Lesson Plan #1

Unit Working Title: My Identity through Art

Unit Big Idea (Concept/Theme): Identity / Self-Expression through literature

Unit Primary Skill focus: Self-Expressive Writing

Week ___1__ of 3; Plan #____1____ of 9; [90 mins.]

Plan type: ____Full-Detail __X__Summary

Content Requirement Satisfied:

(Note: Refer to the list in the document called Concept Unit Lesson Plans)

Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],

followed by Specific lesson objectives (lettered) being taught in this lesson:

SWBAT:
Cognitive (know/understand):
1. SW know that understanding oneself as an individual strengthens ones ability to
function within a community.
a. Students will practice defining their concept of identity, and factors
about themselves that make them a unique individual.

Affective (feel/value) and/or Non-Cognitive:

2. Students will value the importance of having diverse identities within one
community.
a. Students will share their character maps with each other, and will
share with the whole class one of their partners ideas.

Performance (do):
3. Students will identify the various factors that help shape an identity.
a. Students will talk about what identity means.
b. Students will create character maps where they list the factors of
their own identities.

SOLs:
6.1 The student will participate in and contribute to small-group activities.

CCSs:
CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and
expressing their own clearly.
Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each
assessment, indicate in brackets the number(s) and letter(s) of the unit objective and the related
lesson objectives that the assessment is evaluating.

Diagnostic Formative Summative

This will be the first lesson
on this content, so not
official diagnostic
assessment will have been
performed. Students will
receive base groups on this
day, designed
heterogeneously based off
of interest inventories from
the intro week.
Students will complete
anticipation guides,
character maps, and engage
in class wide discussion that
will inform teachers future
instruction on identity.
The character maps from
today will contribute to the
students journals, which will
be used to create their Found
Poems at the end of the unit.

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement:

Upon entering the room, students will be instructed to look at the board where they will see a
map showing where they will now sit. As they sit at their new base groups, the students will
complete a Do Now where they will come up with base group names and then explain what they
think identity means, while the teacher sets up for the next part of the lesson.

1. [_10_mins.] Bridge/Hook/Opening to lesson:

I will greet the class and we will go over the Do Now: students will introduce their group name,
and share their answers about what they think identity means. I will then introduce the themes
of the day (identity and art about identity) and what we will be doing for the day.

2. [_20_mins.] Identity Unit Anticipation guide / Discussion

Students will complete an anticipation guide about large concepts concerning identity. They will
do this individually, and then share their ideas with their base groups before coming together as
a full class. We will talk about the importance of exploring identity, how identity influences art, if
identity is flexible, and how our lives are impacted by who we are (this discussion will be guided
by the units essential questions). This discussion will set the stage for the content we will
approach throughout the unit.

3. [_15_mins.] Model Character Map

I will model (using the ELMO) the process of creating a character map about myself for the
class. This will be through the form of a graphic organizer which students will then use when
they create their own. I will think aloud will processing my identity factors, so students can see
my thought process. Students will be allowed to ask questions after the modeled think aloud.

4. [ 20 mins.] Students create character map

Students will now work to create their character / identity maps as the teacher modeled before.
The teacher will circulate, answering questions as necessary.

5. [ 20 mins.] Peer Sharing / Class Share out

Students will share 2-3 aspects of their character map with one person in their base groups.
They will actively listen and take notes on what their partner says, so that for the last 15 minutes
of this segment, we will go around the room and people will introduce their partners to the class
based off what they learned about them from this activity.

4. [_5_mins] Closure:
I will wrap up with closing remarks, thanking students for their participation and willingness to
share their thoughts. I will preface that during the next class we will read a short story about a
young girl cultivating her own identity.

Differentiated Instruction to accommodate one or more of my profiled students:

Since Joey often has trouble getting started with activities, I will make sure to conference with
him first during the character map activity to make sure he is on the right track. If he is having
trouble getting started, I will ask him guiding questions used during the modeling like What is
my favorite thing to do? and What would I say I am really good at? If he still struggles, I will
give him a list of these questions to answer through writing, and then have them transfer his
ideas to the character map.

Materials Needed (list):

1. ELMO / Projector
2. Template for Character map
3. Model Character map
4. Do Now sheets