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 2 of 4; Plan 6 of 12

Plan type: Full Detail

Content Requirement Satisfied: Full detail lesson plan of my choice

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 identities
b. Students will be able to explain how their identities intersect
c. Students will be able to describe how the intersection of their identities informs
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 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.

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.
c. Students will be able to reflect on their group and personal identity.
d. Students will be able to explore the intersection of their group identities.
e. Students will be able to explain the impact their group identities have on their
perceptions of the world or of others.
 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

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:
[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.

Pre-Assessment Formative Assessment Formative Assessment

Title of assessment tool: Title of assessment tool: Title of assessment tool:

“One Thing” Literary Small group and whole- Student Journals [U2a, U2b,
Analysis Diagnostic [S2a] class discussions – “Eleven” U2c, S2a, S2b, S2c, A1a,
by Sandra Cisneros [U2a, A1b, SOL 9.4, CCS RL 9-
Students will demonstrate U2b, U2c, S2a, S2b, S2c, 101, CCS RL 9-10.2]
what they already know A1a, A1b, SOL 9.4, CCS
about literary analysis by RL 9-101, CCS RL 9-10.2] Students will show their
sharing one thing they progress toward the targeted
learned from our previous Students will show their objectives by using analytical
lesson on literary analysis. progress toward the targeted techniques and empathy as a
objectives by using analytical tool to understand their own
Criteria: Students will show techniques and empathy as a and others’ identities.
success by mentioning any of tool to understand others’
the literary analysis identities. Criteria: Students will show
techniques they learned in success by engaging in a
 the previous class, such as
making notes or annotations,
looking for patterns, or
identifying literary
techniques.
How data will be used: If
many students struggle to
answer this question or if
their responses demonstrate
serious misconceptions, I
will reteach a lesson about
literary analysis. If only one
or two students demonstrate
difficulty or confusion, I will
conference with them
individually. If all students
respond correctly, I will
affirm student progress
toward stated objectives.
Criteria: Students will show
success by applying one or
more analytical techniques to
respond to the discussion
question.
How data will be used:
If many students struggle, I
will reteach a lesson on
literary analysis. If only one
or two students demonstrate
difficulty or confusion, I will
conference with them
individually.
How students will receive
feedback: Whole class
instruction or student/teacher
conferences depending on the
outcome.
thoughtful and nuanced
discussion of the effects of
reflecting on their own or
other’s identity.
How data will be used:
Student responses will inform
future one-on-one
conferences. If many students
struggle, I will reteach
lessons on analysis and
empathy. If only one or two
students demonstrate
difficulty or confusion, I will
conference with them
individually.
How students will receive
feedback: Whole class
instruction or student/teacher
conferences depending on the
outcome of the journal
entries.

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

(This is where you identify specific aspects of this lesson which have been differentiated in order
to address the needs of one or more of your profiled students—identify them by name)

What have you done (visible in the lesson plan procedures) that differentiates for the a)
readiness, b) interests, and/or c) learning environment for your profile students.

Student Name Readiness Interest Learning

Environment
Angela Showing the video of I expect Angela will have a
Sandra Cisneros reading high degree of interest in
“Eleven” will aid in this story is by a Mexican-
Angela’s comprehension American author.
of the text.
I will provide Angela
with an audiobook
version of The Sun is
Also a Star to use during
independent reading
time. I will also allow
Angela to use her
 school-issued laptop or
cell phone to record
voice-memo annotations
rather than written ones.
I will allow Angela to
use a combination of
(student-drawn) pictures
and text in her journal
entries.
Braden Braden greatly prefers
class discussions to
individual writing
assignments. The
opportunities for
small and whole-class
discussion in this
lesson will help
engage his talkative
nature.
The individual
reading and writing
time will allow
Braden to progress at
his own pace. He will
be allowed to
move/sit where he is
most comfortable and
able to focus.
Aaliyah Showing the video of
Sandra Cisneros reading
“Eleven” will aid in
Aaliyah’s
comprehension of the
text.
I will provide Aaliyah
with an audiobook
version of The Sun is
Also a Star to use during
independent reading
time.
Kayla I expect that “Eleven” will
be a high-interest text for
Kayla due to the injustice
portrayed in the narrator’s
classroom environment.
This injustice relates to how
 Kayla often feels about her
classes and peers. These
similarities will help Kayla
connect to the text on a
personal level.

Procedures/Instructional Strategies
Each step should have bolded heading that identifies the activity, and then is followed by the
teacher scripting, student and teacher actions, and a description of the activity.
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement:

Students will be seated at two-person tables arranged in rows and facing the front of the room. I
will be standing outside to take attendance and greet students as they enter. The daily agenda will
be written on the board.

 [10 mins.] Welcome/Ice Breaker

Welcome back, everyone! I am really excited about what we are doing in class today, so I want
us to jump right in. To get us started, we are going to play another ice breaker. In this activity,
each person will go around the circle and share one thing about themselves that they think is
unique to them. Let’s go ahead and stand in our circle. [I will pause as students transition to a
circle. Then I will say:]

My one thing that I think is unique to me is that I am afraid of birds. Does anyone have that in
common with me?

[I will pause to let students respond. Then, I will turn to the person to my right and say:]

What is your one thing?

[We will go around the circle until everyone has had a chance to share. Then I will say:]

Thanks for sharing. You may take a seat.

