Teaching is more than delivering academic standards—it is about creating a classroom where all students are seen, valued, and empowered to share their stories. For English Learners (ELs), who must navigate new academic expectations while preserving their home languages and cultures, this sense of affirmation is especially critical. As an ESL teacher in Philadelphia, I serve students who speak Arabic, Spanish, Vietnamese, Haitian Creole, Russian, Uzbek, and Ukrainian. These learners arrive with rich cultural identities, yet the texts they encounter often fail to reflect the fullness of their lived experiences.

During the Teachers Institute of Philadelphia (TIP) seminar on children’s literature, I was introduced to frameworks and research that transformed my understanding of identity-affirming teaching. Rudine Sims Bishop’s (1990) seminal metaphor of books as mirrors, windows, and sliding glass doors made me reflect deeply on the limitations of the literature in my own classroom. Most books offered windows into dominant cultural narratives but rarely served as mirrors for my multilingual learners.

Several key texts from the seminar further illuminated the consequences of this imbalance. In “It Might Be Different from What We Think” (Reid et al., 2021), the authors show how linguistically diverse picture books open space for rich discussions about identity, language, and belonging. Similarly, Paciga’s (2020) Content Analysis of Newbery Medal-Winning Titles revealed how mainstream literary recognition often overlooks culturally and linguistically diverse stories. These insights were echoed in Rodríguez and Kim’s (2020) study, “In Search of Mirrors”, which used Asian Critical Race Theory to analyze the scarcity and superficiality of Asian American representation in picture books from 2007 to 2017. Their work reinforces the urgency of placing truly representative literature in front of all students—not only for Asian American readers, but for every child who has yet to see their story reflected on the page.

This unit is a response to those findings. It integrates culturally responsive texts—some introduced during the TIP seminar, others selected independently—to help students explore themes such as naming, family legacy, immigration, courage, and intergenerational connection. Each book serves as a thematic anchor for a week of instruction and offers opportunities for rich, scaffolded practice in all four language domains: listening, speaking, reading, and writing.

For many ELs, the disconnect between home and school cultures can result in disengagement or feelings of invisibility. Research shows that when students do not see their cultures, languages, and experiences reflected in the curriculum, they may struggle to engage or feel a sense of belonging in school (Gay, 2010; Rodríguez & Kim, 2020). This unit seeks to bridge that gap. By honoring students’ identities and equipping them with tools to express their stories in English, it repositions them as authors, artists, and leaders in a diverse learning community. In doing so, we foster not only academic growth, but also confidence, pride, and a deeper sense of belonging.

Theoretical Foundations

This unit is grounded in an integrated framework that draws on culturally responsive pedagogy, second language acquisition theory, and social-emotional learning. These foundational theories shape the instructional strategies, text selection, and classroom practices embedded throughout the unit.

Culturally Responsive Pedagogy — Gay & Ladson-Billings
At the core of this unit is the belief that curriculum should reflect and build upon the cultural assets’ students bring to school. Geneva Gay (2010) and Gloria Ladson-Billings (1995) describe culturally responsive teaching not as a single strategy, but as an orientation that recognizes, respects, and incorporates students’ cultural backgrounds into all aspects of instruction. This includes validating students’ identities, languages, and traditions within the curriculum. The unit embodies this philosophy by using stories and activities that center students’ names, families, migration journeys, and cultural practices. Projects such as “My Name Story,” “Family Memory Writing,” and “I Am a Dreamer” allow students to explore and share personal narratives that are often overlooked in traditional curricula.

Rudine Sims Bishop – Mirrors, Windows, and Sliding Glass Doors
 Bishop’s (1990) widely recognized metaphor frames literature as a powerful vehicle for identity and empathy. Books can act as mirrors (reflecting the reader’s own experience), windows (offering insight into others’ lives), and sliding glass doors (inviting readers into new experiences). This concept underscores the importance of diverse children’s literature, especially for ELs who often do not see themselves represented. The mentor texts in this unit were selected with this framework in mind, offering opportunities for all students—especially ELs—to see their own lives reflected and valued in classroom materials.

