Muhammad, G. (2023). Unearthing joy: A guide to culturally and historically responsive teaching
and learning. Scholastic.
Purpose (Why is it important?)
The objective of this assignment is for students to enhance their understanding of culturally
responsive teaching. The student will assess and revise an existing lesson plan, then integrate
principles outlined in the HILL Model from Gholdy Muhammad’s Unearthing Joy. Students will
apply strategies from the book to create a more culturally and historically responsive lesson plan
that caters to diverse student needs.
Directions (What do I have to do?)
1. Identify an existing lesson plan from your teaching repertoire. The lesson plan can be
one you and/or your colleagues created, or it can be from a reputable internet source or
your district’s database. Ensure that your lesson plan aligns to your state standards.
2. Assess the original lesson plan critically by considering the following points:
a. How does the lesson plan incorporate diverse cultural perspectives and
experiences?
b. Does the lesson plan acknowledge and validate students’ backgrounds and
identities?
c. Are there any cultural biases or assumptions present in the content, activities, or
assessments?
d. How does this lesson plan cultivate genius and unearth joy in the students’ lives?
3. Using the insights from the HILL Model in Muhammad’s book, revise the lesson plan to
make it more culturally and historically responsive. Please utilize a copy of the original
document and add your revisions in the document using red, italicized lettering to denote
a change has been made. Consider the following elements:
a. Identity Development: Helping students to make sense of who they are and to
learn about diverse cultural lives and identities of others.
b. Skills Development: Helping students to develop proficiencies across the
content areas and state learning standards.
c. Intellectual Development: Helping students to gain new knowledge that
connects to the content of the world where they can apply the skills and
standards.
d. Criticality Development: Helping students to name, understand, question, and
disrupt oppression (hurt, pain, and harm) in the world and within the self, and to
work to make the world a better place.
e. Joy Development: Helping students to uplift beauty, aesthetics, truth, ease,
wonder, wellness, solutions to the problems of the world, and personal fulfillment.
(Muhammad, 2023, p. 17).
4. Students will submit the following:
a. The original lesson plan
b. A copy of the lesson plan with the revisions in red, italicized lettering.
c. A reflection paper that includes:
i. A brief overview of the original lesson plan and its objectives. An
explanation of the changes you made to the lesson plan based on the
HILL model
ii. How each of the revised components aligns with Muhammad’s strategies
for culturally and historically responsive teaching (At least 5 citations from
the Muhammad text)
iii. Anticipated benefits of the revised lesson plan for diverse learners
iv. Challenges you encountered during the revision process and how you
addressed them
v. Your personal insights and growth as an educator through this
assignment
Grading Criteria:
– Quality of reflection and critical analysis
– Alignment of revisions with Muhammad’s principles
– Creativity and effectiveness in integrating culturally relevant elements
– Clarity and coherence in the presentation of the revised lesson plan
– Minimum length of reflection paper: 3-4 pages (or 750-1000 words)
– Writing quality including APA formatting
Required
Component Rating/Score
Lesson Plan
40 pts
Revision of the lesson plan aligns with the 5 elements of culturally
responsive teaching according to Muhammad: Identity, Skill,
Intellect, Criticality, Joy.
Reflection Paper
40 pts Reflection is high qualit
