CBUP Final Lesson Plans

CBUP Lesson Plan Template: EDIS 5401

Unit Working Title: Images of Identity

Unit “Big Idea” (Concept/Theme): Finding Identity through Intersectionality

Unit Primary Skill focus: Analysis

Week 1 of 4; Plan 1 of 12

Plan type: Summary

Content Requirement Satisfied: Summary Lesson Plan 1

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

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

COGNITIVE (Know & Understand)

 U1: Students will understand that their group identities intersect and at that intersection is
who they are.
a. Students will know their group and personal identities.
b. Students will be able to explain how their identities intersect.
 U2: Students will understand that analysis of identity can help us learn about ourselves
and empathize with others.
 U3: Students will understand that their identities begin with their physical self and
develop and change depending on their social context.

PERFORMATIVE (Do)

 S1: Students will be able to describe a person’s identity based on the intersection of
his/her multiple group identities
a. Students will be able to identify their group and personal identity.
b. Students will be able to explain their group and personal identity.
 S2: Students will be able to analyze group and personal identity
 S3: Students will be able to explain the influences on an identity over time or in various
contexts

AFFECTIVE (to feel/value) &/or NON-COGNITIVE

 A1: Students will value learning about other’s identities as a tool to foster empathy.
a. Students will be able to learn about other’s identities.

SOL# SOL Objective

  9.4 - The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
 9.5 The student will read and analyze a variety of nonfiction texts.

CCS# CCS Objective

 RL 9 – 10.1 - Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
 RL 9 – 10.2 - Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.

Methods of Assessment
 Identity Chart Creation and Presentation [Diagnostic; pre-assesses U1a, U1b, S1a, S1b]
Procedures/Instructional Strategies

Beginning Room Arrangement:

Students will be seated at two-person tables arranged in rows and facing the front of the room. I
will have “Welcome to English II Honors!” projected on the Promethean board. I will stand
outside the classroom to greet students as they enter.

 [10 mins.] Welcome and introduction

I will start the class by welcoming students and taking attendance. After taking attendance, I will
distribute notecards and markers and tell students to create placards with their names on them.
After students have created and displayed their placards on their tables, I will tell students some
facts about myself including my interests, hobbies, love of reading, and teaching experience.
 [10 mins.] Establishing Class Rules and Procedures
I will distinguish between class rules and procedures by explaining that we have three rules that
govern our class: respect others, respect yourself, and come to class prepared. In contrast, I will
explain that we have many class procedures or routines that we follow to help our classroom run
smoothly. [These routines are outlined in my “Starting the School Year” document.] I will
describe and explain these procedures to students and tell them that, from then on, each student
will be expected to follow them.
 [10 mins.] Sharing my Identity Charts
I will tell students that we are going to spend some time getting to know each other using identity
charts. I will explain that identity charts include ways we describe ourselves as well as ways
other people may describe us. I will share my chart with students as a sample of what they will
create and to help them get to know me better.
 [15 mins.] Students Create Identity Charts
Students will work independently to create their own identity charts using sheets of copy paper
that I provide. As students work, I will circulate the classroom and help any student who may be
struggling. I expect that some students may want to stick with surface level observations about
themselves since they are in a room full of relative strangers. I will encourage these students to
go beyond the obvious (such as physical descriptions) to more complex or “hidden” details about
themselves.
 [20 mins.] Students Share Identity Charts
Students will share their identity charts with the class. (Sharing will be optional but strongly
encouraged). When students are done sharing, I will affirm everyone who was willing to share.
Then, I will collect students’ identity charts to display in the classroom.
 [5 mins.] Transition and EQ Discussion
I will explain to students that it’s clear from their identity charts that we have a class made up of
very different personalities and experiences. At the same time, this year, we are all working
toward the common goal of becoming readers and writers. I will write the following Essential
Question on the board: How can different identities, personalities, and perspectives work
together for a common goal? I will tell students to turn and talk about this question for a couple
of minutes with their table partner. As students discuss, I will circulate the classroom and listen
for students who explain that different perspectives/identities can contribute to a fun, dynamic,
engaging, and/or challenging learning environment. After the two minutes are up, I will call
students attention back to me by saying “If you can hear my voice, clap twice” and clapping. I
will repeat this until I have all students’ attention. Then, I will connect what I heard students
discussing to the point I want to make: that different identities, personalities, or perspectives can
make for a great classroom environment when we follow class norms that allow for all
perspectives to be heard and valued. I will explain that class norms are related to but different
from class rules and procedures because class norms primarily deal with the way we treat each
other. I will explain that we are going to work together to develop a set of class norms that we
will follow throughout the year.
 [15 mins.] Developing Class Norms
I will distribute a sample of class norms for students to review. I will tell students to spend ten
minutes discussing these norms with their table partner with the goal of selecting four or five that
we can use throughout the year. I will circulate the classroom as students work and help any
group who seems to be stuck, struggling, or disagreeing. After their time is up, I will call
students attention back to me by saying “If you can hear my voice, clap twice” and clapping. I
will repeat this until I have all students’ attention. Then, I will tell students to choose one group
member who can submit the four or five norms they selected to me. I will project a link to the
Google Form where students can submit their responses on the board, and students will use their
school-issued Gmail accounts to turn in their selections. I will explain that I will review the class
submissions and pick the top seven or eight norms. Then, during our next class, we will review
these norms and select combine them into the four or five we will use throughout the year.
 [5 mins.] Wrap up
To conclude, I will distribute student surveys for students to complete for homework. I will
stress the importance of remembering to complete the survey because it helps me get to know
students interests so I can plan with those in mind. I will instruct students to pack up and dismiss
them when our class time ends. As students leave, they should turn in their placards to me.
Materials Needed (list):
 Identity Chart sample [Appendix 1]
 Blank sheets of copy paper (at least one per student)
 Sample of possible class norms [Appendix 2]
 Google form for students to submit their suggestions for class norms [Appendix 3]
 Copies of student survey (one per student) [Appendix 4]