Jim Cummins – BICS and CALP

Jim Cummins (1979) distinguished between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP). While many ELs acquire conversational English relatively quickly, academic language development often takes years and requires explicit support. This unit intentionally addresses both. Interactive read-aloud and discussions support BICS development, while structured writing tasks, vocabulary scaffolds, and story analysis activities help build CALP. Graphic organizers, sentence frames, and modeled writing tasks are included to help students move from surface-level communication to more complex academic expression.

Stephen Krashen – Input Hypothesis
 Krashen’s (1982) Input Hypothesis emphasizes the importance of providing comprehensible input that is slightly beyond a learner’s current language level (i+1). In this unit, mentor texts are carefully selected to challenge students without overwhelming them. Scaffolds such as picture walks, vocabulary previews, and guided questioning ensure that students are supported as they engage with complex language and ideas. Multimodal strategies—such as drawing, acting out scenes, and using visual cues—help ELs access the content and expand their expressive language.

Lev Vygotsky – Zone of Proximal Development (ZPD)

Vygotsky (1978) proposed that learning is most effective when instruction targets the Zone of Proximal Development—what a learner can do with guidance but not yet independently. This concept is deeply embedded in the unit’s instructional design. Lessons follow a gradual release model (“I do, we do, you do”) and include opportunities for shared reading, partner talk, and teacher modeling. These strategies help ELs build confidence, take risks, and internalize new language structures with the support of peers and educators.

Together, these theories provide the pedagogical backbone of the unit. By blending culturally responsive teaching with intentional language development strategies, the unit supports ELs academically, linguistically, and emotionally—positioning literature as a bridge to both expression and inclusion.

Content Objectives and Standards Alignment

This unit is designed to support both the academic development and the cultural identity of English Learners in grades K–2. Students will build proficiency across all four language domains—reading, writing, speaking, and listening—while engaging with literature that reflects diverse cultures, family experiences, and emotional journeys. Aligned with Pennsylvania Core Standards, WIDA ELD Standards, and TESOL goals, the unit helps students grow linguistically, socially, and emotionally.

Content Objectives

By the end of this unit, students will be able to:

1. Express aspects of their personal and cultural identity through oral storytelling, drawing, and writing.
2. Use grade-appropriate vocabulary to describe emotions, traditions, and personal experiences.
3. Demonstrate comprehension of read-aloud texts through retelling, group discussions, and visual responses.
4. Participate in structured conversations using sentence frames and language scaffolds.
5. Write short personal narratives or creative texts using modeled structures and collaborative planning.
6. Listen respectfully to peers’ stories, offer relevant feedback, and make personal connections.
7. Use multimodal tools—such as illustrations, comic strips, and dramatic play—to share their own narratives in meaningful ways.

These objectives reflect a commitment not only to developing language and literacy skills, but also to fostering students’ confidence and voice. They directly support the theoretical foundations of the unit, especially Cummins’ emphasis on academic language (CALP), Krashen’s input hypothesis, and culturally responsive teaching as described by Gay and Ladson-Billings.

Standards Alignment

Pennsylvania Core Standards (Grades K–2)

• 1.3.K–2.A: Identify characters, settings, and major events in a story.
• 1.4.K–2.M: Write narratives that recount real or imagined experiences.
• 1.5.K–2.A: Participate in collaborative conversations with peers and adults.
• 1.5.K–2.D: Speak audibly and express thoughts, feelings, and ideas clearly.

WIDA 2020 English Language Development Standards

• Standard 1: Language for Social and Instructional Purposes
• Standard 2: Language for Language Arts
• Standard 5: Language for Social-Emotional Development

WIDA’s Can Do Descriptors are used to differentiate tasks according to students’ current proficiency levels, ensuring equitable access to learning.

