Lesson Plan

Contemporary Multicultural Authors


Grade Levels

Related Academic Standards

Assessment Anchors

Eligible Content

Big Ideas




Students will examine the work of contemporary multicultural authors and discuss meaning and form, as well as the cultural and historical perspectives, of the works. Students will: [IS.8 - Language Function]

  • evaluate the characteristics of poems and narratives to determine how form relates to purpose.
  • interpret and analyze the use of literary devices within and among texts.
  • evaluate the effectiveness of the author’s use of literary devices in various genres.
  • evaluate the context of literal, figurative, and idiomatic vocabulary to clarify meaning.
  • summarize, draw conclusions, and make generalizations using a variety of mediums.
  • identify and evaluate the structure, essential content, and author’s purpose between and among texts.
  • develop new and unique insights based on extended understanding derived from critical examination of texts.
  • analyze the societal and cultural influences in texts. [IS.9 - Level 1]

Essential Questions

  • How does interaction with text provoke thinking and response?


[IS.1 - Preparation ]

[IS.2 - ELP Standards]

[IS.3 - All Students]

  • Inference: A judgment based on reasoning rather than on direct or explicit statement. A conclusion based on facts or circumstances; understandings gained by “reading between the lines.” [IS.4 - All Students]
  • Mood: The prevailing emotions of a work or of the author in his/her creation of the work. The mood of a work is not always what might be expected based on its subject matter. [IS.5 - All Students]
  • Theme: A topic of discussion or writing; a major idea broad enough to cover the entire scope of a literary work. [IS.6 - All Students]
  • Tone: The attitude of the author toward the audience and characters (e.g., serious or humorous). [IS.7 - All Students]


4–5 hours/4–5 class periods [IS.10 - Struggling Learners]

Prerequisite Skills


[IS.11 - ELL Students]

Note: Each reading selection for this lesson should clearly reveal the influence of the writer’s cultural heritage on the work. It is helpful if a biography of the writer is available so that students can read it after analyzing the reading. The poems were also chosen for the richness of their language, and the stories, such as “The Man to Send Rain Clouds,” for the opportunity to discuss the importance of particular elements of fiction in individual works.

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I will definitely utilize parts of this lesson plan when teaching my Spanish 4 students the poem Ode to Maize by Pablo Neruda. I will incorporate Literacy strategies to support students as they analyze how the literary form relates to meaning, appreciate the richness of the language, and reflect upon the influence of Neruda's cultural heritage upon his work.

Posted more than a year ago
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