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 3 of 12

Plan type: Summary

Content Requirement Satisfied: Genre of text – Narrative non-fiction

Note: This summary lesson plan was designed to support the subsequent lesson plan that is a
reading experience lesson for The Sun is Also a Star.

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.
 U2: Students will understand that analysis of identity can help us learn about ourselves
and empathize with others.
a. Students will be able to describe the effects of analyzing their own identity.
b. Students will be able to analyze the identity of various people or characters.
c. Students will be able to describe the effects of analyzing other’s identity.
 U3: Students will understand that their identities begin with their physical self and
develop and change depending on their social context.
a. Students will be able to describe how identities change over time and in various
contexts.

PERFORMATIVE (Do)

 S1: Students will be able to describe a person’s identity based on the intersection of
his/her multiple group identities
 S2: Students will be able to analyze group and personal identity
a. Students will know what literary analysis is
b. Students will be able to identify figurative language in a text.
c. Students will be able to explain the impact of an identity on a person or text
 S3: Students will be able to explain the influences on an identity over time or in various
contexts
a. Students will be able to discuss the multiple influences on a person’s identity.
b. Students will be able to discuss how and why an identity may change
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.
b. Students will be able to practice using empathy as a tool to analyze other’s group
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
 “Brain Dump” [Diagnostic; assesses student background knowledge and potential
misconceptions related to immigrants/immigration]
 Reading Interest Survey [Diagnostic, assesses student attitude toward reading]
 Practice Annotations [Formative; assesses U2b, U2c, U3a, S2a-c, S3a, S3b SOL 9.4,
SOL 9.5, CCS RL 9 – 10.1]
 Exit Ticket [Formative; assesses U2b, U2c, U3a, S2a-c, S3a, S3b SOL 9.4, SOL 9.5,
CCS RL 9 – 10.1]

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 stand outside the classroom to greet students as they enter. The daily agenda will be written
on the board.

1. [10 mins.] Icebreaker Activity

I will greet the class and lead the students in the activity “What’s the News?” to break the ice and
foster classroom community. For this activity, the students and I will stand in a circle. I will
explain that each person in the circle will turn to their person on the right and ask, “What’s the
news?” The person they ask can then respond either by telling one fun or interesting thing that
they want to share or by saying “No news today.” We will go around the circle, asking and
answering, until each person has had a turn. Then, I will thank students for sharing and tell them
to return to their seats.
2. [5 mins.] Lesson Opening
To start our lesson, I will display the agreed upon class norms that we developed as a class last
week. I will tell students that we can decide to revise these norms if we feel a need to, but for
now we are going to use them to help create a safe and positive learning environment. I will also
tell students that we are going to be engaging with some topics during this class that will make
following our class norms especially important. I will check for understanding of this expectation
before proceeding to the next activity.
3. [5 mins.] Brain Dump
I will give each student a Post-It note and tell them to write down everything they think of when
they hear the word “immigration.” I will tell students that they have about five minutes to write.
When the time is almost up, I will get students attention by saying “If you can hear my voice,
clap twice” and clapping. I will repeat this until I have all students’ attention. I will tell students
to keep their Post-It notes on their desks and that we will revisit them later.
4. [15 mins.] Mini-Lesson: Annotations
I will tell students that today we are going to use annotations to help us think and talk about
immigrants’ experiences. I will explain that to do this, students must first learn how to annotate a
text. I will explain that some students may feel like they already know how to annotate, but that
we are going to review it anyway. I will then teach a mini-lesson about how to annotate texts.
During this lesson, I will explain that annotating is a good way for us as the audience to “talk
back” to the author of the text: we can ask questions, make connections or predictions, and/or
challenge the author or characters. I will also explain that annotations should, first and foremost,
demonstrate our thinking as we read. I will use this mini-lesson to model annotating the text “My
Korean-American Story: HJ Lee.” I will describe my thought process when reading the text and
will write down relevant connections, questions, or observations. Once I am finished going
through this process, I will ask students to give me a thumbs up if they feel ready to practice
annotating on their own or a thumbs down if they still have questions or concerns. Depending on
the number of students who respond with a thumbs down, I will either go back and reteach to the
whole class or address individual students as needed. Then, I will tell students to select a text
from the ones I have provided. I will tell students that they should make their selection based on
which text they think might be able to answer a question or connect to a comment they made
during their brain dump. I will tell students that they will be practicing annotating the text they
chose and that they will choose six of their annotations to turn in to me for review and feedback.
Students will select their text and return to their desks to begin annotating.
5. [15 mins.] Annotation Practice
Students will read and annotate their chosen texts. I will circulate the room to conference with
students who seem to be struggling. I will look for students who may be over- or under-
annotating. When the fifteen minutes are almost over, I will remind students to select three
annotations that they feel best represents their thinking while they were reading. I will tell
students to turn in these annotations by putting their selected Post-It notes on one sheet of
notebook paper and writing their name at the top. I will tell students to turn in their work to the
appropriate basket.
6. [5 mins.] Reflect
As students return to their seats, I will tell them that they are going to take five minutes to reflect
in writing on the annotation process. To do this, students will write down one thing they felt
challenging, surprising, or helpful about the annotation process. Students may do this on a scrap
piece of paper since it will not be turned in for a grade. Once the five minutes are almost over, I
will tell students to wrap up what they are writing and put their pen or pencil down to signify that
they are finished. Once most of the class is finished, I will explain that we are going to take
fifteen minutes to debrief about the annotation process.
7. [15 mins.] Debrief/Discuss
I will lead students in a whole-class discussion in which they reflect on the annotation process. I
will encourage students to share from their written reflections. I will jump in if the discussion
stalls or if I need to address misconceptions, but the discussion should be primarily student led.
The purpose for this discussion is for students to share their thinking, so I will be expecting
students to demonstrate evidence of the ways in which their thinking changed or developed as
thy learned about and practiced annotating. Once our discussion time is almost over, I will thank
and affirm all who were willing to share their thoughts. I will also refer to our class norms and
thank students for following them in our conversations.
8. [15 mins.] The Sun is Also A Star introduction
I will transition by telling students that we are going to switch to something entirely new for the
remainder of class. I will explain that we are going to read one of my favorite books, The Sun is
Also a Star, during this unit. I will tell students that some of them may be familiar with
Everything, Everything (the book or the movie), which was written by the same author. I will tell
students that we are going to view a short YouTube video in which the author of the book,
Nicola Yoon, discusses the book as well as her own life. I will tell students that as they watch the
video, they should think about how Yoon’s interview connects to some of the texts we have read
and discussed in class.
9. [5 mins.] Making Connections
As an exit ticket, I will have students write down one observation they can make that connects
Nicola Yoon’s interview to the other texts we have read and discussed in class. I will be looking
for students to relate Yoon’s experiences and/or her discussion of identity with similar themes
apparent in the text that were read or discussed. As students write, I will pass out the Reading
interest survey and will tell students to complete it for homework. Students will give their
connection to me as they leave the room.
Materials Needed (list):

 Post-it Notes
 “My Korean-American Story: HJ Lee” [Appendix 6]
 Immigrant Experiences Texts [Appendix 7]
 The Sun is Also a Star interview [Appendix 8]
 Reading interest survey [Appendix 23]
 Promethean board, projector, and computer with internet access