TESOL Standards

• Goal 1: Use English to communicate in social settings.
• Goal 2: Use English to achieve academically in all content areas.
• Goal 3: Use English in socially and culturally appropriate ways.

By aligning high expectations with identity-affirming practices, this unit supports the whole child academically, linguistically, and personally.

This unit follows a five-week sequence of thematic learning, with each week centered on one culturally responsive picture book. Although all students engage with the same core text each week, instruction is carefully scaffolded to ensure accessibility for a wide range of English language proficiency levels. Drawing on the Zone of Proximal Development (Vygotsky, 1978), the unit uses differentiated supports and flexible response options to meet students where they are—and move them forward.

Instruction is structured using the Gradual Release of Responsibility model (“I do, we do, you do”), allowing for explicit modeling, guided practice, and independent work. Strategies align with best practices in English Language Development (ELD), Culturally Responsive Pedagogy (Gay, 2010), and Universal Design for Learning (UDL).

Weekly Instructional Flow

This section presents three fully developed lesson plans from the unit Celebrating Identity, Culture, and Diversity Through Children’s Literature. These model lessons are designed to be immediately usable by educators across the School District of Philadelphia and beyond. They draw from the unit’s broader instructional framework, which integrates culturally responsive teaching, language development strategies, and scaffolded support for English Learners at various proficiency levels.

Each lesson includes:

• Specific objectives
• Alignment with district, state, and national standards
• Materials needed for successful implementation
• Assessment tools

References to instructional theories and strategies

• A detailed, narrative-style sequence of teaching steps

Lesson Plan 1: My Name Story

Unit Title: Celebrating Identity, Culture, and Diversity Through Children’s Literature
Week 1, Day 3
Mentor Text: The Name Jar (Choi, 2001) by Yangsook Choi

Lesson Objective

Students will be able to explore the personal significance of their names (or an imagined name) and express that meaning through writing, drawing, and oral storytelling. This lesson supports identity development and language growth through narrative writing and structured oral sharing.

Timeline for Completion

This lesson takes place over one class period (approximately 45–60 minutes), with optional time on the following day for extended sharing or publishing.

Materials Needed

• A teacher copy of The Name Jar (Choi, 2001)
• Student writing booklets or folded paper titled My Name Story
• Crayons or colored pencils
  Word bank or sentence frames displayed on chart paper
• Name chart with example:
  “My name is ____. It is special because ____.”
• Optional: family interview page (home extension), alternative prompts, and name tags

Standards Addressed

Pennsylvania Core Standards (Grade 1–2):

• 1.4.1.M / 2.M: Write narratives to recount a well-elaborated event or short sequence of events.
• 1.5.1. A / 2.A: Participate in collaborative conversations with diverse partners.
• 1.3.1. A / 2.A: Identify characters, settings, and major events in a story.

TESOL Standards:

• Goal 1: Use English to communicate in social settings
• Goal 2: Use English to achieve academically in all content areas.

WIDA 2020:

• Language for Language Arts
• Language for Social and Instructional Purposes

Teaching Strategies Referenced

• Culturally responsive pedagogy (Gay, 2010; Ladson-Billings, 1995)
• Use of identity-affirming literature as “mirrors and windows” (Bishop, 1990)
• Scaffolding within students’ Zone of Proximal Development (Vygotsky, 1978)
• Use of sentence frames and visuals for language support (Krashen, 1982; Cummins, 1979)

Evaluative Tool

Students will be assessed through a rubric measuring:

• Clarity and creativity in written/drawn response
• Use of vocabulary and sentence structure (with or without support)
• Participation in oral sharing (or alternative expressive format)

A modified rubric allows for multimodal expression (drawing, dictation, acting) for emerging language learners.

