Monday Tuesday Wednesday
WEEK 1
ESSENTIAL QUESTION
I can engage in pre-reading activites and I
LEARNING TARGET am able to identify what short stories are.
1. Introduction video: What are short
stories? (The Egg by Andy Weir https:
//youtu.be/h6fcK_fRYaI ) + Discussion (10
minutes) 2. Pre-Reading Activity: Esquisite
Corpse (55) minutes 3. Debrief and Add to
ACTIVITIES Culture Journal (20 minutes)
No Reading for Today- Reading would start
READING SCHEDULE the following class
Monday Tuesday
WEEK 2
ESSENTIAL QUESTION
I can use historical knowledge to compare
texts and I can recall the typical structure of
LEARNING TARGET a short story.
1. Introduction: Recap of what he have
learned so far. (5 minutes) 2. Mini lesson:
short story structure (15 minutes) 2. Article:
Introduce new reading with read aloud to
class (Migrating to a New Land and The
Spanish Harlem). (15 minutes) 3. Cultural
Introduction: Show typical Puerto Rican
Music ( https://youtu.be/M5ZaqRqz_FE ),
and introduce different Puerto Rican
customs and traditions (15 minutes) 4.
Discuss historical context of Puerto Rico
as a class and how the Puerto Rican
experience compares to Cuban American
(Puerto Rican influence in US vs. Cuban,
etc.). (30 minutes) 5. Add to Culture
ACTIVITIES Journal (10 minutes)
Read supplementary text for Puerto Rico vs.
US (https://www.loc.gov/classroom-
materials/immigration/puerto-rican-cuban/in-
READING SCHEDULE spanish-harlem/)
Monday Tuesday
WEEK 3
ESSENTIAL QUESTION
I can analyze how setting affects word
LEARNING TARGET choice and language use in writing.
1. Introduction: Watch video (https://youtu.
be/z95x3fj9ptQ) 2. Discuss: video and
introduce new short story 3. Read: first 7
pages of the short story aloud 4. Mini
Lesson: Descriptive writing strategies 6.
Short story project work time (remind
students that the rough draft is due
ACTIVITIES Friday!) 7. Add to Culture Journal
READING SCHEDULE Read Drown by Junot Diaz
Monday
WEEK 4
How can short stories explain impactful
ESSENTIAL QUESTION experiences?
I can listen to others writing and share mine
LEARNING TARGET in a respectful way.
1. Introduction: Welcome students and
allow them to get snacks and drinks. Use a
powerpoint to explain the expectations
regarding the short story read alouds and
how to be respectful. (10 minutes) 2.
Students share their short stories with the
class (60 minutes) 3. Debrief on what the
unit has taught them both about culture and
short stories, how they can apply this to their
own learning, etc. (15 minutes) 4. Have
students give feedback on Exit Ticket. (5
ACTIVITIES minutes)
READING SCHEDULE None. Short Story Sharing Day.
Thursday Friday
How can short stories explain impactful experiences?
I can analyze cultural differences that
arise through immigrating from one
place to another.
1. Introduction to story: Brief
overview of class reading. (5 minutes)
2. Read Kike as a class (20 minutes).
3. Divide class into small groups and
discuss Kike based on guiding
questions (30 minutes). 4. Regroup to
share and discuss as a clas (20
miuntes). 5. Add reflection to Culture
Journal (15 minutes).
Read Kike by Hilda Perera as a class
Wednesday
How can short stories explain impactful experiences?
I can compare and contrast different
texts and analyze use of langauge in a
piece of writing.
1. Introduction: Introduce new short
story that will be read in class. (5
minutes) 2. Mini Lesson: dialect and
writing in dialect (15 minutes) 3. Read:
Los Innocentes by Pedro Juan Soto
aloud.(10 minutes) 3. Discuss: the
short story theme and use of dialect in
the story (10 minutes) 4. Pair up and
answer guided questions about short
story on slips of paper. (10 minutes) 5.
Compare and Contrast activity:
(Comparison Snowball fight with
answers from previous activity) (30
minutes) 6. Debrief and add to Culture
Journal. (10 minutes)
Read Los Innocentes by Pedro Juan
Soto
Wednesday
How can short stories explain impactful experiences?
I can make connections between texts.
1. Introduction: Recap of what he
have learned so far. 2. Read: last 7
pages of short story 2. Article: Have
students divide into groups based off
section of the article and take notes to
present to the class their findings (
https://www.everyculture.com/multi/Bu-
Dr/Dominican-Americans.html )
(History, Immigration, Acculturation
and Assimilation, and Family and
Community Dynamics) 3. Cultural
Introduction: Show typical Dominican
Music (https://youtu.be/M3fgkK1J3Cs ),
and introduce different Dominican
customs and traditions 4. Discuss:
article in relation to the story 5. Add to
Culture Journal
Use Supplementary Text and Drown
Short Story
I can use historical context to add meaning AAVE Usage
to a text. Lesson
1. Introduction: Recap Kike by Hilda
Perera and transition into historical context.
(5 minutes) 2. Article: read- aloud as a
class (Crossing the Straits and
Transforming a City). (20 minutes) 3.
Cultural Introduction: Show typical
Cuban Music (https://youtu.
be/Gk5j_DCAP70 ), and introduce different
Cuban-American customs and traditions.
(20 minutes) 4. Group guided discussion
as a class on how the historical context of
the articles and cultural supplementation
applied to Kike (35 minutes). 5. Add to
Culture Journal (10 minutes). English Dialect Examples
Read supplementary text as a class ( https:
//www.loc.gov/classroom-
materials/immigration/puerto-rican-
cuban/crossing-the-straits/ )
Thursday Friday
I can analyze racial themes in text and I
can use proper research techniques for my
own writing.
1. Introduction: Introduce class with video
(https://youtu.be/5eWfnBQiidU). (10
minutes) 2. Discuss: Racial identity of
Afro-Latinx people through Puerto Rican
context and how this has played out in the
texts we've read. (20 minutes) 3. Introduce
Unit Project: (Cultural Short Story) (10
minutes) 4. Mini-lesson: Historical
research (15 minutes) 5. Brainstorm
activity: Opportunity for students to get
ideas for their own short stories. (25
minutes) 6. Add to Culture Journal. (10
minutes)
No Reading, Project Introduction Day
Thursday Friday
I can use various techniques to revise and
edit my writing.
1. Introduction: Introduce workshop
activities for the day 2. Workshop Activity
Stations: (similar to activity stations, but
they are revising/editing stations for the
students rough draft of their short story) 3.
Whole class debrief: (questions about
project, etc.) 4. Final Culture Journal for
unit.
No Reading, Short Story Workshop Day