.

Differentiated Instruction

Prewriting is a freewrite and not graded individually on progress through units.  By working in strategically assigned groups, students will work together to address strengths and challenges of each student.  In small group work, teacher will roam groups to check for understanding. 

Sample Student Products

Students will keep freewriting entry in journal to turn in at end of the month

Students will map out their literary element they found in the graphic novel on butcher paper for large group presentation

These findings will be posted in classroom throughout unit

Collaboration

Students will work introspectively, in small groups and in large groups.

Time Allotment (see Implementation)

1. Do Now : 7 min

2. Prewriting: 7 min

3. Intro to Literary Elements: 7 min

4. Student Discussion: 25 min

5.Review/Closure: 5 min

Authors Comments/Reflections

This lesson is intended to be an ìintoî activity for the entire unit.

MATERIALS/RESOURCES

Instruction Materials Needed

Whiteboard, dry erase markers (for agenda)

Butcher paper, markers

Popsicle sticks w/studentsí names written on them and a cup

CD Stereo

CD w/Japanese hip hop

Elements of Fiction handout

Culminating Activity handout

Resources

Elements of Fiction handout, by Mike Schneider

http://www.hiphopcircuit.com

STANDARDS/ASSESSMENTS

Assessments

Will assess studentsí group work to ensure all students are participating, large group presentation and attentiveness.

Standards (cur guide only)

VITAL INFORMATION

Author

Lisa Macapinlac

Subject

English

Topic or Unit

Western Pacific Rim: A Study of Diversity

Philippines: Literature and Identity

Grade/Level

10

Objective

Students will begin thinking about how literature can shape identity

Summary

Students will examine the ancient Philippine alphabet through the lens of graffiti art in the U.S. 

Students will draw connections between similar subversive literacies across cultures.

IMPLEMENTATION

Procedures/Steps

(At computer lab)

1.    Do Now Posted on Board(Part of Classroom Procedures):  Students will remove everything from desk except any homework from previous night, journal and writing instrument.  They will copy down agenda for today including tonightís homework and pre-writing instructions in journal.

2.    In groups, students will research graffiti art via: hiphopcircuit.com

3.    Students will receive handout and brief intro on Alibata, the ancient script of indigenous Filipino people

4.    In groups, students will share a Tagalog dictionary to look up a word that best represents them and will translate that word into Alibata using the research they did on graffiti

5.    Students will present graffiti presentations in alibata they most identify with, explaining why it best describes them

6.    Closure

Differentiated Instruction

In this lesson, students will have the opportunity to work individually and in groups.  Teacher will roam for individual attention during individual and group work.  Presentations will be in small groups as a scaffolding mechanism for those with strong fears of public speaking.

Sample Student Products

Each studentís presentation with a written paragraph of their explanation for why they chose the word they chose will be on display in the classroom and on night of culminating activity.  Students will also take notes when doing their research.

Collaboration

Students will work in groups at the computer lab and during their creative process.  Finally, they will share in small groups so that each student will get to present theirs in one class period.

Time Allotment (see Implementation)

1. 5 minutes
2. 15 min
3. 3 minutes
4. 10 minutes
5. 10 minutes
6. 3 minutes

Authors Comments/Reflections

Students may need more help working with computers, computers may not all be working

MATERIALS/RESOURCES

Instruction Materials Needed

At least 10 computers with internet access

At least 6 Tagalog-English dictionaries

Alibata handout

Resources

www.hiphopcircuit.com , search Teachers, Hip Hop University, search graffiti

www.bibingka.com

books on Alibata

STANDARDS/ASSESSMENTS

Assessments

Will assess written explanations for alibata

Will assess progress of note taking skills

Standards (cur guide only)

VITAL INFORMATION

Author

Lisa Macapinlac

Subject

English

Topic or Unit

Western Pacific Rim: A Study of Diversity

Philippines: Literature as Debate

Grade/Level

10

Objective

Students will gain experience in persuasive writing and thinking.

Summary

Students will compare and contrast the Philippine tradition of balagtasan, or debate, and freestyle battles in hip hop culture.  Students will work with partners to write a presentation of debate.

IMPLEMENTATION

Procedures/Steps

1. Do Now Posted on Board (Part of Classroom Procedures):  Students will remove everything from desk except any homework from previous night, journal and writing instrument.  They will copy down agenda for today.
2. Student volunteers will present internet research on the freestyle battle and the balagtasan, or ìpoetic joustî tradition of the Philippines.
3. Students will view a film showing a freestyle battle and take Cornell Notes.
4. Students will view a film about the balagtasan debate tradition in the Philippines.
5. We will then brainstorm controversial topics on white board.
6. In groups of four, students will work with their opponents on a selected topic to write a ìbalagtasanî about, responding to one another.
7. Students will present these debates and may choose to present this at the night of the culminating activity.
8. Review, homework, and ties to tomorrowís plan.

Differentiated Instruction

Students will be able to take notes that pertain to their own learning style in using Cornell notes.  Students that have a fear of public speaking will get to present in partners, yet will still be challenged to speak persuasively in front of the class.

Sample Student Products

The students written talking points for their debate will be submitted.  Students may choose to work on this project as their presentation for their culminating activity as homework.

Collaboration

In groups students will practice active listening by writing quality RESPONSES to their opponentís talking point.

Students may work together outside of class for culminating activity.