Lesson Narrative (Step-by-Step Guide)

The lesson begins with a brief review of The Name Jar (Choi, 2001), focusing on how the main character, Unhei, feels about her name and how her classmates respond. The teacher prompts students to recall how Unhei’s feelings change and what her name means to her and her family. This discussion activates schema and reinforces that names can carry powerful personal, cultural, or emotional meaning.

Next, the teacher introduces the My Name Story booklet. She models the activity by sharing her own name story or a simplified example using visuals and oral storytelling. For example: “My name is Ms. Metwaly. I was named after my grandfather. My family says my name means ‘leader.’ That makes me feel proud.” As she models, she writes and draws simple illustrations.

Students are then invited to complete their own My Name Story. Those who do not know their name story or prefer not to share a personal one are offered flexible prompts such as:

• Invent a name for a superhero version of yourself
• Choose a name you like and explain why
• Write about a family member or pet’s name.

Students write at their own level, with access to sentence starters, vocabulary word banks, and drawing materials. The teacher circulates, conferencing with students and supporting language needs.

Once writing and drawing are complete, students are given the option to share their stories with a partner, in a small group, or privately with the teacher. A few volunteers may present to the class. Peers are taught to respond respectfully using structured phrases like: “Thank you for sharing,” or “That was interesting because ___.”

To close the lesson, the class gathers and reflects: “What did we learn about names today?” The teacher highlights the diversity in stories and encourages pride in both similarities and differences. Students are invited to take their stories home and ask family members if they’d like to add more.

Lesson Plan 2: Brave Moment Narrative

Unit Title: Celebrating Identity, Culture, and Diversity Through Children’s Literature
Week 3, Day 3
Mentor Text: The Day You Begin (Woodson, 2018) by Jacqueline Woodson

Lesson Objective

Students will reflect on a moment when they showed bravery, inclusion, or courage, and express that moment through writing, drawing, or storytelling. The lesson promotes oral and written narrative development while creating a space for self-expression and connection.

Timeline for Completion

This lesson spans one class session (45–60 minutes), with an optional follow-up period for publishing or sharing.

Materials Needed

• Class copy of The Day You Begin (Woodson, 2018)
• Brave Moment Story template (or folded mini booklet)
• Anchor chart: sequencing words (First, Then, Next, Finally)
• Word bank: emotions, actions, and setting vocabulary
• Sample teacher model of a brave moment
• Drawing materials (crayons, markers)
• Sentence starters displayed or handed out.

Standards Addressed

Pennsylvania Core Standards (Grade 1–2):

• 1.4.1.M / 2.M: Write narratives that recount well-elaborated events including details and temporal words.
• 1.4.1. N / 2.N: Establish a situation and sequence of events using temporal words.
• 1.5.1. A / 2.A: Participate in collaborative conversations with diverse partners.

TESOL Standards:

• Goal 1: Use English to communicate in social settings
• Goal 2: Use English to achieve academically in content areas

WIDA 2020:

• Language for Language Art
• Language for Social and Instructional Purposes

Teaching Strategies Referenced

• Scaffolded narrative writing (I do–We do–You do)
  Culturally responsive teaching to value student voice (Gay, 2010)
  Emotional literacy development and personal connection
  Sentence frames and graphic organizers for language support (Krashen, Cummins)
• Multiple modalities for expression (drawing, dictation, storytelling)

Evaluative Tool

Students are assessed on:

• Story sequencing (beginning, middle, end)
• Use of vocabulary and sentence starters
• Participation in oral sharing (or expressive alternative)
• Creativity and personal voice in storytelling

Assessment is flexible: students may receive credit for drawn, dictated, or orally shared stories using visuals or peer support.

Lesson Narrative (Step-by-Step Guide)

The teacher begins by revisiting The Day You Begin (Woodson, 2018), reminding students of the central theme: finding the courage to speak when you feel different or alone. The teacher reads a key passage and facilitates a short discussion: “What does it feel like to do something brave?” Students brainstorm examples: speaking in a new language, helping someone, or standing up for themselves.