[10 mins.] Lesson Introduction

[I will pause as students transition to their seats. Then I will say:]

I need some volunteers who can tell me one thing they learned in class yesterday. Please raise
your hand if you’re willing to share.

[I will pause to give students think time of about 1-2 minutes. This time will depend on how
quickly students indicate they are willing to respond. Student responses should mention
procedural knowledge about how to engage in analyzing a text. This includes but is not limited
to making notes or annotations, looking for patterns, identifying literary techniques, and many
more. After several students have shared, I will say:]

Thanks to all of you who spoke up. From your responses, it is clear that literary analysis is a
complex and multi-step process, but as we discussed in our last class, engaging in literary
analysis can really deepen our understanding of a text. Today, we are going to continue thinking
about analysis by exploring at what happens when we analyze our own or other’s identities. Who
is willing to read our objectives aloud?

[I will have the objectives on a PowerPoint slide for all students to see. I will call on a volunteer
who is willing to read.]

Thank you for reading those for us.

 [10 mins.] Read Aloud – “Eleven” by Sandra Cisneros

[I will distribute copies of “Eleven” by Sandra Cisneros as I say]

To get us started on analyzing identity, we are going to listen to Sandra Cisneros read her short
story “Eleven” out loud. I am giving you a copy of the text in case you want to make notes or
annotate, but it is not required. You should, however, make sure you are following along as
Cisneros reads aloud. As you listen, think about how you would describe the narrator in this
story. Let’s begin.

[I will play the video of Sandra Cisneros reading “Eleven” aloud. As the video plays, I will
circulate the class to make sure all students are following along with the reading. This will be
evident if students choose to annotate their texts and/or by body language and other behaviors.]

 [25 mins.] “Eleven” Discussion/Analysis

[Once the video ends, I will say]

Ok, now let’s talk a little bit about what we just heard.

[I will switch the PowerPoint slide to slide 2, which says]

“Use what you know about analyzing a text to describe how the author creates feelings of
empathy in the audience. Make sure you cite examples from the story to support your
responses.”

[I will read the instructions aloud, then say]

I hope you remember what empathy means from our past discussions, but if you need a reminder,
check your Key Terms sheet last week. You have ten minutes to turn and talk to your table
partner about any ideas or observations you can make based on this question. You may begin.
[I will circulate the class as students discuss. I will be listening for students to mention the first-
person narration, the events occurring on Rachel’s birthday, and the evocative similes and
metaphors that serve to foster empathy in the audience.]

I heard a lot of you using your literary analysis skills. That’s great! Who can share what you
talked about with your partner?

[I will pause and call on students who are willing to share. I will record student responses on the
board. After ten minutes, I will say:]

So, we can see all these literary techniques that the author uses to cause us to feel empathy for
Rachel. It’s so important for us to acknowledge how the author makes us relate to Rachel’s
experience through these literary techniques. Now, let’s think about how this story would change
if we weren’t told it from Rachel’s point of view.

[I will pause momentarily here for students to process this question.]

Take two minutes to write down your thoughts on a spare piece of paper. You don’t have to turn
this in, it’s just to get you thinking.

[I will pause and give students time to write. When time is up, I will say:]

Ok, who is willing to share something they wrote?

[I will give students a few minutes to share their thinking. When time is up or when student
responses die down, I will say]

Thank you all for sharing. I agree with many of the thoughts I heard today. I think changing the
point of view of this story could totally change our opinion of Rachel. We might see her as a kid
who disobeys the teacher and then has an outburst in class just over being told to put on her own
sweater. But, because we get to really know Rachel’s thoughts, feelings, and circumstances, we
can relate to her. That’s true in fiction, but is it true in real life as well? You’re going to take
some time to reflect on those ideas in your notebooks. Please get your notebooks and feel free to
move to a comfortable spot in the classroom.

 [15 mins.] – Journaling

[Once students have gotten settled and have their notebooks, I will say]

We are going to spend 20 minutes reflecting on this question:

[I will have the question projected on the board and I will read it aloud.]

How do our intersecting identities shape our perspectives? As you write, you can mention your
own experiences or the story we read today. You also might want to draw connections to what
you have read so far in The Sun is Also a Star. I will be conferencing with some of you
individually during this time as well. Ok, go ahead and start writing.

 [15 mins.] – Reading

[Once the journaling time is almost over, I will say] Ok everyone, your 25 minutes are almost
over. If you are on a roll with your writing, feel free to keep going. However, if you need a break
or need to get caught up on reading The Sun is Also a Star, you can transition into 25 minutes of
reading time. How you use this time is up to you as long as you are on task. Don’t forget that by
our next class you need to have finished through page 161 of The Sun is Also a Star.

 [5 mins] Closure:

[Once the reading time is almost over, I will say]

Ok everyone, please wrap up whatever you are working on right now and move back to your
assigned seats. In our last five minutes, let’s look back at our objectives for today.

[I will project these on the screen].

Take some time to reflect on these objectives. What do you understand now that you didn’t
before? What do you need more help on? Write down your thoughts on a piece of paper and give
them to me as you leave today.

Materials Needed (list):

 Video of Sandra Cisneros reading “Eleven” [Appendix 14]
 Copies the text of “Eleven” by Sandra Cisneros (one per student) [Appendix 15]
 Lesson 6 Slides [Appendix 16]
 Promethean board, projector and computer with internet access
 Student writing notebooks