Time Allotment (see Implementation)

1. 3 minutes
2. 2 minutes
3. 4 minutes
4. 4 minutes
5. 5 minutes
6. 20 minutes
7. 15 minutes
8. 3 minutes

Authors Comments/Reflections

This is a very rigorous lesson plan with little wiggle room.  Could work for or against outcome.  May stretch into a two-day curriculum or take home if students need more time.

MATERIALS/RESOURCES

Instruction Materials Needed

Film demonstrating freestyle battle

Film demonstrating balagtasan debate

Newspaper, controversial articles, photos

Cornell Notes handout

Resources

www.hiphopcircuit.com, search Teachers, Balagtasan & Freestyle

http://www.isop.ucla.edu/cseas/showevent.asp?eventid=1119

STANDARDS/ASSESSMENTS

Assessments

Students will be graded on presentations and for collaborations.

Standards (cur guide only)

VITAL INFORMATION

Author

Lisa Macapinlac

Subject

English

Topic or Unit

Western Pacific Rim: A Study of Diversity

Samoa: The Autobiography/Memoir

Grade/Level

10

Objective

Students will be able to define the nonfiction genres of memoir and autobiography citing examples of their choosing.

Summary

Students will begin thinking of their own memoirs and autobiographies as nonfiction versus nonfiction by practicing writing their own and examining others.

IMPLEMENTATION

Procedures/Steps

1. Do Now Posted on Board (Part of Classroom Procedures):  Students will remove everything from desk except any homework from previous night, journal and writing instrument.  They will copy down agenda for today including tonightís homework and pre-writing instructions in journal.
2. Students will prewrite on a memory they can recall that has and will always shape their life.
3. Students will listen to and view the hip hop lyrics by King Kapisi, Samoan hip hop artist, and individually pick out lines they find life shaping.
4. Students will discuss how a song can be an autobiography.
5. Students will pick an autobiographical/memoir (not their own) of their choice and write Cornell notes on it.  Students will finish for homework.
6. Closure

Extra Credit:  1 page summary of King Kapisi interview on www.hiphopcircuit.com.

Differentiated Instruction

By allowing students to select the subject of their autobiography students will be more interested in the content they are internalizing.

Sample Student Products

Journal will be collected at end of month,.  Notes on King Kapisi will be collected.  Cornell notes will be submitted in portfolio at end of the week.

Collaboration

Today students will work independently to balance emphasis on group work in class. 

Time Allotment (see Implementation)

1. 5 minutes
2. 5 minutes
3. 10 minutes
4. 10 minutes
5. 20 minutes
6. 5 minutes

Authors Comments/Reflections

Concerned about whether or not the focus should be more on the self or on another person.  Is it more important to know how to read or write the memoir/autobiography?

MATERIALS/RESOURCES

Instruction Materials Needed

Whiteboard/Chalkboard

Scribing tool

CD Player/Stereo

Handout of lyrics

Resources

www.hiphopcircuit.com search students, King Kapisi

STANDARDS/ASSESSMENTS

Assessments

Spot checking for understanding during individual work and discussion.  Will call on students from popsicle stick cup.

Standards (cur guide only)

VITAL INFORMATION

Author

Lisa Macapinlac

Subject

English

Topic or Unit

Western Pacific Rim: A Study of Diversity

Papua New Guinea: Etymology

Grade/Level

10

Objective

Students will gain exposure to Tok Pisin and begin looking for English rules and common roots in the Creole language.

Students will understand that language is constantly changing and growing, especially in diverse areas.

Summary

Students will examine Tok Pisin stories from Monday and their English translations

IMPLEMENTATION

Procedures/Steps

1. Do Now Posted on Board (Part of Classroom Procedures):  Students will remove everything from desk except any homework from previous night, journal and writing instrument.  They will copy down agenda for today including tonightís homework and pre-writing instructions in journal.
2. Students will examine a hip hop song on the projector and find words that are new to them.
3. Class will discuss their prewriting and try to guess from a Latin and Greek roots and suffixes handout how the words came about and what they mean in the context of the song.  Students will decide whether or not this word means something much different than the root.
4. Students will be given Tok Pisin stories and their English translations.  Before English translations are turned over, student volunteers will read the stories out loud.  Once English translation is turned over, students will work in pairs, looking for common rules, roots and words, writing questions and marking their findings in margins of handout.
5. In their prewriting journals, students will reflect on what it was like to read Tok Pisin as an English influenced language
6. Closure:  Review main topics for the day.  Prep for tomorrow by connecting etymology to tomorrowís topic. 

Differentiated Instruction

For students that are having a hard time, teacher will ask students to see her at her desk to conference while students are working.  For ELLs,

Sample Student Products

Students will hand in notes on stories and translations to ìshow their workî much like in a math class.

Collaboration

Pairs will be required for this lesson as ELLs might find it challenging.  Students will be paired with native speakers in that case. Large group will collaborate when discussing prewrite.

Time Allotment (see Implementation)

1. 3 minutes
2. 5 minutes
3. 10 minutes
4. 20 minutes
5. 10 minutes
6. 3 minutes

Authors Comments/Reflections

ELLs might have a hard time, students may need a refresher on rules of standard English language

MATERIALS/RESOURCES

Instruction Materials Needed

Projector

Laptop with internet access

Whiteboard and markers

Journals

1001 Papua New Guinean Nights short stories in Tok Pisin and English excerpts

Resources

www.hiphopcircuit.com : search students, lyrics

1001 Papua New Guinean Nights

STANDARDS/ASSESSMENTS

Assessments

Students will be assessed on thought process demonstrated on handouts.  Teacher will roam to check for understanding during individual work

Standards (cur guide only)