Next, the teacher models a short “brave moment” narrative using an anchor chart and visual storytelling. Example: “One time I was afraid to speak in front of a big group. First, I felt scared. Then, I took a deep breath. Next, I talked slowly. Finally, I finished and felt proud.” As the teacher models, she labels each step and includes a simple drawing.

Students are then invited to think about a time they were brave. If they can’t recall a real event, they are encouraged to invent a brave character or write about someone they admire.

Using the Brave Moment Story template or a folded mini-book, students begin writing or drawing. They are guided by sentence starters such as:

• “First, I ___.”
• “Then, I ___.”
• “I felt ___ because ___.”

Visual aids, peer support, and one-on-one conferencing are provided. Students can work independently or with a partner, and they are encouraged to illustrate their story.

Once students finish their stories, they have multiple options to share:

• Read aloud to a partner
• Present to the group
• Share a drawing with a few spoken sentences
• Use voice recording tools or teacher dictation.

To close, the teacher leads a class reflection circle: “What can we learn from each other’s brave moments?” A class anchor chart titled Ways to Be Brave is created using student contributions. Students may post their stories on a bravery wall or add them to their student portfolios.

Lesson Plan 3: I Am a Dreamer

Unit Title: Celebrating Identity, Culture, and Diversity Through Children’s Literature
Week 4, Day 3
Mentor Text: Dreamers (Morales, 2018) by Yuyi Morales

Lesson Objective

Students will explore the theme of dreaming and resilience through personal or imaginative reflection. They will create a visual and written piece that shares a hope or goal for the future, connecting their identity to a forward-looking vision.

Timeline for Completion

This lesson takes approximately 45–60 minutes, with optional time on Day 4 to finalize or present.

Materials Needed

• Class copy of Dreamers (Morales, 2018) by Yuyi Morales
• Chart paper with key vocabulary: dream, hope, journey, goal, future.
• “I Am a Dreamer” mini-booklet or poster template.
• Drawing materials (crayons, colored pencils, markers)
• Sentence starters:
• “One day, I want to ___.”
• “I dream of ___ because ___.”
• Teacher’s model dream page

Optional: Audio read-aloud version of Dreamers (Morales, 2018) in Spanish and English

Standards Addressed

Pennsylvania Core Standards (Grade 1–2):

• 1.4.1.M / 2.M: Write narratives or reflective texts about personal goals or ideas.
• 1.5.1. D / 2.D: Share stories, thoughts, and ideas clearly.
• 1.4.1. T / 2.T: Use a variety of details and content to convey meaning.

TESOL Standards:

• Goal 1: Use English to communicate in personal and imaginative ways
• Goal 2: Use English to achieve academic goals in ELA.

WIDA 2020:

• Language for Language Arts
• Language for Social-Emotional Development

Teaching Strategies Referenced

• Use of mentor texts to inspire personal narratives (Gay, Bishop)
• Scaffolded language production with visuals and sentence frames
• Emotional engagement through self-reflection
• Art and storytelling as inclusive, multimodal expression
• Use of Vygotsky’s ZPD and gradual release (modeling → independent expression)

Evaluative Tool

Students will be evaluated on:

• Clarity and creativity in expressing a dream or goal.

• Use of vocabulary and sentence structures (with or without scaffolds)
• Visual design and/or illustration supporting the written message
• Willingness to share or contribute to the class “Dreamers (Morales, 2018)” display.

Assessments are flexible. Students may use drawing, labeling, dictation, or oral recording to meet objectives based on language level and preference.

Lesson Narrative (Step-by-Step Guide)

The lesson begins with a re-read or picture walk through Dreamers (Morales, 2018), focusing on the journey of the narrator and the message of resilience and hope. The teacher prompts discussion: “What does it mean to dream? Why do people move to new places with hope?” Students share examples of things they hope for—big or small.

