Lessontitle:WhatisIdentity?

Standardsthislessonaddresses:

Unit:WhoAreWe?

(allapplicable:state,districtscope/sequence,ELPS,CCR,national,school,and/ornetwork)

ComprehensionofInformationalText/PersuasiveText.Studentsanalyze,makeinferencesanddrawconclusionsabout
persuasivetextandprovideevidencefromtexttosupporttheiranalysis.

Objective(s)forstudentlearning:
(framethisintermsoftheobservableoutcomeofwhatstudentswillbeabletodousingBloomstaxonomysameastheknow/skilledatUbDStage2
section)

StudentswillbeabletoidentifyandwriteapredictionaboutIdentity

AssessmentEvidence:

(howwillyouknowstudentsmettheobjective?performancetask(s)and/orotherevidencesuchasquizzes,tests,academicprompts)

Studentswillfilloutagraphicorganizerthatshowstheirfindingsregardingidentity.
OnthebackofthegraphicorganizertherewillbeaquestionWhatdoyouthinkIdentityisafter
thereadingtoday?
Studentswillwrite12paragraphsabouttheirfindingsinthereadingforIdentity.

Understanding(s)&EssentialQuestion(s)thislessonaddresses(ifpartofaUbDunit):

Understanding
Culturesandpersonalidentitiesconstantlyevolve
EssentialQuestion
Howdoesthewaysomethingisnamedaffectperceptionofit?Howdoesmeaningofaname
changeovertime?

InstructionalActivity/StudentLearningExperiences:

writeoutprocess/stepsbelow
namespecificstrategiesyouareusingandwriteoutallofthestepsofthestrategy
describethecurriculum/contentANDpedagogy/process)
besureyouarecarefullythinkingabouthowtoopenthelesson,includingfollowingthestrategysstepsoriftherearenot
specificopeningstepshaveanintentionalopeningtothelesson(ex.anticipatoryset/hook,advanceorganizer,review)
howwillyoucheckingforunderstandingthroughoutthelesson?writethisoutspecificallywhenandhow

1.Identifyanddistributekeywords,phrases,items,problems,orimagesfromareading,lecture,or
unit.
Studentswillbegivenahandoutoverareadingaboutonepersonsopinionaboutselfidentity.
IngroupsofthreetofourafterImodeltheprocess,Iwilldistributeanenvelopeofseveral
wordsregardingidentity.Thesewordswillpertaintothereading.Examples:Nature,sociallife,
family,cloths,music,etc.

2.Modeltheprocessofgroupingandlabeling.ThisactivitywillbeginafterImodeltheprocessof
groupingandlabeling.
Iwillhaveawidevarietyofphotographsofshoes.Theywillbedifferentmodels(highheels,
sneakers,balletflats,cleats,etc)andwillbedifferentcolors.Somecolorscouldbethesamebut
indifferentshades.
Therewillbemultiplewaystogrouptheitems.Theycouldorganizethembasedoncolor,
comfort,orstyleofshoe.
Explaintothestudentstherearemultiplewaystogroupandlabelitemstogether.
3.Havestudentsformsmallgroupstoanalyzetheitemsandtoexplorethedifferentwaysinformation
canbegrouped.Encouragestudentstothinkflexibilyandtosubsumegroupsintolarger,more
inclusivegroups.
Handouttheenvelopestothestudentsandexplainthattheywillbegroupingandlabeling
similarlytowhatIjustmodeledintheirsmallgroups.
Studentswillbegroupedheterogeneously
Allowforstudentstogroupandlabelforthefirstround.Wewillshareoutasaclassafterthey
havecompletedthetask.
Askstudentsiftheycanfigureoutanotherwaytogroupandlabelafterhearingfromtheir
classmates.
Allowtimeforasecondroundofgroupingandlabeling.
Handoutgraphicorganizerandhavethestudentsfilloutthetemplate.
4.Askstudentstodeviseadescriptivelabelforeachoftheirgroups.
Informmystudentsthereshouldbelabelsforeachofthegroupings.LaterIwillbeaskingasa
classsomeoftheideasthestudentshadforgroupings.
5.Havestudentsusetheirlabelsandwordgroupingstomakeseveralpredictionsorhypothesesabout
thereading,lecture,orunit.Studentsshouldwritetheirpredictionsonathreecolumnsupport/refute
organizer.
Afterthestudentshavegroupedandlabeledwiththeirpeers,allowforindividualworktime
withthegraphicorganizer.Letstudentsknowtheyshouldfilloutthepredictionscolumnabout
theupcominglesson/unit.
Callonthreeorfourstudentsforafewpredictions.
6.Asstudentsreadthetext,listentothelecture,orparticipateintheunit,askthemtosearchfor
evidencethatsupportsorrefutestheirpredictions.
Handoutthetextstudentswillbereadinginclass.
Theywillbesearchingforevidencetosupportorrefutetheirpredictions.
7.AllowstudentstoreflectontheInductiveLearningprocessandleadadiscussiononwhattheyhave
learnedfromit.
AllowafewminutesforstudentstoreflectonInductiveLearningquietlythinking,drawing,or
writingdowntheirthoughts.
Leadadiscussionabouthowthisstrategyhelpsintroduceimportantcomponentsfortheentire
unit.
8.Overtime,teachstudentshowtogeneralizeandconceptualizebyusingtheinductiveprocessto
identifywords,creategroups,generatepredictions,andthentestandrefinethosepredictionsagainst
theevidence.

Lessonclosure:
Iwillprojectalistofwordsthatallhavetodowithidentitymusic,family,style,sportsetc.andhave
thestudentspicktheirtopthreeitemsthatareimportanttotheirspecificidentity.Theywillsendthe
threewordchoicesintoagoogledrivefolder.FromthereIwillputallofthewordsintoawordleto
showthedifferentcomponentsofidentityaswellasthesimilarities.

Differentiation:
(identifythelearnerpreferencessuchasMIandLSaswellasanydifferentiationforreadinessandinterest)

MI:Interpersonal,SelfExpressive

LS:VerbalLinguistic,Intrapersonal

Accommodation:
(howareyougoingtoaccommodatetheuniqueneedsofspecificstudents?forexample,accommodatinglanguagelearnersandmodifyingforspecial
educationstudentsbespecificlistingstudentsbynamecanhelptoensurethatyouarerecognizingandmeetingtheirindividualneeds)

MaterialsandResources:
(studentandteachermaterials,includingtechnology,materialresources,humanresources,orcommunityresources)

HandoutsofexcerptsstudentswillbereadingaboutIdentity
Envelopes
Smallstripsofthewordsinsideoftheenvelopes
GraphicOrganizer


EvidencetoSupport

Prediction

EvidencetoRefute