The teacher models a personal “dream” on chart paper using visuals, a sentence starter, and a drawing. Example: “One day, I want to help children become great teachers like my students.” She draws a picture of herself teaching.

Students are then introduced to their own “I Am a Dreamer” pages. They choose one dream—something they wish for in the future. This could be academic (e.g., learning to read well), personal (e.g., traveling to see family), or creative (e.g., becoming a soccer player or scientist).

Students use the sentence starters and word bank to write about their dream. They then draw a picture showing what that dream looks like. Students are encouraged to include details—who they’re with, what tools they use, and where the dream takes place.

Emerging writers may use illustrations with labels, dictate their responses to the teacher, or record their ideas orally. Partners can help translate ideas or collaborate on shared dreams.

When finished, students are invited to add their page to the class “We Are Dreamers (Morales, 2018)” book or display wall. Volunteers may present their dream aloud using sentence frames, or students can participate in a quiet gallery walk, reading each other’s work and leaving compliments on sticky notes.

To close the lesson, the class reflects: “What do our dreams tell us about who we are and who we want to be?” The teacher emphasizes that every student’s dream matters and reminds them that dreaming is a kind of courage.

The lessons were chosen to reflect the unit’s central themes—identity, courage, and hope—and to provide flexible, inclusive entry points for all students. Teachers may adapt these models for different grade levels, language levels, and classroom contexts. Together, these lessons demonstrate how culturally responsive literature can be used not only to build literacy, but to honor student voices and foster a deeper sense of belonging.

Banks, J. A. (2004). Multicultural education: Historical development, dimensions, and practice. In J. A. Banks & C. A. McGee Banks (Eds.),
Handbook of research on multicultural education (2nd ed., pp. 3–29). Jossey-Bass.

Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. Perspectives: Choosing and Using Books for the Classroom, 6(3), ix–xi.

Choi, Y. (2001). The name jar. Dragonfly Books.

Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222–251.
https://doi.org/10.3102/00346543049002222

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.

Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.
https://doi.org/10.3102/00028312032003465

Lê, M., & Santat, D. (2018). Drawn together. Little, Brown Books for Young Readers.

Martinez-Neal, J. (2018). Alma and how she got her name. Candlewick Press.

Maryland Public Television. (n.d.). Graphic organizers. Thinkport. Retrieved May 18, 2025, from
https://thinkport.org/graphic-organizers.html

Morales, Y. (2018). Dreamers. Neal Porter Books.

Paciga, K. A. (2020). Diversity in Newbery Medal-winning titles: A content analysis. Language Arts, 97(3), 141–154.

Reid, S. D., Zapata, A., Adu-Gyamfi, M., & Hoffmann, W. (2021). “It might be different from what we think”: Critical encounters with linguistically diverse picture books in an elementary classroom.Language Arts, 98(5), 296–307.

Rodríguez, N. N., & Kim, E. J. (2020). In search of mirrors: An Asian Critical Race Theory content analysis of Asian American picture books from 2007 to 2017.
Journal of Children’s Literature, 46(1), 18–31.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

WIDA. (2020). English language development standards framework, 2020 edition. Wisconsin Center for Education Research.

Woodson, J. (2018). The day you begin (R. López, Illus.). Nancy Paulsen Books.

Appendix A: Standards Alignment

This unit addresses a range of academic standards at the district, state, and national levels. Below is a list of key standards met through the unit’s instructional design, along with a brief explanation of how each is addressed.

School District of Philadelphia (SDP) ELA Standards (Grades K–2)

These align closely with Pennsylvania Core Standards.

• Oral Language and Listening:
  Students engage in structured conversations using sentence frames, partner sharing, and storytelling circles (e.g., My Name Story, Brave Moment Narrative).
• Reading Comprehension:
  Students listen to and analyze mentor texts such as The Name Jar (Choi, 2001) and Dreamers (Morales, 2018) using read-aloud, visual questioning, and character discussions.

Writing Development:

• Students write short narratives with support, including sequencing words and vocabulary banks (e.g., “I Am a Dreamer” project).

Pennsylvania Core Standards (Grades K–2)

CC.1.3. K–2. A:
 Identify characters, settings, and major events in a story.
→ Applied in story mapping and comprehension discussions during read-aloud.

CC.1.4. K–2.M/N:
 Write narratives that recount well-elaborated events using temporal words.
→ Applied in narrative tasks like Brave Moment and Name Story writing.

CC.1.5. K–2. A:
 Participate in collaborative conversations with peers and adults.
→ Applied through partner storytelling, group sharing, and oral presentations.

CC.1.5. K–2. D:
 Speak audibly and express thoughts, feelings, and ideas clearly.
→ Embedded in weekly storytelling, reflection, and identity presentations.

TESOL English Language Proficiency Standards

Goal 1:
 English Learners communicate for social and instructional purposes.
→ Through classroom discussions, personal reflections, and identity-based storytelling.

Goal 2:
 English Learners communicate information, ideas, and concepts necessary for academic success in language arts.
→ Through structured reading and writing aligned with grade-level content and themes.

Goal 3:
 English Learners use English in socially and culturally appropriate ways.
→ Emphasized the unit’s focus on cultural pride, storytelling, and inclusive language practices.

WIDA 2020 ELD Standards

Standard 1: Language for Social and Instructional Purposes
 → Built into daily partner work, sentence starters, and class discussions.

Standard 2: Language for Language Arts
 → Applied in reading comprehension, writing prompts, and book response activities.

Standard 3: Language for Social-Emotional Development
→ Embedded in lessons exploring identity, bravery, and self-expression (e.g., The Day You Begin (Woodson, 2018)).

Appendix B: Supplemental Materials

Below are supplemental materials referenced in the unit’s lesson plans and activities. These materials support English Learners by providing scaffolds for writing, oral expression, and content comprehension. All materials listed are teacher-created unless otherwise noted.

Sentence Frames and Word Banks

Used throughout the unit to support oral language and writing tasks.

Examples:

• “My name is ___ because ___.”
• “First, I ___, then I ___.”
• “I felt ___ when ___.”
• “One day, I hope to ___.”

These frames are posted visibly in the classroom and provided on handouts during writing activities like My Name Story, Brave Moment, and I Am a Dreamer.

Brave Moment Story Template

A four-panel narrative worksheet labeled:
“First” – “Then” – “Next” – “Finally”
 Used in Week 3 for students to draw and/or write about a time they were brave. Includes visual cues and emotion word bank.

3. I Am a Dreamer Poster Template

Students complete a sentence:
“I dream of ___ because ___.”
Then illustrate their dream in the space below. Used during Week 4’s lesson on Dreamers (Morales, 2018). This poster is included in a class book or wall display.

4. Family Interview Page

Optional take-home activity in Week 2 and Week 4.

Prompts include:

• “Who named you and why?”
• “What does your name mean?”
• “What is one dream you have for the future?”

Students return with stories to share in class. Interview pages are available in English with space for translation into the home language.

5. Visual Anchor Charts (teacher-created)

Charts used throughout the unit to reinforce academic and social-emotional concepts:

• Feelings Word Chart (e.g., happy, nervous, proud, scared)
• Sequencing Words (First, Next, Then, Finally)
• Identity Web (center: “Me,” branches for “Name,” “Family,” “Culture,” “Dreams”)
• Story Elements Poster (Characters, Setting, Problem, Solution)

These are created collaboratively with students and used as reference throughout the unit.

6. Graphic Organizers

• Name Map – For exploring family stories or traditions behind names.
• Story Map – For character, setting, beginning-middle-end retells.
• Venn Diagram – Compare/contrast characters in texts (e.g., Unhei and Alma)